Moscow School Research Articles

RECONSTRUCTION OF QUASI-PRACTICAL STUDENT ACTIONS AS A WAY OF DESIGNING A DEVELOPING DIGITAL RESOURCE IN SCHOOL TEACHING

To make the global digitalization of education more than just a change in the format of education it is necessary to equip the developers of digital educational resources (DER) with an understanding of the creation principles that organize meaningful learning activities. The aim of the study was to create the design of a digital resource aimed at the development of a scientifi c concept and testing of its effect. The methods of the research were: • subject and logical-psychological analysis of the concept (osmosis), • case study: the construction and testing of DER in experimental teaching, • diagnostics of the concept development using SAM method ( thirteen-fourteen years old students of a Moscow school). It was shown that identifying the substantive concept content and defi ning actions in the course of which a student is able to make the necessary distinctions, test hypotheses, fi nd language adequate to their actions, and receive meaningful feedback on their actions, makes it possible to create a scenario of DER that effectively and consistently supports the formation of a scientifi c concept. The effectiveness of the formation was confi rmed by comparing the solvability of the three-level task on the concept of osmosis (using the SAM methodology) - % in the experimental classes and, respectively, % in the control classes. The effectiveness of DER is also confi rmed by its long-term demand in teaching: all teachers working with this programme use it systematically. Thus, the following principles should underlie the design of effective DERs that support scientifi c concepts formation: • subject analysis, determining the ways of concept development; • logical-psychological analysis, identifying the possible structure of children’s actions; • determining the place of the digital resource, i.e. those quasi-practical actions that should be supported by it, as opposed to actions that do not require virtual substitution; • designing meaningful feedback on the child’s actions.

TEACHERS’ VIEWS ABOUT USING DIGITAL TECHNOLOGIES IN EDUCATION OF INTELLECTUALLY GIFTED STUDENTS

Digital technologies have now become essential components of school education for all students with various educational needs and characteristics, and also provided new opportunities and resources for education of intellectually gifted students to take into account their unique cognitive and personal needs. At the same time, the key factors of effective gifted education are the teachers’ professional readiness and motivation to create the differentiated environment, methodologies, and curriculums, using these technologies. Due to the relevance of studying these issues, we researched the teachers’ attitudes toward using digital resources in school education of intellectually gifted students. Semi-structured interviews were conducted with  Moscow school teachers (Master’s degree students) on their beliefs about the educational needs of intellectually gifted adolescent in the context of digital technologies in order to interconnect teachers and students. In general, the respondents emphasized effi ciency of digital technologies, such as autonomy, distance (online) learning, discussion, competitions, and so on, in teaching and supporting intellectually gifted schoolchildren, their especial curiosity, diverse interests, high abilities, and high expectations (from self and others). The frequently mentioned benefi ts were availability of distant materials and consultants, like-minded persons for school and home work, and extracurricular activities. Possible challenges and negatives of using digital technology by gifted schoolchildren at different ages were also considered. Although all respondents indicated positive perceptions of digital technology education in the classroom or at home, most of them worried about their inadequacy of technological preparation and excessive time for development of educational materials. Our data show that the teachers need greater support in the production of digital curriculums and materials as well as their adaptations for gifted students in different educational situations.

Актуализация использования концепции Снузилен-мультисенсорная среда в педагогике начальной школы

The article provides an overview of the concept of a multisensory environment and analyzes its possibilities for sensory-integrative education of first-graders at the stage of adaptation and younger schoolchildren from displaced families . The theoretical and methodological grounds for conducting an experiment in schools in Moscow and the Moscow region are considered in connection with the increasing number of first-graders who have problems at the stage of adaptation, and younger schoolchildren from displaced families who have problems integrating into a new socio-cultural environment for them. An overview of modern foreign and domestic research on the mental and physical development of children and factors contributing to learning difficulties is presented. The differences and unifying points are analyzed from the perspective of modern research in the field of sensory-integrative approach to understanding the lack of competence of teachers in working with younger displaced schoolchildren and first-graders at the stage of adaptation. One of the aspects of the psychological well-being of students in the educational process is the early identification and overcoming of learning difficulties in primary school. In conclusion, the authors consider the main problems and possibilities of organizing psychological and pedagogical support for the learning process in primary school based on an integrative approach (the concept of a multi-sensory environment), including through the training of specialists in this field to work with younger schoolchildren.

