Gerontotechnology and diseases of the mucous membranes of the oral cavity

2019 ◽  
Author(s):  
Светлана Токмакова ◽  
S. Tokmakova ◽  
Ольга Бондаренко ◽  
Ol'ga Bondarenko ◽  
Татьяна Воблова ◽  
...  
Keyword(s):  
Oral Cavity ◽  
Role Playing ◽  
Educational Process ◽  
Self Control ◽  
Practical Training ◽  
Persons With Disabilities ◽  
Role Playing Games ◽  
Mucous Membranes ◽  
The Subject ◽  
Independent Work

The manual is designed to study the diagnosis, differential diagnosis, prevention and treatment of diseases of the oral mucosa. In the formation of a text base tutorials used program of discipline "Stomatology" module "Gerontotechnology and diseases of the mucous membranes of the oral cavity". All the themes associated with the programs, the curricula of training on discipline "Stomatology" and the professional standard "dentist". In accordance with the requirements of the GEF, in the educational process are widely used active and interactive forms of training, such as group discussions, role-playing games, solving situational problems, etc. Independent work of students involves preparing for practical training in the system of distance learning agmu (Moodle). For persons with disabilities of the musculoskeletal system and persons with disabilities provides the opportunity to remotely familiarize themselves with the materials of classes, as well as testing on the topics of practical training in Moodle. Manual allows to deepen knowledge on the subject "Dentistry" module "Gerontotechnology and diseases of the mucous membranes of the mouth" with the formation of students ' skills of independent synthesis of a coherent picture of the subject. The textbook consists of an introduction, chapters, control tasks, conclusion, standard answers to control tasks, references and abbreviations. For ease of perception, a uniform organization and categorization of the text of all chapters has been introduced. At the end of each Chapter, control questions, test tasks and situational tasks are proposed, aimed at consolidating the material and assessing the effectiveness of mastering the studied topic. Situational task contains: the patient's complaints, anamnesis, data of objective examination and the assignment to her. For self-control of students in the manual answers to test tasks and situational tasks. The publication is intended for students of dental faculties of medical schools, as additional literature and to prepare for GIA.

scholarly journals Non-formal educational environment of the author's camp

2021 ◽  
Vol 27 (1) ◽  
pp. 149-154
Author(s):  
Olgа V. Minovskaia ◽  
Alexander A. Turygin
Keyword(s):  
Emotional Response ◽  
Formal Education ◽  
Role Playing ◽  
Educational Environment ◽  
Educational Process ◽  
Resonance Mechanism ◽  
Role Playing Games ◽  
The Subject ◽  
Role Playing Game ◽  
Positive Nature

The article considers the activities of author’s camps in Kostroma region as one of the practices of non-formal education. The task of the research is to understand how the educational process is organised in the author’s camps. The research base is the author's camp of role-playing games «Centaur» and the experience of the pedagogic team in developing and conducting thematic shifts for teenagers in 2009-2020. The educational technology is a situational epic role-playing game with a historical plot. Authors analyse five cases that demonstrate the logic of the emergence of educational effects in teenagers directly during the event and upon its completion. The content of the cases relates to the subject of the event, specifics of situational-role-playing game, additional classes offered to teenagers; non-directive requirements addressed to the participant. The article defines mechanisms of interaction between the teenager and the informal educational environment of the author's camp (challenge and resonance). The challenge mechanism assumes that elements of the non-formal educational environment provoke participant’s activity, causing various experiences (not only of a positive nature). Accepting the challenge, the teenager takes a subjective position and makes efforts to achieve the chosen goal. The resonance mechanism demonstrates that when meeting with elements of an non-formal educational environment, the teenager discovers those to which it feels a positive emotional response. Estimating the comfort of the environment and the fascination of classes, the teenager seeks to master new skills, achieve skill in solving the required tasks. Both mechanisms work in an non-formal educational environment, where the involvement of the child in the educational process expects selectivity and volunteerism.

scholarly journals Development of creativity of the "digital generation" students through the organization of creative activities in the creatively oriented educational process of the university

