The Instuments for the Development of Universal Logical Skills of Analysis and the Culture of the Transmission of These Skills in the Process of Professional Training of Mathimatics Teachers

2021 ◽  
pp. 48-57
Author(s):  
Zainep Asanalievna Dulatova ◽  
◽  
Anna Ivanovna Kovyrshina ◽  
Elena Sergeevna Lapshina ◽  
Nikolay Nikolaevich Shtykov ◽  
...  
Keyword(s):  
Text Analysis ◽  
Professional Training ◽  
Learning Activities ◽  
Methodological Principle ◽  
System Activity ◽  
Teaching Tools ◽  
Cognitive Action ◽  
Preparatory Stage ◽  
Cognitive Actions

General logical universal learning activities (analysis, synthesis, comparison, etc.) in studies of the theory of development of universal learning activities are often represented by generalized formulations such as «text analysis», «analysis of the formulation of a theorem», «synthesis of information», etc. This approach does not allow to evaluate the level of complexity of a cognitive action, to determine its specificity, and to distinguish the levels of possession of this cognitive action. The article deals with the approach to forming the general logical action of analysis, which is based on the concept of funding, developed by E.I. Smirnov, V.D. Shadrikov. The methodological principle of the research is associated with various aspects of the system-activity and competence-based approaches to the organization of teaching students of pedagogical specialties. The aim of the article is to develop an approach to the design of teaching tools aimed at the formation of the general logical action of analysis. Results. The article describes the preparatory stage of the implementation of the concept of funding general logical cognitive actions in the training of students of pedagogical direction. The approach to the level differentiation of cognitive action of analysis is proposed. The types of analysis and their manifestations in mathematical and socio-humanitarian disciplines are considered. In conclusion, the necessity of differentiating the analysis in the organization of funding of this action is justified.

scholarly journals Texts of Natural Written Speech as an Object of Genre Analysis: The Problem of Method

2021 ◽  
pp. 99-110
Author(s):  
Nadezhda Tyukaeva ◽  
Konstantin Brinev
Keyword(s):  
Text Analysis ◽  
Main Tool ◽  
Genre Studies ◽  
Methodological Principle ◽  
Universal Method ◽  
Semiotic Model ◽  
Diagnostic Potential ◽  
Speech Genres ◽  
Methodological Problems ◽  
Speech Genre

The article defines the methodological problems of constructing a model of the speech genre and suggests the way of solving them. The existing models of Text – Text components – Genre type are recognized as the main tool for the study and description of speech genres. It is argued that the speech genre description methodology in modern linguistics should be focused on the ideas of systematic construction. The principles of text analysis in the aspect of speech genre studies are determined and some errors of scientifically employed approaches are identified. The elimination of these errors will allow genre studies to shift to a new methodological principle of constructing a genre model that has a diagnostic potential. The current problematic issues of genre studies are formulated. As a productive technology for describing a speech genre, we propose a universal method of functional modelling, which will enable designing genres and their modules on the basis of regularity, obligation, and oppositional character. In order to solve the problem of genre description in the attributive aspect, that is, to determine its units, it is productive to analyze the genre applying the so-called communicative semiotic model, as well as the method of transformational-and-oppositional analysis. The proposed principle of genre description is postulated as a method of objective modelling. Thus, within the framework of this study, the analysis of the theoretical problems of modern genre studies is carried out, the objectives of speech genres investigation are formulated and the approaches to their achieving are presented in an overview.

scholarly journals THE MODEL OF THE DEVELOPMENT IN THE INTELLECTUAL AND CREATIVE ABILITES OF FUTURE MUSIC TEACHERS

2021 ◽  
Vol 1 (45) ◽  
Author(s):  
O. Loboda
Keyword(s):  
Philosophy Of Science ◽  
Professional Training ◽  
Music Teachers ◽  
Structural Components ◽  
System Activity ◽  
Methodological Basis ◽  
Proposed Model ◽  
Creative Abilities ◽  
Characteristic Features ◽  
Pedagogical Research

The article suggests and substantiates the model of the development in the intellectual and creative abilities of future music teachers. The concept of “model” is analyzed and its essential characteristics are identified in the works of leading scientists, theorists of the philosophy of science and in pedagogical research. The content core of the proposed model defines four interrelated components: motivational-target, content-procedural, analytical-cognitive, personal-creative. The methodological basis of the design block of the presented model are system, activity-organizational, synergetic, competence-based and personality-oriented approaches. The characteristic features of the criteria and their indicators are clarified and justified. The following criteria are identified: professional-motivational, cognitive-informational, search-research, creative-productive. Three levels of the development in the intellectual and creative abilities are highlighted – low (indifferent), medium (motivated) and high (creative), which holistically reflect the implementation of the process of the development in the intellectual and creative abilities of future music teachers in the process of professional training.Key words: Model, Pedagogical Conditions, Approaches, Structural Components, Criteria, Indicators, Levels, Development of Intellectual and Creative Abilities, Future Music Teachers, Professional Training.

