Suchergebnisse

The decree of the Government of the Republic of Uzbekistan defines the strategy goal for 2017– 2021: increasing the reform effectiveness, creating conditions to ensure comprehensive and accelerated development of the state and society, implementing prior directions for the country modernization, and liberalizing all spheres of life. As it's known, almost in all countries of the world innovation in the education system becomes a priority on the bases of on modernization of the country. We can move on to a new path of development both in science and in production only through education. Creating an effective system of professional higher education, searching and applying a qualitatively new educational and scientific system meets the modern requirements of the spirit of the time. The education system is the basis of the cultural and spiritual reproduction for any society; the society is laying its future just in this area. Education in its educational essence is directed to the main wealth: children, younger generation, and youth. It is gratifying to note that until now, changes in the education and science system have taken place in accordance with the historical realities of the whole world, and our country, in particular. To maintain a unified educational space, implement the continuity of state standards at all education levels and steps, the Government of the Republic of Uzbekistan has approved «The National Program for Personnel Training». It defines an obligatory minimum of educational content, requirements for the training level, and assessment of the knowledge quality of children graduating primary school, a basic curriculum and approximate programs. A modern graduate, a future primary school teacher, should be prepared to work in the system offered by the situation. The article considers theoretical foundations to solve the problem of forming intellectual skills, which are widely represented in a number of psychological and pedagogical studies; reveals the content of the didactic activity skills of the educator and primary school teacher; substantiates the structure and components of the primary school teacher didactic activity. The author gives recommendations to form the didactic activity skills of a primary school teacher. ; В постановлении Правительства Республики Узбекистан определены цели стратегии, рассчитанной на 2017–2021 гг.: неуклонное повышение эффективности проводимых реформ, создание условий для обеспечения всестороннего и ускоренного развития государства и общества, реализация приоритетных направлений по модернизации страны и либерализация всех сфер жизни. В основе модернизации любой страны приоритетом становятся инновации в системе образования – только через образование можно перейти на новый путь развития как в науке, так и в производстве. Создание высокоэффективной системы профессионального высшего образования, поиска и применения качественно новой образовательно-научной системы отвечает современным требованиям. Система образования для любого общества является базой культурного и духовного воспроизводства, именно в этой сфере общество закладывает свое будущее. Образование по своей воспитательной сути обращено к главному богатству – детям, подрастающему поколению, молодежи. Отрадно отметить, что до настоящего времени изменения в системе образования и науки происходили в соответствии с историческими реалиями всего мира, в частности нашей страны. В целях сохранения единого образовательного пространства, реализации преемственности государственных стандартов на всех уровнях и ступенях образования Правительством Республики Узбекистан была утверждена «Национальная программа подготовка кадров». В ней определены обязательный минимум содержания образования, требования к уровню подготовки и оценки качества знаний обучающихся, оканчивающих начальную школу, базисный учебный план и примерная программа. Современный выпускник, будущий учитель начальной школы, должен быть готов к необходимости работы в той системе, которую предложит ситуация. В статье рассмотрены теоретические основы решения проблемы формирования интеллектуальных умений, которые широко представлены в целом ряде психолого-педагогических исследований. Раскрыто содержание умений дидактической деятельности воспитателя и учителя начальной школы. Обоснована структура и компоненты дидактической деятельности учителя начальной школы. Предложены выводы и рекомендации по формированию умений дидактической деятельности учителя начальной школы.

