scholarly journals Problems of teaching foreign students in mixed groups

2021 ◽  
Vol 127 ◽  
pp. 02012
Author(s):  
Elena Romualdovna Laskareva ◽  
Alina Aleksandrovna Pozdnyakova ◽  
Tatyana Nikolayevna Bazvanova ◽  
Daria Aleksandrovna Dmitrieva ◽  
Tatiana Pavlovna Chepkova
Keyword(s):  
General Education ◽  
Foreign Students ◽  
Negative Impact ◽  
Educational Institution ◽  
Educational Process ◽  
Mixed Group ◽  
Current Period ◽  
Group A ◽  
Foreign Speakers ◽  
Mixed Groups

The article analyzes the problems associated with teaching foreign students in mixed groups. A mixed group is a formally isolated part of the educational institution cohort that possesses such characteristics as: 1) a fixed heterogeneous ethno-cultural composition, 2) a different level of preparation of students for mastering the disciplines of the general educational program, 3) common cognitive interests and a single educational content in the current period of time; 4) joint educational activities under the guidance of the same teachers, 5) a single period of study. This article aims to highlight the range of language problems that hinder the development of general education programs by foreign students when studying as part of a mixed group. Since the structure of language difficulties varies for different categories of foreign citizens (foreigners with an initial level of proficiency in Russian, foreign speakers, bilinguals), it is important to have a differentiated approach to regulating the educational process and specially organized training taking into account the ethnic and linguistic needs of all members of the group. A differentiated approach to learning, building an individual way of each group member development allows mobilizing cognitive interests and motivating participants in the educational process. The development of specific recommendations to overcome the possible negative impact of a mixed group on the process of obtaining subject knowledge by foreign students is an important methodological task that requires further study.

scholarly journals MANAGEMENT OF COGNITIVE ACTIVITIES OF PREPARATORY DEPARTMENTS FOREIGN STUDENTS AT HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE WHEN STUDYING GENERAL DISCIPLINES

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Olexandr O. Kalenyk ◽  
◽  
Iryna V. Ovsiienko ◽  
Tetiana L. Tsaregradskaya ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Foreign Students ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Control Object ◽  
Training System ◽  
Educational Process ◽  
Target System ◽  
Methodological Approaches ◽  
Management Cycle

In modern conditions of competition in the market of educational services and their export, the system of strategic education management requires the design of a management model for all departments of the educational institution. Preparatory departments for foreign students are an important structural component of the educational process at leading universities in Ukraine. The public’s request for an increase in the number of foreigners studying in Ukraine, competitive positions in their training, in particular at preparatory departments, actualizes the issue of finding a systemic, activity-based, effective approach to improve the quality of their training. Taking into account modern methodological approaches to the management system (target, system and process), the problem of finding effective ways to optimize the educational process based on the use of elements of management theory is outlined. A structuralmeaningful model of managing the cognitive activity of foreign students in the subject-meaningful and linguistic aspects of the study of general education disciplines has been developed. The stages of the management cycle are considered, taking into account the peculiarities of the training system for foreign citizens at the preparatory departments. On the example of the organization of the training system at the preparatory department of Taras Shevchenko National University of Kiev, the peculiarities of the management of the cognitive activity of students are revealed, taking into account the theoretical and methodological approaches to the general problem of the management of the educational process. To implement this approach, it is necessary to complete the main stages of the management cycle: determination of the management object; formulation of goals and objectives; fixing the initial level of the control object; the formulation of a program of action; definition of feedback channels by which the results of management will be determined; analysis of the received information according to certain parameters; correction of the initial concept and subsequent actions. The preparation of foreign students for studying at universities should take place through interdisciplinary integration of basic disciplines with professionally oriented language learning and using the latest information technologies for the individualization of training. An important aspect of the management of cognitive activity is the creation of a qualitatively new organizational and educational-methodological foundation of education based on the correction of curricula, work programs, manuals, the development of mono-technologies for a different contingent of foreign citizens.

scholarly journals MAIN PROBLEMS OF TRANSITION OF UNIVERSITIES TO REMOTE LEARNING UNDER MODERN CONDITIONS OF FUNCTIONING

2020 ◽  
pp. 52-57
Author(s):  
Т. Р. Магомаев
Keyword(s):  
Distance Learning ◽  
Negative Impact ◽  
Educational Institution ◽  
Educational Process ◽  
High Quality ◽  
Higher Education System ◽  
Professional Activities ◽  
Wide Range ◽  
Information And Communication ◽  
The Moment

