System-activity Approach Research Articles

Methodological features of the organization of professional training in mathematics in institutions of general secondary education

Methodological features of the organization of professional training in mathematics in institutions of general secondary education

The Possibilities of Applying Didactic Principles in Teaching Geography

The article describes the didactic principles of the formation of a system-activity approach in teaching geography. The forms and methods of teaching and conditions for the best use of didactic principles in pedagogical practice are considered. The use of modern didactic opportunities in the educational process and the expansion of the diversity of the content of the studied material increase the motivation and interest of students in learning, create conditions for creative cooperation and competition, encourage students to self-esteem and self-esteem. A well-chosen didactic teaching principle ensures the development of students' personality through their involvement in various independent purposeful actions, forms universal educational goals and achievements that form the basis of the educational process. The article describes the didactic conditions and principles of the formation of a system-activity approach in teaching geography. The forms and methods of teaching and conditions for the best use of didactic principles in pedagogical practice are considered. The use of modern didactic opportunities in the educational process and the expansion of the diversity of the content of the studied material increase the motivation and interest of students in learning, create conditions for creative cooperation and competition, encourage students to self-esteem and self-esteem. A well-chosen didactic teaching principle ensures the development of students' personality through their involvement in various independent purposeful actions, forms universal educational goals and achievements that form the basis of the educational process. Therefore, the essence of education of the XXI century is to develop a reliable inner core and goal-setting skills in order to find their own way in an increasingly uncertain, dynamically developing, unstable and increasingly complex world through a system-activity approach and natural science literacy. The principle of the system-activity approach is to form the personality of students and promote them in development when they perceive knowledge not in a ready-made form, but in the process of their own activities aimed at «discovering new knowledge». The technology of the system-activity method assumes the ability to extract knowledge by fulfilling special conditions in which students, relying on the acquired knowledge, independently discover and comprehend the educational problem. The ability of students to apply school knowledge in life is the most important aspect of the system-activity approach, functional literacy and the necessary skills of modern school education.

Психолого-педагогическое сопровождение молодежи при развитии компетентности в проявлении социальной активности

The relevance of the research is determined by the public demand for the development of scientifically based programs of work with modern young people that allow developing youths’ social activity. The objective of the study is to design the technology of psychological and pedagogical support of youths in their social activity manifestation that is based on the theoretical model of its structural and functional organization. The research hypothesizes that psychological and pedagogical support of young people in the manifestation of their social activity will be effective if it is designed on the basis of a scientifically grounded technology based on the concept of a systemic (structural and functional) approach. The research methods include theoretical analysis on the problem of social activity and social competence of the youth; structural and functional analysis; content analysis; theoretical modeling and design. The article shows the correlation between the social competence and social activity of the individual. The authors have developed and theoretically substantiated a model of the personal competence in the manifestation of their social activity, that reflects the structural and functional organization of a person’s social competence and the system of its correlations with social activity. On the basis of the developed model, the authors have designed the technology of psychological and pedagogical support of youths that is based on the principles of the system-activity approach. The technology includes the description of the forms and methods of work with young people that correspond to the four stages of its implementation - content-evaluating, organizational-technological, implementation, and resulting stages. In solving the youth policy tasks, the presented technology allows for systematically organized work with modern youths aimed at increasing their competence in the social activity manifestation in various forms of socially-oriented activities.

Evaluation of the performance of the class teacher: the experience of Minin University

