scholarly journals Cultural-Historical Foundations of School Course in Biology

2020 ◽  
Vol 25 (3) ◽  
pp. 5-16
Author(s):  
L.N. Suchorukova ◽  
E.I. Isaev
Keyword(s):  
Middle School ◽  
General Education ◽  
Subject Area ◽  
Educational Process ◽  
Learning Activity ◽  
Theoretical Concepts ◽  
Methodological Basis ◽  
The Subject ◽  
Biological Literacy ◽  
Selection Of

The article analyzes the provisions of the cultural-historical psychology that serve as a theoretical and methodological basis for the practice of general education in biology. International monitoring of educational achievements reveals low biological literacy of Russian schoolchildren. The authors see the main reason in the insufficiently thought-out selection of the subject content. In middle school courses, it is mostly empirical, reduced to the study of the structure and functions of organisms and their diversity. In high school courses, it is theoretical, but theoretical concepts are given in a ready-made form, are not sufficiently interconnected and are often reduced to dictionary definitions, which negatively affects the development of cognitive and personal abilities of students. Currently, general biological education is being reformed, and the concentric construction of the subject content is being replaced with a linear one, which completely eliminates theoretical concepts from the middle school courses. The authors see the solution to the problem in updating the content of the school course in biology. As a methodological basis for the selection of content, a system approach is considered, the provisions of which were implemented by L.S. Vygotsky in the construction of the subject area of the cultural-historical psychology. Vygotsky’s ideas about developmental learning and their further elaboration in the general psychological and psychological-pedagogical theory of activity are suggested as a theoretical basis for the organization of the educational process. Special attention is paid to the theory of learning activity developed in the works of D.B. Elkonin, V.V. Davydov, their disciples and followers. The paper presents the concept of the content for the school course in biology and describes the experience of its implementation.

REQUIREMENTS FOR SCHOOL TEXTBOOKS FOR THE UPDATED EDUCATION SYSTEM

2020 ◽  
Vol 73 (3) ◽  
pp. 376-380
Author(s):  
Z. Rustemova ◽  
◽  
A. Duisembekova ◽  
Keyword(s):  
General Education ◽  
Time Management ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Subject Area ◽  
Educational Process ◽  
Future Generations ◽  
Psychological Skills ◽  
Effective Time ◽  
The Subject

In the article, the authors consider the reflection of trends in updating the content of General education in Kazakh school textbooks and emphasize a number of requirements for textbooks of a new format. The educational program is included in the educational process of the updated and modern, to meet the needs of future generations of the program.The article also identifies and analyzes the main trends related to updating the content of education in the field of education and its reflection in the Kazakh educational literature.In the rapidly developing world of high technology and information, a new way of education requires students not only to master the skills of the subject area, but also to develop new approaches to solving problems and tasks of critical thinking, learning. Universal skills most often include such socio-psychological skills as leadership, creative thinking, effective time management, divergent thinking, and cognitive flexibility.

Didactics of primary education

2021 ◽  
Author(s):  
Anna Voroncova ◽  
Tat'yana Sutyagina ◽  
Oksana Pavlova ◽  
Elena Tihomirova ◽  
Anna Samohvalova ◽  
...  
Keyword(s):  
General Education ◽  
Primary Education ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Learning Activity ◽  
Federal State ◽  
Technology Project ◽  
Project Method ◽  
Educational Standard ◽  
State Educational

The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".

Specific features of family awareness among convicted women in prisons

2021 ◽  
Vol 234 (11) ◽  
pp. 58-64
Author(s):  
FAINA I. CEWLYA ◽  
◽  
ELVIRA V. ZAUTOROVA ◽  
Keyword(s):  
Analytical Methods ◽  
Family Relations ◽  
Educational Process ◽  
Correctional Institution ◽  
Distinctive Features ◽  
Methodological Basis ◽  
Successful Adaptation ◽  
The Subject ◽  
Female Convicts

t. The article presents the results of a study of the characteristics of family awareness among convicted women. The subject of the article is family and family relations. The aim of the study was to determine the factors for successful adaptation in prisons and resocialization after release. Scientific works of foreign and domestic scientists, synthesis, analysis, statistical and analytical methods made the methodological basis of the research. As a result of the work carried out, the distinctive features of family awareness by female convicts serving sentences in prisons were identified, which must be taken into account when carrying out psycho-correctional measures, during the educational process in a correctional institution.

