The article discusses the reason for underestimating the use of mathematical methods in demographic courses for economists. The juxtaposition of population theories and methods of demographic analysis and the denial of so-called "formal demography" is a dead-end path that leads to a decreasing quality of training in an increasingly quantitative format of economic education. The paper discusses the options for teaching demographic courses in bachelor's and master's programs and demonstrates the need to move from a single compulsory course to a set of electives with demographic content, designed for students with different levels of mathematical training and diverse professional interests.
Purpose: on the base of analysis of modern information technology training to prove the feasibility of the course "Technology" in the primary school through distance learning technologies. Methodology: a theoretical analysis of psychological and pedagogical literature, the study of experience in implementing e-learning, including on school "House - Shkola.ru" of Ivanovo city. Results: The goal of the course "Technology" in distance education is to form the foundations of students' work culture, through the acquisition of basic concepts of natural and technological environment. The basic forms and methods of teaching students using the school site, provided directions for further development opportunities of distance learning course "Technology" in the system of additional education. Practical implications: the system of general education, further education of children.
Настоящая статья посвящена изучению социально-педагогической проблемы обучения лиц пожилого возраста. Увеличение числа людей данной категории, а также недостаток квалифицированных специалистов обусловливают необходимость привлечения профессиональных кадров пенсионного возраста к активно-полезным видам деятельности. Подчеркивается, что стремительная цифровизация и тотальная информатизация требуют от современных работодателей четкого понимания социально-психологических особенностей своего персонала. Без этого невозможно совершенствовать систему обучения для лиц предпенсионного и пенсионного возраста. Материалом для исследования по данному вопросу послужили труды отечественных и зарубежных ученых. В работе был использован метод анализа научно-педагогической литературы. Авторы отмечают, что в настоящее время отсутствуют единообразие и доминирующий теоретико-методологический подход к формированию единой системы обучения лиц пожилого возраста, их вовлеченности и мотивации. Приведен краткий обзор существующих на сегодняшний день направлений образования взрослых, предложена классификация андрагогики, обозначены задачи, которые ставит перед собой данный раздел теории обучения. В заключение авторы приходят к выводу, что привлечение работников пенсионного возраста может быть эффективным средством наставничества для молодого поколения. The article is devoted to the study of socio-pedagogical problem of teaching the elderly. The increase in the number of people in this category, as well as the lack of qualified specialists, necessitates the involvement of professional personnel of retirement age in active and useful activities. The authors emphasize that rapid digitalization and total informatization require modern employers to clearly understand the socio-psychological characteristics of their staff. Without this, it is impossible to improve the education system for people of preretirement and retirement age. The material for research on this issue was the works of Russian and foreign scientists. The method of analysis of scientific and pedagogical literature was used in the work. The authors note that at present there is no uniformity and a dominant theoretical and methodological approach to the formation of a unified system of teaching the elderly, their involvement and motivation; give a brief review of current trends in adult education; propose a classification of andragogy; outlines the tasks set by this section of the theory of teaching. In conclusion, the authors come to the conclusion that the involvement of workers of retirement age can be an effective means of mentoring the younger generation.
Статья посвящена вопросу обучения диалогу на занятиях по иностранному языку с помощью комиксов. Изучение средств, приемов и технологий обучения диалогической речи на иностранном языке является одной из приоритетных задач современной методики обучения иностранным языкам, так как предполагает формирование и развитие умений и навыков иноязычного говорения, без чего невозможно достижение конечной цели обучения языку – формирования коммуникативной компетенции. Авторы статьи раскрывают основные теоретические аспекты обучения диалогической речи как форме иноязычного говорения: рассмотрены особенности диалогической речи как вида говорения, охарактеризованы этапы работы с диалогом-образцом. В статье также приводятся преимущества комикса как средства обучения иноязычному диалогу. На основе анализа УМК по английскому языку на предмет обучения англоязычной диалогической речи авторы определяют критерии отбора комиксов как средства обучения диалогу на уроке иностранного языка. В статье представлена авторская поэтапная методика работы с диалогом на основе комиксов. Приводятся результаты апробации разработанного комплекса упражнений по обучению англоязычной диалогической речи средствами комиксов. Делается вывод о преимуществах обучения диалогу с помощью комикса по сравнению с традиционным обучением:происходят лучшее понимание и запоминание сюжета диалога благодаря визуализации его сюжета в комиксе; обеспечивается снятие у обучаемых смысловых, лексических, грамматических трудностей; появляется больше возможностей для создания творческих речевых упражнений для обучения диалогической речи на основе комикса. The article is devoted to the issue of teaching dialogue with the help of comics. The study of the means and techniques of teaching dialogic