scholarly journals REFLECTIVE PORTFOLIO IN PROFESIONAL TRAINIGH OF FUTURE SPECIALITS

2021 ◽  
Vol 1 (192) ◽  
pp. 48-53
Author(s):  
Larysa Garbuzenko ◽  
◽  
Svitlana Omelianenko ◽  
Keyword(s):  
Professional Training ◽  
Sources Of Information ◽  
Working Process ◽  
Self Assessment ◽  
Preparatory Stage ◽  
Three Stages ◽  
Training Exercises ◽  
Reflective Skills

The authors make actual the possibilities of a reflexive portfolio use in future specialists’ professional training. A reflexive portfolio provides an assessment and self-assessment of achieving goals, features of the course and quality of work with various sources of information, feelings, reflections, impressions and it also reflects both a problem of a study topic and a working process on it. An algorithm for creating a reflective portfolio is considered, which consists of three stages. The preparatory stage provides modelling of the structure and content of a reflexive portfolio. The search and analytical stage includes the systematization of materials reflecting the analysis, evaluation of the process and results of activities. At the final stage, there is a reflection of one’s own reflective activity and the presentation of a reflective portfolio. The article suggests the structure of a reflective portfolio: sections «My expectations», «A step to success», «Defect-effect», «I am a creator». In the process of the creation and presentation of a reflective portfolio, training exercises «The goal of studying», «The chart of my goals», «A suitcase», «The diary of double notes», «Gifts», which develop situational, retrospective and prospective reflection in students. Based on the results of the analysis of the results of the implementation of a reflexive portfolio, it was revealed that this work contributes to the development of reflective skills, the determination of the possibilities of one’s own activity, the choice of optimal options for achieving the intended goals, and the forecasting of the results of one’s activity.

scholarly journals THE ROLE OF MUSICAL HERMENEUTICS IN THE FORMATION OF A CULTURE OF INTERPRETATION IN PERFORMERS

2020 ◽  
Vol 8 (2) ◽  
pp. 130-135
Author(s):  
Dina Vladimirovna Kharicheva ◽  
Lyudmila Voldemarovna Bigler ◽  
Sergei Nikolaevich Baidalinov ◽  
Anna Valeryevna Zhilina ◽  
Elena Anatolyevna Meleshkina
Keyword(s):  
Social Sciences ◽  
Professional Education ◽  
Text Analysis ◽  
Professional Training ◽  
Art Criticism ◽  
Textual Analysis ◽  
Point Of View ◽  
Mental Abilities ◽  
Musical Hermeneutics

Purpose of the study: The purpose of this work is to consider the possibilities of hermeneutics in developing the skill of understanding a musical text as one of the main mental abilities of musician-performers. Methodology: The study is based on the method of hermeneutics, the method of analyzing a musical text, which is widely used in the humanities and social sciences in general and plays an essential role in art criticism. Unlike other methods, text analysis uses the point of view of the author of the text. Interpretative and content analysis are the two primary forms of textual analysis of cultural artifacts. Interpreting textual analysis seeks to go beyond the surface of the meaning and explore the hidden "message" of the author. Main Findings: The main findings of the study are that the role of musical hermeneutics is important in the professional training of contemporary performers in connection with the need to develop their ability to understand a musical text and form a culture of interpretation. Applications of this study: This research can be used in musicological analysis and the process of professional education of musician-performers and theorists. The novelty of the work consists in proving the effectiveness of the method of musical hermeneutics in the formation of a culture of interpretation in performers. Novelty/Originality of this study: The method turned out to be effective for not only the theory of literature, hermeneutics, and semiotics, but also for musicology and the work of composers and performers directly working with intertexts.

scholarly journals PRACTICE-FOCUSED TRAINING: POSSIBILITIES, RISKS, SOLUTIONS

2020 ◽  
pp. 92-99
Author(s):  
L.V. Lvov ◽  
◽  
L.N. Degterenko
Keyword(s):  
Professional Training ◽  
Process Research ◽  
Educational Process ◽  
Negative Consequences ◽  
Present Stage ◽  
Social Partnership ◽  
System Activity ◽  
Professional Activities ◽  
Organization And Management ◽  
Professional Self

The problem of proving the possibility of implementing practice focused training taking into account the risks revealed while introducing WorldSkills (WS) standards at the present stage of professional training is solved. Practice focused training is viewed as an operable educational process forming an ability and readiness to realize practical professional activities on the basis of professional self-identification, knowledge, skills, experience and personality. The methodology of system-activity and competence-context approaches considers the planned outcomes and practical focus of the educational process. Organization and management, organization of educational process, research, staffing and social partnership are considered as the main areas of practice-focused training to decrease possible negative consequences connected with the introduction of WS standards to the educational process.

