Suchergebnisse

В статье приведены результаты критического анализа источников и литературы по цифровизации и ее влиянию на трансформацию обучения в высших учебных заведениях. Рассмотрены барьеры цифровой трансформации в вузах и основные положения теории онлайн-обучения (OCL), предприняты попытки определить преимущества и недостатки цифровизации образования, рассмотреть произошедшие изменения в выборе способов обучения и преподавания в период пандемии COVID-19, описать и проанализировать различные способы образования и обучения. Результаты аналитического обзора показали, что преподавательские практики все время адаптируются, совершенствуются и развиваются с учетом постоянно преобразующейся социально-экономической среды. Признается важность адаптации к меняющейся среде обучения и преподавания, которую нельзя считать статичной. В ходе исследования была отмечена важность участия преподавателей и студентов в реализации цифровизации в процессе обучения и в педагогической практике. В статье также приводится несколько критических показателей успеха для внедрения OCL. В работе обозначены некоторые из наиболее сложных проблем и препятствий, связанных с цифровизацией практики обучения и преподавания в высших учебных заведениях.
The article presents the results of a critical analysis of the sources on digitalization and its impact on the transformation of education in higher education institutions; examines the barriers of digital transformation in higher education institutions and the main provisions of the theory of online collaborative learning (OCL); makes attempts to determine the advantages and disadvantages of digitalization of education, to consider the changes that have occurred in the choice of ways of learning and teaching during the Covid-19 pandemic, to describe and analyze the different ways of education and training. The results of the analytical review showed that teaching practices are constantly adapting, improving and developing considering the constantly transforming socio-economic environment. The article recognizes the importance of adapting to an ever-changing learning and teaching environment that cannot be considered static. In the course of the study, the importance of the participation of teachers and students in the implementation of digitalization in the learning process and in pedagogical practice was noted. This article also provides several critical success metrics for OCL implementation. The article identifies some of the most difficult problems and obstacles associated with the digitalization of the practice of learning and teaching in higher education institutions.

В статье рассматриваются политико-нормативные основания внедрения цифровых технологий в образовании, затронуты пошаговые аспекты движения от информатизации образования к его цифровизации: от опыта локального применения информационных технологий в образовательной деятельности, развития электронного обучения к этапу внедрения инновационных цифровых технологий в учебный процесс. На теоретическом уровне выявлена суть терминов «информатизация» и «цифровизация», перечислен перечень наиболее применяемых в системе образования цифровых технологий и ресурсов. Наряду с положительными сторонами цифровизации образования в статье поднимается проблема влияния этого процесса на духовно-нравственное развитие подрастающего поколения, доказывается его деструктивность по сравнению с традиционной системой обучения. Актуализируется вопрос об адекватных границах применения цифровых технологий в образовательной и воспитательной деятельности, и ставится задача разработки методик и технологий осуществления духовно-нравственного воспитания школьников соответствующих меняющимся социокультурным и цифровым условиям на государственном уровне. ; The article considers the political-normative foundations for the introduction of digital technologies in education, raised step-by-step aspects of moving from information education to its digitization: the experience of local application of information technologies in educational activities, e-learning development to implementation of innovative digital technologies in the educational process. At the theoretical level, the essence of the terms "Informatization" and "digitalization" is revealed, and the list of the most used digital technologies and resources in the education system is listed. Along with the positive aspects of digitalization of education, the article raises the problem of the influence of this process on the spiritual and moral development of the younger generation, and proves its destructiveness in comparison with the traditional system of education. The issue of adequate limits for the use of digital technologies in educational and educational activities is updated, and the task of developing methods and technologies for the implementation of spiritual and moral education of schoolchildren corresponding to changing socio-cultural and digital conditions at the state level is set.