В современных условиях функционирования системы высшего образования целью внедрения дистанционного обучения является организация качественного учебно-воспитательного процесса «на расстоянии» с использованием новейших информационно-коммуникационных средств и открытым доступом к образовательным ресурсам. Именно такая форма обучения может быстро адаптироваться к требованиям информационного общества и подготовить будущего специалиста к вызовам цифровой среды. В сочетании с традиционными формами, дистанционное образование в высшем учебном заведении может предоставить широкий спектр образовательных услуг как для абитуриентов и студентов для приобретения необходимых навыков и умений для будущей профессиональной деятельности, так и для преподавателей с целью повышения квалификации. На данный момент основными проблемами внедрения качественного свободного образовательного пространства является отсутствие технической и финансовой поддержки, законодательной основы дистанционного обучения, и это является ведущим фактором сдерживания развития технологий в вузе. Отсутствуют специально подготовленные к работе в дистанционном режиме квалифицированные преподаватели. Однако, учитывая готовность вузов осуществлять обучение преподавателей для работы в дистанционном режиме, негативное влияние этого фактора в ближайшее время может быть устранено. При условии решения вышеописанных проблем будет создано эффективное дистанционное обучение, которое всесторонне раскроет потенциал студента, учитывая как индивидуальные, так и общечеловеческие потребности. In modern conditions of functioning of the higher education system, the goal of introducing distance learning is to organize a high-quality educational process “at a distance” using the latest information and communication tools and open access to educational resources. It is this form of training that can quickly adapt to the requirements of the information society and prepare the future specialist for the challenges of the digital environment. In combination with traditional forms, distance education in a higher educational institution can provide a wide range of educational services for both applicants and students to acquire the necessary skills for future professional activities, and for teachers to improve their skills. At the moment, the main problems in introducing high-quality free educational space is the lack of technical and financial support, the legislative basis of distance learning, and this is a leading factor in curbing the development of technology at the university. There are no qualified teachers specially prepared for working in remote mode. However, given the willingness of universities to train teachers to work remotely, the negative impact of this factor in the near future can be eliminated. Subject to the solution of the above problems, an effective distance learning will be created that will comprehensively reveal the student’s potential, taking into account both individual and universal needs.

scholarly journals Role of Emotional Factors in Learning Ukrainian as a Foreign Language at Higher School

2020 ◽  
Vol 9 (7) ◽  
pp. 130
Author(s):  
Maria V. Tsurkan ◽  
Anna Ilkiv ◽  
Oksana V. Maksymiuk ◽  
Ivanna M. Struk ◽  
Nataliya O. Shatilova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Negative Emotions ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Activity ◽  
Experimental Investigations ◽  
Teaching Methodology ◽  
Emotional Factor ◽  
Emotional Component

The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students’ audience.

scholarly journals DIGTYARI WEAVING PROFESSIONAL SCHOOL IN 1926-1929

2020 ◽  
pp. 5-20
Author(s):  
A. L Shcherban
Keyword(s):  
General Education ◽  
Raw Materials ◽  
Educational Institution ◽  
Research Work ◽  
Educational Process ◽  
Professional School ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Material Base

For the first time, the activity of the weaving vocational school in the village Digtyari (modern Chernihiv region) is analyzed. It was the leading educational institution of the middle level of vocational education of the Ukrainian SSR in the second half of the 1920s, in which the creators of traditional textiles studied. The students learned the skills of making carpets, embroidered shirts, and kerchiefs. On the basis of archival sources, the histories, educational process, composition of the teaching and student groups of the school during 1926-1929 are covered. Established in the fall of 1926, the institution was to train qualified master practitioners for the factory and handicraft arts industry, who had formed an artistic taste. The teaching staff initially consisted of local general education teachers and visiting instructors and teachers of special subjects (O. Reisfeld and M. Dyachenko). The institution was headed by uneducated communists Yu. Kozelev and S. Lutayenko. The students of the first set were mostly non-locals, orphans. But the second set already consisted mostly of children of local peasants and artisans. The school had a significant material base, which remained from the textile educational institutions that operated in Digtyary during the first quarter of the twentieth century. The main rooms were located on the right-wing of the main building of the palace complex of the Galagan estate. As a result of the study of the materials of the minutes of the meetings of the school council, the conflict situations that constantly arose between the managers and their supporters and visiting specialists and led to the departure of the latter from Digtyary were analyzed. The initial stage of the existence of the Digtyari weaving professional school, problems in relations between staff, and the originality of the contingent of the first set of students influenced the quality of their training. As it is clear from the available sources, during the first and the beginning of the second school year students worked both theoretically and practically, but due to lack of raw materials they could not produce a significant amount of full-fledged products. The school’s workshop worked on “factory” and, in part, “peasant” raw materials. At the end of the second year of study, students were already making work suitable for sale. The school operated in two directions. The visiting instructor, an experienced artist M. Dyachenko brought a new vision of teaching graphic literacy into the educational process. Weaving and embroidery instructors who either graduated from the textile schools previously existing in Digtyary (A. Reisfeld, V. Nikolskaya) or worked there for a long time (G. Tsybuleva) broadcast local traditions. During the years under study, about 100 students studying at the institution, and one graduation took place. Troubles in the personal relationship between teachers and school management and insufficient funding have affected the quality of education. But even in such conditions, students not only mastered special and general education subjects but also participated in exhibitions, made marketable products, engaged in research work. Curricula developed by M. Dyachenko and O. Reisfeld became a model for other craft educational institutions. And the textbook was written by O. Reisfeld - the first Ukrainian-language textbook on the technology of folk weaving. Keywords: Digtyari weaving professional school, Mykhaylo Dyachenko, Pryluky region.

