Suchergebnisse

В настоящее время цифровые технологии позволяют активно использовать в образовательном процессе самые разные визуальные средства. Однако, как показывает опыт, преподаватели иностранных языков довольно редко включают просмотр кинолент в процесс обучения. Цель настоящего исследования заключалась в описании роли художественных фильмов в формировании социокультурной компетенции и определении их места в процессе обучения немецкому языку. Для достижения указанной цели были проанализированы актуальные исследования о фильмах как средстве формирования социокультурной компетенции. Анализ показал, что они могут служить не только средством повышения мотивации, но и богатейшим источником социокультурных знаний, зачастую компенсируя информационные пробелы в учебниках. На эмпирическом этапе исследования был проведен опрос среди студентов, изучающих немецкий язык, и выявлены основные тенденции в использовании аутентичных художественных фильмов - студенты мало знакомы с немецким кинематографом, невысоко ценят актуальность фильмов, а преподаватели редко предлагают их к просмотру, ограничиваясь при этом лишь несколькими известными картинами. Таким образом, предположение о весьма скромной роли фильмов в процессе обучения немецкому было подтверждено эмпирически. В заключение даны рекомендации об использовании немецкоязычных художественных кинолент, обладающих богатым дидактическим потенциалом для развития социокультурной компетенции.
Nowadays, digital technology allow to actively use a variety of visual media in an educational process. However, the experience shows that foreign language teachers rather rarely include movies in their lessons. The purpose of this study is to describe the role of feature films in the development of sociocultural competence and to determine their place in teaching German. In order to achieve this goal, we analyzed the current research works on films as a means of development of sociocultural competence. The analysis showed that movies not only increase motivation, but can also be a rich source of sociocultural knowledge that often compensates for information gaps in textbooks. At the empirical stage we made a survey among the students studying German and revealed the main trends in the usage of authentic feature films. Students know little about German cinematography, value low the relevance of films, and teachers rarely offer films for watching, limiting themselves to a few famous films. Thus, our assumption about the very modest role of films in the German learning process was confirmed empirically. We conclude with recommendations for German-language feature films that have rich didactic potential for the development of sociocultural competence.

Critical discourse analysis was used as a methodological and theoretical framework for studying materials. As a result, we have identified three dichotomies in the criticism of European values: (1) religion vs secularism, (2) collectivism (sobornost') vs individualism, (3) collective morality vs liberal moral pluralism. Within the period of 2006-2012, the Orthodox discourse has been appropriated in domestic agenda

Migration crisis that shook the European countries in 2015, seriously affected the development of political processes in the EU. However, to recognize the movement of large masses of people to Europe from Syria and neighboring areas, as only consequences of the "Arab Spring", acts of ISIL or search for better life, seem to be in correct. Those events were provoked by the revitalization processes in Islam and the attempts of the traditional oriental society to respond to external challenges. The author, basing his ideal on opinions of the Constructivists about the importance of identity's indicators (largely based on religion) to all social and political institutions and processes, believes that such a large-scale migration has become possible due to the overlapping of two civilizational paradigms: search by Muslims of their identity and the identity crisis in the modern European society.

The paper analyzes political decisions in the field of personnel and educational policy as a response of four German administrations, with Angela Merkel as the Federal Chancellor, to challenges of digitalization. Since challenges in the development of labor market induced by demographic and migration factors are similar for Russia and Germany, German experience may be useful for Russia as a large federal state with significant risks of rising social inequality. Challenges in the development of the labor market induced by demographic and migration factors are common for Russia and Germany. The author addresses the key challenge for the German government — the organization of humane working conditions in a new digital reality presented in the White Paper "Work 4.0" after careful examination and consultation with main actors: associations, trade unions, companies, academia and civil society. He sees the solution to the problem in improving qualifications and developing digital skills, as well as ensuring attractive working conditions, in the first place for specialists in engineering, technical and natural science specialties (STEM). The analysis concludes with recommendations for policymakers which include such measures as improving gender equality in STEM professions and selective migration policy that mitigates unnecessary barriers for highly qualified immigrants.

The article deals with the main linguistic mechanisms of renaming and the extralinguistic motives to change the name on the material of the modern political parties of Germany. ; В статье рассматриваются основные языковые механизмы осуществления переименования и экстралингвистические мотивы смены имени на материале современных политических партий Германии.

Known as "the father of Russian Marxism," G.V. Plekhanov (1856-1918) was an outstanding theoretician of prerevolutionary Marxism whose works were relegated to virtual oblivion during the Stalin era. In the wake of the collapse of Marxism-Leninism, his interpretation of Russian history and of the Bolshevik revolution are once again attracting the attention of Russian scholars

For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries' participation in European educational programs became an additional incentive for their intensification.

This article studies the problems of ethno-political processes in Afghanistan's sociallife. This shock of social and political life was a manifestation of tension in the ethno-national sphere, originating in the time of the formation of the Afghan state, which was created by the Pashtun tribes with all the ensuing consequences.