scholarly journals Dialogue as a technology for initiating sense-formation in the practice of the educational process of higher education

2019 ◽  
Vol 70 ◽  
pp. 01009
Author(s):  
Laura Kagermazova ◽  
Zarema Masaeva ◽  
Tsiala Kalmanova
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Theoretical Studies ◽  
Semantic Field ◽  
True Source ◽  
Affective Components ◽  
Definition Of ◽  
Dialogue Types

The analysis of modern psychological and pedagogical studies of dialogue as a technology for initiating meaning in the educational process of higher education, as well as the psychological components of dialogue, its didactic content in the meaning of students. Moreover, the dialogue functions in the process of the created semantic field, which forms the intentional, value-semantic, affective components of the student’s personality, which allows us to consider dialogue as a true source of actualization of personal potentials in the educational process. Semantic didactics gives a metaphorical definition of dialogue as a “tool of thinking”, which encourages the search for psychological characteristics, patterns as the basic foundations of meaning formation that arise in a situation of revealing meaning. The analysis of theoretical studies of the dialogue problem as a meaning-generating technology resulted in the conceptualization of dialogue types in the practice of the educational process, taking into account the didactic tools of pedagogical communication, which in turn makes it possible to form innovative categories in the psychological and pedagogical direction - semantic didactics.

Methodical system of masters students written academic discourse education with group blog using

2020 ◽  
pp. 35-45
Author(s):  
Ivan S. Dronov
Keyword(s):  
Higher Education ◽  
Social Order ◽  
Cognitive Activity ◽  
Academic Discourse ◽  
Educational Process ◽  
Learning System ◽  
Information And Communications Technologies ◽  
Educational Standard ◽  
Target Definition ◽  
Definition Of

A characteristic feature of the vast majority of activity spheres in the modern education system is their systematization. The latest higher education standards center the teacher’s activity around the system and activity approach. That causes the need for its application in the use of information and communications technologies as a means of teaching a foreign language. We give the author’s definition of the term “methodical learning system”, which is interpreted as a component-related system of learning conditions, realizing its methodological potential through the interaction of participants in the educational process aimed at achieving the goal. This system includes five consecutive blocks, including: 1) prerequisites (modern requirements of the Federal Educational Standard of Higher Education), social order for training in the field of written academic discourse, contradictions between the linguodidactic potential of the study group blog, the lack of practical methods of teaching written academic discourse; 2) block target definition (goals and objectives of training); 3) theoretical justification block (list of principles of teaching written academic discourse, approaches to teaching written academic discourse); 4) functional block (organizational and pedagogical conditions, contents and methods of training, means and organizational forms of training); 5) evaluation block system operation results (components of evaluation of educational and cognitive activity, the learning process result). We note methodical system training integrity on the basis of property of integrativity promoting optimization of all components which general interaction is directed on achievement of the training purpose. The goal, for its part, is a system-forming element.

scholarly journals Development of creativity of a future teacher as a condition for their effective work with gifted students

2021 ◽  
Vol 117 ◽  
pp. 06005
Author(s):  
Nadezhda Anatolievna Shaidenko ◽  
Svetlana Nikolaevna Kipurova ◽  
Aleksandra Vladimirovna Sergeeva ◽  
Maria Vyacheslavovna Filatova ◽  
Ellada Vladimirovna Shelispanskaya
Keyword(s):  
Higher Education ◽  
Divergent Thinking ◽  
Gifted Students ◽  
Education Institution ◽  
Educational Process ◽  
Sensitive Period ◽  
Professional Activity ◽  
Gifted Children ◽  
Effective Work ◽  
Definition Of

Work with gifted students requires a teacher to have special personal and professionally important qualities and creativity occupies a special place among them. A creative teacher can understand the peculiarities of behavior and worldview of a gifted child and possesses the competencies of organizing further development of the creative activity of special children, as well as their relationships with peers. The study is based on the concepts of axiological, humanistic, systemic, and activity approaches, the theory of convergent and divergent thinking, the teachings of an individual as a person and subject, of creativity as a process and a result, the creative nature of a teacher’s work, and theories addressing the creative essence of personality. The stage of university training is deliberately chosen for the study of the problem of development of a teacher’s creativity as a foundation for work with gifted students since the student age is the most sensitive period of this process. In the process of higher education, the development of a future teacher’s creativity in conjunction with their professional and personal qualities is essential as a condition for effective work with gifted students. The identified key psychological and pedagogical conditions for the development of creativity in professional activity focused on work with gifted students include the professional activity orientation of future teachers to work with gifted children, professional knowledge, skills, and competencies focusing on gifted children, and psychological qualities of professional importance for work with gifted students. The article provides a specified definition of creativity, characterizes the signs of a teacher’s creativity, and describes the patterns, conditions, and stages of development of a future teacher’s creativity in the educational process in a higher education institution. The directions for further scientific theoretical and practical activities in the process of development of a future teacher’s creativity in parallel with training to work with gifted children are proposed. A promising direction of work is determining the ways to combine the operational and substantive sides of a teacher’s activity in work with gifted children.

