Secondary Specialized Institutions Research Articles

Spatial thinking of students when studying graphic disciplines

The article examines the problems that students face when studying graphic disciplines. At present, the task of further improving the quality of professional training of students has been set as the most important task for higher and secondary specialized institutions. This involves broad-based training of future specialists and the complex nature of mastering modern theoretical and applied knowledge, the ability to apply the knowledge gained in practice, possession of the necessary skills in a related field. A specialist with a higher education, but without knowledge and skills to receive and process graphic information, may turn out to be incompetent in professional activities. The preparedness of students for graphic activity is determined by the complex of knowledge acquired by them in the learning process, skills of reproductive and creative activity, which in the future determine their successful professional activity. A future engineer must have a high level of general and technical intelligence, well-developed spatial thinking, and have a high level of theoretical knowledge in the field of professional activity. In the system of training specialists for engineering specialties, one of the main places is occupied by the academic disciplines «Engineering Graphics» and «Descriptive Geometry». They contribute to the development of the future engineer of spatial representation, logical and constructive thinking, the ability to analyze and synthesize. Well-developed spatial awareness and imagination are prerequisites for successful learning in many academic disciplines. And the disciplines «Descriptive geometry» and «Engineering graphics» by their content make high demands on the level of development of spatial representations. This article reveals the reasons for the weak development of spatial representations among first-year students of universities. It is proposed to use the developed approach, including tasks, methods and system of exercises, tasks and tests, as one of the ways to successfully develop spatial representations in the study of graphic disciplines. Each group of exercises of this system is aimed at the conscious and active work of students and solves a specific problem arising from the theoretical foundations of the development of spatial representations.

Русскоязычная версия краткой шкалы резилентности: психометрический анализ на примере выборок студентов, многодетных родителей и родителей детей с инвалидностью

Background. B. Smith’s Brief Resilience Scale (BRS) is one of the most psychometrically sound instruments for assessing resilience worldwide (Windle et al., 2011). Objective. The aim of this study was to adapt the Russian version of the BRS. Design. Psychometric properties of the Russian BRS were analyzed on the materials of a series of studies involving 696 respondents, including parents of disabled children, parents with many children, and students of higher and secondary specialized educational institutions. Findings. The internal reliability of the Russian BRS was examined using the α-Cronbach coefficients, the values of which exceeded 0.8 in all study samples. The adapted scale demonstrated compliance with the original BRS factor structure containing direct and inverted test items, which provided the factor validity. Correlations between resilience and phenomenologically similar phenomena (hardiness, dispositional optimism, self-esteem, general self-efficacy, subjective vitality, life satisfaction, etc.) confirmed the convergent validity of the Russian BRS. In addition, parents of children with disabilities reported lower resilience than parents having many children, although statistically the results were not different from similar scores for students of higher and secondary specialized institutions. Conclusion. Russian version of BRS is reliable, valid and can be recommended for use for the assessment of resilience in Russian-speaking respondents.