Forecasting staffing needs in general education: HR-practices and staffing planning model for metropolitan schools

Introduction. The development of human capital is crucial for preparing an effective response of the Russian society to the great challenges related to ensuring sustainable economic growth, development and implementation of new promising technologies, increasing labour productivity, and improving the quality of life of citizens. The key role here is played by the state of the education sector, on which the population's mastering of competences, knowledge and skills demanded by the economy and the labour market directly depends. Ensuring the training of highly qualified specialists considering the changing staffing needs of society and trends in the development of the digital economy refers to the urgent problem of management and forecasting of staffing in the Russian education system. Materials and Methods. The methodological basis of the study was formed by reports of international organizations, national agencies in the field of education, reports of working groups, as well as domestic and foreign studies in the field of forecasting the staffing status; official web pages of federal and regional executive authorities that carry out management and control in the field of education; websites of educational organizations of general and higher education; information from open data sources. Qualitative analysis of data using general scientific methods of cognition was carried out on the obtained set of data. Results. The analysed solutions have limitations that make it difficult to directly transfer them to the staff forecasting model for Moscow schools. They do not consider the peculiarities of Moscow education, for example, the directions of the Moscow education development strategy, specifics of the nomenclature of positions and certification of managerial staff, city projects of pre-professional education, optimization of administrative staff, etc. When creating a staff forecasting service for Moscow schools, it is necessary to consider the advantages of platform solutions that provide an integrated interdisciplinary approach using large amounts of data. At the same time, the forecast should consider the peculiarities of the Moscow education system that can affect the staff composition of schools. Discussion and Conclusions. Based on the analysis, a model solution for forecasting the staffing status of educational organizations in the metropolitan education system has been developed, including methodological approaches to evaluation; directions for assessing the dynamics of changes in the staffing status of schools; the structure of the staffing composition of Moscow schools; the structure of primary data; and a set of indicators.

The Early Formation of the Moscow School of Landscape Painting. Landscape Class of the Moscow School of Painting and Sculpture (MUZHV), 1844–1857

The article delves into the formative years of the landscape class at the Moscow School of Painting and Sculpture (MUZHV), whose growth parallels the advancement of the landscape genre in Russia during the latter half of the 1 9th century. It explores the pioneering efforts of Karl Ivanovich Rabus, the inaugural head of the class, and evaluates his instructional techniques in landscape painting. His methods introduced academic traditions of landscape painting to the School, thereby laying the groundwork for its future development. Additionally, the article delineates the challenges encountered by the nascent landscape painting tradition, attributable to a range of internal and external factors.Drawing from archival records and periodical sources, the author endeavors to reconstruct a detailed portrayal of the class's early years (1844-1857), emphasizing the pivotal role of students in the evolution of artistic life and the formation of the art market in Moscow. The research enhances scholarly knowledge by bringing into focus the identities of the class's students, most of whom are lesser-known artists, alongside their artistic creations, enriching our comprehension of Russian landscape painting during the late 1800s.

Development of Surgical Safety Algorithms for Various Nosologies through the Development of Practice-Oriented Training Programs by Surgeons

Surgical safety issues are becoming particularly relevant today. The vector of development of this strategically important area is seen by us in the organization of effective training of surgeons in the implementation of surgical safety algorithms for various nosologies developed by expert groups of the Russian Society of Surgeons. The article describes the main stages of organizing the educational process for teaching surgeons a standardized algorithm for safely performing laparoscopic cholecystectomy in the process of mastering the practice-oriented program "Moscow School of Surgery".

