Subjectivity Of Students Research Articles

Oddziaływanie hybrydyzacji szkolnictwa wyższego na funkcjonowanie Studenckiego Koła Pedagogów Kreatywnych im. Hanny Gumpricht (Uniwersytet w Siedlcach) w perspektywie wyzwań przyszłości

The article aims to provide insight into the experiences of a group of students involved in the activities of the Hanna Gumpricht Students’ Circle of Creative Educators, operating at the University of Siedlce in the period 2021–2022, in the context of the impact of hybridization of higher education and in the perspective of future challenges (4Cs, Klaus Schwab’s Fourth Industrial Revolution). While working remotely, this organization achieved spectacular successes in its cultural, scientific and organizational activities, as well as in cooperation with external entities with a similar activity profile. Data for the article were collected by the leader of the organization using naturalistic research (interview, observation, document analysis). The final conclusions suggest that trends in higher education in Poland should be dynamic. Researchers in scientific disciplines such as pedagogy and related ones should make regular efforts to “keep up” with technological progress and competences required in the 21st century, making universities a new center for generating innovation, while maintaining the quality of education and care for student subjectivity.

The educational environment as a factor of deprivation of the subjective needs of adolescent students

The author considers the problem of the development and realization of subjectivity of adolescent students. The article actualizes the problem of realizing the subjective needs of students in the educational environment, focuses on the need to create conditions that exclude the deprivation of subjective needs in order to prevent destructive phenomena.

Research on the Path and Mechanism of Enhancing Student Subjectivity in the Process of University Textbook Selection: A Case Study of S College

This paper discusses how to promote students' subjectivity in the process of selecting teaching materials in colleges and universities and constructs an effective teaching material selection mechanism. By analyzing the actual situation of S College, this paper reveals the marginalization of students in the decision-making of textbook selection and probes into the significance of enhancing students' subjectivity from both theoretical and practical dimensions. A number of strategies are put forward, including establishing a textbook selection committee, developing an online textbook evaluation system, encouraging individualized textbook selection, and implementing a textbook recycling strategy in order to build an open, active, and student-centered textbook selection mechanism. These strategies not only help to improve teaching quality and students' learning experience but also promote students' all-round development. The purpose of this study is to provide a reference for the reform of higher education and promote the promotion of students' subjectivity and the continuous improvement of education quality.

Консалтинг как форма сопровождения индивидуального образовательного маршрута будущего педагога

<p style="text-align: justify;">The feasibility of using consulting for the productivity of the individual educational route of a future teacher as a form of support for the process of its development and implementation within the framework of professional training at a university is presented. The study was carried out on the basis of the integration of analytical methods: content analysis, comparative historical and terminological analysis of scientific literature. Statistical assessment of the reliability of the results was carried out using Pearson’s χ2 test. The historical naturalness of the implementation of the consulting function by the higher school system is substantiated, which ensures that students accept advisory assistance in the form of consulting support. The definition of “individual educational route” has been supplemented with clarifying content in terms of the product of consulting support. The scientific basis for the development of an individual educational route for a future teacher as a set of principles and conditions for their implementation has been identified. Consulting support does not violate the subjectivity of students in choosing educational preferences, but provides opportunities for their correction on a scientific basis.</p>

A Study of the Integration of Patriotism and Social Emotional Learning Skills in Primary Chinese language Textbooks

This paper explores the integration of patriotism education and SEL in primary school language textbooks, analyses SEL resources in primary school language textbooks, and points out the limitations of integrating SEL education in the current primary school language classroom based on the analysis of classroom videos. The study found that the content of patriotism education in language textbooks is closely related to the five core competencies of SEL and can effectively promote students’ SEL development. However, in classroom practice, teachers’ understanding and use of SEL are still inadequate, leading to problems such as generalised assessment of affective attitudes, lack of inspirational questioning style, and insufficient student subjectivity. This paper suggests strengthening the training of teachers’ SEL teaching ability, improving the questioning method and enriching the form of homework, so as to promote students’ better development of SEL ability in language learning, and to lay the foundation for cultivating future talents with a sense of social responsibility and civic awareness.