scholarly journals PEDAGOGICAL COMPETENCE AS A COMPONENT OF PROFESSIONALISM OF PSYCHOLOGY TEACHER

2019 ◽  
pp. 45-51
Author(s):  
Olha Cherepekhina
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
The Arts ◽  
Pedagogical Competence ◽  
Personal Approach ◽  
Definition Of ◽  
Pedagogical Research ◽  
Education Psychology

The article studies the relevance of research of pedagogical competence of the future teacher of psychology in higher education in the context of professional component of the psychologist. The scientific approaches to the definition of the term «professionalism of the teacher of higher education» are analyzed. The activity approach is associated with the highest levels of excellence in the work, achieved in the arts and skill in professional activity. Personal approach focuses on the systematic organization of consciousness and human psyche, which includes the properties of the person as a whole; skills, skills, motor skills, cognitive processes, actions, awareness, knowledge, experience and culture of a professional, his emotional world. The third approach to defining the essence of professionalism is manifested in the combination of activities and personal principles, when professionalism is viewed in the dialectical unity of manifestations of activity and personality and, accordingly, is defined by the concepts of «professionalism of activity» and «professionalism of personality». The issue of pedagogical competence of the psychology teacher in the acmeological approach, which is considered at different levels: general, special and individual, has been updated. The essence of teacher’s pedagogical competence as a component of his professionalism is revealed. In the structure of pedagogical competence of the teacher we distinguish general professional (psycho-pedagogical, research and pedagogical management) and key competences (social, general cultural, health-saving, civil, informational). The prospects for further research are to develop and introduce into the educational process the pedagogical conditions for the development of pedagogical competence of a future teacher of higher education psychology.

scholarly journals Realization of author’s program of developing artistic abilities of schoolchildren on basis of continuity

2021 ◽  
Vol 113 ◽  
pp. 00061
Author(s):  
D.V. Legenchuk
Keyword(s):  
Higher Education ◽  
General Education ◽  
Professional Education ◽  
Training Programs ◽  
Educational Process ◽  
Solution Approach ◽  
Global Challenges ◽  
Definition Of ◽  
Russian Education ◽  
And Training

The definition of abilities and their correct development act as one of the most important pedagogical tasks that require special attention, solution, approach, especially during the period of changes in the content of the educational process connected with its reform. According to the author, to update educational approaches related to improving the effectiveness of the educational process, it is necessary to pay attention to the development of author’s training programs. They will control planned and systematic activities of all participants in the educational process, regardless of the form of its organization. The article considers the main provisions of the author’s program that contribute to the development of the artistic abilities of schoolchildren in the conditions of modernization and reform of modern Russian education, including the changes caused by COVID 19. The author’s program is designed to expand the content of the concept of the continuity of secondary vocational and higher education. Its structure includes content components of general education and training of future designers and teachers of technology and design in multilevel professional education as potential directions for its development in the context of global challenges.

scholarly journals Essential characteristics of adaptive quality management of the educational process in higher education

2021 ◽  
Author(s):  
Е.М. Ибрагимова ◽  
Е.П. Багаева
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Adaptive Management ◽  
Quality Management System ◽  
School Teacher ◽  
Educational Process ◽  
Management Quality ◽  
Definition Of ◽  
Control Feedback ◽  
Scientific Ideas

Актуальность статьи заключается в необходимости разрешения противоречия между объективной потребностью в разработке адаптивной системы управления качеством образовательного процесса в педагогической деятельности преподавателя высшей школы и недостаточным вниманием исследователей к изучению феномена «адаптивное управление качеством образовательного процесса в высшей школе». Цель статьи заключается в том, чтобы выявить современные подходы исследователей к определению понятия «адаптивное управление качеством образовательного процесса в высшей школе» и выделить его основные характеристики. Авторами раскрыты научные представления современных исследователей о содержании понятий «адаптивность», «адаптивное управление», «управление качеством образования». На основе их анализа выделены основные признаки адаптивного управления качеством образовательного процесса в педагогической деятельности преподавателя высшей школы: гибкость и опережающий характер, мотивирующее управление, обратная связь как основа организации видимого образовательного процесса. Статья предназначена для научных работников и специалистов в области управления качеством образования. Будет полезна преподавателям и руководителям высшей школы. The relevance of the article is in the need to resolve the contradiction between the objective need to develop an adaptive quality management system of the educational process in the pedagogical activity of a higher school teacher and the insufficient attention of researchers to the study of the phenomenon of "adaptive quality management of the educational process in higher education." The purpose of the article is to identify the modern approaches of the researchers to the definition of the concept of "adaptive quality management of the educational process in higher education", and to highlight its main characteristics. The authors reveal the scientific ideas of modern researchers about the content of the concepts "adaptability", "adaptive management", "quality management of education". On the basis of their analysis, the main features of adaptive management of the quality of the educational process in the pedagogical activity of a teacher of higher education are highlighted: flexibility and advanced character, motivating control, feedback as the basis for organizing the visible educational process. The article is intended for researchers and specialists in the field of education quality management. It will be useful for the teachers, and the leaders of higher education.