DIDACTICAL POSSIBILITIES OF CLIL TECHNOLOGY IN TEACHING RUSSIAN LANGUAGE TO HISTORICAL STUDENTS AT A PEDAGOGICAL UNIVERSITY

2021 ◽  
Vol 77 (3) ◽  
pp. 66-77
Author(s):  
A.B. Umarova ◽  
◽  
G.A. Kazhigaliyeva ◽  
Keyword(s):  
Language Learning ◽  
Subject Area ◽  
Educational Process ◽  
Russian Language ◽  
Innovative Methods ◽  
Technology In Teaching ◽  
Language Classes ◽  
Language Needs ◽  
The Subject ◽  
The Russian Language

The article examines the issues of the systemic use of CLIL technology in teaching the Russian language to students-historians at a pedagogical university. The urgency of introducing innovative methods into the learning process is substantiated, including the use of Content and Language Integrated Learning (CLIL) in the linguistic educational process, which makes it possible to combine the study of a language and a special subject, thus expanding the general educational space through a functional approach. to language learning. The article describes the content of the survey conducted by the authors among 1st year students of the history profile, specialties "History" and "History-geography" of Abai Kazakh National Pedagogical University. The subject of the survey of students was to identify the language needs and opinions of students regarding the use of CLIL technology in Russian language classes. The results of the survey made it possible to assert that the formation of professional-communicative, cultural-communicative competencies in the classroom in the Russian language through the CLIL technology allows you to learn the language, simultaneously activating knowledge from the subject area.

THEORETICAL DEFINITIONS FOR AUXILIARY CONCEPTS OF VARIOUS LEVELS OF ABSTRACTION

2020 ◽  
pp. 28-31
Author(s):  
Valentin Karpovich
Keyword(s):  
Theoretical Model ◽  
Subject Area ◽  
Theoretical Concept ◽  
Theoretical Knowledge ◽  
Practical Application ◽  
Levels Of Abstraction ◽  
Theoretical Concepts ◽  
The Subject ◽  
Logical Constraints

Theoretical knowledge may contain various levels of abstraction represented by logical constructions from the observed characteristics of objects from the subject area of the theory. The degree of abstractness can be de-scribed by the complexity of the structures obtained from the initial observational terms. Such auxiliary construc-tions are characterized as explicit or implicitdefinitions of theoretical concepts in terms of observational. One of the techniques for constructing such definitions is the operationalization of abstractions by a system of reduction sentences. In this case a theoretical concept is characterized as “open” and plays a role of logical and methodo-logical constraints for expanding the possible connections of the theoretical model with the help of concepts from the domain of intended practical application.

Modern Pedagogical Technologies As a Tool of Modeling of Professional Activity in Educational Process of Pedagogical College

2017 ◽  
Vol 5 (6) ◽  
pp. 34-39
Author(s):  
В. Сморчкова ◽  
V. Smorchkova ◽  
К. Сумнительный ◽  
K. Sumnitel'nyy
Keyword(s):  
General Education ◽  
Philosophy Of Education ◽  
Educational Process ◽  
Educational Technologies ◽  
Professional Activity ◽  
Future Teachers ◽  
Teacher Training College ◽  
The Russian Federation ◽  
Legislative Changes ◽  
Selection Of

In article the urgency of development of modern educational technologies by teachers of pedagogical colleges is justifi ed. Relevance is considered as part of the philosophy of education, and in the context of legislative changes enshrined in the law “On education in the Russian Federation” and the FSES at all levels. We considered two aspects of this process: educational technology used in teaching, and support of college students in the selection of complex educational technologies to replenish professional tools for future teachers. The factors which prevent not only the process of implementation of pedagogical technologies in educational process of pedagogical colleges, but also in the practice of General education are considered. The measures to facilitate the organization of such a process are off ered and criteria that can be used both for the selection of the most eff ective for teaching in a teacher training college, and for the creation by future teachers of their own complex of pedagogical technologies are given.

scholarly journals On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education

2021 ◽  
Vol 103 ◽  
pp. 01017
Author(s):  
Zoya D. Denikina ◽  
Anatoly V. Denikin
Keyword(s):  
Higher Education ◽  
Subject Area ◽  
Educational Process ◽  
Theory And Practice ◽  
System Level ◽  
Practical Solution ◽  
Classical Education ◽  
Different Types ◽  
The Subject