speech in a foreign language remains one of the priority tasks of modern methods of teaching foreign languages, since it involves the formation and development of foreign language speaking skills. The authors of the article reveal the main theoretical aspects of teaching dialogic speech as a form of foreign language speaking: the features of dialectical speech, the main stages of working with a sample dialogue. The article presents the main advantages of comics as a means of teaching foreign-language dialogue. Based on the analysis of the English textbooks, the authors determine the criteria for the selection of comics as a means of teaching dialogue at a foreign language lesson. The article presents the authors' method of working with dialogue based on comics. The approbation results of the set of exercises for teaching dialogic speech by means of comics are presented. The authors conclude about the advantages of teaching dialogue with the help of a comics in comparison with traditional teaching: there is a better understanding and memorization of the plot of the dialogue due to the visualization of its plot in the comic book; the removal of semantic, lexical, grammatical difficulties with the help of the comic book is ensured; there are more opportunities to create speech exercises for teaching dialogic speech based on the comic book. Keywords: teaching dialogic speech in a foreign language class, teaching dialogue, developing dialogic speech skills, teaching speaking, comics as a means of teaching, teaching foreign languages
The teacher investigation competence should be considered as one of the most important components of his professional pedagogical competence. Its formation could be observed during students investigation activity. There is a comparative analysis of study and scientific activity in the article? The author also describes students research work peculiarities and characterizes its functions.
The aim of the article is to consider the possibilities of use of case technologies in educational process of the university; to prove the efficiency and perspectivity of the given method while training the future expertsprofessionalsMethods. Retrospective and abstract analyses of the scientific-theoretical and practical literature are used while describing the history of development of case-study technology and its didactic possibilities. Test materials are used as the measuring tool of dynamics of informative activity of students, changes of level of their knowledge and abilities in the process of skilled-experimental work. Results and scientific novelty. The way of formation of concept «case technology» is shown; examples of various approaches to understanding of the given method are given; author's experience of research of the given problem is described; stages of work with case technology are allocated. It is experimentally proved that case technologies not only help to fix subject knowledge, to find professional the competence, but also promote development of creative thinking, and form skills of behaviour in a group: abilities to operate in a team, to state and defend the point of view, to listen, to carry on dialogue, to ask questions, to operate with the knowledge, building logic schemes of the problem solution. Besides, during the training period using a case technology students study independent ways of knowledge acquisition which are necessary for the modern professional in constantly ever-changing economic and social realities.The case method reveals creative potential, learns to think and operate differently not only students, but also teachers. This method promotes democratisation of educational process, formation of teachers' progressive thinking, raises motivation of pedagogical activity. Practical significance. The article provides conclusions and recommendations for the use of case technologies in the educational process at the university ; В статье рассматриваются возможности применения кейс-технологий в учебном процессе вуза и доказывается эффективность и перспективность данного метода при обучении будущих специалистов-профессионалов. Методы. При описании истории развития case-study и его дидактических возможностей использовались ретроспективный и реферативный анализ научно-теоретической и практической литературы. В процессе опытно-экспериментальной работы измерительным инструментом динамики познавательной активности студентов, изменений уровня их знаний и умений были тестовые материалы. Результаты и научная новизна. Показан путь становления понятия «кейстехнология»; приводятся примеры различных подходов к пониманию данного метода; описан авторский опыт исследования данной проблемы, в частности выделены этапы работы с кейсом. Опытно-экспериментальным путем доказывается, что кейс-технологии не только помогают закрепить предметные знания, обрести профессиональные компетенции, но и способствуют развитию креативного мышления, формируют навыки поведения в коллективе, умения действовать в команде, высказывать и отстаивать свою точку зрения, слушать, вести диалог, задавать вопросы, оперировать своими знаниями, выстраивая логические схемы решения проблемы. Кроме того, во время работы с кейсом студенты учатся самостоятельным способам пополнения своих знаний, что необходимо современному профессионалу в постоянно меняющихся экономических и социальных реалиях. Кейс-метод раскрывает творческий потенциал, учит думать и действовать по-иному не только студентов, но и педагога. Этот метод способствует демократизации учебного процесса, формированию у преподавателей прогрессивного мышления, повышает мотивацию педагогической деятельности. Практическая значимость. Даны рекомендации по использованию кейстехнологий в учебном процессе вуза