Strategizing the industrial core of the national economy

Strategic provision of technological sovereignty and economic security for the long term are of the highest importance for any state. The availability of its own critically important technologies and high-tech production of products in priority economic areas increase the state’s resilience to external challenges and threats, as well as orient the economy towards the realization of national values and the interests of innovative development of emerging strategic opportunities. The formation of an industrial core as a vector for the implementation of a strategy to ensure technological sovereignty and economic security is a critically important strategic goal of Russia. At the national level, the need to strengthen and strategize the industrial core is confirmed, in which the industry should be based, not only ensuring stable dynamics of the national economy, but also stimulating its development focused on innovative priorities. However, the results of the strategic diagnosis indicate the existing imbalance in the sectoral structure of the national economy caused by premature processes of deindustrialization and primitivization of production capacities. The consequence of this is an increase in the negative impact of outdated technologies and organizational systems on the functioning and development of Russian industries. The study of the regulatory environment and methodological base of modern strategizing of priority industries in Russia conducted in this article indicates the presence of systemic errors in the preparation and implementation of strategic documents for long-term industrial development. In the article, the authors come to the conclusion about the imperfection and fragmentation of the applied methodology for the development and implementation of strategies for the development of industries, including errors of an essential, structural and methodological nature, or the lack of a methodology for strategizing in general. As a solution, the author proposes the use of industrial strategizing methodology, based on the theory of strategy and strategizing methodology of the Russian scientific school developed by the Center for Strategic Research at the Institute of Mathematical Research of Complex Systems and the Economic and Financial Strategy Department at Moscow School of Economics at Lomonosov Moscow State University, and has a number of advantages for the targeted development of industrial sectors and the formation of the industrial core of the national economy based on focusing on the search and implementation of strategic opportunities and the use of existing and newly created competitive advantages.

Климат в классе как условие развития одаренности школьников: к проблеме подготовки современного учителя

<p style="text-align: justify;">The article is devoted to the problem of creating a favorable psychological climate in the classroom for the giftedness development of schoolchildren. The results of a study of schoolchildren’ perception of the classroom climate and teachers’ self-assessments of the skills associated with its creation are presented. The study involved 128 schoolchildren from six parallel 5th grades of the Moscow school and 48 teachers teaching fifth graders in Moscow and other Russian cities. Methods: the questionnaire “Climate in the classroom” (N.B. Shumakova et al., 2023) and the original self-assessment skills Questionnaire for teachers, containing statements related to the scales of the “Climate in the classroom” methodology. It is shown that schoolchildren’ perception of the classroom climate and teachers’ self-assessment of skills in its creation can differ significantly: Teachers highly appreciate their skills in creating conditions for schoolchildren to cooperate and work productively, while for fifth graders these aspects of the classroom climate are perceived as the most problematic. The actual targets for the training of a modern teacher are highlighted.</p>

The problem of alignment

AbstractLarge language models (LLMs) produce sequences learned as statistical patterns from large corpora. Their emergent status as representatives of the advances in artificial intelligence (AI) have led to an increased attention to the possibilities of regulating the automated production of linguistic utterances and interactions with human users in a process that computer scientists refer to as ‘alignment’—a series of technological and political mechanisms to impose a normative model of morality on algorithms and networks behind the model. Alignment, which can be viewed as the superimposition of normative structure onto a statistical model, however, reveals a conflicted and complex history of the conceptualisation of an interrelationship between language, mind and technology. This relationship is shaped by and, in turn, influences theories of language, linguistic practice and subjectivity, which are especially relevant to the current sophistication in artificially produced text. In this paper, we propose a critical evaluation of the concept of alignment, arguing that the theories and practice behind LLMs reveal a more complex social and technological dynamic of output coordination. We examine this dynamic as a two-way interaction between users and models by analysing how ChatGPT4 redacts perceived ‘anomalous’ language in fragments of Joyce’s Ulysses. We then situate this alignment problem historically, revisiting earlier postwar linguistic debates which counterposed two views of meaning: as discrete structures, and as continuous probability distributions. We discuss the largely occluded work of the Moscow Linguistic School, which sought to reconcile this opposition. Our attention to the Moscow School and later related arguments by Searle and Kristeva casts the problem of alignment in a new light: as one involving attention to the social regulation of linguistic practice, including rectification of anomalies that, like the Joycean text, exist in defiance of expressive conventions. The “problem of alignment” that we address here is, therefore, twofold: on one hand, it points to its narrow and normative definition in current technological development and critical research and, on the other hand, to the reality of complex and contradictory relations between subjectivity, technology and language that alignment problems reveal.

Учебная деятельность в отсутствии взаимодействия?