The article deals with the problem of inclusive education in the modern educational space. The main purpose of inclusive learning is to eliminate any discrimination in the educational process, to make education accessible to all, and the achievement of this goal can be organized differently, as is the case in the educational systems of different countries. The tasks that need influence from the system of public administration of education on organization of education of children with special needs are highlighted.Today, it is necessary to move towards the implementation of international practice to increase the number of general education institutions ready to provide educational services to children with special needs. In solving complex and multifaceted tasks of inclusive education, an important role is assigned to the teacher, because it directs the educational process, systematizes, specifies the content of cognitive material, looks for the most rational ways to master the skills necessary for self-care, necessary for self-care opportunities for personal disclosure of each child.Adequate training for educators to work with children with special needs should be a key factor in promoting inclusive education. Today, the problem is the question of a teacher who would understand the specific problems of such children. The result will be satisfactory only if, together with the tutors, the same team will work with the relevant specialists – rehabilitation teachers, speech therapists, practical psychologists, social pedagogues, doctors, etc. Working in groups with an inclusive form of education gives a qualitatively new impetus to the teacher's self-improvement, as he has the opportunity to deepen his knowledge about the laws of children's development, to develop his own positions on the effectiveness of educational technologies. This work forms in the teacher a new understanding of the problems of children who are lagging behind, exposes to him the strategy and tactics of psychological and pedagogical support of these children. ; У статті розглядається проблема інклюзивної освіти в сучасному освітньому просторі. Головною метою інклюзивного навчання є усунення будь-якої дискримінації в освітньому процесі, забезпечення доступності освіти для всіх, то досягнення цієї мети може бути організовано по-різному, що й спостерігається в освітніх системах різних країн. Висвітлено завдання, що потребують впливу з боку системи державного управління освітою щодо організації навчання дітей з особливими потребами.

The challenges of modern world are not only numerous, but also diverse – from a positive impact on the development of society to clearly unfriendly attacks in the economy, politics, science and education. Positive trends are associated with the smart education development, a new cognitive sphere that involves complex communication of all participants in the educational process in order to continuously improve the methods and technologies of the knowledge economy. In the digital paradigm of social development management, the knowledge sources are not only various formats (digital and paper) of textbooks, manuals and other, but also a close creative union between a teacher and a student, which allows not to get lost in the endless expanses of the Internet. The article highlights the trends in the domestic and foreign authors' studying problems and prospects for the development of smart education. A mechanism for transforming the established methods of vocational training in Russian universities into a new concept of smart education is proposed. The principles of digital education format are formulated. The article content is determined by the methodology for the knowledge economy development: the basic principles of smart education and conceptually important methods for educational process organising. The studies of professors A.A. Bubenchikov, V.V. Glukhov, M.K. Novikov, V.P. Tikhomirov, etc., facilitated the idea of a prospective smart university concept development. The article is based on scientific research methods such as: comparison, analysis and synthesis, induction and deduction, historical and logical methods, positive and normative analysis, and the method of scientific logic. ; Вызовы современного мира не только многочисленны, но и разнообразны – от позитивного влияния на развитие общества до явно недружественных выпадов в экономике, политике, науке и образовании. Позитивные тенденции связаны с развитием смарт-образования – новой когнитивной сферы, предполагающей комплексную коммуникацию всех ...

In the article Genesis and problems of development of state-public management of education in Ukraine, the problem of the retrospective view of state-public management in the sphere of education is considered under the modern conditions of democracy development of in the country. Essence of the phenomenon of the state-public management is exposed, aim and specificity, the found problems of its realization in administrative practice are structured, normatively-legal documents are provided; they determine the legal possibility of the implementation of the state-public model of management. It was accentuated that the development of democratic society in Ukraine at the beginning of 90th of ХХ century determined the input of state-public management in the sphere of education. Such model is not new for the education area and for the history of independence and selfreliance of the Ukrainian state system in the first and last quarters of ХХ century, but it is the priority direction of modern scientific searches and administrative practice. ; У статті «Генезис і проблеми розвитку державно-громадського управління освітою в Україні» розглянуто ретроспективу державно-громадського управління в сфері освіти за сучасних умов розвитку демократії в країні. Розкрито сутність феномена державно-громадського управління, мету і специфіку, структуровано виявлені проблеми його реалізації в управлінській практиці, наведено нормативно-правові документи, що визначають законодавчо-правову можливість упровадження державно-громадської моделі управління. Акцентовано увагу на тому, що розвиток демократичного суспільства в Україні на початку 90-х рр. ХХ ст. знов детермінував запровадження державно-громадського управління в сфері освіти. Така модель управління є не новою для сфери освіти та для історії здобуття незалежності та самостійності Української державності в першій і останній чвертях ХХ ст., але є пріоритетним напрямом сучасних наукових пошуків і управлінської практики.

