scholarly journals МЕТОДИКА ФОРМУВАННЯ ІНТЕГРОВАНИХ ЗНАНЬ В СИСТЕМІ ПРОФЕСІЙНО ОРІЄНТОВАНОГО НАВЧАННЯ З ФІЗИКИ

2021 ◽  
Vol 1 (2) ◽  
pp. 150-158
Author(s):  
A. BARKANOV ◽  
Keyword(s):  
Student Teacher ◽  
Professional Training ◽  
Standard Form ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
High Concentration ◽  
Teacher Student ◽  
Education Professional ◽  
Creative Self

The article considers the methods and features of binary classes in physics and disciplines of professional training in agricultural colleges. The results of a survey of teachers of professional agrotechnical colleges on identifying the interdependence of the level of knowledge in physics and disciplines of the professional cycle of training are presented. The advantages of binary integrated classes are determined. Methodical recommendations on the algorithm of conducting and preparing the teacher and students for the binary lesson are offered. There are 3 stages of preparation for the lesson. The first stage is preparatory. Analysis of educational programs in subjects. Topics are selected where it is possible to conduct a binary lesson, its type and purpose are outlined. It is determined which of the subjects will be the basis of the integrated lesson. The second stage is planning the content of the lesson. Work on the content of classes, stages of independent work of students. Each teacher selects material in their direction: interesting facts, illustrations. The third stage – adjustment of the developed materials, rehearsal and control inspection. Students' homework is adjusted on the eve of each subject. The ways of formation of professional competencies of students during the conduct of integrated binary classes in physics and disciplines of the professional cycle of training are considered. The advantages of integrated binary classes are singled out, namely: taking into account the future profession in the study of physics; increase motivation to study physics; non-standard form of organization and holding; various activities in the classroom contribute to a high concentration and the formation of critical thinking skills; productivity and the level of visualization in the classroom increases; interdisciplinary links are established; partnership conditions of communication are created according to the schemes student - student, student - teacher, teacher - student, teacher - teacher; complex formation of students' knowledge is carried out and there is a possibility of creative self-realization of teachers and students in the educational process. This, in turn, improves the quality of training of future junior bachelors. Key words: binary lessons, integrated lessons, physics, professionally oriented education, professional peredvyscha education, professional college.

How to Hollow Out an Education

2014 ◽  
pp. 140-158
Author(s):  
John K. Davis
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Student Teacher ◽  
Cost Savings ◽  
Economic Cost ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Qualitative Assessment ◽  
Teacher Student ◽  
Online Higher Education

This case chapter demonstrates how online higher education can best function by keeping student-teacher ratios at levels where intensive instructional interaction remains possible. If economic cost savings are the prime driver in mass online higher education, one-on-one synchronous interaction between teacher and student is minimized. The core problem of mass instruction is that without quality interaction, the educational experience is hollowed out. Essential critical thinking skills cannot be learned without an experienced, engaged partner to provide feedback, qualitative assessment, and guidance. Peer and automated evaluations offer minimal benefit. The costs of online education may be lowered, but only by pushing the student-teacher ratio so high that significant teacher-student interaction becomes impossible. Thus, what makes online education economically attractive threatens to hollow out education by reducing that interaction.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

Communication Improvement within the Education Process and Emotional Intelligence Development

2015 ◽  
Vol 3 (5) ◽  
pp. 163-175
Author(s):  
Adrian Sonea ◽  
Ovidiu Niculae Bordean ◽  
Eugenia Câmpeanu Sonea
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Educational Process ◽  
Communication Process ◽  
Current Phase ◽  
North West ◽  
Teacher Student ◽  
Education Process

