scholarly journals CONDITIONS FOR FORMING READINESS OF RURAL SCHOOLCHILDREN FOR SOCIAL INTERACTION

2020 ◽  
Vol 225 ◽  
pp. 25-30
Author(s):  
L.Yu. Zhiguleva ◽  
Keyword(s):  
Social Interaction ◽  
Urban Schools ◽  
Social Life ◽  
Rural School ◽  
Educational Environment ◽  
Educational Process ◽  
Rural Students ◽  
Technological Innovations ◽  
Political Transformations ◽  
New Guidelines

The conditions of modern realities orient the rural school and rural pedagogical community towards ensuring the readiness of rural schoolchildren for social interaction within the framework of these conditions. The current sociocultural, economic and political transformations predetermine new guidelines and value-semantic aspects of social interaction in the conditions of the rural educational environment. These changes completely affect the rural school, which is subject, as well as urban schools, to trends related to technological innovations in education, ways of interaction of participants in the educational process in the new emerging conditions of social life, and most importantly, the development of ways for further successful socialization of students. The author approaches the solution of the problem by analyzing the essence of social interaction and expanding the etymological spectrum of this concept in new sociocultural conditions extrapolated to the life and work of subjects of the educational process in a rural school. The article identifies significant components that determine the content spectrum of the concept of “social interaction”, expanding on the basis of updating social and humanitarian knowledge; rural features in their influence on the process of formation of readiness of rural schoolchildren for social interaction, as well as the conditions for the formation of this readiness. The author considers some aspects that determine important patterns in the implementation of conditions in the formation of the readiness of rural students for social interaction during the period of study and socialization in a rural school.

scholarly journals Psychological comfort of education in modern rural school: results of empirical research (on the example of the Kirov region)

2021 ◽  
Vol 1 (7) ◽  
pp. 25-43
Author(s):  
Olga V. Korshunova ◽  
◽  
Svetlana S. Bykova ◽  
Olga G. Selivanova ◽  
Tatiyana S. Sheromova ◽  
...  
Keyword(s):  
High School Students ◽  
Rural Schools ◽  
Rural School ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Activity ◽  
Survey Method ◽  
Integral Coefficient ◽  
School Students ◽  
Rural And Urban

Currently, rural school faces many difficulties both within its system and outside (unfavorable challenges of the external society), which complicate the organization of the educational process. Accordingly, the atmosphere of psychological comfort for all subjects of educational activity in rural schools decreases. The purpose of the study is to diagnose, record and describe the state of psychological comfort in the education of a modern rural school. The leading method for collecting primary empirical information was the survey method conducted in the format of a Google questionnaire (a questionnaire for representatives of the administration of an educational organization; a questionnaire for a teacher; a questionnaire for primary and high school students; a questionnaire for parents). In the Kirov region, rural and urban schools participated in the study: totally 338 responses to the questionnaire were received, of which 144 are students, 111 parents, 71 teachers and 12 administrations. The article presents the author's interpretation of the concept «psychological comfort of education in rural school». The diagnostics was carried out and the integral coefficient of psychological comfort of education in rural school was determined, measured in three directions: an integral indicator of the attitude to the educational environment; selection of significant characteristics of the educational environment and the index of satisfaction with them; index of psychological safety of the educational environment of the school. In general, the integral coefficient is characterized by a high level. The materials of the article can be used to diagnose the psychological comfort of the both urban and rural schools. Further research will be aimed at developing a concept and defining pedagogical mechanisms for improving the characteristics of the psychological comfort of education in rural schools.

scholarly journals The problem of providing psychological comfort in the digital educational environment of rural schools

2021 ◽  
Vol 2 (8) ◽  
pp. 63-75
Author(s):  
Tatiyana S. Sheromova ◽  
Keyword(s):  
Rural Schools ◽  
Student Development ◽  
Rural School ◽  
Educational Environment ◽  
Educational Process ◽  
School Teachers ◽  
Pedagogical Tools ◽  
Teachers And Students ◽  
Negative Factors