The president of Russian Federation in his annual message to Federal Assembly addressed the tasks of education of next generation and of training of human resources who will work in national economy. The article assesses trends of school and university education, political and economic aspects of interaction of employers and employees in the labor market, refers to some features of psychology and psychologics (a newly suggested term) of public consciousness and behavior. ; В очередном ежегодном послании Президента России Федеральному Собранию в едином ключе сформулированы задачи обучения и воспитания подрастающего поколения, показана острая необходимость ориентации всей системы образования на подготовку достойной трудовой смены в стенах общеобразовательной школы и высших профессиональных учебных заведениях. С этих позиций автор статьи оценивает тенденции развития школьного и вузовского образования, восстановление воспитательных функций, политические и экономические аспекты взаимодействия субъектов рынка и труда. В том числе касается некоторых особенностей психологии и психологики (новый термин) общественного сознания и общественного поведения.

This article presents a philosophy of education as innovative tool to create abalance between theory and practice in educational activity. It focuses on the experienceand ways of implementing a philosophy of education curriculum inUkrainian pedagogical education under the transformation towards the democraticforms of political and economical life. The proposed project is aimed at formationeducated teacher (including informational and technological competency)by applying variables of philosophy of education: scientific, planning, action,pedagogical, and socio-systematic. The doctrinal changes of quality standards andthe content of education are possible when the main goal of all forms of pedagogiceducation is met - formation of a teacher as a «master of philosophy of education». ; У статті філософія освіти презентується якінноваційний засіб встановлення балансу між практикою і теорією в освітянській діяльності. Досліджуються досвід і шляхи впровадження навчального курсуфілософії освіти в педагогічній освіті України за умовсуспільної трансформації у напрямі до демократичнихформ політичного життя та економіки. Запропоновано комплекс програм, спрямованих на формування цивілізаційної, інформаційної, технологічної компетентності вчителя на основі змінних вимірів філософії освіти: наукознавчого, проектувального, дiяльнісного, педагогічного та соціосистемного. Умовою доктринальних змін стандартів якості та змісту освіти є підпорядкування розвитку усіх форм педагогічної освіти формуванню учителя як «магістра філософії освіти».

The article examines the current topical problems of modernization of the education system and the development of modern Russia in the context of globalization. There is substantiated the necessity of the correspondence of the reforms to the historical traditions of the country and the type of society. The authors support the assertion that the limit of the reforms degenerates. As a result, "the reform inevitably turns into its opposite, i.e., a kind of counter-reform". The authors develop methodological principles associated with the idea formulated above. The central idea is that the study of the limits of reforms has become very topical for ensuring Russia's national security. ; В статье исследуются актуальные проблемы модернизации системы образования и развития современной России в условиях глобализации. Обосновывается необходимость соответствия проводимых реформ историческим традициям страны и типу общества. Авторы присоединяются к утверждению о том, что лимит (предел) реформ вырождается. В результате «реформа неизбежно превращается в свою противоположность, т. е. в своеобразную контрреформу». Далее авторы развивают методологические установки, связанные с выше сформулированным тезисом. Центральным становится положение о том, что исследование пределов реформ является остроактуальным для обеспечения национальной безопасности России.

The role of the human factor in the socio-economic development, its influence on the nature and pace of innovation trend are discussed. The orientation system of the innovation process looks through improving the quality of life of the population, the enhancement of the role of each individual and changing the contents of the managers' activities.

The course of political science in higher education is often read, to a large extent, as a theoretical course and affects the study of issues and problems of the formation and development of political institutions, processes and technologies. The focus is usually on the history of politics, the state as the central institution of the political system, political parties, political consciousness, culture, political relations, etc. However, it is very important that, when studying a course in political science, listeners understand the current political processes taking place around them. Some of them are well established, democratic processes, such as the electoral process. Others are associated with the impact of modern innovation processes on the political sphere of society. And in this case, political science as a science once again demonstrates its value in an applied format. For a deep understanding of this kind of political processes, additional aggregated information is needed, knowledge that should differ in such characteristics as relevance, novelty, compliance with modern development. In the modern digital era, it is necessary to additionally acquire knowledge about the digital transformation of political institutions, processes and technologies, including types of state policy, the most important of which is social. And it's not just the digital economy. This, first of all, digitalization of public administration (State-web) — Big Date management, blockchain, etc., as well as digitalization of business — the emergence and development of digital enterprises, etc. It is obvious that the use of digital technologies will become possible for the development of predictive political science. This article is largely a translation of German publications by scientists dealing with the development of modern political science education in the countries of the European Union, in particular, in the Federal Republic of Germany. The focus is on the impact of digitalization on the teaching of theoretical and applied political science.