Introduction. The article summarizes the results of the first year of work on the implementation of the scientific project "Evaluation of the effectiveness of the class teacher (including the development of performance criteria)" (730000F.99.1.BV10AA00006). The research is aimed at developing theoretical and methodological foundations for evaluating the effectiveness of the activities of class teachers in a modern school. The relevance of the task is determined by the significantly increased public attention in recent years to the organization of the educational activities of the school and the lack of unified, generally recognized criteria for evaluating the effectiveness of the key figure in the educational process of the school: the class teacher. Materials and Methods. The theoretical and methodological basis of the study is a set of methodological approaches: system-activity approach (V. V. Davydov, A. N. Leontiev, S. L. Rubinshtein, D. B. Edkonin); acmeological (G. M. Derkach, V. N. Maksimova); personality-oriented (E. V. Bondarevskaya, V. V. Serikov, I. S. Yakimanskaya); competence (A. V. Khutorskoy, I. A. Zimnyaya); criterion-level (I. A. Zimnyaya, N. B. Avalueva); task (V. I. Slobodchikov, G. A. Ignatieva); integrative, complex (A. P. Belyaeva). The following research methods were used: system analysis and synthesis, comparative and comparative, theoretical modeling, survey, method of expert assessments, study and generalization of pedagogical experience, methods of statistical processing of results. Results. The research team substantiated a structural-functional model for evaluating the effectiveness of the class teacher. On its basis, an integrative criterion matrix for evaluating the effectiveness of the class teacher was developed, including procedural, personal and productive blocks, each of which contains certain criteria and indicators. They are built taking into account the invariant areas of activity of the class teacher (activities for the education and socialization of the personality of the student, work with parents, with the class, with subject teachers, with social partners) and the corresponding analysis and evaluation technology. A method for evaluating the effectiveness of a class teacher's activity has been constructed as a way of a comprehensive diagnosis of his professional activity, the quality of interaction with all participants in educational relations and determining the degree of development of his professional and personal competencies. It includes an integrative criteria matrix, a class teacher's professiogram, procedural "packages", modern practice-oriented diagnostic tools. Practice-oriented tools of the assessment tool have been developed, which are part of the methodology, which provide objectivity, clarify the content of the assessment and significantly expand the possibilities for determining the effectiveness of the class teacher. These diagnostic tools are represented by checklists, graphic cases, questionnaires. The results of the study were tested, reviewed and discussed in seven constituent entities of the Russian Federation (St. Petersburg, Kaliningrad, Nizhny Novgorod, Moscow, Kirov, Ulyanovsk, Samara regions) online and offline in the context of determining their practical applicability. A positive response was received in the professional pedagogical community. Discussion and Conclusions. Theoretical and methodological foundations for assessing the effectiveness of class teachers have been developed on the basis of the above methodological approaches and a set of sound principles (openness, optimality and objectivity, consistency, criteria-based clarity, collegiality, a combination of expert assessment and self-assessment, etc.). The results of the study can be used in the mass practice of analyzing and evaluating the effectiveness of class teachers. In addition, they can be used in the professional training of future teachers at the undergraduate and graduate levels in the development of special courses on the organization of educational activities at school, as well as in the research work of graduate students studying the organization of educational activities of class teachers. The results of the study can be used in advanced training courses for teachers who perform the functions of class teachers, educational advisers, deputy directors of schools for educational work when designing additional professional educational programs on educational issues.

Традиции и инновации в профориентационной работе вузов железнодорожного профиля

Systematic career guidance counselling work organized by a higher education institution is a prerequisite for attracting highly motivated applicants who have consciously made their professional choice. The need to increase the visibility of educational institutions among Russian applicants, form mechanisms for talent selection, introduce digital tools for promoting educational products, and improve the quality of targeted training, actualize the need to bring career guidance to a new development level, while maintaining the best traditions and using the potential of innovative solutions. The aim of the study was to assess the current state of career guidance work of higher education institutions of railway profile with schoolchildren and applicants and to identify possible ways to improve it. The theoretical basis of the study consists of the works of domestic and foreign specialists, revealing the essence and content of career guidance work of universities. The methodological basis is the system-activity approach. General scientific methods (analysis, synthesis, comparison, generalization, classification) are used as theoretical research methods, traditional and content analysis of documents is used to collect empirical information. The study made it possible to identify traditional and innovative forms and methods of career guidance, as well as the main factors that determine the nature and specifics of career guidance programs implemented by universities of the railway profile. The authors come to the conclusion that the career guidance work carried out at the universities of Railway Transport the main provisions of the Concept of training personnel for the transport complex until 2035. Thus, along with the traditional, innovative formats of career guidance activities are implemented, but reserves for the use of «new media», networking, artificial intelligence technologies, virtual and augmented reality, and gamification in the process of career guidance.

К вопросу о формировании личностных результатов школьников в учебно-познавательной деятельности: реализация обновленного ФГОС ООО

The article provides a rationale for the synthesis of axiological and system-activity approaches for the formation of a value attitude to the Russian (native) language in accordance with the requirements of the updated Federal State Educational Standards LLC. An attempt is made to prove that through the teacher's understanding of the possibilities of integrating the axiological and system-activity approaches in educational and cognitive activity, a system of positive value orientations is formed and the expansion of the experience of activity on its basis as an important complex personal result of the student.