Currently, digitalization has penetrated into all spheres of society, including education. At the same time, the use of digital technologies has not only positive, but also negative sides, which affects the quality of interaction of all subjects of the educational process. Some aspects of the digitalization of education reduce the psychological comfort of students, parents and teachers. The purpose of this study is to identify and describe the existing difficulties, risks, barriers, major changes and prospects of rural schools in the context of digital transformation, which affect the psychological comfort of the educational environment. Taking into account various risks and negative factors for students, parents and teachers will create psychologically comfortable quality of the educational environment. It is necessary to take into account the content of the learning process and the organizational and communicative conditions of the educational environment for optimal interaction of students with the intra-school and external environment. Psychological comfort is a factor of identification of students with teachers in the educational environment of rural school, which contributes to the development of subjectivity of teachers and students. The condition for ensuring psychological comfort is the use of a variety of pedagogical tools by the teacher. The leading methods of studying the problem were the analysis of pedagogical and methodological literature, regulatory documents, and questionnaires. The scientific novelty of the article material is determined by the fact that an attempt is made to analyze the problems of ensuring psychological comfort in the conditions of the digital educational environment of rural school. Teachers, taking into account these risks and barriers, can find positive aspects and opportunities of «numbers» in the education of rural schoolchildren and create conditions for fully realised learning, student development, pedagogical support and interaction with parents. The materials of this article can be used by teachers to improve the quality of the digital educational environment of rural school.

СОЦИАЛЬНЫЙ КОНФЛИКТ В ПОЛИКУЛЬТУРНОЙ СОЦИАЛЬНО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ ВУЗА

2019 ◽  
Vol 14 (1) ◽  
pp. 78
Author(s):  
V. G. Bondarev ◽  
N. I. Bashmakova
Keyword(s):  
Social Interaction ◽  
Social Conflict ◽  
Educational Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Social Conflicts ◽  
Dyadic Relationship ◽  
Teacher Student ◽  
Higher Educational ◽  
The University

The article is devoted to the problem of a conflict in the multicultural social and educational environment of a university of the Russian Federation. Based on existing foreign and domestic concepts for the study of a social conflict as a concept and the results of numerous studies, the authors proposed a definition of the concept of “a social conflict in a multicultural social and educational environment of the university”, based on its genesis. The study made it possible to look at a social conflict as a phenomenon that upsets the social equilibrium in a higher education institution and interpret it as a kind of a social interaction, acting as a value-oriented contradiction between the subjects of the educational process, where the multicultural socio-educational environment serves as a “fabric” woven from countless interactions subjects. Relying on the principles of G. Simmel's theory, which allows analyzing a social conflict in a higher educational institution from the standpoint of a social interaction of subjects, the article highlighted the dyadic relationship of conflict manifestations in terms of: “rector's office — university team”, “teacher — student”, “teacher — teacher”, “student — student”, “student — educational support staff”. The essence, characteristics and the structure of social conflicts inherent in higher educational institutions are revealed. The causes of the emergence, patterns of the behavior of subjects in conflict situations and strategies of the behavior in conflict-subject-subject relations are highlighted. The proposed mechanisms for the regulation of social conflicts in the university, implying empathy, identification, reflection, mediation. Based on the available scientific and methodological research in the field of multiculturalism, the authors clarified the concept of “multicultural social and educational environment of the university” in relation to the study and defined organizational and pedagogical conditions for the implementation of a conflict prevention in high school.

scholarly journals The developing potential of the educational environment of rural schools in the Krasnoyarsk region

2021 ◽  
Vol 2 (8) ◽  
pp. 76-91
Author(s):  
Antonida K. Lukina ◽  
Keyword(s):  
Urban Schools ◽  
Rural Schools ◽  
Social Situation ◽  
Educational Status ◽  
Educational Environment ◽  
Educational Process ◽  
Vector Model ◽  
Sociological Research ◽  
Krasnoyarsk Region ◽  
Rural And Urban