Both the authors’ previous experience and the devoted literature highlight the particular role of teacher-student communication for the quality of graduates’ professional development and education. The research presented herein is based on a sociological survey conducted in a large university from north-west Romania, on more than 600 Economics Master’s students.The chief goal of our research is to determine efficient ways to improve the student training provided by the master programmes in Economics, by means of a better stimulation on the part of the teachers, a more efficient teacher – student communication, a better quality of the teaching materials employed and a greater relevance of the educational content for the particular area of specialisation pursued.After an initial review of the material resulted from the sociological survey, we continued to analyse the results in relation to the tiers of the communication process, the role of groups in the learning process and of the education process in the development of emotional intelligence.Within the current phase of our study, the underlying hypotheses are:(1) The training of Economics and Business Administration students provides them with opportunities of professional specialisation, while developing skills and abilities useful in everyday life.(2) The students’ training in Economics also entails an implicit educational process, which supports the development of their emotional intelligence.(3) Multiculturalism bears manifold benefits, both in terms of specialist professional training and on graduates’ attitudes and behaviour in the social life.This study allowed us to validate the hypotheses and to draw some interesting conclusions for the education of students enrolled in the university surveyed.

Pedagogical Conditions for the Stage Image Formation of the Vocal Teacher in the Process of Professional Training

2020 ◽  
Vol 6 (2) ◽  
pp. 164-172
Author(s):  
Marianna A. Sukholova
Keyword(s):  
Music Education ◽  
Professional Education ◽  
Professional Training ◽  
Comparative Method ◽  
Image Formation ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Activities ◽  
Analysis And Synthesis ◽  
Creative Self

The study of pedagogical conditions for the formation of the stage image of vocal teachers is a topical issue in the context of improving the quality of professional music education in Ukraine, as well as in the world. The purpose of the article is to study the pedagogical conditions that contribute to the effective formation of the stage image of the future vocal teacher in the process of his professional education. The methodological basis of the study is the theoretical methods of scientific knowledge (analysis and synthesis, classification method, comparative method). Also, in the context of this study, a theoretical analysis of scientific sources was conducted. The article highlights and substantiates the pedagogical conditions for the formation of the stage image of a vocal teacher in the process of professional education: the creation of models of their own future based on the activation of “I-real” and “I-ideal”; providing motivation for performing and creative stage selfrealization of future specialists; application of personality-oriented models and learning technologies aimed at developing the student's individuality and providing conditions for the development of their abilities and creative self-realization in professional activities; diversification of practical forms of organization of the educational process It is emphasized that the basis of the stage image is a combination of personal and professional characteristics and psychological archetypes, which are the basis of image formation, which should correspond to the character of the vocalist the best human qualities and powerful informational-creative potential of the person. It is emphasized that according to the personality-oriented concept of education, priority is given to the development of personality, rather than the learning process, which is an important aspect in the process of forming the stage image of personality. The practical value of the work is that the results of the study can be used to increase the efficiency of the educational process, as well as to improve the professional qualities of vocal teachers

scholarly journals Navigating Music Teaching in Uncertain Times

2020 ◽  
pp. 104837132096138
Author(s):  
Chiao-Wei Liu
Keyword(s):  
Peer Relationships ◽  
Classroom Climate ◽  
Music Teachers ◽  
Well Being ◽  
Thinking Skills ◽  
Virtual Classroom ◽  
Critical Thinking Skills ◽  
Music Teaching ◽  
Music Learning ◽  
Teacher Student

As schools reopen and students return back to the classrooms, music teachers are faced with the challenge of how and what we could do (and continue to do) to support the well-being and music learning of our students in crises. I suggest that teachers take into consideration the various elements involved in creating engaging learning experiences. Recognize the changing classroom climate and student-teacher/student-peer relationships in the virtual classroom, it is necessary that we consider how to spark students’ motivation and generate meaningful dialogue, what strategies we apply to help our students develop critical thinking skills; how we connect with our students and address their emotional well-being while being physically separated from each other. As trivial as these ideas may appear on the surface, I believe that only when we truly listen and attend to the needs of our students will we provide the space for our students to flourish.

scholarly journals Discussion-provocation as a method of improving the educational process

2020 ◽  
Vol 210 ◽  
pp. 18030
Author(s):  
Olga Nikolenko ◽  
Larisa Babakova ◽  
Boris Morenko
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
World View ◽  
Standard Form ◽  
Thinking Skills ◽  
Educational Process ◽  
Skills Development ◽  
Authentic Texts ◽  
Scientific World ◽  
Initial Base

