Methods of Forming and Evaluating Logical Universal Educational Actions when Teaching Russian

2020 ◽  
Vol 15 (5) ◽  
pp. 64-69
Author(s):  
Cherepanova Larisa V. ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Statistical Data ◽  
Russian Language ◽  
Diagnostic Methods ◽  
School Students ◽  
Functional Literacy ◽  
Methods Of Analysis ◽  
Analysis And Synthesis ◽  
The Russian Language

The importance of secondary school students’ proficiency in universal learning activities (ULA), including functional literacy, in order to socialize successfully makes the search for appropriate means relevant. However, it is no less important to diagnose the formation of ULA and identify problems within their acquirement. Understanding the importance of this problem led to the idea of using existing pedagogical methods in teaching the Russian language paying attention to their adaptation. The purpose of the article is to show how existing methods can be adapted in order to be used in the formation and assessment of the logical ULA during Russian language lessons. The study was based on the methods of analysis and synthesis when describing the problem of formation and assessment of ULA among schoolchildren; in the development of diagnostics – on the methods of analysis, abstracting, and constructing. In addition, a systemic method was used. Statistical data of the conducted research and their interpretation are presented to substantiate the need for the creation and adaptation of methods for the ULA formation and assessment. The study reveals the pedagogical diagnostic methods, which, with a certain adaptation, can be used for the logical ULA formation and assessment during teaching the Russian language. The research presents the adapted methods, which will allow organizing systematic work on the formation of logical ULA for secondary school students when studying the “Lexicology” section and assessing their formation among schoolchildren.

scholarly journals Reading literacy of secondary school students - current requirements and achievements (Example of the third grade of Novi Sad secondary schools)

2017 ◽  
pp. 317-332
Author(s):  
Vesna Pilipovic ◽  
Tatjana Glusac
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Third Grade ◽  
Reading Literacy ◽  
Academic Education ◽  
School Students ◽  
Functional Literacy ◽  
The Third ◽  
Document Literacy ◽  
Novi Sad

Reading literacy, consisting of prose and document literacy, is an integral part of functional literacy that has become one of the key goals and success criteria of contemporary educational systems around the world. Lower level of functional literacy limits not only the opportunities of an individual, but also the development and successful functioning of the whole society. This paper analyzes the average degree of prose and document literacy of the third grade secondary school students (N=703) in Novi Sad who are nearing the end of their secondary education. Their literacy rate is therefore likely to determine their forthcoming chances related to academic education or success in the labor market. The instrument employed in this research was a questionnaire consisting of 20 extracts from a variety of texts, 10 of which were related to prose and 10 to document literacy. The analysis of the results focused on average achievements in different types of schools as well as on specific problems observed in text processing and potential solutions. The findings indicate that the level of reading literacy of an average third grade student is relatively low, which might lead to their limited professional opportunities in the future. The analysis of the results also shows that students have serious difficulties in processing prose and scientific texts, particularly if the information is not displayed explicitly. Skills that were found to be insufficiently developed involve comparing, integrating or synthesizing information.

Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)

2017 ◽  
Vol 5 (2) ◽  
pp. 347-357
Author(s):  
Hanne Brandt ◽  
Marina Lagemann ◽  
Sharareh Rahbari
Keyword(s):  
Longitudinal Study ◽  
Secondary School ◽  
Educational System ◽  
Secondary School Students ◽  
Contextual Factors ◽  
Russian Language ◽  
Educational Success ◽  
School Students ◽  
Developing Strategies

AbstractThe longitudinal study “Multilingual Development: A Longitudinal Perspective” (MEZ) follows two cohorts of secondary school students with monolingual German, German-Turkish and German-Russian language backgrounds over the course of three years. The project investigates language-based, personal, and contextual factors that influence students’ multilingual development and examines how multilingual skills are related to other dimensions of educational success (e.g., transition decisions and processes in the educational system). The objective of MEZ is to identify starting points for developing strategies to increase young people’s chances for educational success.

scholarly journals CRITICAL THINKING SKILLS OF THIRD GRADE SECONDARY SCHOOL STUDENTS AS A COMPONENT OF THEIR FUNCTIONAL LITERACY

