Suchergebnisse

In WRK the typical control system of high school is considered, the function
chart and criteria of functioning of system are described. The method of an estimation of weight factors of criteria is developed.

The review presents the manuscript of the textbook "Criminalistics", which is being prepared for publication. In the manuscript, the authors of the textbook, based on the established traditional approaches to criminology textbooks that have developed in Russian science, consistently present the material that is conceptually linked by the table of contents of the publication. It pays special attention not only to the already established and well-established educational knowledge, but also to the knowledge relevant to the current situation in which the law enforcement agencies of Russia function. Consistently in the sections of the criminalistics system in the textbook, the issues of criminalistic identification, forecasting, situational modeling and the basics of information and methodological use of criminalistics data in other types of law enforcement activities are revealed. The textbook reflects almost all the institutes of technical support of the investigation, including the issues of genetic identification of the individual, the study of computer information, the basics of the use of "artificial" intelligence in the investigation of crimes, expert activity in the investigation. Special attention is paid to the tactics of verbal and non-verbal investigative actions. For the first time, the issue of establishing causal relationships in the process of investigating crimes is considered. In the system of private forensic techniques, the authors have included both traditional and current methods of investigating crimes against public security and state power, terrorist and extremist orientation, official and official crimes, as well as crimes committed in the field of computer information.

The objective of the article is the systematic description of emergence and development at economic faculty of MSU G. H. Popov's Scientific School of Management. The subject of the article is the dynamics of development of this Scientific School. The methodological basis of the research are author's personal observations as a participant of the proses of creation of scientific school and analysis of scientific and teaching materials published in 60th–70th of previous century. In the article is show that Scientific School of management of social production was established at economic faculty of Moscow State University in the 70-th of the previous century. During 20 years Scientific School was headed by its founder G. H. Popov. The theoretical statements presented by him in his book «Problems of theory of management» played the role of methodological basis of Popov's Scientific School. The organizational form of Scientific School there was a Center for the problems of management at Economic faculty of MSU.

The article analyses the problems of architectural education, mechanisms of formation of architectural schools, their peculiarities depending on concrete social and cultural goals. The author focuses on the notions of academic and non-academic school, as well as the interrelation between architectural practice and university leadership. He draws comparisons between world and Russian experiences and describes the personalities of the leaders of architectural schools of different theoretical and socio-cultural types. He proposes a wide interpretation of the current development of the global and the local as cultural paradigms that absorb essentially close, but also internally contradictory attributes that compose a dialectical unity and contradiction. The article describes Russian versions of regional architectural practices, interaction of architectural theory and practice with political power and business, as well as relations between the capital and the province. ; Анализируются проблемы архитектурного образования, механизмы формирования архитектурных школ, их особенности в зависимости от конкретно-социальных и культурных задач. Предметом изложения автор делает понятия учебной и неучебной школы, соотношения архитектурной практики и университетского лидерства. Проводятся параллели между мировым и российским опытом, описываются личности лидеров архитектурных школ разных теоретических и социально-культурных форматов. Предлагается широкое толкование глобального и локального в современном развитии как культурных парадигм, вбирающих сущностно близкие, но и внутренне противоречивые признаки, образующие диалектическое единство и противоречие. Описываются российские варианты региональных архитектурных практик, взаимодействие архитектурной теории и практики с политической властью и бизнесом, отношения столицы и провинции.

Зиновкина Милослава Михайловна: В статье автор описывает теорию и практику внедрения в школах России и за рубежом авторской системы многоуровневого непрерывного креативного образования NFTM-TRIZ. Эта система с восторгом востребована и реализуется в школах Южной Кореи, в стране, которая за короткое время достигла огромных успехов в своем развитии. Статья адресована учителям школ, гимназий, лицеев; полезна аспирантам и специалистам, работающим в области креативной педагогики.