Ignored Subjectivity in the Informational Panopticon: Restricted Classroom Interaction Under Technical Discipline

Purpose This article aims to provide a portrait of classroom interactions supported by information technology and discuss the complex impact of technical elements on teaching and the time–space distance of student subjectivity in a technology-dominated world. Design/Approach/Methods Based on Foucault's panopticism, this study examines a smart classroom in East Asia to observe classroom teaching and learning processes; conducts semi-structured interviews with teachers, students, parents, and other stakeholders; and analyzes the hidden mechanism of the smart classroom on interaction from the perspective of perceivers. Findings The smart classroom has the distinctive structural features of a Panopticon. Artificial intelligence, which coalesces cultural capital through technological authority, has a significant capital advantage over students, producing a false spectacle of efficient learning. Panoramic surveillance causes the “backstage” of students’ roles to be gradually consumed by the “front” and makes students exhibit “make-work” behavior. Refined information management mechanisms produce invisible digital walls that separate interactive groups, making it difficult for students to obtain sufficient information about the gestures and behaviors of their classmates to interact effectively. Originality/Value This study reveals the ignorance of human subjectivity in the orientation of instrumental rationality by understanding the expressions of witnesses.

Unveiling the Dynamics of Blended Learning: The Interplay Between Lecturer Competencies and Students' Digital Experience on Student Subjectivity

This research aims to empirically examine the influence of lecturer competencies, students' digital experience, and self-regulated learning moderated by digital learning facilities on students' subjective perceptions of blended learning. The study employs an explanatory quantitative method involving a population of 328 students, with 273 respondents participating in lectures using the blended learning model at universities in Lampung Province. An analysis is conducted using the Moderated Regression Analysis (MRA) model, preceded by tests for normality and reliability. Simultaneous testing of students' subjective perceptions of blended learning indicates a significant value. Another finding in this research reveals that students' experiences, such as knowledge, usage, awareness, information-seeking skills, and information sharing, predominantly influence students' subjective views on blended learning, with a coefficient value approaching one, namely 0.975. Recommendations for future research could focus on evaluating the success of the blended learning model through a combination of face-to-face learning within the classroom and the utilization of Learning Management Systems (LMS), considering the social, cognitive, and affective environment that supports students.

Study on Improvement Plan of Emergency Medical Services Through Information Use on QR Code

The purpose of the study was to diagnose the subjectivity of university students of emergency medical technology (paramedicine) and identify the effects and factors related to each type of QR code. A total of 23 students of paramedicine (emergency medical technology) department filled out the questionnaire after an informed consent. Q survey included 25 statements. Data were analyzed using QUANL program for PC. There were three types in QR code. Type 1(N= 11) : Effective recognition of information type Type 2(N=8) : Information related emergency recognition type Type 3(N=4) : Emergency-patient information application type Each type had its own differences and characteristics. The analyzed contents showed that there was an overall interconnection among the respondents on how to improve emergency services by use of QR code information.

제도이론의 관점에서 한국과 중국의 방과 후 프로그램 정책 비교 분석

[Purpose] The purpose of this study is to comparatively analyze the after-school programpolicies of Korea and China froman institutional perspective in order to obtain implications for after-school programs currently being expanded in Chinese elementary schools. [Methods] To this end, this study comparatively analyzed national education policy on after-school programs in China and Korea (three policy from each country). For analysis, this research explored the similarities and differences between the two countries' relevant policies in three dimensions of institutional theory suggested by Chen (2008), such as value function, subject identity, and social behavior. [Results] The results of the study show that, first, in terms of the value function dimension, Korea has a clear evaluation and supervision system for after-school programs, while China's policy provisions on supervision and evaluation are more general, and the supervision system needs further refinement and improvement. Second, in terms of subject identity, Korea's policy shows a more comprehensive and systematic emphasis and arrangement on the subjectivity of teachers and students. On the other hand, although China's policy mentions that students' individuality should be respected and students' academic burden should be reduced, it generally pays less attention to student subjectivity and intensity than Korean policy. Third, in terms of social action, Korea focuses on diversifying teaching content and promoting social participation, while China emphasizes the standardized management of after-school programs and the overall development of students, and should further strengthen the diversification of teaching content. [Conclusion] Through the comparative analysis of after-school programs in Korea and China, this study identified that China needs to strengthen the construction of supervision and evaluation systems, pay attention to the needs of teachers and students, and enrich the forms of teaching content to continuously improve after-school programs, so as to promote the quality and balanced development of after-school education.

