scholarly journals Educational Environment and Indicators of Child Development

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Vitaliy Rubtsov ◽  
Irina Ulanovskaya
Keyword(s):  
Cognitive Development ◽  
Activity Theory ◽  
Personal Development ◽  
Educational Environment ◽  
Learning Activity ◽  
Educational Content ◽  
Self Assessment ◽  
Educational Environments ◽  
Level Of Aspiration ◽  
Development Of Students

The article presents the author's approach to the interpretation of the concept of the educational environment of the school, based on the activity theory of A. N. Leontyev and on learning activity theory of D. B. Elkonin – V. V. Davydov. Significant features of two types of educational environments – the developing educational environment and the environment based on traditional educational content – are highlighted. A broad diagnostic research into the indicators of cognitive, social and personal development of students of these two types of educational environments was carried out. The study involved 2,304 students in the 5th and 9th grades from 24 schools. To assess cognitive development, data from two tests is used: CFT2 and the “Transposition” method (author A. Z. Zak). An original diagnostic procedure has been developed to distinguish the role of factors of biological maturation and the educational environment of a particular school in the process of cognitive development of students. Several sources were used to diagnose the social aspects of student development. This is a sociometric test, analysis of interactions in the system “students-teacher,” recorded in the course of observation at the lesson (based on the author's “scheme of lesson analysis” – authors I. M. Ulanovskaya, N. I. Polivanova, E. V. Vysotskaya) and content analysis of children's essays on the topic “My school.” Indicators of personal development of students were determined by the scale “self-assessment and level of aspiration” test and the test of school anxiety (A. Prihodjan). All data was subjected to statistical and qualitative analysis. The results obtained showed a high efficiency of the developing educational environment in the cognitive development of students. This is an expected result, since the programs used in developing educational environment are aimed at developing theoretical thinking based on the development of special educational content and appropriate forms of organization of the learning process. Our results showed that educational environment developing qualitatively changes the sociometric structure of the class, making it more psychologically comfortable for students, increases cognitive motivation and reduces educational anxiety, makes self-assessment and level of aspiration more differentiated.

REFLECTIVE PRACTICES FOR THE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN EDUCATIONAL INDEPENDENCE

2021 ◽  
Author(s):  
Мария Сергеевна Новикова
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Educational Environment ◽  
The Self ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Self Reflection

В статье ставится проблема развития рефлексии младших школьников. Раскрывается значение рефлексивных практик как продуктивного инструмента формирования учебной самостоятельности, способности к самооценке, творчеству и самосовершенствованию. Выделены принципы построения образовательной среды, способствующей личностному развитию школьников в рамках рефлексивно-позиционного подхода. The article raises the problem of developing the self-reflection of primary school students. It reveals the significance of reflexive practices as a productive tool for the formation of educational independence, the ability to self-assessment, creativity and self-improvement. It highlights the principles of creating an educational environment fostering personal development of schoolchildren within the framework of the reflexive-positional approach.

scholarly journals Intellectual and creative development of a pupil 's personality in the process of educational activity (theoretical and methodological aspect)

2018 ◽  
Vol 27 (3) ◽  
pp. 183-187
Author(s):  
S.D. Shakura
Keyword(s):  
Personal Development ◽  
Individual Learning ◽  
Educational Process ◽  
Educational Activity ◽  
Learning Activity ◽  
Proximal Development ◽  
Self Assessment ◽  
Creative Development ◽  
Development Activity ◽  
Leading Role