Assessment of teacher competence within the context of their professional development: Analysis of international theory and practice

Introduction. The paper is concerned with the solution of an important research problem – the construction of a methodology for the development of procedures and tools for evaluating teachers within the framework of an independent assessment of their competencies based on the analysis of Russian and international theory and practice. The purpose of the article is to identify conceptual approaches and evaluation models widespread in the international theory and best practice of evaluating teacher performance which can be used in building a national system of independent evaluation of teacher professionalism. Materials and Methods. Competence and system-activity approaches became the methodological basis of the study. A comparative and problem analyses of the evolution of models for assessing teachers’ professionalism were implemented by means of general research methods of analysis, synthesis, comparison, generalization, systematization, and historical periodization. The sources included international publications from more than 30 countries, covering the period of the last 25 years. The sources were analyzed from the point of view of the expediency and possibility of using these approaches in building up a national system of independent assessment of teacher professionalism as a tool which would ensure both professional development of individual teachers and enhancing professional growth of educators all around the country. Results. The results of the analysis indicate the impossibility of direct transfer of international concepts and experience of teacher evaluation to the national system of independent assessment of teacher professionalism but allow the authors to make suggestions to the developers of the content and format of such inventories. Evaluation of proficiency in the subject taught may be deemed appropriate only at the theoretical part of the professional exam. Analysis of international models of teacher evaluation shows that Russian professional standards should be improved in terms of specifying labor functions and labor actions in such a way that they allow to fix clearly and unambiguously criteria that are understandable to all the stakeholders and can serve as a basis for independent assessment of professionalism as well as for identifying professional difficulties of teachers. It is important that identical assessment tools can be used to achieve the goals mentioned, but the ways of interpreting the assessment results should differ, since the same tools are designed in one case to carry out an administrative (summative) assessment, and in the other to serve the purposes of a formative assessment to compensate for the teacher's professional deficits. The developers should provide for the possibility of specifying criteria by clarifying the context of activities to consider the priorities of educational policy, regional specifics, and the specifics of educational institutions. Developers must also comply with the requirements for assessment tools, ensuring their ability to assess qualifications objectively, validly, and reliably for compliance with agreed criteria. The requirements of informing the objects about the evaluation objectives and procedure in advance, the need for special training of experts to conduct the evaluation procedure and summarize its results, and special measures aimed at ensuring the acceptance of the evaluation procedure by all the stakeholders are also relevant. Conclusions. Conclusions contain recommendations for the developers of the independent assessment procedure of teacher professionalism based on the findings of the analysis conducted.

System-Activity Approach in Physics Course at Technological University on the Example of the Section “Magnetismˮ

Modern trends in the development of Russian society define new tasks for the education system, one of which is the active involvement of students in the practical activities of the discipline being studied. We propose the introduction of a system-activity approach to teaching physics at technological university. The advantages of the approach presented include its consistency and productivity, more individual and flexible character in comparison with traditional training. The most important component of the system-activity approach of teaching physics is a properly structured sequence of educational activities that organizes the development of the studied material; the acquisition of skills to perform computational tasks; the implementation of experimental activities and receiving research products. The implementation of the system-activity approach is considered on the example of the section “Magnetismˮ of the physics course. The purpose of the study. Determination of the specifics of using a system-activity approach in the process of teaching students at a technological university. Methodology (materials and methods). In the course of the research, methods of studying and analyzing psychological, pedagogical and methodological literature, generalizing pedagogical experience of using a system-activity approach in the process of teaching physics were used. Results. The article presents a meaningful model of a system-activity approach in teaching physics and describes the possibilities of its usage as an effective approach in the process of teaching students at technological university. An example of the usage of a system-activity approach in teaching physics from the section “Magnetismˮ in the form of an algorithm for the work of students to obtain a research product is presented. The effective usage of the approach in educational activities by the method of statistical verification of the student T-criterion at technological university is reasoned. The conclusion is made that the system-activity approach allows to combine cognitive, developmental and motivational functions; to identify professional knowledge, skills and methods of activity, personal qualities, the system of professional values of students at technological university.

