Possible Approaches to the Definition, Assessment and Selection of Methodology of Teaching Russian Language and Literature for the Purpose of their Use in Educational Activity and in a Teacher Training System

2017 ◽  
Vol 5 (1) ◽  
pp. 31-43
Author(s):  
Осипова ◽  
I. Osipova ◽  
Мацыяка ◽  
E. Matsyyaka ◽  
Савченко ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training System ◽  
Educational Process ◽  
Russian Language ◽  
Educational Activity ◽  
Study Analysis ◽  
Research Activity ◽  
High Quality ◽  
Language And Literature ◽  
Selection Of

Many participants of the educational process are interested in high-quality, continuous and systemic work on the study, analysis, systematization and distribution of the effective pedagogical experience. Studying, compilation and dissemination of pedagogical experience has always been one of the most challenging areas of scientific and methodological activity, as it is essentially a research activity. This article describes one of the possible approaches to developing an appropriate criterion base for evaluation and screening of effective methods of teaching Russian language and literature. The article proposes possible criteria for the assessment of such methodologies; it analyzed 54 methodologies of teaching Russian language and literature from public sources. This assessment can help in the selection of the most interesting and systematically presented experience in teaching Russian language and literature; it may help to identify the effective methodologies for their use by teachers in their practice, as well as in various forms of the educational process within the teacher training system.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals Higher Pedagogical Education for Sustainable Development in Russia and in France: A New Master’s Degree Programs

2021 ◽  
Vol 295 ◽  
pp. 05019
Author(s):  
Olga Ilina ◽  
Evgeniia Brazhnik
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Master's Degree ◽  
Education For Sustainable Development ◽  
Training System ◽  
Educational Process ◽  
Global Changes ◽  
Degree Programs ◽  
Master's Degree Programs ◽  
Master’S Degree

Higher pedagogical education in Russia and France is currently undergoing modernization. In connection with the new challenges of time, global changes in the world community there is a growing public interest in the problems of sustainable development as the only possible way of civilization movement. Under these conditions, there is a need to improve teacher training, the inclusion of new training modules in the educational process, and the creation of new master’s degree programs. This study aims to analyze the situation by introducing the idea of “education for sustainable development (ESD)” into the organization of higher teacher education, which is constantly reforming in the context of the Bologna process, on the example of two countries - Russia and France. The study identifies the main tendencies of pedagogical education modernization, examines the teacher training system in terms of ESD ideas, considers Master’s programs in universities of Russia and France.

scholarly journals PEDAGOGICAL COMPETENCES OF A TEACHER: THE PROBLEM OF CONTENT IN EDUCATIONAL TECHNOLOGIES OF THE FUTURE

2020 ◽  
pp. 102-117
Author(s):  
Василий Константинович Баринов ◽  
Юрий Анатольевич Самоненко
Keyword(s):  
Educational Material ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Technologies ◽  
Educational Systems ◽  
Theoretical Thinking ◽  
Methodological Component ◽  
Financing Education ◽  
Structure Of Education ◽  
Selection Of

Обсуждаются концептуальные вопросы содержания образования в аспекте достижения основной цели образования - овладения школьником умением учиться самостоятельно. Предложено структуру содержания образования представить в виде модели «древа целей образования», которое даст ориентировку участникам образовательного процесса, а главное - учащемуся как субъекту учебной деятельности - при отборе учебного материала для реализации личностного образовательного проекта. Определено содержание методологического компонента знаний как важной составляющей общеучебных умений, рефлексивных способностей и теоретического мышления учащихся. Результаты работы могут быть использованы для совершенствования образовательных систем среднего общего и среднего профессионального образования. The article discusses the conceptual issues of the content of education in the aspect of achieving the main goal of education - mastering the ability of a student to learn independently. Proposed structure of education content represented in the form of the model - «financing education», which will offer guidance to participants in the educational process, and most importantly, the student as a subject of educational activity selection of educational material for the implementation of personal educational project. The content of the methodological component of knowledge as an important component of General educational skills, reflexive abilities and theoretical thinking of students is determined. The results of the work can be used to improve the educational systems of secondary General and secondary vocational education.