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Natalia Matolygina ◽  
Ekaterina Podgornaya ◽  
Lidia Ruglova
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Functional Mobility ◽  
Self Control ◽  
Professional Activity ◽  
Initial Development ◽  
Role Playing Games ◽  
Creative Person ◽  
Creative Abilities ◽  
Development Of Students

Today, the world around us, including the professional environment, is changing rapidly. Employers are having new requirements for employees. The employee must not only be a good performer, but also have spatial and functional mobility, i.e. be a creative person who is able to adapt and improve in connection with changing circumstances. Therefore, at present, it is necessary to pay great attention to the development of students ' creativity in educational classes at universities. The authors understand creativity as the ability of a person to non-standard creative thinking and behavior, with further awareness and development of their experience. Well-organized training sessions that develop creative abilities, such as business and role-playing games, case studies, project activities, combined with the use of electronic educational resources, contribute to the education of students ' confidence, self-control, teamwork, teach business communication and respect for others, teach them an unconventional approach to traditional habitual phenomena and help them in the initial development of professional activity. The authors note the great role of the teacher in the development of students ' creative abilities, especially if the teacher himself is a creative person. A creative teacher has professional and personal attractiveness in the eyes of students, due to his openness, benevolence and accessibility in communication, especially with the "alienated" communication that is common in the modern educational world. The authors prove on the basis of data from constant surveys and conversations with students and graduates in training classes, during personal meetings, in social messengers (VKontakte, WhatsApp, LinkedIn) and other means of communication that their active participation in business and role-playing games, project competitions, student debates, solving cases helped them in the initial development of professional activity.

MANAGEMENT OF THE SUCCESS OF STUDENT’S LEARNING BASED ON THE MARKOV MODEL

2018 ◽  
pp. 4-11
Author(s):  
M. V. Noskov ◽  
M. V. Somova ◽  
I. M. Fedotova
Keyword(s):  
Information System ◽  
Markov Process ◽  
Continuous Time ◽  
Information Technologies ◽  
Educational Process ◽  
Automated Information System ◽  
The Subject ◽  
The University ◽  
Independent Work ◽  
Near Future

The article proposes a model for forecasting the success of student’s learning. The model is a Markov process with continuous time, such as the process of “death and reproduction”. As the parameters of the process, the intensities of the processes of obtaining and assimilating information are offered, and the intensity of the process of assimilating information takes into account the attitude of the student to the subject being studied. As a result of applying the model, it is possible for each student to determine the probability of a given formation of ownership of the material being studied in the near future. Thus, in the presence of an automated information system of the university, the implementation of the model is an element of the decision support system by all participants in the educational process. The examples given in the article are the results of an experiment conducted at the Institute of Space and Information Technologies of Siberian Federal University under conditions of blended learning, that is, under conditions when classroom work is accompanied by independent work with electronic resources.

Prospects for the use of modern technologies to increase student involvement

2020 ◽  
Vol 1 (1) ◽  
pp. 28-33
Author(s):  
Iu. V. Amelina ◽  
R. V. Amelin
Keyword(s):  
Social Networks ◽  
Information Technologies ◽  
Role Playing ◽  
Educational Process ◽  
State University ◽  
Role Playing Games ◽  
It Education ◽  
Interaction Plot ◽  
Role Playing Game ◽  
Live Action

The article discusses the prospects of role-playing games in the educational process to increase students’ motivation and involvement, as well as the possibility of modern information technologies (primarily social networks) for constructing innovative forms of such games. The author’s format of the live-action role-playing game is presented. It was developed and tested at the Saratov State University. It involves the integration of numerous educational tasks into a single plot, within which each participant plays a role and communicates with other participants to complete tasks. The main interaction, plot development and group activities occur in dialogs, conversations and groups of social networks. This approach has shown its viability in teaching legal disciplines, and also has prospects for use in IT education.