Приведен научно-исторический очерк о выдающемся советском конструкторе ракетно-космической техники Михаиле Кузьмиче Янгеле, ставшем одним из создателей отечественного ракетно-ядерного «щита». Описаны основные научно-технические достижения М. К. Янгеля в области разработки и создания в СССР боевого стратегического ракетного вооружения и ракетно-космической техники для мирного освоения космоса. Показано, что Главный конструктор ОКБ-586 (КБ «Южное», г. Днепропетровск) М. К. Янгель является «отцом» советских боевых межконтинентальных баллистических ракет (МБР) первого (с индексами 8К63, 8К65 и 8К64), второго (с индексами 8К67, 8К69 и 8К67П) и третьего (с индексами15А14, 15А15, 15А16 и 15А18) поколений. При создании МБР четвертого поколения (с индексами 15А18М, 15Ж60 и 15Ж61) были применены его идеи. Данные боевые МБР обеспечили в период «холодной войны» для СССР паритет в мировой гонке стратегических ракетно-ядерных вооружений. ; Purpose. Preparation of short scientifically-historical essay about the distinguished designer of domestic space-rocket technique and one of basic creators of missiles for a Soviet rocket-nuclear «shield» Mikhail Kuzmich Yangel. Methodology. Known scientific methods of collection, analysis and analytical treatment of scientific and technical information, regarding becoming and development in the USSR of space-rocket technique of the military and peaceful applications and resulted in scientific monographs, journals and internet-reports. Results.A short scientifically-historical essay is re-sulted about the distinguished Sovietdesigner of space-rocket technique of M. K. Yangel, becoming one of creators of domestic strate-gic rocket-nuclear «shield». Basic scientific and technical achieve-ments of talented and purposeful scientist-mechanic M. K. Yangel are described, becoming in 1954 Head and Chief Designer of the Special Designer Bureau No. 586 (SDB-586, Dnepropetrovsk city), in area of development and creation of powerful battle ballistic rockets of the strategic applications and missiles for the peaceful mastering of space. It is shown that under scientific guidance of the Chief Designer of SDB-586 (in 1966 it began to be named DB «Southern») M. K. Yangel in the USSR were developed and accepted on the armament of rocket strategic armies the Soviet army: battle strategic rockets of the first generation (rockets with military in-dexes 8K63, 8K65 and 8K64); battleintercontinents ballistic rock-ets (ICBR) of the second (rockets with military indexes 8K67, 8K69 and 8К67П) and the third (rockets with military indexes 15A14 (on terminology of NATO SS-18 «Satan»), 15A15, 15A16 and 15A18) generations. At creation in the USSR of battle ICBR of the fourth generation (rockets with the military indexes of 15А18М, 15Ж60 and 15Ж61) the ideas of M.K. Yangel were applied. These battle ICBR provided in the period of the «Cold War» for the USSR a party in the world race of strategic rocket-nuclear armaments. Powerful domestic missiles are «Space-1», «Space-2», «Cyclone-2» and «Cyclone-3», created at SDB-586 (DB «Southern») under the guidance of M.K. Yangel on the base of the indicated battle ICBR, executed the tasks laid on them in area of the peaceful mastering of space. Originality. Certain systematization is executed known from mass of scientific and technical materials media, regarding becoming and development in the USSR of rocket industry, having an important military-strategic and civil value. First for a wide reader the concrete contribution of SDB-586 (DB «Southern»), headed in the period of 1954-1971 by Academician of the Academy of Sci-ences of the Ukrainian SSR and the Academy of Sciences of the USSR M.K. Yangel is exposed in the concentrated kind, in creation of powerful Soviet battle ICBR, making in the period of 1959-1991 basis of rocket-nuclear «shield» of the USSR. Practical value.Scientific popularization and deepening for the students of higher school, engineering-technical and scientific workers of physical-technical knowledge in area of history of becoming and development in the former USSR of military and peaceful rocket production, extending their scientific and technical range of interests and fur-ther development of scientific and technical progress in society.