В статье рассматривается готовность детей к обучению в общеобразовательной школе как важное условие успешного перехода ребенка от дошкольной ступени образования к школьному обучению. Актуальность исследуемой проблемы обусловлена необходимостью формирования у детей старшего дошкольного возраста готовности к обучению в школе. Исследование выполнено на основе применения общенаучных теоретических методов: анализа, синтеза, обобщения, конкретизации, классификации. В процессе подготовки статьи анализировались нормативно-правовые документы, регламентирующие сферу дошкольного образования, научная психолого-педагогическая литература по теме исследования. Результаты исследования свидетельствуют о том, что в понятие школьной готовности ученые включают разные содержательные компоненты. Это объясняется многомерностью исследуемого понятия. Авторами статьи сделан вывод о том, что школьная готовность (готовность к обучению в общеобразовательной школе) - это личностное интегральное новообразование старшего дошкольного возраста и одновременно предпосылка к учебной деятельности, указывающая на способность ребенка перейти на ступень школьного обучения. Конкретизируется данное понятие в определении сущности и содержания отдельных видов готовности к обучению в школе (физическая готовность, психологическая готовность, эмоционально-волевая готовность и др.). Структура школьной готовности представлена шестью основными содержательными компонентами: физическим, знаниевым, когнитивным, коммуникативным, личностным и эмоционально-волевым.
This article discusses the readiness of children to school as an important condition for a child's successful transition from the preschool stage of education to schooling. The relevance of the problem under study is due to the need to form children's readiness to study at school. The study is based on the application of general scientific theoretical methods: analysis, synthesis, generalization, specification, classification. In the process of preparing the article, the authors considered the normative legal documents regulating the sphere of preschool education, scientific psychological and pedagogical literature on the research topic. The results of the study show that scientists include different content components in the concept of school readiness. This is explained by the multidimensionality of the concept under study. The authors of the article come to the conclusion that school readiness (readiness to enter comprehensive school) is a personal integral new formation of senior pre-school age and, at the same time it is a precondition of learning activity showing ability of a child to pass to the stage of school education. This concept is concretised in determining the essence and content of individual types of readiness to school (physical readiness, psychological readiness, emotional and volitional readiness, etc.). The structure of school readiness is represented by six main content components: physical, knowledge, cognitive, communicative, personal, and emotional-volitional.

Расширение медиапространства, увеличение в нем речепроизводства и числа участников, медиатизация современного социума, глобальные информационные войны и использование СМИ в качестве инструмента этих войн, возрастание манипулятивного речевого воздействия в медиатекстах способствуют развитию медиалингвистики как научной дисциплины и внедрению медиаобразования в программу подготовки филологов. Интерес к данному направлению растет в разных странах, формируются исследовательские школы. На Украине исследование процессов развития языка массовой коммуникации связано с киевской школой медиалингвистики, представители которой сосредоточились на всестороннем изучении политических медиатекстов. В парадигме медиалингвистики изучаются актуальные дискурсивные практики политического, массмедийного, спортивного и досугового медиадискурсов. В статье рассматриваются основные научные направления исследования массмедийного коммуникативного пространства Украины на протяжении 2003 – 2015 гг. ; The extension of mediaspace, increase of speech production and number of participants in it, mediatization of modern society, global information wars and use of massmedia as an instrument of these wars, growth of manipulative speech influence in the mediatexts promote the development of medialinguistics as a scientific discipline and introduction mediaeducation into the syllabus of training linguists. Interest in this area is growing in different countries, formed the research schools. In Ukraine, the study of the processes of language development of mass communication is associated with Kiev school of medialinguistics, representatives of which focused on a comprehensive study of the political media texts. The paradigm of medialinguistics examines current practices of political, mass media, sport and leisure media discourses. The article discusses the main research areas of research of the mass media communication space of Ukraine for 2003 – 2015 years.

в данной статье отмечается фундаментальное значение геометрической подготовки в инженерном образовании. Автором показано ; что геометро-графической подготовке следует уделять внимание как можно раньше в содружестве школ и вузов. В исследовании рассматривается опыт БГТУ «ВОЕНМЕХ» в части содружества с ЛОИРО и использования инновационных образовательных технологий. ; this article notes the fundamental importance of geometric training in engineering education. The author shows that co-operation of schools and universities should pay attention at geometric-graphic preparation as soon as possible. The study examines the experience BSTU "Military-mechanics" regarding cooperation with LEIED and the use of innovative educational technologies.

The current situation with use of ICT in educational process and the undertaken measures for its improvement in Russia and the European Union countries is considered ; Рассматривается текущая ситуация с использованием ИКТ в учебном процессе и предпринимаемые меры для ее улучшения в России и странах Евросоюза

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.