ПРИНЦИПЫ СИСТЕМНОСТИ В МЕТОДИЧЕСКОЙ НАУКЕ

The article reveals the essence of the modern educational paradigm, the methodological basis of which is a system-activity approach that creates a unified educational environment in development at all stages of school education. The problem of systemicity as the most complex component of the system-activity paradigm of modern education is analyzed from a theoretical standpoint, since the methodology of learning the Russian language is determined by its system, systemicity underlies the meta-subject and level-level nature of the development of competencies. The language system manifests itself in speech activity and is fixed in speech – its result, clothed in oral or written form, thus, the language includes three constituent aspects: the language system – speech activity – speech. Consistency is the basis for the intensification of the educational process, the integrative development of oral and written speech in their interrelation, in-depth study of subjects and project activities. The essence of deepening is not to add scientific terms, Modern methodology can be attributed to complex adaptive systems. It is complex (complex), because it includes many different systemically interrelated elements, and an adaptive system (configurable), because it has the opportunity to develop and accumulate experience, applying it in daily pedagogical work at new levels of state requirements for the state of education. Keywords: system-activity technologies, practice of level education, intensification of the development of subject and meta-subject competencies, in-depth study of the subject, project activity.but to discover the systemic connections of a particular language element with elements of other levels, combining them into a single volumetric-spheroidal whole. Project activity is directly related to the in-depth study of the subject and the development of the student’s personality, because it develops creative activity, teaches to recognize and evaluate their thoughts and actions, compare the result of the action with the goal, provides maximum socialization in the process of working in a group. Modern methodology can be attributed to complex adaptive systems. It is complex (complex), because it includes many different systemically interrelated elements, and an adaptive system (configurable), because it has the opportunity to develop and accumulate experience, applying it in daily pedagogical work at new levels of state requirements for the state of education.

ПОВЫШЕНИЕ КАЧЕСТВА ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ И ЛИТЕРАТУРЕ СРЕДСТВАМИ ФОРМИРУЮЩЕГО ОЦЕНИВАНИЯ

The study identifies the developing and motivating potential of formative assessment in the context of the updated Federal State Educational Standard for Basic General Education. Educational deficits that actualize the need to introduce criteria-based assessment at school are revealed. On the basis of the system-activity approach, criteria and indicators for assessing the level of students’ achievements in individual topics have been developed for current control. Tables of self-assessment of the achievements of students in the lessons of the Russian language and literature on the basis of criteria-based assessment have been developed to determine the level of formation of the educational and cognitive competence of schoolchildren, the relationship between the evaluation criteria and the requirements for the results of mastering the exemplary educational program in the Russian language and literature has been identified. The experience of implementing criteria-based assessment in the process of teaching the Russian language and literature proves that the work of students with self-assessment tables contributes to the development of meta-subject skills and the achievement of personal results, increases interest in learning and allows you to build an individual educational route for the student.

Методологические основания формирования надпрофессиональных качеств выпускников СПО в условиях дуального образования

The purpose of the study is to identify the methodological foundations for the formation of supraprofessional qualities of vocational graduates in the context of dual education. The scientific novelty lies in the substantiation of the idea of the influence of dual education on increasing the effectiveness of the formation of students' supraprofessional qualities and identifying the methodological provisions underlying this idea. As a result, supra-professional requirements were identified that are imposed by the professional community on potential employees and lie above the requirements of the Federal State Educational Standards; the implementation of the system-activity approach is substantiated, taking into account the relevant principles as methodological foundations for the development of a system for the formation of students' supra-professional qualities; the organizational and educational aspects of the formation of supraprofessional qualities of students in the conditions of dual education are considered.

Research on motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies

Introduction. The authors investigate the problem of future educators’ readiness to use innovative technologies in the preschool education system. The purpose of the article is to identify and describe the components of future educators’ readiness to use innovative technologies in the preschool education system, as well as to evaluate the development of motivational, creative, communicative and organizational components of perspective educators’ readiness to use innovative technologies in the preschool education system. Materials and Methods. The study followed the system-activity approach. Within the framework of the methodology of the system-activity approach, the following methods were used: analysis of regulatory legal documents and scholarly literature, systematization and generalization of research data, studying activities of the participants of the educational process and vocational placements, etc. Empirical data were collected using questionnaires developed by the authors and methods of psychological and educational research. Methods of mathematical statistics and visualization of obtained results were used for data processing. The research was conducted at the Northern (Arctic) Federal University named after M.V. Lomonosov in Arkhangelsk (the Russian Federation). The research sample consisted of 2nd, 3rd, 4th, and 5th year full-time and part-time undergraduate students (n = 212) pursuing degree programmes in “Preschool education and psychology”, and "Preschool and primary education" at the Higher School of Pedagogy, Psychology and Physical Education. Results. The authors clarified the concept of future educators’ readiness to use innovative technologies in the preschool education system, identified and described the leading components of their readiness to use innovative technologies. Data analysis allowed to propose methods of measuring motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Moreover, the authors evaluated the development of motivational, creative, communicative and organizational components of the future educators’ readiness to use innovative technologies in the preschool education system. As a part of the research, the need for purposeful formation of educators’ readiness to use innovative technologies has been proved. Conclusions. The article summarizes the conclusions about the need to develop motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Empirical data on the level of the studied components are summarized.