<p>The obvious disadvantage of online education is the lack of real interaction and meaningful communication among students while solving a learning problem. We assume that under these conditions a full-fledged learning activity in its function of assimilation of theoretical concepts cannot be formed in primary school. To verify this hypothesis, we analyzed the results of meta-subject diagnostics of the fourth graders who graduated from primary school in 2015-2019 (real interaction) and graduated in 2023 (online education). 316 children in total were recruited for this study. We also used diagnostic data on meta-subject results of fifth grade students from two Moscow schools in 2019 and 2021, where “traditional” educational programs were implemented. 248 children were recruited. It is shown that the lack of conditions and opportunities for constructive interaction and meaningful communication in the process of solving learning problems complicates and slows down the development of childrens’ main social competencies, but also affects other important meta-subject results of primary education. Thus, the results of meta-subject diagnostics of primary school graduates in 2023 made it possible to identify the weaknesses of online learning, its disadvantages, and to assess the consequences for the mental development of children.</p>

SCULPTOR AND ARTIST I.I. SEVRYUGIN. HIS CONTRIBUTION TO THE ORGANIZATION OF THE FIRST ANTHROPOLOGICAL EXHIBITION IN 1879

Introduction. The work is devoted to an extraordinary person - the sculptor and artist Ivan Illarionovich Sevryugin (1839-?), his contribution to the organization, holding and sculptural embodiment of the Anthropological Exhibition of 1879, which became the starting point in the development of anthropology as an exact and natural-historical science and the basis for the creation of the department and Museum of Anthropology. Materials and methods. This study is based on the printed works of the second half of the 19th century, published by the Society of Amateurs of Natural History, Anthropology and Ethnography (OLEAE), in the research of which historical-typological and historical-descriptive methods were used. The main attention was paid to the analysis of materials and documents related to the preparation and holding of the First Anthropological Exhibition in Moscow in 1879. Archival documents from the Research Institute and the Museum of Anthropology and literary sources were also studied. Results and discussion. The work examines the creative path of the sculptor and artist I.I. Sevryugin. Coming from a poor family of guild artisans, Ivan Illarionovich received an excellent education at the Moscow School of Painting and Sculpture. Studied under Professor N.A. Ramazanov. During his studies, he was repeatedly awarded for his work and upon graduation received the title of third-degree artist. Along with famous sculptors and artists, he took part in the production of collections of mannequins for the Ethnographic Exhibition of 1867. The most significant peak of his activity was the First Anthropological Exhibition of 1879. The development of the exhibition model, its sculptural embodiment, collection and preparation of exhibits (mounds, burial grounds, masks, busts, etc.), a trip to Paris and much more - all this shows him as an incredibly talented person who masters a variety of artistic and sculptural techniques, who was hard working and earned the highest praise from specialists. Conclusion. Analysis of archival and literary sources showed that I.I. Sevryugin, being a talented artist and an excellent sculptor with a colossal capacity for work, took an active part in the preparation of the Anthropological Exhibition of 1879, and contributed to the solution of one of its main tasks - the popularization of anthropology in Russia. Thanks to his talent, he was able to express scientific ideas in artistic form. His works, exhibited in the gallery halls of the Exhibition, clearly showed the general public the unity of the biological and social in human nature. Collections created by I.I. Sevryugin, formed the basis of the sculptural fund of the photo-illustrative department of the Museum of Anthropology of Moscow State University.

Особенности межличностного взаимодействия подростков, склонных к проявлению агрессии

<p style="text-align: justify;">The article provides an analysis of the results of a study of the unique aspects of interpersonal interaction among adolescents prone to aggression. The theoretical basis for the purpose of the work was provided by modern research, showing the versatility of the process of interpersonal interaction between adolescents and manifestations of aggression. The respondents of the study were teenagers from educational schools in Moscow, numbering 68 people aged 15-16 years. The empirical study used the aggressiveness test by L.G. Pochebut, “Aggressive behavior” methodology by E.P. Ilyin and P.A. Kovalev, interpersonal relations questionnaire by A.A. Rukavishnikov, emotional empathy questionnaire by A. Mehrabian, N. Epstein. The results of the empirical study established significant differences in the interpersonal interaction of adolescents prone to aggression. They are characterized by a desire to dominate, a lack of willingness to control their behavior, low selectivity and criticality in choosing communication partners, as well as a low level of empathy development. The obtained results can be used in work with adolescents aimed at creating favorable interactions among adolescents and reducing aggression.</p>