French education discourse as a cognitive communicative paradigm became an object of research for many scholars who analysed the history of education management, cross-cultural education and communication, use of French terms on the territory of different French-speaking countries, terms formation, translation of terms etc. The term is an integral part of any professional communication, education in particular which enables professional communication. The aim of the article is to trace the influence of educational politics in France on the formation of terminological system as an integral part of any institutional paradigm.In France the introduction of new educational policy is stated in official documents which are generally published in Journal officiel de la Republique francaise, Bulletin officiel de l'education nationale and Bulletin officiel de l'enseignement superieur et de la recherche. These educational periodicals are the main sources for gaining information about new realia in French education and consequently new notions. New notions and realia in French education predetermine the necessity for new professional vocabulary which constitutes the metalanguage of education discourse. This process leads to changes in the current terminological system. Terms in French education discourse are created and therefore implemented according to both extralingual (political, social, economic, technological, ideological, moral, scientific) and lingual factors. Such tendencies in the French language as predominance of different types of abbreviations, use of feminine nouns referring to posts in education are caused by general tendencies in French. Educational terms in modern French are characterized by complexity as they usually comprise several words thus bearing the most detailed and specified characteristics in them.Key words: French education discourse, tendency, term, metalanguage, term creation, term usage. ; У статті представлений погляд на французький освітній дискурс як сферу державних (суспільних) відносин. Прокоментовано основні тенденції у французькій освіті в аспекті діахронії-синхронії, визначено власне лінгвальні й екстралінгвальні чинники, що формують метамову французького дискурсу освіти як інституційної реалії. Термін визначено як невід'ємний складник метамови дискурсу освіти, який формує й уможливлює професійну комунікацію. Досліджено наявні тенденції термінотворення й терміновживання у французькому освітньому контенті.Ключові слова: французький освітній дискурс, тенденція, термін, метамова, термінотворення, терміновживання.French education discourse as a cognitive communicative paradigm became an object of research for many scholars who analysed the history of education management, cross-cultural education and communication, use of French terms on the territory of different French-speaking countries, terms formation, translation of terms etc. The term is an integral part of any professional communication, education in particular which enables professional communication. The aim of the article is to trace the influence of educational politics in France on the formation of terminological system as an integral part of any institutional paradigm.In France the introduction of new educational policy is stated in official documents which are generally published in Journal officiel de la Republique francaise, Bulletin officiel de l'education nationale and Bulletin officiel de l'enseignement superieur et de la recherche. These educational periodicals are the main sources for gaining information about new realia in French education and consequently new notions. New notions and realia in French education predetermine the necessity for new professional vocabulary which constitutes the metalanguage of education discourse. This process leads to changes in the current terminological system. Terms in French education discourse are created and therefore implemented according to both extralingual (political, social, economic, technological, ideological, moral, scientific) and lingual factors. Such tendencies in the French language as predominance of different types of abbreviations, use of feminine nouns referring to posts in education are caused by general tendencies in French. Educational terms in modern French are characterized by complexity as they usually comprise several words thus bearing the most detailed and specified characteristics in them.Key words: French education discourse, tendency, term, metalanguage, term creation, term usage.

У статті розкрито державне спрямування мети і змісту духовно-морального виховання учнів закладів загальної освіти. Проаналізовано законодавство в галузі загальної освіти, виділено завдання охоронної освітньої політики уряду у середині XIX століття. Визначено принципи духовно-морального виховання. Зазначено, що у змісті виховання наголошено на релігійних дисциплінах, словесності, серед форм використовувалися літературні бесіди. ; The article reveals. The author analyzed the legislation in the field of general education, emphasized the tasks of government protective education policy in the mid¬nineteenth century. Also the author defined the principles of spiritual and moral education, noted that the emphasis in the education is made on religious subjects and language arts.