The article discusses the results of the sociological research of the educational environment of schools in the Krasnoyarsk region and its impact on the development of the student's personality The theoretical basis of the article is the concept «social development situation» as well as the vector model of the educational environment. It is shown that the social situation of rural schoolchildren compared to urban characteristics are characterized by lower socio-educational status of parents, lower quality of education, limited contacts, poverty of cultural life. However, subjectively these differences are not perceived by the participants of the educational process, and their assessments of the educational environment are practically indistinguishable from the assessments of urban respondents. Features of the Krasnoyarsk region from other regions that participated in the study – the diversity of natural and geographical conditions, a fairly high index of socio-economic development, and the predominance of modern industries. As a result, there are marked differences in the assessment of the role and capabilities of the school, its functions, compared to representatives of other regions. The greatest differences in the assessment of different parameters of the environment are found in the assessments of different participants in the educational process – children, parents and teachers. It is noted that parents are extremely negative about many innovations in education, especially with regard to the introduction of the Single State Examination and the unification of rural schools, their actual destruction in the villages. In general, all participants in the educational process highly appreciate the tension of the educational environment of schools; and there were no significant differences in the assessment of this parameter between rural and urban schools. According to the participants of the educational process, the school creates the necessary conditions for the development of different abilities of students, development of life skills. Based on the analysis of the educational environment by the vector model, it was found that the educational environment of urban schools is shifted towards «career» and rural – «dogmatic» educational environment.

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.

EXPERIENCE OF CREATING AND IMPLEMENTING INFORMATION-MANAGING EDUCATIONAL ENVIRONMENT AT UNIVERSITY AND FEATURES OF ITS ADAPTATION AT LYCEUM

2019 ◽  
pp. 47-55 ◽  
Author(s):  
E. V. Shevchuk ◽  
A. V. Shpak
Keyword(s):  
Continuous Process ◽  
Educational Environment ◽  
Educational Process ◽  
Information Resources ◽  
Improve Quality ◽  
Educational Organizations ◽  
Educational Processes ◽  
Facilitating Conditions ◽  
Oriented Approach

The article describes experience of creating and implementing information-managing educational environment at university. The model of creating information-managing educational environment of university with elements of artificial intelligence and indicative management is described. This environment contributes to improve quality of training and management of educational processes and resources. The stages of creating and implementing information-managing educational environment are considered systemically, as continuous process focused on a consumer. The inhibitory and facilitating conditions for introduction of the model at university are described. To provide subject-oriented approach to the use of information resources of environment, recommended clusters of information subsystems for each category of users are described.Practically implemented scientific and methodological recommendations for subjects of educational process to overcome resistance to innovations introduced in educational organizations are proposed.Features of adaptation of the developed information-managing educational environment for schools are presented.

ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук
Keyword(s):  
Real Life ◽  
Educational Environment ◽  
Educational Process ◽  
Cognitive Approach ◽  
Developmental Potential ◽  
Educational Dialogue ◽  
Cultural Orientations ◽  
Teachers And Students ◽  
Stereotyped Role ◽  
Internal Initiation

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.

PSYCHOLOGICAL APPROACHES TO PREVENTION OF EXTREMISM IN THE HIGHER EDUCATION SYSTEM

2020 ◽  
Vol 22 (12) ◽  
pp. 5-9
Author(s):  
Livak N.S. ◽  
Klimova I.V. ◽  
Lebedikhin V.V.
Keyword(s):  
Young People ◽  
Moral Education ◽  
Social Life ◽  
New Technologies ◽  
Value Orientations ◽  
Educational Process ◽  
Educational Work ◽  
Higher Education System ◽  
Student Community ◽  
And Behavior

Modern youth and the student community today play a key role in the development of social and social life. Due to the peculiarities of the university space, the student community is in constant interaction and communication, both in the framework of the educational process and events of various formats, and in social and everyday conditions. In the context of interactions, this social group, which is most at risk of spreading negative ideologies that threaten not only the personal security of everyone, but also peaceful coexistence in the conditions of a multinational society in Russia. In the absence of educational measures as a prevention, an unfavorable environment arises in which it is very easy to influence the thinking of young people, their involvement in nationalist movements, extremist activities, etc. Hence the concept of «youth extremism» appears, which is manifested in the views and behavior of young people based on the manifestation of aggression and non-acceptance of dissenters. The search for new technologies of psychological support that allow to form cultural tolerance, value orientations and prevent the spread of extremist ideologies becomes relevant. The authors consider a set of measures that contribute to the generalization, dissemination, as well as the introduction into the student environment of the best practices of spiritual and moral education, the development of interethnic and interreligious dialogue, and the prevention of negative ideologies. To implement these tasks, it is necessary to form a pool of specialists in the prevention of extremism in the student environment, hold seminars and meetings for vice-rectors of universities on security and educational work, as well as educational seminars for managers of student organizations. This will make it possible to form leadership student associations that broadcast the values of cultural tolerance to the youth environment.