How to Improve the Walking Classroom: Status of Implementation, Problem Analysis, and Strategy Educational tourism innovation in primary schools

Educational tourism is an educational approach that integrates field trips and curriculum learning. It has the potential to enhance students' enthusiasm for learning, develop their practical skills, and enhance their overall quality of education. Since 2013, significant attention has been paid to the implementation of educational tourism in China. The government has consistently released a series of policy documents with the objective of fostering the growth of educational tourism, transitioning it from a pilot program to a comprehensive promotion strategy. Nevertheless, in practical application, research trips present numerous challenges, including the issues of "study and travel are separated" and "skimming over the surface". Based on the findings of the field investigation conducted in five primary schools located in Jinhua City, it is evident that despite the active involvement of students and teachers in research trips, numerous practical challenges are encountered. This paper presents an analysis of the present state of the educational tourism curriculum implementation in primary schools. It examines various challenges, including the curriculum's singular design, limited practicality, a scarcity of qualified teachers, insufficient student subjectivity, and an imperfect evaluation system. In order to address these issues, this study suggests several strategies for improving the effectiveness and quality of the primary school educational tourism curriculum. These strategies include reconstructing the curriculum system, refining the curriculum design, enhancing teacher training, establishing a comprehensive evaluation mechanism, fostering closer collaboration between families and schools, mobilizing social resources, and other related approaches.

The Psychologization of Student Subjectivity in the Finnish Academia

Public debate and media attention concerning mental health problems, stress, psycho-emotional vulnerabilities, and anxiety among university students has reached record level. Informed by media representations, student mental health guides, and our observations, we focus on the ethos of vulnerability as an articulation of psychologized student subjectivity in Finnish academia. We explore the multiple registers in which the ethos of vulnerability tends to operate as an assemblage to depict and govern student subjects.

An empirical study on the construction of sample branches in colleges and universities in promoting the development of students’ subjectivity

Abstract The development of student subjectivity constitutes a crucial dimension in achieving the comprehensive growth of students. This study examines the role of constructing model branches within higher education institutions and explores their influence on fostering student subjectivity. To this end, an enhanced K-means clustering algorithm, augmented by a particle swarm optimization technique, is employed to process the data of college students, thereby facilitating the development of model branches in these institutions. Additionally, the initial warning feature matrix within the collaborative filtering recommendation algorithm is applied to quantitatively assess student characteristic factors in the establishment of model branches, enabling the creation of an early warning system. The effect of model branch construction on the evolution of student subjectivity is subsequently analyzed through Gaussian process regression and partial least squares regression methods. The findings indicate that the extent of model branch development significantly impacts student subjectivity. Specifically, the average development level of student subjectivity in institutions with high-level model branches surpasses that in institutions lacking such structures by 17.255 points. Thus, the establishment of high-level model branches in colleges and universities emerges as a vital strategy to enhance student subjectivity and promote balanced and holistic student development.

Empowerment jako usprawnienie aktywności nauczyciela

The paper aims to present the concept of empowerment as a means to modernise the teacher’s organisational activity. As a result of literature review, the article provides an interpretation of empowerment, emphasising its potential to drive transformative changes in various educational contexts. Additionally, the text elucidates the benefits that can arise from restructuring the current school system, teaching methods, and collaborative practices. The research conducted by the McKinsey group was used to highlight the personal qualities essential for the effective implementation of empowerment across different organisational forms. Furthermore, attention is directed towards the drawbacks of empowerment, including the potential for teacher abuse of power and coercion, resulting in the suppression of student subjectivity and independent action. To sum up all the considerations, it is underscored that the teacher and students, with their unique strengths and weaknesses, play pivotal roles in organising the teaching process, fostering a school team dynamic through the application of empowerment principles.

Research on the Special Subject Teaching Method of "Marxist Basic Principles Course" under the Blended Teaching Mode

The blended learning model is the result of the revolutionary transformation of teaching models generated by the development of information technology. It makes education and teaching more convenient, efficient, and the content more rich and vivid. The implementation of the thematic teaching method in the course of Marxist basic principles under the blended learning mode helps to effectively complete teaching tasks; Helps to enhance student subjectivity; Facilitate process oriented assessment and dynamic management. Under the blended learning mode, the thematic teaching of "Principles" still faces the need for clearer logic in teaching content design; Organic unity needs to be achieved both online and offline; The subjectivity of students needs to be further improved. In order to implement the specialized teaching of Marxist basic principles under the blended learning mode, teachers should have modern teaching concepts and establish a student-centered teaching concept; Teachers must design specialized teaching content and construct online teaching courses well; Master the new technology of modern multimedia teaching, establish a scientific and reasonable reward and punishment assessment system, deeply grasp the teaching laws of online and offline blended teaching mode, and achieve deep integration of blended teaching mode with thematic teaching of Marxist basic principles courses.

