scholarly journals On the effectiveness of mechanisms of psychophysiological adaptation in the dynamics of the educational process

2020 ◽  
Vol 10 (6) ◽  
pp. 67-77
Author(s):  
Tatiana A. Lezareva ◽  
Sergey A. Lytaev
Keyword(s):  
First Graders ◽  
Educational Process ◽  
Educational Activity ◽  
Physiological Status ◽  
First Year Students ◽  
Exam Stress ◽  
Specialized Education ◽  
The Cost ◽  
Genetically Determined ◽  
Adaptation Processes

The article presents a review of the literature on contemporary studies of adaptation to educational activity in elementary, middle and high school. Shows the importance of psychophysiological cost of adaptation in the process of achievement of result of learning activities. The possible content of the main psychophysiological complexes for assessing adaptation parameters is considered, including methods for determining the typological properties of the nervous system, heart rate variability indicators, constitutional features that make up the concept of the psycho-physiological status of students, which is not only genetically determined, but can also change under the influence of external influences. Attention is paid to gender heterochronism of development. Special attention is paid to the problem of adaptation of students to specialized education. The necessity of psychophysiological monitoring taking into account the cost of adaptation is shown that there are three main periods of tension of adaptation systems in the learning process primary school, puberty and the first courses of study at the university, but the mechanisms of stress in these three groups differ significantly. So, among first graders, the failure to adapt is facilitated by the mismatch of the rates of morphofunctional development, and there is also a significant effect of gender heterochronism of development on adaptation processes. In adolescents, at the beginning of puberty, there is an increase in the price of adaptation to educational activities, and the tension of regulatory mechanisms increases during the transition to specialized education, however, the conformity of individual typological characteristics to the chosen educational direction is of great importance in further adaptation. First-year students, unlike five-year students, have a decrease in the reserve capacity of the cardiovascular and central nervous systems, especially in conditions of exam stress.

Valeological support of the educational process in higher education institutions

2019 ◽  
pp. 86-95
Author(s):  
Olga Terenteva ◽  
Galina Deryabina ◽  
Viktoriya Lerner
Keyword(s):  
Higher Education ◽  
Human Body ◽  
Physical Condition ◽  
Higher Education Institutions ◽  
Educational Process ◽  
The Body ◽  
Educational Activity ◽  
Professional Activity ◽  
Functional Systems ◽  
Adaptation Processes

The relevance of the study lies in the necessity of analysis of the conditions of educational activity of students with the aim of identifying problems negatively affecting the health of students. The study analyzes the problem of preserving and strengthening the health of the young-er generation in the student years and at the beginning of professional activity. Attention is paid to the need for a systematic approach to the organization of the educational process in higher education institutions, taking into account the preservation of the physical potential of students. This publication discusses the conditions of the educational process of higher educational institutions. Presented and justified components of valeological support of the educational process, including: information block in the lecture course on the subject “Physical culture”, including information about the activities of the main functional systems of the human body, the concept of physical qualities of the person and the ways of their development, the principles of formation of diet, the basics of adaptation processes of the human body, monitoring the physical condition of students during the entire period of training are presented and justified. The scheme of interrelation of the considered components in the structure of educational process in higher school is offered. The results of a prolonged study of the physical condition of students in terms of physiological samples Letunov, Stange’s test. Has been identified the dynamics of the studied indicators characterizing the work of the main functional systems of the body during the school period.

scholarly journals Analysis of adaptation processes in the educational environment of students with disabilities of junior courses

2019 ◽  
pp. 33-35
Author(s):  
Sergei Tikhonovich Kokhan ◽  
Valeriia Olegovna Simonova
Keyword(s):  
Students With Disabilities ◽  
Musculoskeletal System ◽  
Educational Environment ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Existing Problems ◽  
Psychosocial Climate ◽  
Adaptation Processes ◽  
The University

The article discusses the existing problems associated with the adaptation of first-year students with disabilities, who have profound impairments of body function (totally blind, deaf, and lesions of the musculoskeletal system) in the educational process at the university. Cause-and-effect relationships were established in the existing difficulties of relationships with classmates, which depend both on the student and on the psychosocial climate in the group.

scholarly journals The problem of adaptation of first-year medical students to the educational process