scholarly journals METHODOLOGICAL APPROACHES TO PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

2020 ◽  
pp. 77-81
Author(s):  
V. M. Sinyshina
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Public Interests ◽  
The Public ◽  
Methodological Approaches ◽  
Definition Of ◽  
Oriented Activity

The article argues that the professional training of future practical psychologists involves taking into account different methodological approaches to the organization of the educational process in institutions of higher education, which enrich the methodological consciousness of the specialist by knowledge of professionally oriented sciences and contribute to its adaptation to the specifics of higher education. The justification of methodological approaches has allowed to establish causal relationships between pedagogical phenomena and processes and to determine the most important of them for effective solution of problems that take place in the training of practical psychologists. The main methodological approaches, which are followed in the professional training of students-psychologists, include system-scientific, synergistic, thesaurus, complex, humanistic, competent, personally oriented, activity, praxeological, axiological, acmeological and others. It is proved that approaches, structured in this way, enabled the researcher-teacher to understand mentally in the organization of their own professional activity and to practically realize the educational actions and pedagogical actions in teaching the students; contributed to the definition of the professional training of practical psychologists and the most holistic acquisition of objectively impartial, professionally relevant knowledge, skills and competences by students. Within these approaches, the focuses are accented on the importance of reconstitution in the contest of the education of holistic image of human as biopsychological system and active-creative possibilities of student with his desire to realize himself on the principles of love to the person and in the public interests.

scholarly journals Institutional aspects of educational quality management in higher educational establishments

2019 ◽  
Vol 18 (1) ◽  
pp. 33-43 ◽  
Author(s):  
Inna Dybach
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Educational System ◽  
Institutional Environment ◽  
Educational Process ◽  
Educational Quality ◽  
State Agencies ◽  
Quality Of Higher Education ◽  
Definition Of

Higher education in Ukraine, as one of the prerequisites for national security and competitiveness of the country, needs to be reformed, first of all in the context of improving the quality of educational services. Educational quality studies have confirmed that the educational system does not adequately address the needs of customers and those who receive education. In this regard, the purpose of the article is to study the theoretical aspects of the institutional provision of the quality management process of higher education. Methods of dialectical cognition, comparative analysis, content analysis and a comprehensive approach to the analysis of transformations in the field of higher education are used in this work. A prerequisite for ensuring the quality of higher education is the definition of the hypostasis of the relevant procedures, among which process, functional and evaluation are identified. It is established in the article that the institutional environment in the field of education is an ordered set of legally established norms and informal rules that determine the conditions for the functioning of institutions of higher education, structure the relationship between the subjects of the educational process and are formed within the educational system. The article deals with a wide network of organizations that form the institutional environment of the national higher education, which, according to the levels of government, are divided into international, national, regional and local. It is noted that state agencies for ensuring the quality of education have the largest share in the formation of the institutional environment of the educational sphere. This often leads to a conflict of interest of stakeholders, which can be solved by the introduction of the Institute of Independent Educational Auditors.

scholarly journals Peculiarities of Design of Modern Educational Space of Artistic Direction of Higher Education Institutions

2020 ◽  
Vol 45 (2) ◽  
pp. 71-81
Author(s):  
Olena Safronova ◽  
Oleksandra Shmeliova ◽  
Ruslan Ahliullin
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Educational Environment ◽  
Educational Process ◽  
Formal Learning ◽  
Functional Features ◽  
Specific Material ◽  
Definition Of

The article analyzes the factors influencing the design of modern educational spaces in higher education institutions in the context of training future designers. The definition of the learning environment is provided as a set of specific material, communication and social conditions that make up the processes of teaching and learning. The division of physical learning environments into formal and informal is considered according to the functional purpose and form of interaction of the subjects of the educational process. The definition of formal learning environments in universities is provided. The interrelation of the organization of formal learning environments with the form and way of interaction, relevant to the current educational discipline, of the teacher with students and between students is considered. The functional features of the organization of the formal educational environment are determined. The needs of students that can be satisfied using informal environments in universities are established. The necessity of introduction of modern innovative technologies is considered. The list of factors is established that directly affect the design of the educational environment and which are largely caused by transformational changes in the educational process in Ukraine and the world.

