scholarly journals Development of research skills in the future foreign language teacher in the system of continuing education

2020 ◽  
Vol 13 (32) ◽  
pp. 1-24
Author(s):  
Irina Alexandrovna Presnukhina ◽  
Marina Georgiyevna Sergeeva ◽  
Lyudmila Zhalalovna Karavanova ◽  
Olga Vladimirovna Belokon ◽  
Elena Georgievna Khvorikova
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
High Performance ◽  
Formal Education ◽  
Cognitive Activity ◽  
Research Skills ◽  
The Individual ◽  
State Educational ◽  
High Level ◽  
Intellectual Level

Modern education, implemented in specially targeted institutions, in most cases cannot ensure high performance of graduates. A future teacher should possess not only a high level of qualifications but also creative thinking, the ability to use innovative methods and technologies. The improvement of the integrated abilities of future teachers is based on the appropriate competent combination of the Russian educational tradition with innovative types of education. University programs usually only follow the state educational standards, without contributing to the individual self-identification of young citizens. Today, education should be positioned as a daily intellectual work that reveals the potential of a schoolchild or student and contributes to building the required competencies. Consequently, non-formal education should become part of a teacher’s life, implying both personal cognitive activity and spontaneous education, carried out due to a personal activity in a rapidly developing educational space. The student should not only know a foreign language and master teaching methods, but also demonstrate an adequate intellectual level, the ability to reflect, to conduct scientific research, to predict learning outcomes. Unfortunately, at this stage, the potential of non-formal education in the field of foreign languages is not sufficiently used, which makes it difficult to improve the research skills of future school teachers.

THE USE OF INTERACTIVE EDUCATIONAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE

2018 ◽  
pp. 39-45 ◽  
Author(s):  
Svetlana Vladimirovna ELOVSKAYA
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Cognitive Activity ◽  
Point Of View ◽  
Educational Technologies ◽  
Federal State ◽  
Language Class ◽  
Traditional Lectures ◽  
State Educational ◽  
High Level

We substantiate the need for the use of interactive educational technologies in teaching a foreign language at a university. It was analyzed that the use of web quest technology, “flipped classroom” and “development of critical thinking” technologies in a foreign language class helps to achieve a high level of development of foreign language communicative and information and communication competencies, better memorization of the material studied, development of cognitive activity and logical thinking, and also increases the level of motivation to learn English. These technologies involve conducting non-traditional lectures and practical exercises, the purpose of which is to synthesize disparate knowledge from different branches of scientific thought, highlight the main and most important information, be able to lead a discussion, express one’s point of view. The main interactive teaching methods have been identified, which involve turning to the logical methods of teaching, reflecting the logical operations of thinking, analysis, ..., generalization, which corresponds to the current Federal State Educational Standards of Higher Education in the direction of training 44.04.01 “Pedagogical Education”. We focus on the creative nature of the educational technologies that contribute to the creation of a learning language environment, including in its space all students seeking creative search, self-expression, and self-development.

scholarly journals Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

2018 ◽  
Vol 50 ◽  
pp. 01155
Author(s):  
Yuliya Savinova ◽  
Tatiana Akhmetzyanova ◽  
Svetlana Pozdnyakova ◽  
Ekaterina Dvorak ◽  
Zhanna Zarutskaya
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Foreign Language ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foreign Languages ◽  
Research Skills ◽  
High Level ◽  
Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

scholarly journals Foreign language as a means of educating a professional

2021 ◽  
Vol 27 (3) ◽  
pp. 84-88
Author(s):  
A. B. Khramtcova
Keyword(s):  
Foreign Language ◽  
Vocational Education ◽  
Creative Thinking ◽  
Professional Community ◽  
Personal Characteristics ◽  
Academic Disciplines ◽  
Professional Activity ◽  
Native Culture ◽  
The Social ◽  
The Individual

Rethinking the goals of vocational education, integrating into the international professional community, required rethinking of the academic disciplines role, which primarily affected the foreign language. Researchers note its importance for successful professional activity, for the development of special qualities. At the same time, the problem of educating professional responsibility, conditioned by the outlook of the individual, the conviction of the need to make professional decisions with an orientation towards their consequences for society and the country as a whole, has ceased to be a priority. The article focuses on the means of implementing the educational function of a foreign language in the unity of the content (context of the language) and methods of comparison with regional natural history, which activates creative thinking and affects the social position in the perception of the modern worldview, on the formation of a person's motivational-value attitude to his native culture. Comparative analysis of the native and foreign language culture allows a deeper understanding of the native culture and the formation of patriotic beliefs. The conclusions obtained in the course of understanding the educational function of a foreign language are based on the results of a comprehensive study conducted by graduate students of Samara University on the theory and methodology of vocational education, the purpose of which was to determine the effective personal characteristics of students in different areas of vocational training.