ДІАЛОГІЧНА ВЗАЄМОДІЯ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА ПОПЕРЕДЖЕННЯ НАСИЛЛЯ У ШКОЛІ

1970 ◽  
Vol 8 (1) ◽  
pp. 165-172
Author(s):  
Оксана Воронкевич
Keyword(s):  
School Violence ◽  
Prevention Program ◽  
Role Playing ◽  
Educational Process ◽  
Self Determination ◽  
Psychological State ◽  
Necessary Condition ◽  
Training Methods ◽  
Role Playing Games ◽  
Time Information

У   статті   актуалізовано   проблему   поширеності   шкільного   насильства   у   середовищі   учнів  початкових класів. Особлива увага звертається на необхідність діалогічної взаємодії учасників освітнього  процесу як необхідної умови попередження насилля у школі.  Опираючись на результати власного дослідницького пошуку, автор пропонує варіант програми  психологічної профілактики шкільного насильства вчителів стосовно учнів. Дана програма спрямована на  формування  у  педагогів  навичок  глибинного  самопізнання  й  пізнання  дітей,  апробування  нових  форм  поведінки та базується на ідеї діалогізації педагогічної взаємодії, оскільки важливо налагодити суб’єкт- суб’єктну взаємодію учня та вчителя й не використовувати монологічну модель спілкування. Наголошено,  що педагоги повинні стимулювати будь-які прояви суб’єктної активності дітей, що сприяють виробленню  у них адекватної оцінки себе та свого оточення, розвитку здатності до самовизначення. Відзначено, що  для   діалогічного   освітнього   середовища   характерними   є   такі   властивості,   як   різноманітність,  динамічність, напруженість, достатність, кожна з яких сприяє високій ефективності освітньої взаємодії,  здійснює істотний вплив на розвиток особистості. Під час занять використано різні тренінгові методи:  рольові ігри, міні-лекції, мозковий штурм, обговорення в загальному колі тощо. Разом із тим поширено  інформацію з актуальних для педагогів питань спілкування з дитиною без агресії, злості та конфлікту.  Представлено  результати  успішної  апробації  програми  психологічної  профілактики  шкільного  насильства  з  боку  вчителів,  що проявилися в розумінні важливості толерантного ставлення до учнів,  набутті практичних умінь відчувати психологічний стан іншої людини та адекватно реагувати на нього,  виявляти доброзичливість, прихильність до школярів та надавати їм необхідну допомогу.  The article actualizes the problem of the prevalence of school violence among elementary school pupils.  Special attention is drawn to the need for dialogical interaction of participants in the educational process as a  necessary condition for preventing violence in school.  Relying on the results of his own research, the author suggests a variant of school violence psychological  prevention program of teachers in relation to pupils. This program is aimed at educating the students the skills of  deep self-cognition and cognition of children, testing new forms of behavior and is based on the idea of pedagogical  interaction dialogization, since it is important to establish subject-subject interaction between the pupil and the  teacher and not use the monologue model of communication. It is highlighted that teachers should stimulate any  manifestation of children's subject activity, which helps to develop an adequate assessment of themselves and their  environment, development of self-determination ability. It is noted that a dialogical educational environment is  characterized by such attributes as diversity, dynamism, intensity, sufficiency, each of them contributes to the high  effectiveness of educational interaction, have a significant impact on the development of personality. During the  classes various training methods were used: role-playing games, mini-lectures, brainstorming, discussions in the  general circle, etc. At the same time, information on relevant for teachers issues about communicating with a child  without aggression, anger and conflict is propagated.  Was presented results of successful approbation of the school violence psychological prevention program  from teacher’s part, manifested in the understanding importance of the tolerant attitude towards pupils, acquiring  practical skills of feeling the another’s person psychological state and react adequately to it, showing benevolence,  adherence to schoolchildren and providing them the necessary assistance. 

scholarly journals FUTURE MASTERS’ PROFESSIONALISM DEVELOPMENT IN THE PROCESS OF PRACTICAL TRAINING IN THE INSTITUTIONS OF OUT-OF-SCHOOL EDUCATION

2021 ◽  
Vol 1 (194) ◽  
pp. 139-144
Author(s):  
Tetiana Kravtsova ◽  
Keyword(s):  
Educational Process ◽  
School Education ◽  
Practical Training ◽  
Individual Support ◽  
Conscious Choice ◽  
The Future ◽  
Main Component ◽  
Pedagogical Relations ◽  
Independent Work ◽  
Out Of School