scholarly journals Experience of psychiatry distance teaching to english speaking international students

2021 ◽  
Vol 11 (8) ◽  
pp. 520-526
Author(s):  
Ye. Oprya ◽  
E. Melnyk ◽  
M. Pustovoyt ◽  
T. Chernova ◽  
P. Goryachev
Keyword(s):  
Distance Learning ◽  
Foreign Students ◽  
Negative Impact ◽  
Further Education ◽  
Educational Process ◽  
Distance Teaching ◽  
National Medical ◽  
English Speaking ◽  
The Subject ◽  
Medical University

The article describes the difficulties of transition to distance learning (DL) at a medical university when students pass clinical disciplines, using the example of the subject of "psychiatry". The negative impact of the pandemic on international cooperation in the field of education and science was also noted, in particular, attracting foreign students to further education. Based on the above, the following tasks were set: to study the features of the transition to distance learning the subject of "psychiatry" at the Odessa National Medical University, to identify the features of distance work with English-speaking foreign students during their learning of this discipline and to present proposals for optimizing this process. During the transition to DL, a significant decrease in the quality of education was noticed during the absence of an existing learning management system, since this transition was a certain stress for all participants in the educational process, both students and teachers. Significant problems have arisen in the DL of clinical disciplines for English-speaking students. The greatest difficulty is the teaching of psychiatry, since it is difficult to explain to students in English not only the description of psychopathological symptoms and syndromes, but also the mental characteristics of people with other nationalities. It is proposed to use movies, with the main heroes suffering from mental disorders, as a thematic guide for mastering practical skills. Although some of the positive aspects of DL have been noted by medical students, they agree to DL only as a forced short-term measure.

scholarly journals Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

2020 ◽  
Vol 210 ◽  
pp. 22019
Author(s):  
Olga Fedotova ◽  
Elena Platonova ◽  
Vladimir Latun ◽  
Igor Filkevich ◽  
Oleg Igumnov
Keyword(s):  
Distance Learning ◽  
Continuing Education ◽  
Foreign Students ◽  
Negative Impact ◽  
Educational Process ◽  
Full Time ◽  
Distance Technology ◽  
Russian Universities ◽  
Chinese Undergraduates ◽  
Significant Factors

The COVID-19 pandemic has significantly affected the organization of the educational process in Russian universities. The object of the research is the experience of implementing e-education and the transition to distance technologies for continuing education of Chinese undergraduates in the Russian metropolitan university. Russian universities had the technical capabilities and used various electronic educational platforms. In the same time, the results of the survey showed a decrease in the satisfaction of Chinese full-time students when switching to distance learning. The study shows the significant factors that had a negative impact on the educational process using distance technology to teach Chinese undergraduates during the COVID-19 pandemic. The authors have grouped these factors into five groups (technical, language, emotional, and financial, content of lecture). Identification of these factors made it possible to develop a program to improve the educational process and enhance the satisfaction of foreign students studying at Russian universities.

Mixed Abelian Groups

1967 ◽  
Vol 19 ◽  
pp. 1259-1262 ◽  
Author(s):  
John A. Oppelt
Keyword(s):  
Abelian Groups ◽  
Torsion Subgroup ◽  
Mixed Group ◽  
Direct Sum ◽  
Group A ◽  
Splitting Problem ◽  
Mixed Groups

The difficulties encountered in the theory of mixed Abelian groups can become decidedly less complex, if it is possible to reduce the question to mixed groups whose torsion subgroup is 𝒫-primary. Call such a group a p-mixed group. In §1 we show that the splitting problem for a mixed group is reducible to the same problem for certain associated 𝒫-mixed groups. In §2 we look at groups which are a direct sum of 𝒫-mixed groups.