The article describes the methodology of conducting training sessions in the discussion-provocation form as one of the methods of improving speech and thinking skills while teaching Russian as a foreign language in the classroom at an advanced training level and proves its effectiveness in mastering communication skills. It is shown that conducting training sessions in the discussion-provocation form helps to develop speech production skills among foreign students, to unleash creativity and logical thinking, making them to pass and process the information of the suggested basic text through “I-position” the prism. It enriches foreign students with elements of personally marked evaluation, thereby realizing the cognitive, communicative and educational tasks of the learning process. The advantages of authentic texts as an initial base for the speech skills development are described, as far as they reflect the real needs and emotional students’ mood through their approach to the surrounding reality and the interests of a particular individual, orient his thoughts to a given attitude. Discussion-provocation, being a non-standard form of classes helps to form an abstract and scientific world view among foreign students.

scholarly journals The Significance of Irrational Aspect for the Formation of Relations in the “Teacher – Student – Teacher” System

2019 ◽  
Vol 62 (2) ◽  
pp. 58-76
Author(s):  
T. E. Marinosyan
Keyword(s):  
Student Teacher ◽  
Large Scale ◽  
Cognitive Activity ◽  
Educational Process ◽  
Teacher Education Programs ◽  
Pedagogical Issues ◽  
Teacher Student ◽  
Theory Of Education ◽  
Comprehensive Development ◽  
Emotional Component

The article is devoted to the significance of the irrational in education processes and to the role of teacher as an actor of psychological influence on the formation of child’s personality. Unfortunately, teacher education programs at universities do not properly introduce to the students all the aspects (including unconscious ones) of the interaction between people, in particular in the “teacher – student” system. At the same time, in the pedagogical literature there are no special works related to this issue. Psychological theories and methods of education, which are designed to form and develop a personality, can simply destroy the necessary qualities in a child that lead to his independence and self-affirmation. Teachers who are incompetent in pedagogical issues often defend themselves by appealing to the well-known names of scientists and their theories. The theories should not become a dogma and a main path in education. They should serve as an auxiliary instrument. The theory of education is obliged to revise the content and form of the organization of educational process in accordance with the understanding and sense of the rhythm of the New World, taking into account the integration of educational concepts that provide a balance of the rational and irrational in the cognitive activity of a student. This balance is necessary for the full and comprehensive development of child’s personality, for the formation of his/her identity. The author of the article believes that under the conditions of large-scale simulacrization, virtualization, digitalization of the educational space, it is necessary to strengthen the emotional component of the educational process to avoid the final elimination of the aura (W. Benjamin) of the class area from the sphere of human relations in the “teacher – student – teacher” system.

scholarly journals Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

2018 ◽  
Vol 8 (6) ◽  
pp. 12 ◽  
Author(s):  
Jiangping Chen ◽  
Jie Hu
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Mainland China ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning System ◽  
Teacher Student ◽  
Dual Channel ◽  
L2 Learners ◽  
Quasi Experimental

The Rain Classroom, grounded in the theory of connectivism in the digital era, is a mobile-supported tool for blended learning. This tool renders synchronous and asynchronous teacher-student interactions through dual-channel teaching in and out of class. In the study, the Critical Thinking Skills Survey (CTSS) was adopted to measure the critical thinking skills (CTS) of 112 first-year undergraduates majoring in English in mainland China. A pretest-posttest non-equivalent two-group quasi-experimental design was applied to compare the CTS of those learners of English as a second language (L2) instructed under the Rain-Classroom-based intelligent learning system with those taught by the traditional lecture approach. The mixed results indicated that the intelligent learning system had a positive effect on students’ overall CTS development with significant improvement in the interpretation subscale but had almost no influence on the evaluation and self-regulation subscales. The intelligent learning approach in this study is empirically meaningful in students’ CTS enhancement, but further research is warranted to make this system more efficacious in facilitating L2 learners’ CTS.

scholarly journals Development of Critical Thinking Skills for Macedonian Language for Professional Purposes 2 During the Online Teaching Period

SEEU Review ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 60-70
Author(s):  
Blagojka Zdravkovska-Adamova ◽  
Aleksandra P. Taneska
Keyword(s):  
Critical Thinking ◽  
Online Teaching ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Modern World ◽  
Social Rules ◽  
Final Grade ◽  
Main Challenge ◽  
Key Skills