2018 ◽  
Vol 22 (3) ◽  
pp. 543-547
Author(s):  
A.O. Ocheretnyuk ◽  
D.A. Lysenko ◽  
O.V. Palamarchuk ◽  
T.R. Zakalata ◽  
V.V. Kernichnyi
Keyword(s):  
Educational Process ◽  
First Year ◽  
Adaptation Process ◽  
Self Assessment ◽  
First Year Students ◽  
National Medical ◽  
Long Time ◽  
Adaptation Processes ◽  
Medical University ◽  
First Year Medical Students

The problem of the adaptation of first-year students of medical universities is an important issue of medical education in Ukraine. Adaptation of first-year students is a factor that seriously affects the educational activities of educational institutions. However, the issue of adaptation to training in medical schools remains poorly understood and unresolved. A study of the adaptation processes of first-year students of the medical faculty to the educational process in Vinnitsa National Medical University, based on the results of an anonymous survey of 200 students. For the majority of the students surveyed (46%), the adaptation process turned out to be a little problematic. For 28% of students, adaptation was not required, which was associated with studying in their hometown or having friends with senior students. 9% of the students surveyed did not determine the problem of adaptation, which is associated with the perception of the problem. 17% of the students surveyed indicated that the adaptation process is a significant problem that requires considerable effort and a long time. Important factors that influenced this were social status and place of residence for learning. The basic criteria that influenced adaptation were self-assessment and communication. It is these criteria that turned out to be higher for people who did not need adaptation, and significantly lower for students with problem adaptation. The results obtained may indicate promising areas for further research on the study and testing of methods for improving adaptation to the educational process by first-year students at a medical school.

ADMINISTRATION DECISION-MAKING UNDER THE CONDITIONS OF EMERGENCY

2018 ◽  
Vol 1 (12) ◽  
pp. 201-216
Author(s):  
Anna Valeriivna Terentieva
Keyword(s):  
Public Administration ◽  
Educational Change ◽  
School Environment ◽  
Public Management ◽  
Political Process ◽  
Implementation Process ◽  
Opportunity To Learn ◽  
Educational Process ◽  
Educational Activity ◽  
Problem Situations

The author has analyzed the problem aspects of public administration of educational change in modern Ukraine. Special frameworks of public administration of educational change in an information society have been determined. The author has analyzed the categories of the implementation process of educational change. The author has explored the key features of external environment of such activity, formed by regulatory acts for settling relations in a particular area. The author has highlighted a set of contradictions of public management of educational change and recommendations for state agencies regarding the organization of an effective process of implementation of educational change as a social and political process with an emphasis on peculiar properties of the educational change. It is determined that the updated legal and regulatory framework of the educational sector, at the same time, extends the scope of professional freedom of teaching and, hence, sets high requirements for the professionalism of teachers. The change in the focus of educational activity by innovations is declared in terms of practice, interactivity and functionality. The teacher will now create educational and training programs tailored to the needs of students and local communities, will create an open learning environment, taking into account the potential of the school and involving the partners in the educational process. However, it has been proved that the methods of active and problem-searching approach defined in the updated normative provision of education in Ukraine require appropriate conditions for the educational process. An active student becomes an active citizen; school, school environment and class become a micro-society. Like the society itself, the school environment is not devoid of conflicts or problem situations. It is in these conditions that students have the opportunity to learn to consciously identify their own interests and gain experience in civic activity.

scholarly journals The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

2021 ◽  
Vol 11 (6) ◽  
pp. 298
Author(s):  
Irina Karpovich ◽  
Oksana Sheredekina ◽  
Tatyana Krepkaia ◽  
Larisa Voronova
Keyword(s):  
Academic Performance ◽  
Quantitative Methods ◽  
Qualitative Content Analysis ◽  
Peer Assessment ◽  
Educational Process ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students ◽  
English Speaking ◽  
Speaking Skills

A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

A FIRST-YEAR STUDENTS’ ADAPTATION TO DIFFICULTIES AT HIGH EDUCATIONAL ESTABLISHMENTS

2021 ◽  
pp. 97-113
Author(s):  
Nailya R. Salikhova ◽  
◽  
Aida R. Fakhrutdinova ◽  
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Personal Development ◽  
Early Stage ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Social Community ◽  
Transition To Higher Education ◽  
Study Participants