The article traces the substantial and functional evolution of interdisciplinary and transdisciplinary knowledge and its integration into the theory and practice of higher education. The method of distinguishing between classical, non-classical, and post-non-classical rationality is used to disclose the specifics of university transdisciplinarity. The proposed hypothesis suggests that in non-classical and post-non-classical education, different types of studied objectivity exist while when the subject boundaries are fixed, various forms of subject uncertainty are observed. Difficulties in the practice of non-classical education are associated with the objective of overcoming double uncertainty. In one case, the onedimensionality of the study depends on the choice of ontological conditions that are only sufficient for a given monodiscipline. In another case, the task of combining the intervals of studying a subject in the framework of multidisciplinary knowledge is being solved. Transdisciplinarity manifests primarily through educational modeling technologies. What can be attributed to the specifics of post-non-classical education is the study of two types of objectivity: the system-level reality in cases of severe disequilibrium and the system-operational reality in cases of mild disequilibrium. Thus, the subject area demonstrates substantial and systemic uncertainty. It is concluded that the study of systemic objects as a part of the educational process requires interdisciplinary efforts and is carried out in line with the following scheme: problem – project – concept – practical solution.

scholarly journals Implementation of the «Single Text Day» campaign in rural and urban schools of the Yaroslavl region

2021 ◽  
Vol 1 (7) ◽  
pp. 113-127
Author(s):  
Nataliya V. Kiseleva ◽  
Keyword(s):  
General Education ◽  
Educational Process ◽  
Reading Literacy ◽  
Federal State ◽  
International Studies ◽  
Professional Activities ◽  
Rural And Urban ◽  
Single Text ◽  
State Educational ◽  
Selection Of

The implementation of the requirements of the federal state educational standards of primary general, basic general and secondary general education makes its ownadjustments to the educational process. Today, the formation of metasubject skills, universal educational actions that allow modern schoolchildren to quickly adapt to changing conditions, is becoming valuable. One of these skills is to find, interpret, and evaluate information. An analysis of international studies such as PISA shows that the formation of reading competence among Russian fifteen-year-olds is low. This is due to the fact that schools have weak systematic work with information (for example, there is no work with electronic texts or there is work only with solid texts). To this can be added the disunity of school subjects: each teacher in their professional activities uses their own set of methods and techniques to form the reading literacy of students. The search for technologies and teaching methods aimed at consolidating the efforts of teachers of different academic subjects led to the development of the «Single Text Day» technology and to the «Single Text Day» campaign, the features of which are described in this article. The main goal of the Campaign is the formation and development of schoolchildren’s reading literacy. The article consistently reveals the stages of preparation for the Day of a single Text: from the list of planned results, the description of the subtleties in the selection of the text to the features of the final work to the ways of adapting ready-made materials. It also analyzes the perception of the Day of a single Text by students and teachers who participated in the Campaign.

scholarly journals PERCEPTIONS OF THE NON-ENGLISH DEPARTMENT LECTURERS TOWARDS CLIL IN HIGHER EDUCATION

2017 ◽  
Vol 1 (2) ◽  
pp. 52
Author(s):  
Fitri Budi Suryani
Keyword(s):  
Higher Education ◽  
Subject Area ◽  
Learning Activity ◽  
Elementary Level ◽  
English Department ◽  
Approach To Learning ◽  
English Departments ◽  
Learning Content ◽  
The Subject ◽  
Globalized World

Content and Language Integrated Learning (CLIL) is an approach to learning activity that uses foreign language as a medium for learning content so that the competence on the language and the subject area content can be achieved simultaneously. CLIL can be implemented in elementary level, secondary level, as well as tertiary or higher education level. In higher education, CLIL might have two significant reasons to be implemented: the globalized world and university internationalization. So far in Indonesia, nearly all universities have not implemented CLIL yet. This study aims at finding out the lecturers’ perceptions towards CLIL in higher education. The participants of the study were thirty-three lecturers from non-English departments of Universitas Muria Kudus. The intrument to collect the data was closed-ended questionnaire. The result reveals that the non-English department lecturers quite disagree for CLIL to be implemented in higher education. Their objection for having English as a medium of instruction seems to lie in their own ability of English as well as their students’ poor English proficiency. Keywords: CLIL, higher education, non-English department lecturers

Sign in / Sign up

Export Citation Format

Share Document