The article deals with the problem of intellectual and creative development of an individual in the educational process; it is paid attention to the peculiarities of organization of educational process, directed to formation of individual learning activity of a pupil.Intellectual and personal development of a pupil as a subject takes place in the process of formation of individual learning activity, which involves the pupils to possess as learning actions(goaldefinition, transformation, modeling, designing, control, assessment, correction) and meaningful actions (analysis, planning, reflection, generalization).For the implementation of individual learning activityit is also required general educational skills (writing, reading, counting, ability to work with a textbook, etc.). In other words, we can say that educational activity is an activity on self-change of own knowledge and skills, its result – those increments which occurred during its implementation in the intellectual self-development of the subject. The essence of these changes – to acquire by pupils new abilities in the process of mastering some other ways of actions with the system of scientific notionswhich the pupil learns. The formation of individual learning activity of pupils occurs only with properly organized training, which is based on such methodological provisions as training in zone of proximal development, activity forms of training, communicative collective-distributed type of learning activity; the leading role of theoretical knowledge in determining of learning activity content; focus of control and evaluation activities on the formation of reflective control and adequate self-assessment. In the system unity of these provisions communicative-activity approach performs integrative function. It provides formation of individual learning activity of pupils and, as a result, their intellectual and creative development.

scholarly journals Learning Аctivity as an Effective Way to Develop Meta-Subject and Personal Competencies in Elementary School Students

2020 ◽  
Vol 16 (2) ◽  
pp. 51-60 ◽  
Author(s):  
V.V. Rubtsov ◽  
I.M. Ulanovskaya
Keyword(s):  
Personal Development ◽  
Cognitive Conflict ◽  
Educational Environment ◽  
Learning Ability ◽  
Learning Activity ◽  
School Students ◽  
Educational Work ◽  
Social Competencies ◽  
Personal Competencies ◽  
Effective Development

The article presents data from many years of research that confirms the fact that the system of teaching younger students based on the method of learning activity creates conditions for successful cognitive, social and personal development of children in primary school. Students aged 10—11 show a higher level of mastery of key competencies than their peers who study on the basis of traditional methods and techniques of organizing educational work. It is reliably established that the" developing educational environment” allows children to form higher results on such important indicators of learning ability as the ability to separate the known from the unknown and ask questions about the unknown. The indicators of development of the basics of theoretical thinking (content analysis, depth of planning, reflection) in children who study on the basis of the method of learning activity are higher than in children who study in a traditional school. The "developing educational environment”, in contrast to traditional schools, contributes more to the effective development of children's social competencies - the ability to interact, overcome cognitive conflict, and exercise mutual control and evaluation of actions performed.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

Arts Education in Canadian Schools as a Tool for the Development of Students’ Key Competences

2018 ◽  
Author(s):  
Alona Bovt
Keyword(s):  
Academic Success ◽  
Personal Development ◽  
Arts Education ◽  
Quality Of Education ◽  
Cultural Participation ◽  
Right To Education ◽  
Technological Competence ◽  
Key Competences ◽  
Development Of Students

The article is about arts education in Canadian schools, used as a tool for the development of students’ key competences. It is proven that arts education fulfils a lot of functions (develops individual capabilities, provides right to education and cultural participation, improves quality of education and the expression of cultural diversity) and has various benefits (intrinsic and extrinsic) for people. It contributes to overall development of students (moral, physical, cognitive, emotional etc.), enhances their motivation and academic success. The article shows that arts education is a powerful tool for developing Essential Graduation Learning- some of the key competences for school graduates: aesthetic expression, citizenship, communication, personal development, problem solving, technological competence, spiritual/moral development.

Opportunities for the influence of humanitarian subjects on the spiritual and moral development of the cadets of higher educational organizations of the MIA of Russia

2020 ◽  
Vol 2020 (3) ◽  
pp. 194-201
Author(s):  
Zlata Vasileva
Keyword(s):  
Moral Development ◽  
Experimental Work ◽  
Personal Development ◽  
University Education ◽  
Moral Foundations ◽  
Educational Organizations ◽  
Wide Range ◽  
Higher Educational ◽  
Interdisciplinary Interaction ◽  
Development Of Students