The article is devoted to the problem of future masters’ professionalism development in the process of practical training in the institutions of out-of-school education. Based on the analysis of psychological and pedagogical literature, the understanding of the concept of professionalism has been clarified, the peculiarities of practice in a multidisciplinary institution of out-of-school education have been revealed, the requirements to the bases of practical training of future masters of education, educational program 011 Educational, pedagogical sciences (Out-of-school education) It has been found out that the future teachers’ practical training acts as an integrating main component of personal and professional development of the specialist, the link between theoretical training and independent work in the establishments and institutions of out-of-school education. Providing performance of various tasks, which include: acquaintance with the general directions of work in a multidisciplinary institution of out-of-school education; creation of an individual educational trajectory of the applicant of out-of-school education according to abilities of talents and gifts of children and youth on the basis of psychological and pedagogical diagnostics; development of curricula, calendar and lesson plans for group and club work, development of scenarios and script plans for collective and mass events, which are included in the annual work plan of the institution of out-of-school education. It has been specified that the professionalism of the future master will be reflected in the following results of practical training: the ability to recognize and take into account the diversity of students, the ability to provide individual support in the educational process; awareness of different contexts in which training, upbringing and development of students of out-of-school education can take place; ability to implement subject-subject interaction with different participants of the educational process at different levels; the ability to contribute to the formation of a general culture of personality, socialization, conscious choice and development of additional educational programs, using a variety of forms, techniques, methods and means of teaching; to master the norms of pedagogical relations in the process of designing and implementing educational activities, search, sharing, application of innovations and creativity in the educational process.

scholarly journals MEDIATION IN EDUCATION AND DEVELOPMENT OF CONFLICTOLOGICAL COMPETENCE OF THE TEACHER

2021 ◽  
Vol 2 ◽  
pp. 646-655
Author(s):  
Marina Yuferova ◽  
Olga Koryakovtseva ◽  
Tatyana Bugaichuk
Keyword(s):  
Conflict Management ◽  
Role Playing ◽  
Educational Process ◽  
School Life ◽  
Role Playing Games ◽  
Interactive Training ◽  
History Of ◽  
Education And Development ◽  
Conflict Interaction ◽  
Mediation Practice

The history of mankind confirms: both harmony and conflict are characteristic of communication in society. This article is devoted to the problem of conflicts in education. Unfortunately, conflict interaction occurs in school life, therefore, teachers need to learn how to apply innovative technologies in resolving conflicts, focus on respecting the rights and freedoms of all participants in the educational process, and act in accordance with the interests of the parties. The article discusses the technology of mediation, which orients the participants in the interaction towards cooperation in the conflict with the help of a mediator. The implementation of mediation practice requires special training of teachers, the formation of completely new competencies and, first of all, conflict management, which should be developed within the framework of continuous pedagogical education, using interactive training technologies and role-playing games. The authors present the experience of implementing the advanced training program “successful strategies of behavior in conflict and the development of a teacher's resistance to conflict”.

scholarly journals Application Of Game Methods As A Basis For Forming Positive Motivation Of Students Of Non-Philological Higher Educational Institutions

2021 ◽  
Vol 03 (04) ◽  
pp. 438-443
Author(s):  
Mashkhura Aminovna Khafizova ◽  
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Role Playing Games ◽  
Higher Educational ◽  
Effective Use ◽  
The Russian Language

The purpose of this article is to study and research the methods and forms of using the motivational capabilities of pedagogical games in the process of mastering a foreign speech, in particular the Russian language in non-philological higher educational institutions. The methodology of the article is based on the effective use of various modern pedagogical approaches, accompanied by gaming technologies in the study of Russian as a foreign language. The practical significance of the article lies in the possibility of further application of situational role-playing games, both in psychological and pedagogical activities and in the educational process.

scholarly journals Priority areas formation of speech competence students of non-philological specialties

2020 ◽  
Vol 210 ◽  
pp. 18105
Author(s):  
Olga Ovsyannikova ◽  
Svetlana Bobrova ◽  
Igor Bocharnikov
Keyword(s):  
Teaching Methods ◽  
Process Management ◽  
Role Playing ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Present Stage ◽  
Role Playing Games ◽  
Current Trends ◽  
Speech Training