scholarly journals DIALOGUE WITH THE TEXT ON THE LESSONS IN RUSSIAN LANGUAGE AND LITERATURE IN THE DIASPORA

2013 ◽  
Vol 52 (1) ◽  
pp. 137-150
Author(s):  
Margarita Gavrilina ◽  
Oksana Filina
Keyword(s):  
Ethnic Minorities ◽  
Cultural Knowledge ◽  
Educational Process ◽  
Russian Language ◽  
Group Research ◽  
Language And Literature ◽  
Points Of View ◽  
Textual Competence ◽  
Strategy Dialogue

This article is devoted to strategy named "dialogue with the text" for development of text and culturological knowledge and abilities of pupils of schools of the ethnic minorities of Latvia. Formulating the problem of research, authors focus attention on the reasons of difficulties which are experienced by pupils of diaspora perceiving the implied levels of the text. The authors of article emphasize, that necessity of the decision of this problem is caused first of all by an insufficient level of a Russian cultural knowledge and a culturological lexicon. Russian pupils lived in Latvia don’t know the realities and values of the Russian culture. The authors researched the problem in real educational process. The methodology of research is based on strategy “dialogue with the text". The authors of paper have analysed the reasons why this strategy effectively “works” in the described pedagogical conditions. In the center of the authors attention are the didactic methods and receptions which promote to form the textual competence of pupils.As an illustration authors give detailed description of their own experiment. In the article authors tell about diagnostics of text and culturological knowledge and abilities of pupils. This diagnostics includes questioning, group research and the standardized composition. The main results of the diagnostics are given in tables and in description of speech behavior of the pupils. In the final part of the article the authors draws the reader’s attention to the the analysis of the actual points of view in modern pedagogics on the problem of reading. In conclusion authors point out that productive text activity allows to expand a culturological outlook of diaspora pupils, and also purposefully and successfully to improve dialogue, communicative and textual abilities of the pupils. Besides the authors of the article emphasize the integrative role of text activity of the pupils wich promotes education humanitarization. Key words: strategy "dialogue with the text", implied levels of the text, communicative, text and culturological abilities, pupils of schools of the ethnic minorities.

scholarly journals PRIMARY EDUCATION ISSUES IN THE CREATIVE HERITAGE OF THE UKRAINIAN EDUCATOR NIKIFOR YAKOVICH GRIGORIYEV (1883–1953)

2021 ◽  
pp. 108-115
Author(s):  
Лілія Моргай
Keyword(s):  
Primary Education ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Public Education System ◽  
The Public ◽  
The People ◽  
New Generation ◽  
Selection Of

In the article, there is a list of contributions from a prominent teacher, historical, and community member of Ukraine – Nikifor Yakovich Grigoriyev. The contribution of the teacher to the process of Ukrainianization of the educational process has been grounded before the hour of his transfer to the seat of the Ministry of Education of the Ukrainian People's Republic in the office of the head of the People's Ministries of V. Golubovich. The manuals and books in the Ukrainian language with the help of educating the people about the formulation of their national consciousness have been analyzed. The assessment of the pedagogical study and methods of the study of the Ukrainian language and history decline was made.It is noted that N. Hryhoriyiv took a course on the revival of education, namely: primary education, native language, customs, and traditions in educational institutions. This period is characterized by the study of the Ukrainian language in primary school, the teaching of the Ukrainian language in teachers'  seminaries, the creation of Ukrainian gymnasiums. The purpose of the article is to highlight the issues of primary education in the creative heritage of the Ukrainian teacher Nikifor Yakovlevich Hryhoriyiv (1883–1953). To write the article, we used the following methods: periodization – to determine in accordance with reasonable criteria for the selection of periods of educational activity of the scientist; method of reconstruction – to reproduce the socio-cultural and socio-political context of educational development; interpretations – for creative rethinking of pedagogical ideas of N. Grigoriev taking into account modern educational and organizational-pedagogical tasks. N. Hryhoriyiv's activity as the Minister of Education of the Ukrainian People's Republic was aimed at the nationalization of the public education system, which could educate a new generation of conscious citizens of Ukraine. After becoming the Minister of the Ukrainian People's Republic, in 1918 the teacher introduced compulsory teaching in schools in the Ukrainian language and issued a document “Schools in Ukraine”, which testified to the opening of schools in 39 settlements of Ukraine.

scholarly journals Advanced training peculiarities of physical education teachers in quarantine terms