EDUCATION OF TOLERANCE IN SCHOOLCHILDREN IN THE CONTEXT OF A POLYCULTURAL SOCIETY

2020 ◽  
pp. 32-43
Author(s):  
Svitlana Dovbenko
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Multicultural Society ◽  
A Value

Polycultural education is considered as a process of creating conditions forschoolchildren to develop a worldview setting for constructive cooperation by engaging in ethnic, native and world cultures, developing planetary consciousness on this basis, forming readiness and ability to live in a multinational society. The process of education of tolerance in schoolchildren a multicultural educational environment is considered in three aspects: acquiring a particular philosophy of tolerance as a value; culture of tolerant consciousness; attitude to the appropriate reality that is embodied in real behaviour. The conditions for the efficiency of education of tolerance in schoolchildren in the context of a multicultural society are: multicultural content of the educational process; organization of a tolerant environment that ensures tolerant interaction between the subjects of the educational process; the use of interactive, personalityoriented, reflexive and dialogic technologies, which are aimed to develop the tolerant qualities of schoolchildren; developed tolerant qualities of the teacher’s personality and his/her competence in the issue of education of tolerance.

UNIVERSITY DEVELOPMENT STRATEGIES: COMMERCIALIZATION AND RESPONSES TO NEW CHALLENGES

2020 ◽  
Vol 1 (10) ◽  
pp. 155-162
Author(s):  
Z. F. MAMEDOV ◽  
◽  
Kh. BAYRAMOVA ◽  
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Educational Institution ◽  
Educational Environment ◽  
Global Market ◽  
Educational Process ◽  
Social Progress ◽  
State University ◽  
The University ◽  
Education Science

Education like others spheres of life of modern society is in the state of dynamic changes. New formats of universities as well as their missions and roles in the social and economic development are actively discussed by professional environment. A number of external and internal factors that determine the depth and scale of transformation have effects on the development of the system of higher education. The system of higher education is under the influence of the system and institutional dynamics, which dictate the need for changes. The activity of universities as centers of education, science and culture is one of the most important bases of social progress. This role becomes especially important in XXI century, which is based on new knowledge and principles of technological development. First of all a university takes new features in the current conditions of globalization. The fundamental task that needs to be solved in order to achieve the goals of a modern University is the change of meanings, goals and content of education by active participation in the internationalization processes of the system of higher education and by introducing reforms in educational process. Of course new economic conditions (global market and information technologies) require modifications. It was stated that the commercialization of University innovations in Azerbaijan is a relatively new direction, since the country is just adopts the path of an innovative economy. In this regard the transformation of a scientific idea to a product or a service faces a number of difficulties. It was investigated the problem of commercialization of the results of scientific activities of higher educational institutions in Azerbaijan. For the first time Azerbaijan State University of Economics has implemented its rebranding in the educational system of the country in order to strengthen the market position of the educational institution and realization of innovative marketing strategies. The University’s strategic goals were defined under the UNEC brand, and the brand development was successfully continued with the support of the scientific and expert community. An integrative educational environment is created in Azerbaijan State University of Economics and such environment ensures the unity of the “education – science – innovation – commercialization – production system”. It is important to note that UNEC strategy also provides for clustering of economical education and so that it provides for increasing the integration pace of the University into the world scientific and educational space. The article presents the innovative infrastructure of Azerbaijan State University of Economics connected with its integration into the global scientific and educational environment. The paper studies the matters of the international cooperation issues of the University with universities of such countries as USA, EU, Russia, Turkey, which expands the academic potential of the University and increases its competitiveness. The article substantiates the conclusion that the globalization of higher education increases the importance of commercialization of higher education institutions in the field of education and science. The article reveals the successful experience of UNEC University in the creation and implementation of joint educational programs, expanding academic mobility, attracting foreign applicants, conducting joint researches and international scientific events in partnership with universities in the EU, Russia and Turkey.

Sign in / Sign up

Export Citation Format

Share Document