The article analyzes the current trends and conditions for the development of students 'speech-thinking abilities and the formation of students' speech competence, and examines modern methods used in the classroom to improve the speech culture of future specialists. The data of the ascertaining experiment showing the level of development of speech competence of students are given. Criteria and factors of speech formation are considered. It is emphasized that the leading principle of educational process management is the formation of motivational factors and reflection of students in terms of the quality of their speech. Promising technologies for the formation of speech competence of specialists are identified. The main direction of development of speech competence of students at the present stage is the formation of speech culture based on linguistic, cultural, situational, professional levels; taking into account the psychological characteristics of specialists, factors of motivation and reflection of students. The leading methods of speech training are teaching methods that correspond to a person-oriented technology, problem tasks (search-game, cognitive-search, role-playing games, discussions), language exercises, emotional-behavioral tasks, and others).

Psychology of the game and game content of other activities

2020 ◽  
Vol 2 (80) ◽  
pp. 71-88
Author(s):  
Viktor Moskalets
Keyword(s):  
Military Training ◽  
Role Playing ◽  
Emotional Reactions ◽  
Theoretical Understanding ◽  
Role Playing Games ◽  
Material Goods ◽  
Game Activity ◽  
Full Picture ◽  
The Subject ◽  
Artistic Images

The essential psychological properties of any activity are in its motivation and, consequently, in the goals that direct the subject to it as to a means of achieving them. The core of game activity motivation (game) are positively colored emotional experiences that actually arise in a person (consolation from excitement, spiritual uplift, etc.). Acquisition and use of material goods and / or social benefits do not appear to be its defining motives. And the game does not belong to the future or the past, but only to the present – to its very own course “here and now”. However, such motivational foundation is inherent not only to the game, but also to some other activities. The so-called game means used by other activities are divided into two types – educational-developmental (training, role, business, etc.) and psycho-correctional. In a subject who seeks to use such means effectively should dominate a motivation that corresponds to their purpose. Differentia specifiс of game activity is a creation of purely game pretended situations. Namely, this property is the predicate-discourse basis of the denotation of the term “game”. It is from “pretendness” that those connotative meanings of it and other associations are formed, which create definitive relativism in the semantic field of game activity. A notable condition of the played situations are the rules that provide the game order, while deviations from this order spoil and devalue the game. Like taboos and imperatives of all forms of regulation, the rules of the game do not allow and require self-restraint, which does not stimulate positively colored emotional reactions, because they limit the freedom of action. However, the subject accepts these rules voluntarily and gladly follows them, experiencing “courage” and demonstrating his mental and physical abilities (intelligence, agility, etc.), especially when his game impresses with skill, beauty, and admiration. It is noted that dizzying and amusing situations are essentially not games, but actually entertainment. It is claimed that the game itself and the game content of other activities contain a very noticeable developmental-educational potential, contributing to the successful mastering knowledge, skills, abilities and competencies by a person. First of all, we talk about such teaching methods as business and role-playing games, military training maneuvers, the specialists’ activity in special conditions. At the same time, game psycho-correctional methods, captivating each participant with their game content are designed to help him get rid of the consequences of mental traumas he suffered in life, or “slow down” in his psyche positive, but depressed, inhibited, properties. Therefore, the consolation, the pleasure of such self-purification is the psychological filling of the game content of these techniques. In addition, it is proved that the game develops aesthetic sensitivity – the ability to perceive beauty and enjoy it through the mediation of system, order, harmony and other aesthetic properties. Thus, the game is not only the absence of internal coercion, but also freedom of spirit, the release of mental energy. For example, the subject is immersed into virtual freedom of spirit both during creation and in the situation of perception of art, which pleases and attracts him by this very process. Anyway, a person is amused (“encouraged”) by his living spirit, the ability of his spirituality in empathic responses to artistic images. This basic content of motivation of artistic-aesthetic activity is semantically related to the game motivation. It is argued that the game and religion have similar properties: pretended situations, obligatory conditionalities, positive emotional coloring of the action process. However, this assimilation is the result of a purely theoretical understanding, while the full picture of the existence of the game is much more complex.

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