scholarly journals Practice-oriented Training of School Children in the Conditions of the Federal State Educational Standard

2020 ◽  
Vol 6 (11) ◽  
pp. 408-419
Author(s):  
N. Smirnova ◽  
I. Aleksandrova
Keyword(s):  
Cognitive Activity ◽  
Educational Practice ◽  
Educational Process ◽  
Educational Activity ◽  
Federal State ◽  
Krasnoyarsk Krai ◽  
Educational Standard ◽  
The Individual ◽  
State Educational ◽  
Additional Education

The article deals with one of the directions of educational practice — practice-oriented training. In the implementation of practice-oriented training in modern education can help institutions of additional education, because they have a high adaptation to changes in society, quickly respond to individual educational and other needs of children, and most importantly, unlike regulated school education, offer the freedom to choose programs, directions of training, education and development. New requirements for the organization of the educational process in the system of additional education was a prerequisite for the development of a model of formation of universal educational actions on the basis of Children’s Ecological and Biological Center of Zheleznogorsk, Krasnoyarsk Krai. When creating the model, we took into account that the educational activity of the Children’s Ecological and Biological Center is based on a system-activity approach, which will ensure: the formation of readiness for self-development and continuous education, design and construction of the social environment of students in the education system, active educational and cognitive activity of students, construction of the educational process taking into account the individual age, psychological and physiological characteristics of students. The proposed model can be implemented in all institutions of additional education of natural Sciences.

Midlife Influences Upon Intellectual Functioning in Old Age

1984 ◽  
Vol 7 (4) ◽  
pp. 463-478 ◽  
Author(s):  
K. Warner Schaie
Keyword(s):  
Old Age ◽  
Cognitive Flexibility ◽  
Life Style ◽  
High Performance ◽  
Middle Age ◽  
Predictor Variables ◽  
Family Dissolution ◽  
The Individual ◽  
High Level ◽  
Seattle Longitudinal Study

Evidence is presented from the Seattle Longitudinal Study to show that cognitive style and other life style variables in midlife can predict part of the individual differences in pattern and rate of ability decline in old age. Differential importance of certain predictor variables are examined as a function of the extent of actul ability decline at various ages. During early middle age attitudinal flexibility maintains high level of function on the fluid abilities and on motor-cognitive flexibility. High performance on the latter variables at midlife as well as an engaged life style and the absence of family dissolution appear to be critical for the maintenance of high levels of ability performance from middle into old age.

scholarly journals EDUCATIONAL CONTENT OF THE TELEGRAM MESSENGER AS A TOOL TO IMPROVE THE EFF ECTIVENESS OF THE EDUCATIONAL PROCESS

2021 ◽  
Vol 15 (3) ◽  
pp. 284-292
Author(s):  
O. A. Belykh ◽  
Keyword(s):  
Cognitive Activity ◽  
Educational Process ◽  
Game Form ◽  
Educational Content ◽  
Level Of Activity ◽  
The Subject ◽  
The Individual ◽  
High Level ◽  
Individual Success

Introduction. Chemistry is one of the last academic subjects introduced into the educational process, which completes the natural science picture of the world in high school. Although chemistry is one of the least popular subjects chosen for the Unifi ed State Exam, it causes the greatest phobias among students. Since the quality of the subject assimilation in general determines the degree of success in the student’s cognitive activity and professional orientation, the publication aims to consider the efficiency of the educational chemistry content when used in the Telegram messenger. Materials and methods. A pedagogical experiment was conducted using additional educational chemistry content on the Telegram channel “Chemistry – elementary”. The research relied on the competence-based and environmental approaches, which contributed to the individual success of the child in the simulated educational space. Research results. The fi ndings revealed that the pandemic and the transition to distance education technologies increased the need for didactic materials in chemistry. The use of additional educational chemistry content in Telegram messenger showed a positive effect on the quality of knowledge about chemistry. During the experiment, academic performance and cognitive activity in the subject ro se. Conclusion. The results obtained made it possible to substantiate a high level of activity in the subject, and overcoming chemophobia. The organization of additional educational content through the Telegram channel in an accessible game form (quiz questions, puzzles) can serve as a factor increasing the effectiveness of the educational resource.