To the 125th anniversary of Khabarovsk Railway College: the formative years

2021 ◽  
Vol 2 (2) ◽  
pp. 203-212
Author(s):  
M. A. Kovalchuk
Keyword(s):  
General Education ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Work ◽  
Technical School ◽  
Social Composition ◽  
The Social ◽  
125Th Anniversary ◽  
Detailed List ◽  
Story Building

The study is devoted to the first two decades of the existence of the Khabarovsk Technical Railway School. It was created during the construction of the Trans-Siberian Railway, and is intended to provide personnel for its eastern section — the Ussuri Railway. At present, the legal successor of the school is the Khabarovsk Technical School of Railway Transport.The problems of recruiting the commanding staff before 1917 are outlined, brief biographies of the first three heads of the school, who played a huge role in its formation, are given. Separately, the issues of staffing the teaching corps, which consisted of staff teachers and engineers involved in production, mainly from the Ussuriysk railway, were considered. The conditions for the recruitment of students and the order of their training are given; a brief description of the social composition of students. A detailed list of taught disciplines is shown, including not only general education, but also special subjects. The practical orientation of the work of the educational institution, which graduated mid-level specialists for the track and traction departments, is noted. The system of educational work in the school, which was based on Orthodoxy, has been investigated. Great importance was attached to the material support of the educational process: the school had a beautiful two-story building for its time.

scholarly journals Assessment of Personal Qualities Formation from the Position of Functional-Role Framework in the Interests of Psychologien Health of the Students

2020 ◽  
Vol 100 (6) ◽  
pp. 33-38
Author(s):  
L.D. Syrkin ◽  
A.S. Lyapin ◽  
A.V. Shakula
Keyword(s):  
General Education ◽  
Functional Role ◽  
Educational Institution ◽  
Personal Characteristics ◽  
Educational Process ◽  
Practical Significance ◽  
Methodological Basis ◽  
Educational Standard ◽  
The World ◽  
Personal Qualities

Research purpose was to develop a framework for the systematic assessment of the personal qualities formation in graduates of educational institutions in regard of preventing behavioral deviations and risks reduction of personal student’s development vector changing. An indicator of the effectiveness of this activity is the normative students’ behavior, based on the value system enshrined inthe Federal State Educational Standard (FSES) in the form of a personal “portrait of a graduate of the school”. However, the evaluation criteria and the methodology for identifying these qualities are not presented in the Federal Educational Standard. Methods and techniques. The methodological basis of the study is a functional-role approach. During the empirical study, the method of expert assessments and the method “Repertory Lattices” by J. Kelly were used. Results and scientific novelty. To achieve the goal of the study, we have proposed a methodology for identifying and evaluating the formation of a educational institution graduate’s personal qualities. The methodological basis of the study is a functional-role approach that allows systematisation of personal qualities in accordance with FSES. An important feature of the approach implemented is the ability to assess personal characteristics that form the inner picture of the world and the subjective values system of the student,which ensures compliance with the requirements of the FSES general education to diversify the psychological and pedagogical support of the educational process, socialization and education of students. Practical significance. The implemented of the framework as a diagnostic tool would facilitate to interface and simultaneously solve two diagnostic problems. The use of “Repertory grids” allows us to overcome the distortion of the results of the study in the interests of achieving social approval and reconstruct the values system and meanings of the subject. The use of psychosemantics methods in combination with a functional-role approach provides the ability to score subjective-personal characteristics that form the inner picture of the world and the subjective system of values of students.

scholarly journals DEVELOPMENT OF A METHODOLOGY FOR COLLECTION OF SPEECH SAMPLES OF TRANSLANGUAGING AND MULTILANGUAGING COMMUNICATIVE PRACTICES OF FOREIGN STUDENTS AT A RUSSIAN UNIVERSITY

2021 ◽  
Vol 31 (5) ◽  
pp. 1027-1033
Author(s):  
N.V. Golovko ◽  
D.V. ч D.V. Sheiko
Keyword(s):  
Foreign Students ◽  
Theoretical Foundation ◽  
Negative Impact ◽  
Empirical Studies ◽  
Educational Process ◽  
Communicative Practices ◽  
Advantages And Disadvantages ◽  
The Past ◽  
Methodological Approaches ◽  
Critical Consideration

As a result of generalization and critical consideration of the methodological apparatus of research on translanguaging and multilanguaging as communicative practices, published over the past 10 years, the advantages and disadvantages of these methodologies are highlighted, and the problematic issues caused by them that require attention when conducting similar studies are formulated. On this theoretical foundation, possible solutions to these problematic issues, on which the effectiveness and objectivity of empirical studies of translanguaging and multilanguaging may depend, including those conducted on the material of oral and written speech generated during the educational process in higher education, are proposed, and the development of a methodology for collecting speech samples for the needs of a research project aimed at the study of translanguaging and multilanguaging communicative practices of foreign students at a Russian university is performed, based on the authors' desire to maximize the positive aspects of the earlier proposed methodological approaches and mitigate the influence of factors that could potentially have a negative impact on the results and their interpretation.

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