A Study of Interactive Teaching in High School English Classrooms

China's traditional high school English classroom teaching mode is teacher-oriented, based on the knowledge of the textbook, with a single learning method, and students are in a state of passively receiving knowledge in the classroom, unconsciously cooperating with the teacher to complete the classroom teaching tasks. Such a classroom in which the teacher can not well stimulate students' learning motivation, is not conducive to the play of student subjectivity, resulting in low student learning efficiency, the learning effect is not as satisfactory. At the same time, too single teaching methods are not conducive to the cultivation of students' spirit of exploration, creativity and practical skills. Based on this, this paper uses case analysis method to study how to improve teaching quality and students' learning enthusiasm through interactive teaching in high school English classroom, and concludes that the test-oriented teaching method should not be used in the interactive teaching of high school English classroom, and should pay attention to the interaction with students, and actively innovate teaching methods, among which game teaching method and scenario teaching method can effectively promote teacher-student interaction, and enable students to generate interest in learning and improve learning efficiency.

Analysis of the Effective Teaching in the Classroom of International Chinese Language Education

The effectiveness of classroom teaching directly reflects the level of a teacher, it includes the teacher's knowledge level, teaching ability and the teacher's classroom management and ability of control, which are the embodiment of the teacher's comprehensive quality. Effective teaching is a kind of activity of seeking teaching benefits. The classroom teaching of international Chinese language education must be an effective classroom teaching. In order to improve the effectiveness of international Chinese language education, firstly, the teacher should do the differentiated teaching; secondly, they need to follow the subjectivity of students; thirdly, the teacher will become the leader and promoter of students; and finally, they can create a supportive learning environment between teachers and students to promote the development of international Chinese language education.

Content and Methodological Features of Preparing Bachelor Students for the Activities of a Class Teacher

The relevance of training bachelor students to implement the goals, objectives and functions of the class teacher is associated with modern trends and government requests in the field of ensuring the implementation of educational activities in educational organizations. The purpose of the article is to characterize the content and methodological features of preparing bachelor students at a pedagogical university to implement the activities of a class teacher. Methodology. The study was conducted using an activity-based approach, which made it possible to determine the educational and socializing role of students’ participation in the extracurricular activities of the university and its life, and to consider them as a factor in the formation of professional competencies; ideas of a multi-subjective approach that help determine the potential of relations between subjects of educational activity in the development of the subjectivity of bachelor students and their personal and professional qualities. The research methods are the analysis of scientific literature and normative documentation on the topic, which helps determine the actual content and elements of preparation (curricular and extracurricular activities, university life, internship) of bachelor students for the activities of a class teacher; a method of specification that allows us to characterize the versatility of the content of bachelor’s student training. Research results. An important task in preparing students to perform the functions of a class teacher is the formation of the subjectivity of bachelor students in the course of involving them in educational and extracurricular activities at a pedagogical university, involving them in the life of the university. The article presents the features of the organization of extracurricular activities at the Novosibirsk State Pedagogical University using the example of such areas as: student associations, university-wide and departmental events, artistic and scientific activities. The substantive aspects of preparing students for the activities of a class teacher when they master the discipline “Technology and Organization of Educational Practices (Classroom Management) and the practice program “Industrial Pedagogical Practice (Classroom Management)” are built in accordance with the requirements of federal state educational standards and an exemplary work program of education. In conclusion, it is concluded that when preparing bachelor students for the activities of a class teacher, it is important to provide a complex of elements, which include a variety of extracurricular activities and the life of the university; implementation of academic discipline and practice programs; approaches to the implementation of educational activities at a pedagogical university (event-activity, humanistic, systemic).