2020 ◽  
pp. 16-20
Author(s):  
N. Bielikova
Keyword(s):  
Distance Learning ◽  
Physical Education ◽  
Information And Communication Technologies ◽  
Training System ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Activity ◽  
Physical Education Teachers ◽  
Advanced Training ◽  
Implementation Purpose

The global pandemic and forced self-isolation have become significant factors in the rapid restructuring of training at all levels of education, and postgraduate in particular. They have caused not only the reformatting of the content, forms and methods of the advanced training system, but also mastering of tools and technologies of distance learning as the main way of communication between the educational process subjects. The article analyzes the contemporary tendencies in organization of the advanced training process of physical education teachers based on introduction of distance learning technologies. Improving the advanced training system of physical education teachers comprises the use of their multilevel preparation, which consists of continuous self-educational activity (first level); regular participation in organized forms of advanced training (advanced training and internship courses) (second level); analytical, scientific, and practical activity (third level). Self-educational activity includes acquaintance with online tools for distance learning organization and their use in practice. «Methodical materials» prepared by the Committee of Physical Education and Sports of the Ministry of Education and Science of Ukraine for physical education teachers, the implementation purpose of which is to diversify motor leisure in quarantine terms; informational content of the YouTube channel «Junior Z» in the framework of the All- Ukrainian project «Physical Culture of the Future»; the project of the Ministry of Digital Transformation of Ukraine «Digital Physical Education for schoolchildren with the participation of sports stars» are among them. The example of organized form of advanced training of physical education teachers is given based on the experience of Lesya Ukrainka Eastern European National University in the sphere of postgraduate education and continuous pedagogical education. In particular, the curriculum and organization peculiarities of the distance advanced training course for physical education teachers in quarantine terms are characterized. By conducting distance learning courses in such a way, teachers' behavior is modelled when they need to organize distance learning support for students in their schools. Within the framework of continuous education, physical education teachers should improve their qualification not only in their professional specialization field, but also in the sphere of information and communication technologies.

scholarly journals l'āda Ṣiyāghah Manhaj al-Dirāsah Lishuʻbati al-Lughati al 'Arabiyyati wa Ādābihā bi al-Jāmi'āt: Muqtariḥun li-Manḥaj al-Dirāsati al- Qāimi' ‘alā al'Kafā'-āti Ṭabqan li-Mutaṭallibāt al ‘Aṣr

2008 ◽  
Vol 42 (1) ◽  
pp. 223-246
Author(s):  
Aḥmad Fuad Afandī
Keyword(s):  
Language Skills ◽  
Arabic Language ◽  
Demand Analysis ◽  
Study Analysis ◽  
High Quality ◽  
Language And Literature ◽  
Working World

The Globalization and Industrialization era demand a high quality graduate in relevant competen with people's demand, including working world. In order to answer the challenge, a curriculum formulation for Arabic language and literature in University is necessary which is oriented to increasing a quality of graduate and based on the result of people's demand analysis, beside main topics of Arabic study analysis. This curriculum should be flexible which is possible to elaborate some competence options based on people demand and interest / talent of student. It is consists of (1) Scientific Materials (linguistic, literature and culture of Arab), (2) Language skills (listening, speaking, readings, writing), (3) Main expertise / profession ( 4) Support expertise / profession and (5) Religion and social.   

scholarly journals COMPETENCY-BASED APPROACH IN THE FUTURE TEACHER OF BIOLOGY TRAINING SYSTEM

2018 ◽  
pp. 49-52
Author(s):  
O. VOROBIOVA
Keyword(s):  
Training System ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teacher ◽  
General Idea ◽  
Professional Activity ◽  
Research Activity ◽  
Starting Point ◽  
The Future ◽  
Competency Based