TEME ◽  
2020 ◽  
pp. 355
Author(s):  
Tatjana Glušac ◽  
Vesna Pilipović ◽  
Mira Milić
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Further Education ◽  
Critical Thinking Skills ◽  
Third Grade ◽  
Academic Skill ◽  
School Students ◽  
Functional Literacy

The modern education perspective views functional literacy, along with critical thinking as its component, as an essential academic skill without which an individual's desired academic, personal, and professional success cannot be attained. The aim of this paper is to present part of the results obtained through investigating the cognitive reasoning skills of third grade secondary school students (N=703) in Novi Sad, Serbia, through investigating their functional literacy in the Serbian language. Those students are about either to enter the job market or pursue their further education and will need both functional literacy and critical thinking skills to a large extent. A questionnaire comprised of 20 questions was constructed to assess the students’ prose and document literacy. The gathered data were analyzed using SPSS 15 and the findings indicate that the level of the respondents’ functional literacy is at a disquieting level and that all of them, irrespective of the type of school they attend, can perform lower-order cognitive processes much more successfully than higher-order ones.

SPEAKING ACCURACY OF RUSSIAN LANGUAGE LEARNERS IN CZECH LOWER SECONDARY SCHOOLS

2020 ◽  
Author(s):  
Janina Krejčí
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Secondary School Students ◽  
Russian Language ◽  
Lower Secondary School ◽  
School Students ◽  
Learner Language

In the process of learning a foreign language, a mastery of means of expression is a prerequisite for a mastery of speaking skills. This article mainly focuses on the problem of learner language accuracy, as well as that of errors in the process of second language acquisition. The article presents the results of a study of Czech lower secondary school students’ language that aims to qualify the accuracy of speech during a dialogue in selected communicative situations.

The role of conscious self-regulation, language competence and non-cognitive properties in the success of the russian language in secondary school

2020 ◽  
Author(s):  
I. N. Bondarenko ◽  
◽  
T. G. Fomina ◽  
V. I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
Self Regulation ◽  
Russian Language ◽  
Diagnostic Methods ◽  
Learning Activity ◽  
Psychological Predictors ◽  
The Russian Language

Article considers the problem of psychological predictors of the academic success in learning Russian language in secondary school. An empirical study was conducted on a sample of students from 7–9 grades (N = 286). The students were examined using a set of diagnostic methods, including Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire, method of diagnostics of the learning motivation and emotional attitude to learning (A. M. Prikhozhan), «Big Five — the children’s version», two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style (E. D. Bozhovich), and indicators of academic achievement in Russian language. An empirical model of psychological predictors of academic performance in the Russian language was constructed using the structural equation modeling method. The results demonstrate the significant impact of conscious self-regulation to academic achievement in learning Russian language. Conscientiousness itself makes a small contribution to the total year grade, but when students have high self-regulation and low anxiety, it leads to a significant increase in their academic performance. The same positive reinforcing effect is observed in achievement motivation. Language competences such as knowledge of language norms, rules and a sense of language demonstrate an independent influence on the total year grade in Russian, regardless of non-cognitive factors. The obtained results contribute to scientific ideas about the role of self-regulation and non-cognitive predictors of providing various indicators of academic achievements in the success of learning in native language at school. The data can also be used to design psychological and pedagogical interventions aimed at the development of both language competencies of students and conscious selfregulation of their learning activity.

CIVIC SENSE AMONG TRIBAL HIGHER SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
T. Mohamed Saleem ◽  
Muneer V.
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Statistical Data ◽  
T Test ◽  
Three Dimensions ◽  
Statistical Techniques ◽  
School Students ◽  
Public Property ◽  
Kerala State ◽  
One Way Anova

The focus of the study was to study the Civic Sense among tribal higher secondary school students. The sample for the present study consisted of 230tribal higher secondary school students of wayanad district of kerala state. The investigators prepared and usedCivic sense Scale for tribal higher secondary school students to assess the Civic Sense of sample subjects.Civic SenseScale assesses three dimensions of Civic Sensei.e. Protection of Public Property, Patriotism and Obedience to Law. The investigator used various statistical techniques viz, percentile, t-test, one way ANOVA to analyze the data. The statistical data revealed that the level of Civic Sense and its components among Tribal higher secondary school students is satisfactory to certain extent

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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