Students' activity in educational activities depends on their interest in learning. Students' interest in the subject is associated with an understanding of its significance for the future profession. To interest a student in a subject under study is a rather complicated process. For the interconnected activities of the teacher and student, it is necessary to use various teaching methods. Training is a focused pedagogical process that has been designed in advance. The learning process is associated with movement, that is, from the solution of one set educational task, a transition to another occurs, thereby promoting the student along the path of knowledge: the transition from ignorance to knowledge, from incomplete knowledge to a more complete and accurate one. Cognitive interest plays an important role in the student's activity, emotionally colors all his educational activities. The intensification of educational and cognitive activities of students is aimed at obtaining strong and stable knowledge. To highly motivate the student to gain knowledge, he must have a well-formed image of his future profession. An indicator of the student's relationship with the subject of his activity is activity. Activation of educational and cognitive activities of students remains the main problem in the educational process. Educational and cognitive activity of students implies the development of independence and creative activity in the learning process. The activity of students implies the awareness of the fulfillment of educational tasks, the systematic nature of training, the desire to increase the level of knowledge and others
В статье рассматривается разработанная великим чувашским просветителем И. Я. Яковлевым система просвещения родного народа. Раскрывается его идея о распространении среди учащихся и крестьян педагогических, духовно-нравственных, православных, санитарно-гигиенических, медицинских, сельскохозяйственных, биологических, естественных, исторических, агрозоотехнических, метеорологических, ремесленных и других знаний. Обсуждается просветительская деятельность И. Я. Яковлева, направленная на желание помочь чувашскому народу в его стремлении к светлому будущему – образованию. С этой целью проанализированы архивные материалы и научные труды, отражающие педагогическое наследие чувашского патриарха. Указывается, что И. Я. Яковлев разработал и осуществил на практике свою систему просвещения народа: преподавание учебных дисциплин в Симбирской чувашской учительской школе велось на родном языке, а учебно-воспитательная работа строилась на основе научной психологии и педагогики с использованием традиционной культуры воспитания и обучения; будущие учителя были одними из первых исследователей народного опыта воспитания в нравственном, умственном, эстетическом, трудовом и физическом развитии личности, распространителями произведений устного народного творчества, народных игр и игрищ. Предметом настоящего исследования выступает просветительское наследие И. Я. Яковлева, вобравшее в себя все то лучшее, что накапливал чувашский народ веками и тысячелетиями в процессе воспитания подрастающего поколения. В результате исследования выявлены направления просветительской деятельности патриарха: изучение состояния просвещения других народов; определение целей и задач просвещения и воспитания родного народа; подготовка учителей в Симбирской чувашской школе; комплексный подход к сбору, изучению, сохранению и распространению различных пластов духовной культуры чувашей; организация обучения сельскому хозяйству учащихся Симбирской чувашской учительской школы, распространение сельскохозяйственных знаний среди населения; создание при школе кузнечно-слесарных и столярно-токарных ремесел. The article examines the system of education of the Chuvash people developed by the great Chuvash enlightener I. Ya. Yakovlev; reveals his idea of spreading pedagogical, spiritual and moral, orthodox, sanitary-hygienic, medical, agricultural, biological, natural, historical, agro-zootechnical, meteorological, craft and other knowledge among students and peasants. It also discusses the educational activities of I. Ya. Yakovlev aimed at the desire to help the Chuvash people in their aspiration to a bright future – education. The article analyzes archival materials and scientific works reflecting the pedagogical heritage of the Chuvash patriarch. It states that I. Yakovlev developed and put into practice his system of enlightenment of the people: the teaching of academic disciplines in the Simbirsk Chuvash Teacher's school was conducted in the native language, and educational work was based on scientific psychology and pedagogy with the use of traditional culture of upbringing and education; future teachers were among the first researchers of the folk experience of education in moral, mental, aesthetic, labor and physical development of the individual, distributors of works of oral folk art. The subject of this study is the educational heritage of I. Yakovlev, which absorbed all the best that the Chuvash people have accumulated for centuries and millennia in the process of educating the younger generation. The research revealed the directions of the patriarch's enlightenment activities: studying of the state of education of other peoples; determination of the goals and objectives of education and upbringing of the people; training teachers at the Simbirsk Chuvash school; an integrated approach to the collection, study, preservation and dissemination of various layers of spiritual culture of the Chuvash; organization and training of students in agriculture Simbirsk Chuvash Teacher's School, dissemination of agricultural knowledge among the population; creation of blacksmithing, locksmithing and carpentry and turning crafts at the Simbirsk Chuvash school.