INFLUENCE OF JOHN DEWEY PEDAGOGICAL IDEAS ON THE PEDAGOGICAL THEORY AND PRACTICE IN UKRAINE (20's OF XX CENTURY)

2019 ◽  
Vol 3 (35) ◽  
Author(s):  
M. Bogomolova
Keyword(s):  
John Dewey ◽  
Creative Thinking ◽  
Cognitive Activity ◽  
Philosophy Of Education ◽  
Theory And Practice ◽  
Historical Period ◽  
Child Socialization ◽  
Pedagogical Theory ◽  
The Individual ◽  
Concept Theory

The article analyzes the influence of pedagogical ideas of the famous American philosopher, teacher, psychologist John Dewey (1859-1952) on the development of the pedagogical theory and practice of Ukraine in the 20-30s' of the XXth century. It is noted that domestic education in this historical period of its development was based on both national traditions and world experience, new approaches and ideas, in particular, reformed pedagogy with a bright representative  J. Dewey.J. Dewey developed a new philosophy of education based on the ideas of pragmatism, pedocentrism, the democratization of education and the socialization of the individual, the integration of the content of education, the development of students' creative thinking, the justification of student and teacher self-realization, and the humanization of relationships between educators and pupils.A scientific search showed that his legacy was well known to more than one generation of Ukrainian researchers, scientists and educators, organizers of education in Ukraine at different stages of development and formation: in the 20's of the XX century  was studied, implemented in the educational process.Ukrainian teachers Y. Chepiga, S. Rusova, O. Muzychenko and others advocated the idea of substantially reforming the education system as a whole, and training in particular. They emphasized that all efforts should be directed towards the development of cognitive activity of students, the active use of active research methods, directing students to self-examination, rather than the predominance of control by teachers, the establishment of subject-subjective interaction of participants in the educational process.Keywords: philosophy of education, child socialization, labor school, pedagogical concept, theory of upbringing, new school.кандидат педагогічних наук, Богомолова М.Ю. Уплив педагогічних ідей Дж. Дьюї на педагогічну теорію й практику в країні (20-ті роки ХХ ст.)/ Херсонський державний університет, Україна, Херсон.У статті аналізується питання впливу педагогічних ідей відомого американського філософа, педагога, психолога Джона Дьюї (1859 – 1952) на розвиток педагогічної теорії й практики України в 20-х – 30-х роках ХХ ст. Зазначається, що вітчизняна освіта в цей історичний період свого розвитку вибудовувалася як на національній традиції, так і з урахуванням світового досвіду, нових підходів, ідей, зокрема, реформаторській педагогіці, яскравим представником якої є Дж. Дьюї.    Дж. Дьюї розробив нову філософію виховання, яка ґрунтувалася на ідеях прагматизму, педоцентризму, демократизації освіти та соціалізації особистості, інтеграції змісту освіти, розвитку творчого мислення учнів, обґрунтування самореалізації учня і вчителя, гуманізації взаємин між педагогами та вихованцями. Науковий пошук свідчив, що його спадщина була добре відома не одному поколінню українських дослідників, учених-педагогів, організаторів освіти в Україні на різних етапах розвитку та становлення: у 20-х роках ХХ століття із зацікавленістю вивчалася, упроваджувалася в освітній процес.  Українські педагоги Я. Чепіга, С. Русова, О. Музиченко та ін. відстоювали ідею суттєвого реформування системи освіти в цілому і навчання зокрема. Наголошували, що всі зусилля необхідно спрямувати на розвиток пізнавальної діяльності учнів, активне використання активних дослідницьких методів, спрямовувати роботу учнів на самоаналіз, а не переважання контролю з боку вчителів, встановлення суб’єкт-суб’єктної взаємодії учасників навчально-виховного процесу.Ключові слова: філософія виховання, соціалізація дитини, трудова школа, педагогічна концепція, теорія виховання, нова школа.

Are jokes funnier in one’s native language?