Аbstract. The aim of the article is to consider the possibilities of use of case technologies in educational process of the university; to prove the efficiency and perspectivity of the given method while training the future expertsprofessionalsMethods. Retrospective and abstract analyses of the scientific-theoretical and practical literature are used while describing the history of development of case-study technology and its didactic possibilities. Test materials are used as the measuring tool of dynamics of informative activity of students, changes of level of their knowledge and abilities in the process of skilled-experimental work.Results and scientific novelty. The way of formation of concept «case technology» is shown; examples of various approaches to understanding of the given method are given; author's experience of research of the given problem is described; stages of work with case technology are allocated. It is experimentally proved that case technologies not only help to fix subject knowledge, to find professional the competence, but also promote development of creative thinking, and form skills of behaviour in a group: abilities to operate in a team, to state and defend the point of view, to listen, to carry on dialogue, to ask questions, to operate with the knowledge, building logic schemes of the problem solution. Besides, during the training period using a case technology students study independent ways of knowledge acquisition which are necessary for the modern professional in constantly ever-changing economic and social realities.The case method reveals creative potential, learns to think and operate differently not only students, but also teachers. This method promotes democratisation of educational process, formation of teachers' progressive thinking, raises motivation of pedagogical activity.Practical significance. The article provides conclusions and recommendations for the use of case technologies in the educational process at the university. ; Цель. В статье рассматриваются возможности применения кейс-технологий в учебном процессе вуза и доказывается эффективность и перспективность данного метода при обучении будущих специалистов-профессионалов. Методы. При описании истории развития case-study и его дидактических возможностей использовались ретроспективный и реферативный анализ научно-теоретической и практической литературы. В процессе опытно-экспериментальной работы измерительным инструментом динамики познавательной активности студентов, изменений уровня их знаний и умений были тестовые материалы. Результаты и научная новизна. Показан путь становления понятия «кейстехнология»; приводятся примеры различных подходов к пониманию данного метода; описан авторский опыт исследования данной проблемы, в частности выделены этапы работы с кейсом. Опытно-экспериментальным путем доказывается, что кейс-технологии не только помогают закрепить предметные знания, обрести профессиональные компетенции, но и способствуют развитию креативного мышления, формируют навыки поведения в коллективе, умения действовать в команде, высказывать и отстаивать свою точку зрения, слушать, вести диалог, задавать вопросы, оперировать своими знаниями, выстраивая логические схемы решения проблемы. Кроме того, во время работы с кейсом студенты учатся самостоятельным способам пополнения своих знаний, что необходимо современному профессионалу в постоянно меняющихся экономических и социальных реалиях. Кейс-метод раскрывает творческий потенциал, учит думать и действовать по-иному не только студентов, но и педагога. Этот метод способствует демократизации учебного процесса, формированию у преподавателей прогрессивного мышления, повышает мотивацию педагогической деятельности. Практическая значимость. Даны рекомендации по использованию кейстехнологий в учебном процессе вуза.
The article is devoted to the methodological aspect of the philosophy of the «Common cause» of the founder of Russian cosmism. First of all, the author reveals the historical prerequisites for the reflexivity of the projective nature of human activity, achieved through the synergy of the philosophical and scientific worldview, which is expressed in the paradigmatic functioning of culture. It is shown that as social practice became more complex, there was a deepening of awareness of human nature and its activities in the context of philosophical anthropology. The key moments in the development of human thought in the indicated direction are analyzed: Socratic and Kantian revolutions in culture. It is proved that N. F. Fedorov makes another revolution, removing the Kantian dualism of the subjective and objective and thus satisfying the urgent need to realize the attribution of the projective nature of human activity, which organically combines the theoretical and practical sides of social development. It is proved that at the same time Fedorov reproduces the Socratic revolution on a qualitatively new level, rooting after Socrates the moral regulation of «the sons of men « in the Foundation of being. The influence of Russian thought on the birth of the philosophy of «Common cause» is noted. The content of the Fedorov project is investigated: its subject and object, its goal in itself and the conditions for implementation. At the same time, the core of the theoretical justification of the project is revealed. It consists in the recognition of the transformation of the contemplative type of worldview into an active one, which leads to the formulation of the problem of freedom in the context of the relationship between subjective and objective factors in order to understand what depends and what does not depend on the subject of the project in realizing the goal. It is concluded that the theoretical depth and methodological validity of the Fedorov project consists in revealing the dialectics of the essence and phenomenon, i.e. in justifying the need to replace «the question of universal enrichment with the question of universal return of life». The goal of the comparative analysis of global projects is to reflexive the criterion of a truly philosophical project, which consists in the synergy of methodological optimality and worldview sense.