Designing modules of system dynamics in decision support systems

Objectives. When creating models of system dynamics, the basic construct at the design stage is the representation of the process under study in terms of a causal relationship consisting of a positive feedback loop and a negative feedback loop. The construction of a model of a dynamic environment can experience a number of difficulties in using feedback. This work shows the possibility of designing modules of system dynamics for decision-making systems based on the situational-activity approach. The study proposes the gap in knowledge about models of system dynamics to be filled with a conceptual model of an act of activity, by means of which an expert system can be implemented based on production rules. In this context, conceptual models are applied to human reasoning with reference to certain types of activity. The objective of the study was to investigate the possibility of applying the situational-active approach to designing models of system dynamics of infectious diseases based on particular representations of the conceptual structure of the act of activity.Methods. By synthesizing Bolotova's situational algorithm and Shchedrovitskiy's system-activity approach, the conceptual structure of the act of activity is presented as a methodology of the situational-activity approach. The analysis of this structure leads to the construction of a plan of processual structure and a plan of analytical relationships. The article proposed a hypothesis that the process representations describe the notation of flows and levels, and the analytical relationships implement differential equations. In order to prove this hypothesis, the subject area of infectious diseases was investigated.Results. Based on the set of these plans, a graphic image was synthesized for constructing models of system dynamics, which is identical to the diagram of flows and levels of development of the SIR process. However, the problem of constructing conceptual structures is nontrivial, complex, and laborious. Therefore, the Designer-Solver-Interpreter software suite was implemented. The software tools enable a visualization of the conceptual structures and implementation of the knowledge bases for expert models of system dynamics. It also tests the completeness and viability of the model.Conclusions. To date, there is no single conceptual structure for designing expert systems and situational and simulation dynamic models. The proposed method and software tools allow these problems to be resolved using the situational-activity method. Various types of dynamics in expert systems interact, thus confirming the reliability of knowledge in the models of system dynamics. The conceptual structures of the act of activity are the core part of designing expert systems, while he derivative process and analytical representations of the act of activity are the core part of developing modules of system dynamics.

Administration and Management in an Educational Institution

Based on the system-activity approach, the article presents an analysis of the interaction of administration and motivational management, which aims to effectively manage the implementation of state educational standards in the practice of educational institutions. The authors believe that ignoring the importance of management and emphasizing the priority of administration leads to the fact that the most common problem in educational organizations is working with personnel. The authors point out that these problems are of a motivational and organizational nature because they relate to the rejection of changes in the work organization, irresponsibility, incompetence, lack of initiative of participants in activities, internal organizational conflicts, and organizational inefficiency. In the article, the authors discuss the solution to such pressing problems as management vision, human factor, subjective-functional management, subordination, regulations, orders, instructions, etc. The article also notes that one of the most important tasks of management is the transformation of participants in educational relations into a community of like-minded people who will be interested in introducing a new state educational standard and motivated to achieve both personal and socially significant results. Thus, the article explains that in an educational organization, priority is given to personality-oriented management aimed at the individual. Therefore, management tasks and areas of interest are not only personnel who “decide everything”, but also persons involved in the activity and management of an educational organization, their interrelationships, worldviews, positions, abilities, solving problems of their activity, their subject of interest, socially reflexive competence, their Motivation and focus on achieving results. Keywords: value-semantic attitudes, motivation, management.