scholarly journals Professional training of future Foreign language teacher in conditions of system-activity approach

2020 ◽  
pp. 96-105
Author(s):  
Aliona Shyba
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Teachers ◽  
Interactive Methods ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Interactive Technologies ◽  
System Activity ◽  
Teachers Training ◽  
The Impact

The article deals with the conditions of future foreign language teachers' training. The author clarifies the concept of system-activity approach, substantiates its importance in the academic process. It is revealed that the system-activity approach makes the process of future foreign language teachers' training more integral, scientifically oriented and systematic. A competent responsible specialist, able to meet the demands of the time, can only be prepared in an open educational system. The reason for this is because the open system constantly interacts with the environment, its source of existence lies beyond its borders. It is stated in the article that the activity approach in the process of future teachers' training allows to direct students to independence in learning; to teach them to effectively organize their activity; to set the goal and achieve its realization; to be able to apply analysis and synthesis not only for carrying an individual research, but for using them while solving practical tasks, evaluating the results of their activities. The author also analyzes the impact of interactive methods on the effectiveness of learning. Interactive learning is viewed both as the process of collective cognition, where knowledge is acquired as a result of collaborative activities, and as the use of the latest information technologies in the academic process. The application of a number of interactive technologies is described, such as the technologies of cooperative and collective-group learning, situational modeling and processing of discussion questions, as well as informational and communication technologies. It is proved that system-activity approach to training future teachers by means of interactive technologies helps increase the level of students' motivation and creates favorable conditions for mastering their future professional skills.

scholarly journals CONTINUITY OF PRESCHOOL AND ELEMENTARY EDUCATION THROUGH THE USE OF PROJECT ACTIVITY

2020 ◽  
pp. 9-15
Author(s):  
Наталия Альбертовна Семёнова
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Primary Education ◽  
Educational Level ◽  
Learning Activities ◽  
Age Group ◽  
System Activity ◽  
Project Activity ◽  
Basis System ◽  
Different Levels

Рассматривается вопрос осуществления преемственности дошкольного и начального образования. Преемственность понимается как взаимодействие между разными ступенями образования, обеспечивающее развитие детей, обогащение знаний и опыта, основанное на учете специфики возраста, применении соответствующих, эффективных для каждой ситуации средств, методов, форм педагогической деятельности, направленных на плавное поэтапное становление учебной деятельности ребенка и переход его от одного образовательного уровня к другому. Анализ стандартов дошкольного и начального общего образования с позиции реализации преемственных связей дал возможность выявить сходства в целях, теоретико-методологической основе (системно-деятельностный подход), в структуре, позволяющей определить согласованность содержания и способов его реализации на обоих уровнях. Важным механизмом преемственности является поиск сквозных, т. е. есть актуальных для разных уровней образования технологий и методов. Этому требованию отвечает проектная деятельность дошкольника и младшего школьника, которая представлена как интегративная деятельность. Последняя включает игровую, исследовательскую, творческую деятельность и особые образовательные результаты в каждой возрастной группе. The author considers the issue of the implementation of the continuity of preschool and primary education. Continuity is understood as the interaction between different levels of education. This interaction provides the development of children, enriching their knowledge and experience. It is based on taking into account the specifics of age, the leading type of activity, on the use of appropriate, effective for each situation means, methods, forms of pedagogical activity. The continuity of methods and means is aimed at establishing a smooth phased formation of the child’s learning activities and moving him from one educational level to another. The author analyzes the standards of preschool and primary general education from the perspective of the implementation of continuity. The analysis showed similarities in goals, in a theoretical and methodological basis (system-activity approach), in the structure, which allows us to determine the consistency of the content and methods of its implementation at the levels of preschool and primary education. An important mechanism of continuity is the search for cross-cutting, that is, relevant for different levels of education, technologies and methods. This requirement meets the project, which the author presents as an integrative activity, combining game, research, creative activities. The researcher presents the special results of the implementation of project activities in each age group and their relationship.

scholarly journals PROFESSIONAL TRAINING OF FUTURE SKILLED WORKERS OF THE MACHINE-BUILDING INDUSTRY BY DUAL FORM OF EDUCATION

2019 ◽  
pp. 54-61
Author(s):  
Олександр Стрілець
Keyword(s):  
Vocational Education ◽  
Professional Training ◽  
Professional Competence ◽  
Machine Building ◽  
Building Industry ◽  
Skilled Workers ◽  
Education Management ◽  
Dual Form ◽  
Cognitive Action ◽  
The Individual