The Moscow–Tartu Semiotic School and Soviet Art History

Although the problems of art history did not form the core of the Moscow–Tartu semiotic school’s interests, its members often turned to the material of visual art within the framework of general and specific studies of sign systems. In turn, Soviet art history in general did not show interest in semiotics. Meanwhile, the selection of problems and the approach to them in art history (mainly of the Moscow school) indicated that the reflections of art historians and philologists starting from a certain time (in the late 1960s and into the 1970s) began to develop in parallel veins. The present article provides an overview of the main problems of visual art in the works of representatives of the Moscow–Tartu school (Lotman, Uspenskij, Ivanov, Toporov and others), as well as of the adepts of semiotics from the side of art history (Paperny, Daniel, Zlydneva). In addition, the article shows how despite not accepting the semiotic mode of thinking, in their texts art historians approached the semiotic problematics of art raised by philologists (in particular, interest in the problem of the border-zone and marginalia, correlation between a word and an image in visual art, and the poetics of the historical avant-garde, etc.). This antinomic (non-)meeting of semiotics and art history in the realm of Soviet humanities in the 1970s can serve as the manifestation of the power of the unified scientific episteme of the era.

Преданность клинической психологии. К юбилею Ирины Федоровны Рощиной

<p>The work is dedicated to the anniversary of the renowned Russian neuropsychologist, I.F. Roshchina, who celebrated her anniversary in January 2024. The article highlights the main milestones in her biography and identifies her main areas of scientific interest, including: the study of normal and pathological aging, the methodology and diagnostic tools of clinical psychology, the theoretical and methodological issues of medical (clinical) psychology, as well as issues related to the training and education of young professionals and the preservation of the traditions of the Moscow School of Clinical Psychology. A brief review of her recent publications reflects I.F. Roshchina's long-standing work as a researcher, teacher, and practitioner. The staff of the Department of Neuro- and Patho-psychology of Development at MSUPE cordially congratulates Irina Fedorovna on her anniversary, wishing her good health, worthy students, and success in the development of neuro-herontology and clinical psychology.</p>

His Holiness Patriarch Sergius, Metropolitan Gregory and the Theological Schools of the Moscow Patriarchy from 1944 to 2024

The article commemorates two significant events marking the 80th anniversary of the Russian Orthodox Church in 2024: the passing of His Holiness Patriarch Sergius and the establishment of the first theological schools in Moscow during the Soviet era. The question of establishing theological schools was raised by Patriarch Sergius following the Council of Bishops in 1943 and his subsequent election as patriarch. These schools were inaugurated just a month after his passing. It’s emphasized that the swift preparation for the opening of the Theological Institute and Theological and Pastoral courses was facilitated by the quarter-century journey of the patriarch’s long-time faithful colleague, Archpriest Nikolay Chukov (Archbishop Gregory of Saratov and Stalingrad), who authored the project for spiritual educational institutions of the Moscow Patriarchate. He had substantial experience in establishing and overseeing higher theological institutions in Petrograd-Leningrad from 1920 to 1925. For the first time, a diary detailing the activities of Archpriest Nikolay Chukov is published in the appendix. His endeavors, undertaken with the support of Metropolitan Sergius and the Synod from 1928 to 1930, aimed to establish a Theological Institute in Leningrad. Unfortunately, his plans were thwarted by his arrest in 1930. The entries in the published diary confirm Olga Vasilyeva’s assertion that Metropolitan Sergius’ interview, which sparked widespread protests due to its denial of Church persecution in the USSR, was a quid pro quo for allowing him to submit a memo to Pyotr Smidovich. One of the memo’s points emphasized the necessity of opening a theological school. This memo played a pivotal role in obtaining permission, which, in turn, significantly hastened the process of opening theological schools in Moscow in 1943–1944. The article concludes with excerpts from books and articles by a professor from the Department of Church History at Saint Petersburg Theological Academy. This academic offers a negative and ironic assessment of both the ascetic work of Metropolitan Gregory of Leningrad and Novgorod, and the martyrdom of Patriarch Sergius, who endured humiliation primarily to preserve a legalized church organization, which was essential for the establishment of theological schools within the Patriarchate. This aspect became particularly significant when considering the pivotal choice by the authorities between the patriarchal Church and the Renovationists in 1943.