ДОСЛІДЖЕННЯ ПРОБЛЕМИ ПІДГОТОВКИ МАЙБУТНІХ ВИХОВАТЕЛІВ У ЗАРУБІЖНІЙ ТЕОРІЇ ТА ПРАКТИЦІ

In the context of globalization trends of innovative development of the preschool education system, the problems of the content of professional training of specialists of preschool educational institutions, in particular in foreign countries of the world, become especially relevant. Training a competitive in the labor market, highly qualified, professionally competent, creative specialist who is fluent in the acquired skills and abilities, strives for professional growth, social and professional mobility, is the important aspect of education system.The article reflects the current trends in education in the world, cultural centuries-old relations between these countries, the specifics of their cultural and national traditions and manifests itself in the value-based principles on which this training is based, in its structure, content and organization; the general and special in training of experts of preschool education abroad in modern conditions is revealed. Thus, preschools in Denmark are known for the high quality of pedagogical work, whose activities are aimed at developing educational potential and the formation of psychological, pedagogical and social skills of children, stimulating their imagination, creativity and speech skills, involvement in cultural values and nature; the training of future educators in France takes place both in the institutions of higher education and in the system of secondary special education and involves a change in the structure and content of education.In Germany, specialist training takes place in secondary special institutions, in particular, social and pedagogical colleges. In the modern training of educators there is a strengthening of the methodological and didactic side, but in many respects it focuses on the didactics and methods of teaching primary school. The responsibility for the professional education of educators of the Belarusian preschool institutions is assigned to pedagogical colleges and institutions of higher education. The level of teacher training determines his social status and includes: training of general educators; specialists in new specialties in colleges; educators for preschool educational institutions of new types; social, correctional teachers, teachers-rehabilitation specialists, psychologists and heads of a separate profile; teachers-managers. The conditions of training of educators of preschool institutions China and Turkey are also characterized.Key words: future educators, professional training, institution of higher education, foreign experience, pedagogical process, applicants for education. У контексті глобалізаційних тенденцій інноваційного розвитку системи дошкільної освіти особливої актуальності набувають проблеми змісту професійної підготовки фахівців дошкільних навчальних закладів, зокрема в зарубіжних країнах світу. Підготовка конкурентоздатного на ринку праці, висококваліфікованого, професійно компетентного, креативного спеціаліста, який вільно володіє набутими вміннями і навичками, прагне до професійного зростання, соціальної і фахової мобільності, – важливий аспект системи освіти.У статті відображаються сучасні тенденції розвитку освіти у світі, культурні багатовікові відносини між цими країнами, специфіка їх культурних національних традицій проявляється в ціннісно-цільових засадах, на яких будується ця підготовка, в її структурі, змісті та організації; виявлено загальне й осо-бливе в підготовці фахівців дошкільної освіти за кордоном в сучасних умовах. Так, дошкільні установи в Данії відомі високою якістю педагогічної роботи, діяльність яких спрямована на розвиток навчаль-ного потенціалу та формування психологічних, педагогічних і соціальних навичок дітей, стимуляцію їх фантазії, творчості та мовленнєвих навичок, на залучення до культурних цінностей і природи; під-готовка майбутніх вихователів Франції відбувається як у ЗВО, так і в системі середньої спеціальної освіти й передбачає зміну структури та змісту освіти.У Німеччині підготовка фахівця відбувається в середньо-спеціальних установах, зокрема соціаль-но-педагогічних технікумах. У сучасній підготовці вихователів є посилення методико-дидактичної сторони, але ж багато в чому вона орієнтується на дидактику та методику навчання початкової шко-ли. Відповідальність за професійну освіту вихователів ЗДО Білорусі покладено на педагогічні коледжі й ЗВО. Рівень підготовки фахівців визначає його соціальний статус і передбачає: підготовку виховате-лів загального профілю; фахівців за новими спеціальностями в коледжах; вихователів для дошкільних освітніх установ нових типів; соціальних, корекційних педагогів, педагогів-реабілітологів, психологів і керівників окремого профілю; педагогів-управлінців. Також схарактеризовано умови підготовки вихо-вателів ЗДО Китаю та Туреччини.Ключові слова: майбутні вихователі, професійна підготовка, заклад вищої освіти, зарубіжний досвід, педагогічний процес, здобувачі освіти.

Особенности проектно-ориентированного и игрового обучения студентов с использованием среды моделирования SketchUp

We discuss the principles of project work of students in a higher educational institution. Examples of teaching students in information specialties are given on the example of the basics of programming and design in the system of higher education in Europe and North America. Roles of distance and traditional education and the choice of individual trajectories in this learning are shown. Particular attention is paid to the description of the game team forms of learning when working in environments of three-dimensional modeling and prototyping. The different roles of the teacher at each stage in all game projects for the construction of complex design details are described. We show examples of the developed design work at the Derzhavin Tambov State University when working with 3D graphics and reducing it to three-dimensional printing, as well as embedding the results of work in sites and blogs and other Web 2.0 resources. The key stages of the team games are presented, including the selection of the team captain using the R. Belbin psychological role test and the professional qualities of students. Such work can be successfully scaled up to all areas of university preparation, as well as to profile areas for students of secondary specialized institutions. It is concluded that the knowledge of three-dimensional modeling and prototyping is consolidated in the course of the final game team work on the construction of a complex structure or a series of architectural structures

СУЧАСНА ДОШКІЛЬНА ОСВІТА: ЄВРОПЕЙСЬКИЙ ДОСВІД

The article substantiates the expediency of studying European experience in solving modern problems of preschool education in Ukraine. The experience of the organization of preschool education in France, Great Britain, Germany has been analyzed. It is shown that the systems of pre-school education in these countries have their own peculiarities and their own promising experience. The main tasks of the French «Ecole maternelle» are the development of social, communicative and aesthetic skills, creating a comfortable environment for the development of the child's personality. All institutes of pre-school education in Germany are called to promote the development of the child as a responsible and independent member of society. Education is organized in such a way as to support and supplement the upbringing of the child in the family, to provide the best opportunities for its development and education. The content and methods of educational work with children in the "nursery schools" of Great Britain are determined mainly in the context of the ideas of "free education". It has been established that common for preschool establishments of European countries is a special attention to the creation of a developing environment and the organization of various activities that contribute to the overall development of the child and its preparation for school education. Preparation of teaching staff for work in pre-school institutions is carried out in each country according to its own system of vocational training (courses, secondary specialized institutions, institutes, universities, higher schools). The ideas that can be applied in the development of preschool education in Ukraine are outlined.