ДИДАКТИЧЕСКИЙ ПОТЕНЦИАЛ СМЕШАННОГО ОБУЧЕНИЯ МАТЕМАТИКЕ ОБУЧАЮЩИХСЯ 7–9-х КЛАССОВ ДЛЯ ФОРМИРОВАНИЯ РЕГУЛЯТИВНЫХ УНИВЕРСАЛЬНЫХ УЧЕБНЫХ ДЕЙСТВИЙ

Statement of the problem. The experience of teaching mathematics during the pandemic showed that students had difficulty organizing their own learning activities in real and virtual space, in synchronous and asynchronous learning formats. Difficulties arose in setting goals and planning activities, rational distribution of time and predicting results, as well as realizing the need to monitor, adjust and evaluate results for further mastering of the educational material. Thus, teachers faced the question of finding a solution to the identified problem in the development of regulative universal educational actions (RUEA) in high school students, in particular, during mathematics lessons in Grades 7–9. One of the tools can be blended learning, which is one of the key trends in modern education that forms a new pedagogical worldview. However, scientific papers that describe the theoretical and practical provisions for the RUEA development in high school students of Grades 7–9 in the context of using blended learning in mathematics, containing different points of view, are not enough to make a general decision. All this proves the existence of a problem: the combination of what methods, means, forms and methods in a mixed environment will ensure the RUEA development in high school students of Grades 7–9? The purpose of the article is to consider the didactic potential of blended learning in mathematics for the RUEA development in students of Grades 7–9. The methodology of the study is based on the theoretical principles of the development of information technologies and informatization of education; the main ideas of blended learning; system-activity approach; studies in the field of RUEA development; analysis of scientific publications and innovative experience on the designated problem. Research results. The didactic potential of blended learning for the RUEA development in students of Grades 7-9 is presented in the form of a map as a set of methods, tools, forms, techniques, formats of learning, depending on the model of blended learning. On the example of a topic in Algebra (Grade 9), the possibilities of “flipped learning” for the RUEA development in high school students are described. Conclusion. The methodology of the study made it possible to present the didactic potential of blended learning in mathematics for the RUEA development in students of Grades 7–9 in the form of a map focused on the main models of blended learning. The developed map can be adapted taking into account the specifics of the subject content of other disciplines and used to design the process of the RUEA development in students in the process of blended learning.

Педагогические условия формирования познавательных умений младших школьников в проектной деятельности

Introduction. For the successful functioning of modern educational technologies based on the principles of a system-activity approach, in the conditions of the Federal State Educational Standard, it is necessary to create a set of pedagogical conditions. The key pedagogical conditions that affect the success of developing cognitive skills of elementary school children in project activities are currently insufficiently discussed in the scientific literature. The purpose of the study is to determine the necessary and sufficient pedagogical conditions for the effective formation of cognitive skills of younger students in project activities. Methodology and methods: the study was carried out on the basis of the analysis of scientific literature, using the method of categorical-system methodology “Method of triadic category decoding”. Results of the study: 1) the key elements of pedagogical conditions that make up their essence are identified: a) the position of the teacher organizing project activities; b) stimulating the formation of motivation for project activities; c) monitoring cognitive skills; 2) a two-level triadic decoding of the corresponding category was made; 3) a set of pedagogical conditions was obtained, necessary and sufficient, for the effective formation of cognitive skills of younger students in project activities. Conclusions. The study made it possible to identify and reveal the essence of the key categories of pedagogical conditions and a complex of pedagogical conditions and create a detailed model that gives a complete picture of the qualitative characteristics of the pedagogical conditions for the formation of cognitive skills of younger students in project activities.

СИСТЕМНО-ДІЯЛЬНІСНИЙ ПІДХІД ДО ФОРМУВАННЯ ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ПЕРЕКЛАДАЧІВ ЗАСОБАМИ ПРОЄКТНОГО НАВЧАННЯ

The article reveals the essence of the system-activity approach to the formation of research competence of future translators by means of project-based learning and identifies its features in the process of their professional training in higher education. The content of the concept of “research competence” is analyzed and it is established that the basis of research competence is the ability to identify the problem in time, formulate a hypothesis, select and analyze the necessary information for research, select the necessary research and data processing methods. The ability to analyse the intermediate results of the study, to discuss the possibility of interpreting the results of the study, to use the results of the study in practice is required. It is noted that the methodological basis for the formation of research competence of future translators by means of project-based learning at higher education institutions is a modern approach to scientific knowledge. This is a system-activity approach. The system-activity approach in the research is considered as a methodological direction of management of socio-pedagogical systems, which involves the presence of interconnected and interdependent activities in the pedagogical process (teaching, education, management, development, learning, etc.). In the course of theoretical analysis, the main ideas of the system-activity approach in the context of formation of research competence of future translators are revealed. Emphasis is placed on the fact that training in the context of the system-activity approach should be organized in such a way as to purposefully form the research competence of future translators. It is established that the use of project-learning technologies allows to bring educational activities as close as possible to the conditions of professional research. The experience of implementation of the systemactivity approach in the formation of research competence of future translators at Alfred Nobel University is revealed. The formation of research competence of future specialists took place in three stages: the formation of skills in working with literature, which is a necessary skill when working on educational or scientific research; implementation of educational and research projects (in the first year – writing essays, in the second and third years – writing term papers and implementation of other projects of educational and research direction); extracurricular work of students (participation of future translators in student conferences, implementation of research projects of various kinds in such disciplines as “Comparative Lexicology of English and Ukrainian”, “Translation Practice”, “Self-Management”, “Linguistics of Second Foreign Languages”).