Formation and Development of Professional Skills of Students When Studying Descriptive Geometry

2015 ◽  
Vol 3 (2) ◽  
pp. 46-51 ◽  
Author(s):  
Логиновский ◽  
A. Loginovskiy ◽  
Хмарова ◽  
Lyudmila Khmarova ◽  
Усманова ◽  
...  
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Educational Process ◽  
Descriptive Geometry ◽  
Professional Activity ◽  
Electronic Model ◽  
Solid Works ◽  
Definition Of ◽  
Independent Work ◽  
Graphic Task

At prompt development of informatization of production the role of engineering education significantly increases. Graphic disciplines on technical specialties of higher education institution are the first professionally focused disciplines which are actively influencing formation of competences of future experts. Many problems of improvement of quality of development of difficult courses of university programs can be solved by use of effective forms of education. Realization of competence-based approach in the higher education demands wide use of active and interactive forms of carrying out occupations in combination with independent work of students for formation and development of the professional skills which are trained. Independent work has to bear not only reproductive functions on fixing of the passable material, but also to induce students to active self-education, creative preparation for effective professional activity. Use of computer graphic tasks with entertaining elements when training students in graphic disciplines promotes increase of level of informative activity of students, development of creative abilities and profound studying of a subject. The new original graphic task on descriptive geometry with use of computer technologies for students of auto makers is offered. The graphic task consists in creation of electronic model of the car as solid-object one of two developed ways of modeling. In the course of performance of a task students solve the main geometrical objectives by definition of a form and constructive and geometrical parameters of the spatial objects entering a car design and in parallel master 3D modeling in AutoCAD or Solid Works packages. It is proved that inclusion in educational process of the graphic task developed taking into account a professional orientation trained, increases its efficiency. The task performed during the first semester promotes fixing and profound studying of fundamentals of descriptive geometry and development of computer graphics. It can be used when studying 3D computer geometrical modeling for students of the technical directions.

АКСІОПСИХОЛОГІЧНІ ЗАСАДИ РОЗВИТКУ СУЧАСНОЇ ВИЩОЇ ОСВІТИ

1970 ◽  
Vol 6 (1) ◽  
pp. 81-89
Author(s):  
Галина Радчук
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Semantic Field ◽  
Semantic Approach ◽  
Education Development ◽  
Theoretical Understanding ◽  
Technical Aspects ◽  
Production Of Knowledge ◽  
Modern Education ◽  
A Value

Статтю присвячено проблемі теоретичного осмислення аксіологічних аспектів розвитку сучасної вищої освіти. Проаналізовано чотири основні парадигми сучасної вищої освіти: когнітивну, компетентнісну, особистісно зорієнтовану і культурологічну. Показано, що на теоретичному рівні відбулося різке звуження смислового поля науково-педагогічної рефлексії: увага звертається на виробництво суми знань, заданої соціальної поведінки, технологій діяльності майбутнього фахівця. Обґрунтовано, що нерозробленість філософсько-методологічних засад сучасної вищої освіти призводить до орієнтації на формальні, технологічні аспекти освітнього процесу. Відтак, у першу чергу страждає освіта в її гуманітарному розумінні. Показано, що когнітивно-компетентнісний компонент освіти має інструментальний характер стосовно основної цінності – культурного, особистісно-смислового розвитку людини, а вирішення проблеми ціннісних орієнтирів  розвитку сучасної вищої освіти пов’язане з необхідністю реалізації ціннісно-смислового підходу. The article focuses on theoretical understanding of axiological aspects in modern higher education development. The author analyzes four main modern education paradigms: cognitive, competent, personality oriented and culturological. It is shown that there has been a dramatic narrowing of semantic field in scientific and pedagogical reflection – attention is drawn to production of knowledge, given social behavior, and working technology of a future expert. It has been proven that insufficient development of philosophical and methodological foundations of modern higher education leads to shifting the focus towards formal technical aspects of educational process. Primarily, this affects education in its humanitarian sense. The author shows that cognitive and competence education component has instrumental character regarding the main value – cultural and personal-semantic development of a person. Implementation of a value-semantic approach can resolve the issue of value orientation in modern education.

Sign in / Sign up

Export Citation Format

Share Document