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 23, Heft 1, S. 9
"Im Rahmen der Neuausrichtung der 'Human Resource Strategy' der DaimlerChrysler AG erschien es sinnvoll, Expertinnen und Experten aus Politik, Kultur, Kirche, Wissenschaft und Unternehmen nach ihren Vorstellungen über die 'Bildungsarbeit der Zukunft' zu befragen. Ziel der Veröffentlichung ist es, einen Überblick über 'State of the Art', neue Trends und Entwicklungen, 'Best Practice-Beispiele', Ziele und Probleme etc. einer zukünftigen Bildungsarbeit zu geben. In diesem Sinne diskutierten die Beteiligten unter anderem über die Themen Talentverknappung, Innovation/ Kreativität, Work-Life-Balance, HR und Asien, e-Life, alternde Bevölkerung/ Belegschaft und Messbarken der Bildungsarbeit. Es war angestrebt, die Konturen einer Bildungsarbeit der Zukunft sowohl vor ihrem theoretischen Hintergrund als auch in Bezug auf ihren praktischen Nutzen zu reflektieren. Folgende drei Fragen standen dabei im Mittelpunkt: 1. Welches sind die Hauptherausforderungen an eine Bildungsarbeit der Zukunft? 2. Welche Auswirkungen können diese auf HR-Strategien haben? 3. Welche konkreten Maßnahmen leiten sich daraus für Unternehmen ab?" (Autorenreferat)
The article examines the experience of organising educational activities of students in the field of pedagogic education, we analyse the interpretation of the concept of software skills and determines the significant role of the discipline in the formation of competences significant for the pedagogue. The author gives a description of the technology of discipline implementation, methods and techniques of organising students' interaction in the educational process. The article also presents the results of the introduction of technological methods of work in practical classes and a survey of students based on the results of its development.
The presented study synthesizes both established as well as most recent knowledge on the life and work of Professor Eugen Yulianovich Perfecky, who worked in Slovakia from 1922 until his death in 1947. He was, among other things, a graduate of the University of St Petersburg and an outstanding student of Professor A. A. Shakhmatov. The first group of Russian scholars came to Czechoslovakia in 1921, and in the same year, at the suggestion and recommendation of Prof. Vatroslav Jagič and Lubomír Niederle, he received an invitation to the newly established Comenius University in Bratislava. Within E. Perfecky's scholarly work, the two most important areas of research were: the history of Subcarpathian Rus' and analytical and comparative research of medieval chronicles. E. Perfecky was a supporter of the Ukrainian orientation of the national culture of Subcarpathian Russia. The outcomes of his research, particularly in the comparative studies of Russian chronicles with German, Polish, Hungarian, and Czech chronicles, significantly advanced the respective expertise, thus making him a worthy successor to the Russian textological research of early Russian chronicles pioneered by A. A. Shakhmatov. E. Perfecky maintanted a great scholarly network and worked closely with C. Slavists, such as J. Bidlo, L. Niederle, K. Jirechek, M. Weingart, J. Macurek. He cooperated with Professor Jagiсh in Vienna, with the Norwegian Slavist O. Brok, and other leading Slavists in Poland and Germany. E. Perfecky also collaborated with a number of Russian and Ukrainian emigrant historians. In Slovakia, E. Perfecky laid a solid foundation for further historical research of Russian chronicles as well as for studies of the history of Eastern Europe.