Взаимосвязь стадий субъектности школьников 8-11-х классов и экопсихологических типов взаимодействий с образовательной средой

<p style="text-align: justify;"><strong>Objective. </strong>Detection of the relationship between the level of development of agency of schoolchildren and communicative interactions in the system "student – teacher/educational environment". <br><strong>Background.</strong> The development of agency is usually studied outside of communicative interactions in the system "student – teacher/educational environment". Moreover, as a subject of research, different subjective qualities are distinguished depending on the content of education. In this regard, there is a need to apply concepts that are invariant to the type of educational environment and the subject content of training about the formation of agency in communicative interactions. <br><strong>Study design</strong>. The paper studied the relationship between the level of development of subjectivity of schoolchildren at different stages of learning and ecopsychological types of communicative (subject-environment) interactions in the "student – teacher/educational environment" system. For this purpose, the ecopsychological typology of subject-environment (communicative) interactions and the ecopsychological model of the formation of subjectivity were used. Comparison of the empirical data obtained and analysis of their interrelations were carried out using the Fisher criterion and Kendall correlation analysis. <br><strong>Participants.</strong> Selection: 201 schoolchildren of grades 8-11 in Vladimir. <br><strong>Measurements.</strong> Methods of A.V. Kaptsov, E.I. Kolesnikova "Diagnostics of the stages of formation of subjectivity of students" and "Diagnostics of interactions in the educational environment", developed on the basis of the ecopsychological model of the formation of subjectivity. <br><strong>Results.</strong> Reliable data were obtained (<em>p</em> < 0.05) confirming that the older the class of study, the higher the level of subjectivity shown by schoolchildren, and the more often they demonstrate "subject-collaborative" and "subject-generating" types of interaction with the educational environment. 12-15% of schoolchildren indicated the "object-subject" type of interactions, 10% indicated the "subject-separate" type, 20-30% indicated the "subject-joint" and "subject-generating" types. From the 8th to the 11th grade, there is a positive dynamic in the development of high stages of subjectivity ("master" and "creator"). The "critic" stage is the least developed in the samples of all classes. The transition to a new stage (class) of learning returns the student to a new cycle of becoming subjectivity, but at a higher level. <br><strong>Conclusions.</strong> The ecopsychological approach to the formation of agency and agent-environment interactions makes it possible to identify the main trends in the formation of subjective qualities at different stages of the formation of the agent of educational activity, as well as to analyze the features of communicative interactions “student – teacher/educational environment”, without relying on the subject content of these interactions. The obtained empirical data make it possible to objectify some problems that are an obstacle to achieving modern educational goals.</p>

Exploring Student Subjectivity in Perceiving Courses Content in the Biology Department at an Islamic Religious University

Individual interpretations of specific phenomena exhibit a wide range of variations. Some consider higher education to be of utmost importance, while others assert that it is merely a financial burden. Similar perspectives apply to the comparison between science and religion. These interpretations are influenced by the individual's background conducting the assessment and the specific context applied in that evaluation. Likewise, within the context of academic coursework, there is a diversity of opinions regarding the level of difficulty, often dependent on the student's understanding and subjective perspective of the course. This study aims to comprehend and analyse how students majoring in Biology subjectively interpret and perceive their Biology courses. The research employs a qualitative approach using the Grounded Theory methodology. The sample consists of 40 students selected through theoretical sampling. Data collection is conducted via a Google Form-based questionnaire. Some perceive introductory Biology courses as relatively easy, while courses involving calculations are often regarded as the most challenging

Молодёжь как субъект функционирования исторической памяти

The article is aimed at solving the problem of studying social subjects of historical memory functioning. The subject of analysis is the subjectivity of high school and college students. Based on the use of the theory of so-cialization and the concept of subjectivity, the article scientifically substantiates the provision about students as a specific and at the same time the main subject of historical memory functioning. At the theoretical level of analysis the characteristics of subjectivity of high schoolers and students, as well as the factors influencing the process of its formation, manifestation and development are determined. The article offers a sociological assessment of high school students’ subjectivity in the context of con-sidering its manifestation at different stages of historical memory functioning, on the one hand, and on the oth-er hand, taking into account all its characteristics. The author pays particular attention to the subjectivity indica-tors of high school and college students – the “ability” and “readiness” of students to preserve, reproduce and transmit historical memory. According to the author, these indicators are determined not only by the amount of historical information available to students, but also by the “specific situation”, “conditions of the social envi-ronment” established by the social institution.