Introduction. The analysis of the causes of environmental offenses on the part of military personnel in terms of violating the requirements of environmental legislation allows us to assert that the ability to perform organizational, managerial, production and technical measures for the rational use of resources should be formed during training at a military university. The relevance of this work is associated with the insufficient implementation of the didactic principle of the connection between the theoretical foundations of military ecology taught at the university and practical situations of military service that require the implementation of measures to ensure environmental safety.Problem statement. In this regard, there is a need to improve the methods of teaching applied aspects of military ecology in the management of natural resource and environmental relations by forming the environmental component of military-oriented professional competencies. The purpose of this article is to develop and present a methodological approach to the formation of a system of generalized knowledge and skills among cadets as the basis of the environmental component of military-oriented professional competencies in terms of conducting rational use measures. The achievement of this goal is possible on the basis of the implementation of the principles of environmental management and the psychological and pedagogical foundations of the ecologization of professional education. The expected result of the implementation of the methodology is an increase in the rational nature management culture.Methodology of the study. During the preparation of the article methods of generalization (of pedagogical experience and experience of military specialists) and modeling in the course of determining educational strategies were used, and a pedagogical experiment was also conducted, including checking the formation of cognitive, affective and behavioral components of the culture of rational use of resources. Results. The article defines the components of the culture of rational use of resources that underlie the created competencies; presents a model for the implementation of the principles of environmental management on the example of the formation of methods of rational use of water resources; provides examples of the implementation of content-activity relationships in the educational process of a military university; justifies the criteria and presents the formulations of tasks for assessing the quality of achieving an educational result; describes the results of the first year of implementing the methodology in educational practice.Conclusion. The materials of the article may be of interest both for scientific and pedagogical staff of military universities, as well as for graduate students and undergraduates studying in pedagogical specialties. ; Введение. Выполненный анализ причин экологических правонарушений со стороны военнослужащих в части нарушения требований природоохранного законодательства позволяет утверждать, что умение осуществлять организационно-управленческие и производственно-технические мероприятия по рациональному использованию ресурсов должно формироваться в процессе обучения в военном вузе. Актуальность работы связана с недостаточной реализацией дидактического принципа связи теоретических основ военной экологии, преподаваемой в вузе, и практических ситуаций войсковой службы, требующих осуществления мероприятий по обеспечению экологической безопасности.Постановка задачи. В связи с этим возникает необходимость совершенствования методики обучения прикладным аспектам военной экологии в вопросах управления природоресурсными и природоохранными отношениями путем формирования экологической составляющей военно-ориентированных профессиональных компетенций. Цели исследования – разработать и представить методический подход к формированию у курсантов системы обобщенных знаний и умений как основы экологической составляющей военно-ориентированных профессиональных компетенций в части проведения мероприятий рационального использования. Достижение поставленных целей возможно на основе реализации принципов экологического менеджмента и психолого-педагогических основ экологизации профессионального образования. Ожидаемый результат внедрения методики – повышение культуры рационального природопользования.Методика и методология исследования. При подготовке статьи использованы методы обобщения (педагогического опыта и опыта военных специалистов), моделирования в ходе определения образовательных стратегий, проведен педагогический эксперимент, включающий проверку сформированности когнитивного, аффективного и поведенческого компонентов культуры рационального использования ресурсов.Результаты. В статье определены составляющие культуры рационального использования ресурсов, лежащие в основе формируемых компетенций; представлена модель реализации принципов экологического менеджмента на примере формирования способов рационального использования водных ресурсов; приведены примеры реализации содержательно-деятельностных связей в образовательном процессе военного вуза; обоснованы критерии и представлены формулировки заданий для проведения оценки качества достижения образовательного результата; описаны результаты первого года внедрения методики в образовательную практику.Выводы. Материалы статьи могут представлять интерес как для научно-педагогических сотрудников военных вузов, так и для аспирантов, магистрантов, обучающихся по педагогическим специальностям.