The paper focuses on the necessity of substantiating the essence and structure of the professional training of future skilled workers by the dual form of education. In the context of the formulated goal, an analysis of the concepts of “essence”, “structure” and “professional competence” is carried out. On the basis of the results of analysis and generalization of scientific researches, it has been established that the professional training of future skilled workers of the machine-building industry by the dual form of education should be assessed by motivational, cognitive, action-related and reflexive criteria. The structure of professional training of future skilled workers of the machine-building industry by the dual form of education is presented in the form of four interrelated components: valuable-motivational, innovational-cognitive, professional-action-related, reflexive-estimated. The model of the dual form of education in Germany is described. It has been determined that the interaction between vocational schools in Germany and employers at the individual and institutional level is considered to be one of the most effective tools for developing a system of vocational education. The author carries out a theoretical analysis of pedagogical sources of philosophical, educational, methodological, psychological, pedagogical literature and scientific works of domestic and foreign researchers, normative and legal documents; modeling (synthesis), comparison, classification, systematization and generalization of theoretical and experimental data. The peculiarities of updating the contents of vocational education, management of the system of vocational education, changes in the system of professional training of specialists of the machine-building industry, adaptation of the ...

Organization of Training of Future Teachers, Aimed at Forming their Culture of Translatuon of Universal Learning Activities

2020 ◽  
pp. 72-80
Author(s):  
Zainep Asanalievna Dulatova ◽  
◽  
Anna Ivanovna Kovyrshina ◽  
Elena Sergeevna Lapshina ◽  
Nikolay Nikolaevich Shtykov ◽  
...  
Keyword(s):  
Cognitive Activity ◽  
Educational Practice ◽  
Theoretical Concept ◽  
Learning Activities ◽  
Future Teachers ◽  
Final State ◽  
State Certification ◽  
Cognitive Actions ◽  
Human Thinking ◽  
Further Development

General logical universal learning activities (analysis, synthesis, comparison, etc.) are traditionally considered as basic actions that underlie human thinking. It is generally accepted that already in elementary school, general logical cognitive actions are formed at a sufficient level to understand the diversity of their structure, forms of application in various situations. At the same time, it is assumed that their further development should occur automatically when mastering the content of subject training. However, this opinion is not confirmed either by educational practice or by the results of the final state certification. We also note that the elementary nature of general logical actions causes a tendency to describe them superficially in pedagogical studies devoted to the formation of logical ULA, which prevents the solution of this problem. The methodological basis of the research is the application of the basic components of the system-activity and competence-based approaches in the organization of teaching students of the pedagogical specialty. The general aim of the article was to develop a theoretical concept of training future teachers, aimed at forming a culture of translation of general logical ULA Results. The article proposes an approach to the formation of a culture of translation of general logical methods of cognitive activity among future mathematics teachers, based on the concept of funding the corresponding logical actions. In conclusion, the expediency of using this approach in teaching bachelors of pedagogical education in various specialties is noted.

scholarly journals The Potential of Modern Telelearning Tools for Collaborative Learning

1999 ◽  
Vol 24 (3) ◽  
Author(s):  
Larry Katz ◽  
Alireza Rezaei
Keyword(s):  
Collaborative Learning ◽  
Delivery Systems ◽  
Course Delivery ◽  
Learning Activities ◽  
Web Based ◽  
Electronic Learning ◽  
Teaching Tools ◽  
University Of Calgary ◽  
The University ◽  
Theoretical Foundations

Abstract: Recently, a variety of telelearning/teaching tools and Web-based course delivery systems have been developed. Most of these tools are reported to be useful in collaborative learning. However, in this paper it is argued that true collaboration in schools requires not only the technology, but also well-designed learning activities based on sound principles of collaborative learning. In this paper, theoretical foundations and the importance of collaborative learning are discussed, then three sophisticated telelearning tools and their potential for collaborative learning are presented. Finally, in view of the costs and the limitations of these tools, a Collaborative Electronic Learning model based on a three-year study at the University of Calgary is suggested as a more promising and more economic alternative. Résumé: Récemment, une variété d'outils de téléapprentissage et de systèmes de livraison de cours sur le Web a été développée. La plupart de ces outils, dit-on, sont utiles pour l'apprentissage coopératif. Cet article, toutefois, soutient qu'une véritable collaboration dans les écoles requiert non seulement la technologie, mais aussi des activités d'apprentissage bien conçues qui se fondent sur des principes solides d'apprentissage coopératif. Cet article discute donc du fondement théorique et de l'importance de l'apprentissage coopératif, après quoi il présente trois outils de téléapprentissage sophistiqués et décrit leur potentiel pour l'apprentissage coopératif. Enfin, en vue des cou^ts et limites de ces outils, l'article propose un modèle de Collaborative Electronic Learning (Apprentissage coopératif électronique) basé sur une étude de trois ans menée au University of Calgary; il suggère que cette alternative est plus prometteuse et moins dispendieuse.

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