The article characterizes national - orientation principle in teaching Chinese students Russian phraseology. Basing on the observations of Russian linguists and methodists, and on her own experience of teaching Chinese students, the author pays attention to the following aspects of the problem: the main differences between Russian and Chinese phraseological systems; difficulties in comparing Russian and Chinese phraseological units; the most common mistakes made by Chinese students while using Russian phraseological units. According to the author, describing and considering the above-mentioned problems helps to make the process of teaching Chinese students Russian phraseological units more effective.
The article deals with the organization of foreign language education of children in pre-school educational institutions of Poland. The legislative grounds for compulsory teaching of foreign languages to pre-school children have been outlined: the order of the Ministry of Public Education of Poland on May 30, 2014, according to which the amendments to the Pre-School Education Program were introduced. It is emphasized that Poland is one of the three European states that were the first to introduce in pre-school education the study of foreign languages as a compulsory component. It is shown that the introduction of compulsory study of a foreign language in pre-school establishments in Poland is accompanied by scientific researches in the field of theoretical-methodological principles of early foreign language education of children. The expediency of the early start of the foreign language in Poland is grounded on the basis of the psychological, physiological readiness of 3-5 year-old children: the development of sensory organs, mental functions, in particular memory, thinking, ability of the child to concentrate attention (up to 30 minutes), distinguish between sounds, the words of native and foreign languages, colors and shades, absorb intonation. The peculiarities of early foreign language education in Poland have been defined, the purpose of which is the formation of communicative-speech competencies, cultural sensitivity, implementation of multicultural education, individual development of children, as well as formation of motivation to study foreign languages in the future. The directions of realization of the ideas of Polish experience in the institutions of pre-school education of Ukraine have been defined: development of author's methods of communication in a foreign language; assessment of educational achievements of children, in which the leading role belongs to the recognition of the child's success; carrying out scientific researches on the expediency of using certain forms, methods, means of teaching ...
Дослідження присвячено висвітленню пріоритетів політики Європейського Союзу у сфері вищої освіти. На основі структурно-логічного аналізу документів ЄС, присвячених проблемам якості вищої освіти, схарактеризовано тенденції розвитку стратегій європейської спільноти щодо забезпечення якості викладання у вищій школі. Конкретизовано сутність ключових понять дослідження (якість вищої освіти, якість викладання у вищій школі). Висвітлено структуру та змістові характеристики стандартів забезпечення якості вищої освіти, прийнятих ENQA. Виокремлено та конкретизовано сутність політичного, адміністративного, науково-педагогічного та технологічного вимірів рекомендацій, поданих у документах ЄС щодо забезпечення якості викладання у вищій школі. З'ясовано актуальні напрями оновлення порядку денного ЄС у досліджуваній сфері, прийняті у 2017 р. ; The study is devoted to highlighting the priorities of European Union policy in the sphere of higher education. On the basis of structural and logical analysis of the EU documents devoted to the problems of higher education quality, the dynamics of development of Quality Assurance strategies in teaching in HEI is characterized. The analysis of the source of the study made it clear that the issues of ensuring the quality of teaching in higher education had become the subject of cooperation between the political and academic communities of the European region from the very first days of the existence of the EU. It is revealed that the problem of the quality of higher education and teaching excellence remains relevant in modern conditions. Through the terminological analysis of the content of international and national documents on higher education, the essence of key concepts of research (quality of higher education, quality of teaching in higher school) is specified. The structure of standards for quality assurance in higher education developed and adopted by ENQA in cooperation with other regional organizations, members of the E-4 Bologna Process Group is highlighted. It is shown that the Standards outline, first of all, the context, scope, purposes and principles for Quality Assurance (QA) in the European Higher Education Area. Three dimensions of standards are defined: 1) internal (institutional); 2) external (national, supranational); 3) standards for the quality assurance agencies. The political, administrative, pedagogical and technological dimensions of the recommendations presented in the modern EU documents on QA of teaching at the higher school are outlined. The urgent directions of the updated EU agenda on QA of higher education, adopted in 2017, were found: 1) tackling future skills mismatches and promoting excellence in skills development; 2) building inclusive and connected higher education systems; 3) ensuring higher education institutions contribute to innovation; 4) supporting effective and efficient higher education systems. Conclusions are made on deepening of interpretation of the essence of the problems existing in European higher education in EU documents. The trends consist in the transition from general political rhetoric to the need to ensure the quality of the educational process to a highly professional, holistic analysis of the mechanisms for solving the problem, which includes the characteristics of the external (political, economic, social, cultural) and internal (academic) contexts of the functioning of European higher education; generalization of the positive experience of national educational systems from the problem under study; development of European Standards and Recommendations on QA; scientific and pedagogical recommendations on the application of innovative forms and teaching methods, high-tech approaches to organization of the educational process; promotion of high quality teaching and formation of a system of continuous professional development of higher school teachers.