A taxonomy of learning outcomes developed for Moscow Electronic School (a case study of individual topics in the Russian language)

The paper examines the issue of designing planned learning outcomes in the process of teaching Russian to school students. This problem became especially relevant after the adoption of the Federal State Educational Standards for primary, basic, and secondary general education. These standards define requirements for personal, meta-subject, and subject-related learning outcomes. Teachers had to respond to the need of specifying planned learning outcomes for an academic year, a topic, an academic period, a lesson taking into consideration the requirements of the system-activity approach as well as different levels of achieving these outcomes by different students. The paper analyses foreign and domestic experience in developing taxonomies for educational purposes and presents the taxonomy of planned learning outcomes developed for Moscow Electronic School. The research is based on theoretical and empirical methods. As a result, planned learning outcomes for the topics included in the course in Russian studied in the fifth form were defined. The obtained results were uploaded to the platform of Moscow Electronic School. Three types of learning outcomes were identified: reproductive, productive, and reflexive. Additionally, the paper describes the possibilities of using the «Planned learning outcomes» service of Moscow Electronic School by teachers. Planned learning outcomes are a methodological tool in teachers’ work. They help to specify lesson objectives, select lesson content, choose the forms of organising students’ activity aimed at producing subject and meta-subject outcomes.

Methodological Foundation for the Organization and Conduct of the Business Game Aimed at University Students in Art History Classes

The development of new teaching methods is an important condition that increases the universal and professional competence of future professionals, which in turn accelerates the process of postgraduate adaptation in the professional communities of culture and art. The aim of the study is to develop methodological principles and techniques for effective teaching of art students. The article reevaluates the fundamental techniques of higher education, focusing on the role of a teacher and student in this process. As a result, we provided a theoretical summary of the experience of teaching disciplines in the field of art and culture. Based on the system-activity approach and human-personal pedagogy research, the study showed the effectiveness of the business game as an interactive method of learning in a rapidly changing socio-cultural environment. We also determined the features and basic pedagogical principles of organizing and conducting business game. The study demonstrated the strengths of business game as an imitative collective game method of active learning in work with students studying art history disciplines. A new form of business game for the disciplines of art history cycle was put forward. We argues that the acquired knowledge and skills meet the needs of professional communities in regards to the competences of young professionals in the field of culture and arts.

A Model of Future Mathematics Teachers' Preparedness to Organize Mobile Learning for Schoolchildren

Born in the digital world, children cannot imagine life without mobile devices and technologies, which contributes to the transformation of the education system. Mobile devices allow getting information on the Internet anywhere and at any time, the methodology of teaching subjects changes accordingly, the educational process becomes interactive. Mobile technologies and devices have an effective didactic and methodological potential, which requires targeted training of future teachers for their use in teaching activities. The purpose of the paper is to theoretically substantiate and develop a model for forming the readiness of a future mathematics teacher to organise mobile learning for schoolchildren. To create a model of future teachers' readiness for mobile education of schoolchildren, system-activity, personality-oriented and analytical approaches were applied. Analysis and generalisation of the research results of domestic and foreign scientists on this problem are the main research methods, as well as conceptual and terminological analysis and pedagogical modelling. The paper substantiates the relevance and necessity of purposeful preparation of future mathematics teachers to organise mobile education of schoolchildren. The concept of mobile learning of schoolchildren is clarified, its main features are determined. The readiness of future mathematics teachers to organise mobile learning of schoolchildren is considered as a set of motivational, personal, theoretical, activity and reflexive components, which allowed us to systematise and model the process of training teachers for this activity. The model presented by the author, the main components of which are conceptual, content, activity and reflexive blocks, reflects the peculiarities of a future mathematics teacher's readiness for mobile learning of schoolchildren. The developed model will allow us to reach a higher level of training of mathematics teachers, providing personal and professional development of students.