The research objective is developing and theoretical justification of the innovative project of scientifically-methodical teacher training. The teacher should be ready to perform mathematical education modernized in the context of fundamentalization ideas. Scientific originality of the research: it is identified and substantiated the fundamental kernel of the maintenance of scientifically-methodical elementary school teacher training for performing mathematical education; the model of scientifically-methodical training of future teachers for performing mathematical education on the basis of fundamentalization is developed. Scientifically-methodical, psychological and educational literature on the research problem is analyzed. The essence of the concept "fundamentalization of higher vocational training" is identified. The concept "fundamentalization of scientifically-methodical training of elementary school teacher" is determined. The basic result of the research: the electronic textbook "Theoretical basis and technologies of elementary school mathematical education (geometrical values and geometrical figures)".

This article's topic is the analysis of the family influence on the choice of such an educational route for children as studying at an online school. The relevance of the research is connected with the development of online education in Russia and around the world, the digitalization of the educational sphere. The main attention is paid to the position of the older generation of the family — the grandparents of students — to the admission of grandchildren to online schools. Other research goals are the advantages and disadvantages of online education, the participation of the older generation in the implementation of the educational route for children in online schools, the Internet forum as a method of digital empirical sociology.
There was an examination of statements of the participants of the Internet forum, where representatives of the older generation of the family, who chose online education for children, discussed a new educational format. The authors have developed a classification of thematic leitmotives of that conversation. Structuring of texts was carried out with the help of Russian specialized computer programs.
It was found out that grandparents of online school students evaluate their grandchildren's education in two ways: a mixed position prevails, in which informants look for the pros and cons of education. It was discovered that the older generation is actively involved in the implementation of the educational route of grandchildren studying in online schools. The most popular leitmotives on the Internet forum were the comfort of learning, free time, improved health of children and an opportunity to prepare qualitatively for final exams. The least significant topics are replenishment of cultural capital and communication.
The methodological analysis of the Internet forum as a method of collecting and analyzing sociological information is conducted. The empirical approach simplifies access to informants and the field stage of the study. The main problem was the complexity and ambiguity of the classification of the content of unstructured texts received on the Internet forum.
The results of the project can be applied in different areas of social policy. Recommendations have been prepared for the federal program "Digital Economy in the Russian Federation" (2019–2024). In addition, it is important to provide families who have chosen online education for their children (through NGOs, mass media, publications in scientific publications) with up-to-date information. Practical effect for the sociology of culture, sociology of education, sociology of the family is the methodological justification and approbation of digital empirical methods. An additional scope of application of the results is training courses for students of sociological specialties.

Educational inequality is constantly in the scope of foreign and Russian scientists alike, however there are differences in the way it is interpreted. If we were to consider education as a system, we could acknowledge the existence of inequality in initial educational opportunities (at the system's gateway), as well as inequality in the education process itself (within the system), and inequality of education results (when transitioning from one stage to the next, or when exiting the system). The goal of this study was to determine the specifics of how territorial factor in a specific type of environment influences educational inequality among children. Part of the study was to verify the suggestion that this factor has been increasing its influence in Russia. Empirical data was collected using focus group and expert interview methods. Adult and adolescent participants of the study were asked questions about the interpretation of educational inequality (how it manifests in schooling), determining factors which affect the reproduction of educational inequality, including whether there is a territorial aspect to how it manifests. Study participants described local features in educational inequality, comparing city and village, large and small towns. The logic of comparing large and small settlements can be traced throughout the remarks of informants of all ages. Children spoke more of inequality within the education system, citing examples such as differences in how schools are equipped, varying level of skill among teachers, differences in the amount of cultural-leisure, educational and other facilities in their settlement. Experts also pointed out examples of educational inequality at the system's "gateways" and "exits", while speaking about socio-cultural and financial capital being possible sources for educational inequality, which from an organizational standpoint is considered by the study participants on the level of school – locale – region. The suggestion that territorial factor currently plays an increased role in reproducing educational inequality needs to be further researched utilizing regional statistical data.

The article analyses the schools of communication that are alternative with respect to the classification presented both by Fiske and Craig with Muller. The article not only describes alternative schools and traditions, but also raises philosophical questions about metacommunication: what the philosophical bases of one or another classification are; why different schools ignore each other; from what perspective we can talk about different schools. Feminist, postmodern, pragmatic, biological, narration communication, mass communication, non-Western, educational, political, visual communication, creative communication, urban communication, poetic and other schools (traditions) are analysed. The philosophical aspects of alternative schools are also discussed.