The analysis of articles and normative documents for quality control and regional origin of wines was carried out. Chemical composition of the grapes and the wine has been considered, qualitative and quantitative changes during vinification, maturation and aging of wine were shown. The basic group of compounds contents and ratios which determine the qualitative characteristics of wines, as well as have an important role in the formation of aroma and taste of the drink was found. The prerequisites for the development of the market of counterfeit products and wine falsification methods were discussed. The analysis of scientific literature and regulatory framework governing the quality of the wines on the territory of Russia and the European Union and the existing approaches to determine their authenticity was conducted, the advantages and disadvantages are shown. The examples of using different criteria for the establishment of natural and adulterated wines have been discussed, as well as their approaches to identify and create a comprehensive system of wine production quality evaluation using methods of physicochemical analysis. The main methodological approaches to establish a wine regional origin, combining the capabilities of modern methods of analysis, mathematical modeling and statistics are analyzed, examples of their use in practice are shown.Keywords: wine, methods of analysis, quality, authenticity, regional origin, falsification, mathematical modeling (Russian)DOI: http://dx.doi.org/10.15826/analitika.2014.18.4.001 Yu.F. Yakuba1, A.A. Kaunova2, Z.A. Temerdashev2, V.O. Titarenko2, A.A. Halafjan2 1North Caucasian Regional Research Institute of Horticulture and Viticulture of the Russian Academy of Agricultural Sciences, Krasnodar, Russian Federation2 Kuban State University, Krasnodar, Russian FederationREFERENCES1. 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Dutra S.V., Adami L., Marcon A.R., Carnieli G.J., Roani C.A., Spinellia F.R., Leonardelli S., Vanderlinde R. Characterization of wines according the geographical origin by analysis of isotopes and minerals and the influence of harvest on the isotope values. Food Chemistry, 2013, vol. 141, no. 3, pp. 2148-2153. doi:10.1016/j.foodchem.2013.04.106.186. Kaunova A.A., Petrov V.I., Tsiupko, T.G., Tеmеrdashеv Z.A., Pеrеkotii V.V., Luk'ianov A.A. [Identification of wine provenance by ICP-AES multielement analysis], Journal of Analytical Chemistry, 2013, vol. 68, no. 9, pp. 917-922. doi:10.7868/S0044450213090065. ; Проведен анализ опубликованных работ и нормативных документов, посвященных вопросам контроля качества и региональной принадлежности вин. Рассмотрен химический состав винограда и изготавливаемой из него винодельческой продукции, показано его качественное и количественное изменение в процессе винификации, созревания и выдержки вин. Установлены основные группы соединений, содержания и соотношения которых определяют качественные характеристики вин, а также играют важную роль в формировании аромата и вкуса напитка. Обсуждены предпосылки развития рынка поддельной продукции и способы фальсификации вин. Проведен анализ научной литературы и нормативной базы, регламентирующей качество вин на территории России и стран Европейского союза, существующих подходов к определению их подлинности, указаны достоинства и недостатки. Обсуждены примеры использования различных критериев для установления натуральных и фальсифицированных вин, а также подходов их комплексной идентификации и создания системы оценки качества винодельческой продукции с помощью методов физико-химического анализа. Проанализированы основные методические подходы к установлению региональной принадлежности вин, сочетающие возможности современных методов анализа, математического моделирования и статистики, продемонстрированы примеры их использования на практике.Ключевые слова: вина, методы анализа, качество, подлинность, региональная принадлежность, фальсификация, математическое моделированиеDOI: http://dx.doi.org/10.15826/analitika.2014.18.4.001

Проблемне поле філософії та практики виконання замовлення на освітні послуги у дослідженні надається у форматі, що закріплений нормативно-правовими документами. Це державні принципи послідовності та наступності всіх ланок освіти. У статті аналізуються деякі аспекти міжнародної практики стандартизації та тестування, в тому числі в освітній галузі. Вивчається коло підходів до сучасних рейтингових оцінок. Характеризуються закономірності та ідентичності процесів, що відбуваються в системах освіти різних країн світу під час впровадження методик тестування. При висвітленні проблемних питань змістовної та організаційної складової оцінювання, тестування та моніторингових досліджень доведена необхідність перебудови філософії мислення як практика-керівника, так і практика-педагога. Орієнтиром для України повинні служити виклики зовнішньополітичного, євроінтеграційного курсу та вимоги сучасного ринку праці. Оцінено, в ряді випадків, негативний вплив стандартизованого тестування й рейтингових показників на характеристики діяльності навчальних закладів. Встановлено, що галузь тестування і підтримки освітнього процесу знаходиться на підйомі. Але проблем якості освіти це не вирішує, навпаки, призводить до комерціалізації освіти. Визначені шляхи вирішення цих проблем через перетворення стандартизації в систему ефективного оцінювання, яке дозволить підвищувати амбіції та досягати намічених цілей, зробити це не підсумком освітнього процесу, а необхідністю «освіти впродовж життя». Стандартизація – невід'ємна, але допоміжна частина шкільної культури. Досягнення такого балансу – одне з головних завдань управлінців від освіти. ; Проблемное поле философии и практики выполнения заказа на образовательные услуги в статье подается в формате, закрепленных нормативно-правовыми документами, государственных принципов последовательности и преемственности всех звеньев системы образования. Анализируются некоторые аспекты международной практики стандартизации и тестирования, в том числе, в сфере образования. Изучается ряд подходов к современным рейтинговым оценкам. Характеризуются закономерности и идентичности процессов, происходящих в системах образования разных стран мира, в ходе применения методик тестирования. При освещении проблемних вопросов содержательной и организационной составляющей оценивания, тестирования и мониторинговых исследований доказана необходимость перестройки философии мышления как для практика-руководителя, так и для педагога. Ориентиром для Украины должны служить вызовы внешнеполитического евроинтеграционного курса и требования современного рынка труда.