2018 ◽  
Vol 31 (1) ◽  
pp. 5-37 ◽  
Author(s):  
Ayşe Ayçiçeği-Dinn ◽  
Simge Şişman-Bal ◽  
Catherine L Caldwell-Harris
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
English Teacher ◽  
Language Play ◽  
Proficiency Levels ◽  
Investment Theory ◽  
Humor Appreciation ◽  
Turkish University Students ◽  
The Individual ◽  
High Level

Abstract Appreciating the humor in jokes involves incongruity-detection and resolution, which requires good language skills. Foreign language comprehension is challenging, including interpreting words within their sentence context. An implication is that jokes in a foreign language will be more difficult to understand and therefore probably less humorous, compared to native language jokes. To study this question while preserving humor across translations, jokes were selected from Turkish and English websites to minimize language play and cultural references. Turkish university students rated both Turkish and English jokes for humor. Humor for foreign language jokes was positively correlated with ease-of-understanding of specific jokes and also by the individual-differences characteristics of English proficiency and likely career investment (e.g., preparing for a future career as English teacher or translator). We propose the proficiency X investment theory: Foreign language jokes will be experienced as funnier than native language jokes when proficiency levels are high (ranging from good to excellent) and bilinguals have a high level of L2 investment. When proficiency levels are only adequate, and without special investment in L2, native language jokes will be evaluated as funnier than foreign language jokes. With intermediate proficiency and investment, jokes can be experienced as similarly humorous in the two language. Important in this pattern is the proposal that weaker L2-proficiency can trade-off with language investment to bolster L2 humor appreciation.

scholarly journals Social creativity of personality of students of "social work" direction as a necessary condition of their professional competency

2019 ◽  
pp. 142-146
Author(s):  
Yelena V. Dvornikova ◽  
Yuliya N. Zarubina
Keyword(s):  
Social Work ◽  
Cognitive Activity ◽  
Main Tool ◽  
Necessary Condition ◽  
Professional Competency ◽  
Innovation Potential ◽  
The Social ◽  
Social Creativity ◽  
The Individual ◽  
High Level

The article explores social creativity as a significant component of the social worker's professional competency. The concepts of creativity and social creativity are defined. Social creativity is considered as a complex multi-component education, in which the personality characteristics are fused in a special way with some characteristics of personal cognitive needs and cognitive activity. The main components of social creativity are indicated. The article presents the results of an empirical study of the level of social creativity of students in "social work" direction. It was revealed that for most of the "social work" direction students, social creativity is developed at a sufficiently high level that meets the requirements of the specialist's professional competency in this field of activity. Attention was also paid to active learning methods as the main tool for students' social creativity development. The ways of activating the individual innovation potential are considered.

scholarly journals Correlations Between Cognitive and Social Functioning of Schoolchildren: Study of Population Data Using methods of intellectual Analysis of heterogeneous Data

2020 ◽  
Vol 16 (6) ◽  
pp. 353-365
Author(s):  
Leyla S. Namazova-Baranova ◽  
Georgiy A. Karkashadze ◽  
Elena A. Vishnyova ◽  
A. I. Molodchenko
Keyword(s):  
Social Functioning ◽  
Extracurricular Activities ◽  
Cognitive Activity ◽  
Age Groups ◽  
Population Data ◽  
Heterogeneous Data ◽  
9Th Grade ◽  
Population Scale ◽  
The Individual ◽  
High Level

Background. The comprehensive assessment of mentality in children on the population scale is necessary to develop measures for optimal shaping of the country’s future potential. However, the correlations between cognitive and socio-characterological parameters of the emerging personality makes it difficult to collect information and decreases the efficiency of traditional analysis methods on the population scale. The aim of the study is to estimate the correlations between cognitive activity social functioning of schoolchildren using artificial intelligence methods. Methods. The study included schoolchildren from 5th and 9th grades who studied in secondary schools in 8 major Russian cities. The survey used a battery of tests to assess cognitive performance and a questionnaire of extracurricular activities which was completed by parents. The analysis was performed using clustering and machine learning methods. Results. The battery of cognitive tests was used to examine 1983 children from 5th and 9th grades. Parents of 1,171 of them completed the extracurricular activity questionnaire. Two clusters of different levels of cognitive success of children and adolescents in both age groups were identified. The high level of cognitive activity was determined in cases associated with attending music school, non-sports hobbies in schoolchildren of both age groups in general; basketball, football, dancing, summer holidays in camps in 5th grade schoolchildren; and swimming, skiing, competitive sports (non-professional), tutoring sections, computer programming in 9th grade schoolchildren. Conclusion. The correlations between the level of cognitive activity and the individual typology of extracurricular activities (based on features of personality formation and social influence of the family) has been determined.

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