Личностные факторы профессионального выгорания у школьных учителей

<p style="text-align: justify;">The relevance. There is a lack of information in the scientific literature about predictors of professional burnout among schoolteachers. This complicates psychological work to prevent and overcome professional burnout syndrome, which is a consequence of significant physical and psychological overload among modern teachers. The aim. To identify the most significant personal factors of professional burnout among schoolteachers. Study design. The article analyzes the relationship between the professional burnout of schoolteachers and such personal factors as the professional motivation of teachers, their meaningful life orientations, strategies for coping behavior, satisfaction with various aspects of pedagogical activity. Materials and methods. The study involved 409 teachers of secondary schools in Moscow and the Moscow region aged 23 to 65 years. The following questionnaires were used: «Professional Burnout» questionnaire, «Life Orientations Test», «Job Satisfaction Components Questionnaire», «Coping Methods Questionnaire», «Professional Motivation Questionnaire». Data analysis was carried out using correlation and multiple regression analysis. Results. It is shown that the socio-psychological qualities of the individual, necessary for building the pedagogical interaction of the teacher with other participants in educational relations, primarily with the parents of students, are of high importance for reducing the risk of professional burnout. The most significant personal factors that are predictors of professional burnout among schoolteachers with different indicators of burnout have been identified (dissatisfaction with interaction with students’ parents, the predominance of controlled motivation for work, preference for unconstructive strategies for coping with problematic situations, a feeling of unfulfillment and inability to fully manage one’s life). Conclusions. Psychological, advisory and psychotherapeutic assistance to schoolteachers can be expanded by correcting work motivation, using positive reappraisal and non-confrontation to cope with difficult situations, and teaching effective means of communication with other participants in educational relations.</p>

The role of inhibitory control in the development of musical abilities in children taking music classes

Introduction. Inhibitory control is one of the components of executive functions in children. Through the ability of inhibition, a child can control attention and stop his or her automatic reactions. The results of numerous studies demonstrate the relationship between inhibition and music lessons. However, the role of inhibition in the development of musical ability in children taking music lessons remains incompletely understood. Therefore, the purpose of this study was to identify the relationship between inhibitory control and musical ability and the role of inhibition in teachers' assessment of musical ability in children taking music classes. Methods. The study involved 198 children aged from 64 to 108 months (M=79.28; SD=6.46), studying music in children's music and art schools in Moscow and Krasnodar. To test the level of development of cognitive inhibitory control we used the "Inhibition" subtest of the NEPSY-II complex. To test the level of physical inhibitory control, the "Statue" subtest of the same diagnostic complex was used. To assess children's musical abilities, teachers completed the questionnaire "Assessment of Children's Musical Abilities". Correlation analysis and linear regression were applied to process the obtained data. Results. The Spearman's correlation analysis revealed significant interrelations between inhibition and teachers' estimates of children's musical abilities such as sense of rhythm (r=0,200, p<0,01), pitch hearing (r=0,394; p<0,01), harmony sense (r=0,167; p<0,05) and emotional sensitivity (r=0,282; p<0,01). In addition, the results of regression analysis demonstrate a significant effect of the ability to inhibit spontaneous intentions and follow instructions on the assessments of musical ability. Conclusion. The conducted study confirmed that the children have better skills of response to meaningful tasks and rejection of insignificant ones, the higher teachers evaluate in such children the ability to identify melody's intonational and rhythmic characteristics, as well as the sensitivity to changes in its mood.