Оценено, в ряде случав, отрицательное влияние стандартизованого тестирования и рейтинговых показателей на оценочные характеристики деятельности учебных заведений. Установлено, что отрасль тестирования и поддержки образовательного процесса находится на подъеме. Но проблем качества образования это не решает, а, наоборот, приводит к коммерциализации образования. Намечены ориентиры путей решения этих проблем через необходимость превращения стандартизации в систему эффективного оценивания, которое позволит повышать амбиции и достигать намеченых целей, делать этот процесс не итогом образовательного процесса, а потребностью «образования на протяжении всей жизни». Стандартизация – неотъемлемая, но все-таки дополнительная часть школьной культуры. Достижение такого баланса – одна из главных задач управленцев от образования. ; The European vector in the foreign policy of our state brought up a number of serious challenges for the system of domestic education. They include not only the reorganization of the philosophy of thinking, but also the conscious, objective study of the essence of our system's entering into the so-called European standards. It would be a mistake to think that the transfer of principles, approaches, forms and methods of work from the educational systems of different countries of the world will immediately produce a positive effect. Each system has its pros and cons. Practical experience of the use of different testing and standardization methods in different countries has already revealed a number of negative trends. Despite the fact that the testing industry is on the rise, the problems of the education quality still remain unsolved. In addition, politicians and officials are constantly tempted to give education assessments based on the results of rating and monitoring studies. Consequently, the objective picture of the essence and depth of the transformations, so necessary for the modern school, has disappeared from the analysis. Moreover, the competent evaluation of the activity of the main figure of the educational process – i.e. the teacher – has not been done. Testing, in a number of cases, turns a school into a training ground for testing tools, and it makes socialization, creativity, artwork and the formation of competencies to be a secondary task. Therefore, the critical view of the experience, which has been presented in the study, will tell practitioners how to enter the system of international standards and how to evaluate without repeating other people's mistakes. The expediency of such analysis becomes especially urgent on the eve of Ukraine's participation in 2018 PISA testing. At the same time, one cannot help paying attention to the undeniable conclusions about the direct connection between the results of testing the knowledge of the 15-year-old citizens of different countries of the world with the level of development of these states' economies. For example, the top ten testing leaders in 2012 were the following countries and cities: Shanghai, Singapore, Taiwan, Republic of Korea, Japan, and Finland. Study of the essence of these results has led to the conclusion that the problem is not in testing or standardization itself, but in what exactly is going to be standardized. One of the most authoritative educational systems in Finland tests schoolchildren once, upon graduation. But it's the state's job to standardize the preparation of the teacher. Singapore carries out two types of testing and examinations: at 12 years of age and when young people enter universities. Analyzing the education systems of these countries, attention should be paid to the fact that, without giving up testing, they already focus not on cognitive skills and academic knowledge of the fundamentals of sciences, but on the competence paradigm of education. The 46th International Economic Forum in Davos, held in January 2016, clearly formulated the demands of the modern international labor market for the new qualities of its employees. As a result, this new approach can provide such high GDP growth rates per capita that no reform of the economic sector is able to achieve even if it is aimed at the improvement of the technological and managerial production processes. Transfer of domestic education from academic to innovative rails must start from preschool and primary education. This is not only the compulsory observance of the principles of continuity and consistency enshrined by the state and the consistency of all levels of education, but also an objective conscious need to equip the entire system with clear guidelines for the modern standardization. Moreover, possible risks should be taken into account, the achievements and shortcomings should be analyzed and, as a result, the requirements of the international labor market should be achieved. Therefore, the most urgent task is to choose a path for one's reform. The end result should not be final testing as the end of the educational process, but it should rather bring up a person, who realizes the need for education throughout life and is able to achieve the set goals. The benefits of this study include the conclusions and analysis that in practice will allow managers determining the key points of application of forces while estimating the ways of fulfillment of the state order for the provision of educational services.