The relevance of the topic is related to the importance of humanitarian education for the formation of worldview and spiritual and moral foundations of the personality. The need for humanistic and humanitarian orientation of University education is justified by many pedagogues. Universities of the MIA of Russia provide students with the opportunity to master a wide range of Humanities. The article presents the results of a study that developed a system of Humanities that affect the spiritual and moral development of students. In the course of the analysis, the worldview and psychological and pedagogical blocks of Humanities were identified, and the number of hours for each course of study was indicated. In addition, the article shows the interdisciplinary connections of Humanities that integrate knowledge on the spiritual and moral sphere of personal development. There are four thematic modules of Humanities: “Man”, “Society”, “Activity”, “Universe”. The analysis of the interdisciplinary interaction of the selected thirteen Humanities is carried out. Examples of forms and methods of formative work are shown, according to the curricula for the mastering these disciplines. The topics, their content, forming competencies, forms and methods of experimental work are correlated, which allows us to clearly trace the interdisciplinary connections.

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

scholarly journals Creating Ergonomic Learning Environment: the conceptual Apparatus

2020 ◽  
pp. 83-91
Author(s):  
Л.П. Окулова
Keyword(s):  
Learning Environment ◽  
Personality Development ◽  
Educational Environment ◽  
Learning Space ◽  
Theoretical Substantiation ◽  
Conceptual Apparatus ◽  
Academic Activities ◽  
Educational Environments ◽  
Educational Ergonomics ◽  
Educational Potential

В статье исследуется проблема формирования понятийного аппарата нового раздела педагогики — эргономики образования. Актуальность обусловливается необходимостью обеспечить комфортность и безопасность процесса обучения, что достижимо посредством формирования эргономической образовательной среды. Целью является теоретическое обоснование процесса формирования эргономической образовательной среды, обеспечивающей развитие личности и сохранение здоровья при наличии образовательного потенциала. Рассматриваются разработки отечественными и зарубежными авторами терминологической структуры эргономической образовательной среды. В работе в качестве методологического выступает эргономический подход, а также применяется анализ и обобщение научных исследований по проблеме формирования эргономической образовательной среды в системе образования. Исследуя формирование эргономической образовательной среды, мы выявляем, что данный феномен в педагогике не изучен. Лишь фрагментарно представлены положения педагогической эргономики как раздела педагогики. Нами сформулировано несколько понятий: «эргономическая образовательная среда», «эргономическая образовательная система», «эргономичность», «эргономическое образовательное пространство», «эргономизация». Раскрыта их сущностная характеристика и наполняемость, дана характеристика эргономической компоненты образовательной среды, отмечены этапы, принципы, параметры, требования и показатели процесса формирования эргономической образовательной среды, а также указан компонентный состав технологии создания и применения комфортной среды в образовательном процессе. Делается вывод, что при формировании эргономической образовательной среды на основе эргономического подхода учет учебной деятельности обучающихся и трудовой деятельности педагога обеспечит развитие личности и сохранение здоровья. The article investigates the issue of creating the conceptual apparatus of a new branch of pedagogy, namely educational ergonomics. The relevance of the research is accounted for by the necessity to ensure comfortable and safe education, which can only be achieved through an ergonomic educational environment. The aim of the research is to provide a theoretical substantiation of the necessity to create an ergonomic educational environment which ensures learners’ harmonious development and health preservation coupled with learners’ educational potential. The article investigates Russian and foreign scholars’ works devoted to the investigation of terminology related to educational ergonomics. Having researched the formation of ergonomic educational environments, we can maintain that the phenomenon is largely underinvestigated. Pedagogical ergonomics is only treated as a branch of pedagogy. We have formulated a number of notions such as ergonomic educational environment, ergonomic educational system, ergonomics, ergonomic learning space, ergonomization. The article characterizes the essence and the content of the notions, characterizes the ergonomic components of educational environments, speaks about the stages, principles, parameters, requirements and indices of the process of ergonomic educational environment formation. It also discusses the components of the technology of creating a comfortable learning environment. The author concludes that when an ergonomic educational environment is created, the analysis of teachers’ and learners’ academic activities can ensure both personality development and health preservation.

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