Abstract The aim of this paper is to present the results of our analysis regarding the development of critical thinking skills for the subject Macedonian language for specific purposes 2, research conducted in the online teaching period in the academic 2019-2020. The appearance of COVID-19 virus in March 2020 and the pandemic that it caused seriously affected the educational process. But the well-established Google Meet and Google Classroom platforms have proven to be a solid foundation for teaching in extraordinary circumstances at SEEU. Our goal in the past period was mainly aimed at developing and improving the critical thinking skills which are clearly defined in the syllabus. Definitions of the term critical thinking are given, as well as the results of our research regarding the development of critical thinking skills during online teaching. In terms of methodology, for each skill an exercise was given, which was assessed by the professor and the students received feedback. Our research covers 7 critical thinking skills. An analysis is emphasized as one of the key skills for developing critical thinking. The ability to apply established personal, professional and social rules and criteria reflects students’ ability to present information in their own way. In the modern world, access to information is readily available. The development of critical thinking by mastering the skill of logical reasoning was aimed at establishing correlations and conclusions that are supported or determined by the above data in the form of a debate on the criteria for successful professional communication. The ability to distinguish is emphasized as one of the skills for developing critical thinking. The novelties in the future should be mainly focused on the main challenge, which is the motivation of the students for active participation because according to our expected results there was more pressure for their activity on Google Meet, but they showed significant interest in the exercises that affected the final grade (according to our previous experience, that was characteristic for the period of teaching with physical presence). The active involvement of the students, but also the additional engagement of the professors in these extraordinary circumstances will contribute to a quality and smooth mastering of the skills for critical analysis.

scholarly journals CRITICAL THINKING DEVELOPMENT OF NON-LINGUISTIC STUDENTS THROUGH THE EDUCATIONAL FOREIGN-LANGUAGE TEXT

2021 ◽  
pp. 124-134
Author(s):  
Инна Вячеславовна Шукурова ◽  
Наталья Евгеньевна Чеснокова
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
English Language ◽  
Relevant Information ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Language Resources ◽  
Extraneous Material ◽  
Language Text

Рассматривается вопрос развития критического мышления студентов средствами иностранного языка. Оценивается место и роль дисциплины «Иностранный язык» в развитии универсальных компетенций студентов и в их адаптации к современным требованиям, предъявляемым будущим специалистам. Представлены составляющие умения критического мышления, которые позволяют осмысливать полученную информацию, обобщать и отделять ее от второстепенных фактов, формулировать выводы, оценивать. Средством развития критического мышления студентов выбран учебный иноязычный текст, который рассматривается не только как источник информации, но и как средство активизации мыслительной деятельности. Отмечается недостаток методик, способствующих развитию критического мышления. Описывается возможность использования таксономии педагогических целей Б. Блума в работе с учебным текстом. Таксономия позволяет правильно ставить образовательные цели, формулировать мотивирующие задания и отслеживать прогресс в развитии умений. Приведен пример работы с учебным текстом по принципу таксономии, который дает возможность корректировать учебную деятельность студентов, направленную на развитие их критического мышления. The article considers the process of students’ critical thinking development through the English language resources. The authors highlight the importance of English in the developing of students’ universal competencies and their adaption to the current professional requirements. The article outlines the essential critical thinking skills that allow students to comprehend the received material, break down the material into its constituent parts, to distinguish relevant information from extraneous material, to synthesize, to infer and evaluate it. The educational foreign-language text is used as a means of students’ critical thinking development. The authors emphasize the text’s multifunction nature and its contribution into enhancement of students’ thinking activity. Despite the teachers’ keen interest in the process of critical thinking developing some authors prove the lack of methods and techniques promoting its growth. The article gives an overview of Bloom’s taxonomy and outlines its application in the educational process. The taxonomy is widely used to set educational objectives, to formulate motivating exercises and monitor headway in knowledge and skills developing. The study shows that not all textbooks and tasks are intended to enhance critical thinking skills. So, the authors analyzed their English textbook and changed their approach to work with the texts. The article describes the experience proving that new challenging tasks help students comprehend the received information, distinguish relevant facts, summarize and learn to evaluate.

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