Іn the article the modern scientific researches on building and development of key competencies in theory and practice of pedagogical science are analyzed. The peculiarities of the professional activity of the teacher of biology through the interrelation of his/her informative, developmental, orientation, mobilizing, constructive, communicative, and organizational and research functions are researched.The analysis of modern approaches in the preparation of the future teacher of biology made it possible to determine leading functions in the educational process of a secondary school: informative, developmental, orientation, mobilization, constructive, communicative, and organizational and research. All functions are interrelated; they complement and refine each other.A large number of researchers prove that the competency-based approach most completely reflects the modern processes in European countries.Taking into account the world experience and needs of the development of the Ukrainian school in the domestic pedagogy, three types of competencies characterizing the results of learning on the basis of a competency-based approach are recognized: key, interdisciplinary and knowledge of subject.The notion of "competency-based approach" refers to the orientation of the educational process on the building and development of the key (basic, main) and substantive competencies of the individual. The result of this process will be the formation of a general competence (professionalism) of a person, which is the integrity of key and substantive competencies, an integrated personality trait. Such a characteristic should be formed in the process of learning and  contain knowledge, skills, attitudes, experience, values and behavioural models of personality.The competency-based approach takes special place in the process of building and development of competencies of the future specialist in the system of higher education. In the scientific sense, the concept of "approach" is interpreted as the starting point for forming the basis of research activity. The general idea of a competency-based approach is competence-oriented education, which aims at the complex of knowledge acquisition and methods of practical activity, through which a person successfully implements himself/herself in various fields of life. The most important specificity of the competency-based approach lies in the fact that not the "ready-made knowledge" transmitted by the teacher is assimilated, but "the conditions of the origin of this knowledge are traced".

scholarly journals INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A METHOD OF ACTIVATING THE COGNITIVE ACTIVITY OF STUDENTS IN PROFESSIONAL TRAINING

2020 ◽  
pp. 9-12
Author(s):  
N. Holovko ◽  
V. Zarutska ◽  
A. Cherepakha
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Modern Society ◽  
Training System ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Training ◽  
Training Problem ◽  
Short Period

Different approaches to the interpretation of the essence of innovative pedagogical technologies have been highlighted in the article, as well as their influence on the activation of cognitive activity of students as future specialists. It has been analysed that methods of intensification of educational activities are aimed at forming positive motives for learning, stimulate cognitive activity and at the same time contribute to the enrichment of educational information. The implementing of innovative pedagogical technologies in the educational process will increase students' interest in learning, teach them to work independently, be communicative and mobile, adapt to the requirements of modern society. It has been considered that innovative pedagogical technologies are the purposeful, systematic and consistent implementation of innovative methods, techniques, tools that encompass a holistic educational process from determining its purpose to expected results. This is due to the fact that the training system of a future specialist must comply with modern trends in the development of society, its needs. Innovative learning is a learning and educational activity focused on dynamic changes in the world around us, based on the development of various forms of thinking, creative abilities, and high social and adaptive abilities of an individual. In the professional and practical training of future teachers, technologies are being introduced to form their professional competence, among which are: personality-oriented education and training, group educational technology, information technology, project training, problem-based learning theory, interactive technology, creative personality formation technology , game technology theory, specialized training, integrated technologies and others. Technologies contribute to the assimilation of knowledge and skills, the activation and development of mental actions, the system of effective practical sphere, the strengthening of emotionality, the development of a creative nature; independence in decision making; the desire to acquire skills in a relatively short period.

scholarly journals Integrated English and Literature course in law schools sponsored by government agencies

2017 ◽  
Vol 6 (3) ◽  
pp. 312-316
Author(s):  
Oksana Olegovna Skobeleva
Keyword(s):  
Foreign Language ◽  
Moral Education ◽  
Positive Impact ◽  
Educational Process ◽  
Research Activity ◽  
Communicative Skills ◽  
Motivational Aspect ◽  
Language And Literature ◽  
Language Classes ◽  
Cultural Skills

This paper deals with the problem of improving linguistic and cultural skills of students by introducing integrated foreign language and literature classes into the educational process. The integration of cultures in the departmental law institutions is an important element in the training of specialists whose competence is largely determined by their professional skills as well as by the ability to use a foreign language in terms of establishing contacts with representatives of other cultures and the ability to work independently with scientific and practical documentation and literature, to conduct business correspondence and negotiations. The work outlines the basis for the development of an integrative course of English and literature and offers a series of sessions on interdisciplinary interactions. The conducted researches have shown that interdisciplinary connections in foreign language classes have a positive impact on the quality of the educational process: cadets horizons are expanding, motivational aspect of training is increasing, educational and research activity is becoming more active, moral education is formed, and communicative skills of trainees are developing. The obtained results testify to the need to develop such classes within any specialization and orientation, since integrated courses significantly expand cognitive and language skills of students.

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