Data from an empirical study aimed at identifying the difficulties faced by students in their transition to higher education, the overcoming of which is important for personal development, are presented in the article. The study participants (n=179) were asked to describe the difficulties of transition from school to University in the 1st year based on analysis of their autobiographical memory. The content analysis of texts allowed identifying the main themes and compiling a list of challenges, and then the frequency of occurrence of each of them was determined. According to the results, the most actual difficulties are the different aspects of integrating into the new social community due to sharp changes in the social environment during the transition from school to University. A big challenge is the need for self-organization in educational and everyday matters, planning and organizing your time. The third most frequently mentioned is learning difficulties, especially those related to mastering the material in the new educational environment. Problematic areas of adaptation to higher education that have not been previously reflected in the sources are the establishment of a common life in the dormitory, pressure from parents, the manifestation of their individuality, the increase in the length of classes and the pace of learning, romantic relationships and language barriers. The difficulties of the first examination session are much less frequently mentioned, and are more frequently mentioned when examining the current adaptation process. The results of the study can be used for the development and subsequent implementation of a system of practical measures aimed at helping students to adapt to the new environment and conditions. Such assistance to students in building a new way of life at a university, especially at an early stage of study, is necessary not only to improve the effectiveness of the educational process, but also to facilitate the processes of personal growth and development of students

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

STUDY OF PECULIARITIES OF PEDAGOGICAL CONTROL OF PUPILS 'TRAINING

2021 ◽  
Vol 23 (2) ◽  
pp. 25-30
Author(s):  
Belalov R.M.
Keyword(s):  
General Education ◽  
Teaching Practice ◽  
Educational Process ◽  
Educational Activity ◽  
Research Issues ◽  
School Research ◽  
Growth Of Knowledge ◽  
Subjective Element ◽  
Current Assessment ◽  
Teaching Function

The aim of the work was to study the features of pedagogical control of schoolchildren's learning in a modern general education school. Research methods: theoretical: a review of psychological and pedagogical literature on research issues. The advantages of the system for assessing the degree of training are that each subsequent parameter is qualitatively higher than the previous one, and the system as a whole assesses the growth of knowledge and skills of students and the proposed parameters are convenient to operate in practice during the current assessment of knowledge, skills and abilities of students. The disadvantage of the system - the last parameter - "transfer" - characterizes as the student's ability to solve problems of a heuristic and creative type, ie. this stage requires detailing. The teaching function of control is to determine the content, techniques and methods of control, which are educational in nature. Any controlling task, except for the controlling function, trains students in the implementation of specific educational actions, ensuring a more solid mastery of these actions. The controlling task includes an element of novelty in the informative and substantive terms, providing an expansion of the cognitive horizons of students, developing and increasing the learning value of control. It is difficult to eliminate the subjective element of pedagogical control due to various circumstances: the designation of learning outcomes is rather arbitrary: knowledge, abilities, skills, assimilation, academic performance, etc .; methods of direct measurement of educational activity have not been developed, and it is judged indirectly by the answers, by the actions of students. Pedagogical control is an important component of the educational process that influences the result, the course of training and education. This problem is one of the most urgent in teaching practice.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals Dynamics of the relationship of emotional intelligence with the results of the state exam during the adaptation of school system to its introduction

2015 ◽  
Vol 8 (2) ◽  
pp. 139-150
Author(s):  
E.S. Dmitrieva ◽  
V.Ya. Gelman
Keyword(s):  
Emotional Intelligence ◽  
School System ◽  
The State ◽  
Russian Language ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Adaptation Processes ◽  
Relationship Of ◽  
The Relationship

Research is devoted to the study of the relationship of emotional intelligence of students with the results of the state exam in the adaptation of the school system for 5 years from the date of introduction. The sample consisted of 156 first-year students. Evaluation of the components of emotional intelligence was measured by self-report (EmIn questionnaire). There was a statistically significant correlation between the severity of different indicators of emotional intelligence of students passing the exam and the results of the three school subjects: Russian language, Mathematics, Social studies. It is shown that since the introduction in 2009 of compulsory exam the level of communication between the indicators of emotional intelligence and the results of the examination has changed. Adaptation processes to the introduction of the state exam lead to changes contingent of successful students: If at the time of the introduction of the exam more successful were students with higher EI, in the process of adaptation more successful became those with lower EI. It was shown that the components of EI, having the most important relationships with the results of the exam, are different for the considered subjects; the dynamics of these relationships has been revealed.

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