The article discusses the interest of young people in Eastern religions, non-traditional and esoteric teachings, considered in a comparative analysis to what extent the worldview position of young people with non-traditional religiosity can influence the direction of their social orientations and attitude to the world around them. The focus of the article is youth (Muscovites and visitors). Youth as a social group, due to their age characteristics, is the most susceptible to the influence of non-traditional practices and religions, therefore, of particular interest is the study of the influence of non-traditional views on the consciousness of this particular age group. In the context of increasing migration flows to the metropolis (migrants from neighboring countries and migrants from other regions of the Russian Federation), young people among visitors cannot be ignored.
The paper presents a theoretical and methodological analysis the essence of the experimental work of the teacher, who showed that the research and teaching activities and innovation in teaching practice are different types of research activities. The experimental activities carried out on search technology and implement solutions to transform teaching practices through innovations in its essence is an innovative activity with all its specific characteristics, determines the mode of its operation
У статті здійснено аналіз сутності правової компетентності фахівців різних галузей. На підставі здійсненого аналізу, а також з опертям на положення формальної логіки запропоновано авторське визначення поняття «правова компетентність педагогічних працівників економічних коледжів». Ґрунтуючись на наукових дослідженнях структури різних видів компетентностей, автором виокремлено та схарактеризовано складові компоненти досліджуваного поняття: інноваційно-когнітивний, діяльнісний, мотиваційно-ціннісний, особистісно-рефлексивний та емоційно-вольовий. ; In modern conditions of dynamic development and transformations in the educational sphere, which cause systemic changes in the legal regulation of the educational process, the problem of developing economic colleges teaching staff's legal competence as a component of their professional competence is actualized. The article analyzes the essence of legal competence of different specialists. It is established that scholars consider this concept as a "set of relevant qualities", "system of professional and legal knowledge", "integral professional-personal characteristics", "multifactorial phenomenon", "systemic and personal education", etc., which determines the specialist's ability to effectively organize and to carry out professional activity according to the relevant legal field. Based on the literature analysis, as well as relying on the regulations of formal logic , the concept of "legal competence of economic colleges teaching staff" was defined as the ability of a person to successfully carry out pedagogical activities according to demands of current legislation and administrative documents of higher education institutions heads, that is characterized by the legal knowledge, skills, abilities, ways of thinking, values and the appropriate level of legal awareness and is manifested in its lawful behavior in solving problems of professional activity and its readiness to ensure the education of students in the field of economic law-relations. Based on the analysis of the nature and content of legal competence of economic colleges teaching staff and researches on the structure of different specialists' competence as well, we have identified such components of the studied phenomenon as innovative-cognitive, activity, motivational-value, personal-reflexive and emotional-volitional .
The aim of the article is to carry out the theoretical and legal analysis of key features of general philosophical and special legal understanding and interpretation of human, social and state security problems in the history of political and legal scholars of ancient times, in particular on the basis of scientific research of ancient Greek authors, opinions of that period, against the background of widespread collective ideas about security as a state of social relations, the condition of human (social) life and/or a kind of social value, objects (spheres) of this security, as well as subjects and regulatory mechanisms to ensure the appropriate state of society and the state. It is shown, that the ancient Greek political and legal thought demonstrates a wide panorama of original views on the formation, development, functioning and guarantee of public and personal, internal and external, military and international, political and economic security in the context of political and legal concepts that reflect complex dialectics. and the interaction of the individual, society, law and the state. It has been found, that the ancient Greek political and legal thought raises questions about the essence of public security. The matter of public security is an essential function of the state, which is realized by it both in the external sphere (military and foreign political security) and within the country (internal or domestic political security). Developed at the theoretical and philosophical level, the idea of good governance (Democritus, Plato, Aristotle, Polybius) is the idea of guaranteeing its security: bad governance - the key to the decline and collapse of the state, the death of its citizens. The philosophical concepts of Socrates, Plato and Aristotle are the most fundamental for the further development of political and legal models of public security