The influence of classes using an interactive whiteboard on the functional state of the body of primary school students

Introduction. The development of the education system in recent decades has been accompanied by extensive informatization, activating the cognitive activity of students necessary for the formation of a successful educational process. To identify the impact of the use of an interactive whiteboard (ID) in adolescents of grades 5 and 7, a comparative study of the functional state of the body (FS) of schoolchildren with and without ID was conducted, which is an integral indicator of the ability of an individual's body to maintain a reserve of adaptive reserves under the influence of adverse factors. Mental performance indicators according to the letter table of Anfimov served as markers of FS, allowing to assess the FS of the central nervous system and its change under the influence of various factors. Therefore, the purpose of the study was to study mental performance and assess the body's FS and the emotional state of primary school students in lessons with and without the use of ID. Materials and methods. The study of the influence of the use of ID in educational activities on the mental performance and emotional state of 233 students of different sexes was conducted in a natural hygienic experiment at a secondary school in Moscow. The differences determined by the Student's t-test were considered significant at p<0.05. Results. The initial indicators of mental performance in girls and boys of grades 5 and 7 correspond to the standards for children of this age. When comparing the levels of working capacity in grades 5 and 7, it was revealed that fifth graders are almost 2 times more likely to have a high level of working capacity (p<0.01). And in grades 5 and 7, there is a tendency for girls to have a higher intensity of work than boys, and in grades 7 it is significantly higher (p <0.05). In the process of working with the use of ID, the coefficient of decrease in working capacity in students of grades 5 and 7 was higher than 1, and this indicates the tension of regulatory processes in the body, the impossibility of rapid restoration of functions in students of these age groups, especially girls. Conclusion. The results of the study show that the use of an interactive whiteboard increases educational motivation and emotionally activates the educational activities of students in grades 5-7. However, a comparison of the fatigue of two variants of lesson organization (with and without ID) with the same lesson density according to the distribution of individual shifts in mental performance showed that after lessons with ID, there is a higher percentage of fatigue and pronounced fatigue among students of the basic level of education, and gender differences were also revealed: for girls, classes using ID were more exhausting than for boys. The data obtained indicate that when using electronic educational tools in the educational process, it is very important to take into account the age, gender and individual capabilities of the body of students.

Разработка и психометрическая проверка теста оценки эмоционального интеллекта для подростков (ТЭИ-П)

<p>This paper describes the procedure of developing and standardizing the Russian-language online emotional intelligence (EI) test for adolescents aged 10-17 years (EIT-A) in two versions: for younger and older adolescents. The test was developed on the basis of the EI ability model by J. Mayer, P. Salovey, and D. Caruso. Psychometric testing of the test was carried out on 1491 adolescents, students of schools in Moscow and other cities of Russia: 735 respondents aged between 10 and 13 years old (341 boys, 394 girls), mean age - 12.2 years, and 756 respondents aged between 14 and 17 years old (271 boys, 485 girls), mean age - 15.6 years. The analysis showed high reliability of the EIT-A method. The confirmatory factor analysis results indicate the methodology's high structural validity. Its reliability-consistency (Cronbach's Alpha) for the version for the 10-13-year-olds was 0.93, and for the version for the 14-17-year-olds — 0.91. The theoretical validity of the EIT-A method was confirmed: it measures the same construct as the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Research Version (MSCEIT-YRV), adapted to the Russian-language sample - a test by J. Mayer, P. Salovey, and D. Caruso to assess the EI of adolescents, which has a strong psychometric history. The data obtained provide a basis for using the Russian EIT-A test for research and applied purposes as a reliable methodological tool.</p>

Школа Д.Б.Эльконина—В.В.Давыдова: от истории к перспективам

<p>The article is an introdution to the project “A Model of a Modern School Based on the System of Developmental Education of D.B.Elkonin<span style="font-size: 11.0pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: RU; mso-fareast-language: RU; mso-bidi-language: AR-SA; mso-no-proof: yes;">—–</span>V.V.Davydov”. It was presented to the Presidium of the Russian Academy of Education in 2013. Based on more than half a century experience in the development and implementation of a developmental learning system in the practice of experimental Moscow school 91, the authors prove the relevance of the project in solving the basic problems of modern education. The orientation of the developmental learning system on the principles of activity theory provides an opportunity to achieve high meta-subject results. A retrospective analysis of the stages of the formation of the developmental learning system allows not only to confirm the importance of its fundamental theoretical provisions, but also to identify points of growth,to determine the prospects for further development. The article presents a list of problems, which must be solved in order to achieve an effective implementation of developmental learning in modern educational practice. There is a detailed list of practical content (textbooks, manuals, methodological recommendations, workbooks) created by the authors of educational programs for students of different ages and for teachers.</p>