scholarly journals CREATIVE TASKS IN LITERATURE: FROM THE PAST TO THE PRESENT, FROM THE PRESERVATION OF FORMS TO THEIR DEVELOPMENT AND TRANSFORMATION (GENERAL OVERVIEW)

2021 ◽  
Vol 15 (2) ◽  
pp. 198-214
Author(s):  
E. S. Romanicheva ◽  
Keyword(s):  
20Th Century ◽  
Literary Text ◽  
Educational Process ◽  
Participatory Culture ◽  
Necessary Condition ◽  
Teaching Methodology ◽  
Literary Education ◽  
Analytical Review ◽  
Creative Tasks

Introduction to the paper raises the questions: what are the causes of today’s crisis faced by the “traditional,” which has lost its creative character, and if there are ways out of this crisis. Materials and methods. When searching for the answers to these questions, the study relies on the comparative analysis of the sources and shows how Russian teaching methodology experts of the 20th century solved the “essay problem,” what tasks were offered for the text written by students to be an original “answer” in their dialogue with the literary text. Bibliography overview. A whole host of the sources used impart the character of an analytical review to this part of the paper. It aims to convince the reader that the focus on “creative reading” (Abakumov) and “creative writing” (Abakumov) was one of the leading trends in the methodology of the 20th century. This section states that the literary creativity of students nowadays can and should be supported with digital tools. Digitalization of modern literary education, including the application of new creative tasks in the educational process, is a condition for its development in the 21st century. Results. This part of the paper presents possible multimedia creative tasks (podcast, book trailer, longread, video poetry, and others) and indicates that the latter performed using IT tools are not a rejection of conventional creative tasks but rather their development and transformation in the digital environment. The proposed thesis is illustrated by referring to fanfiction and showing what traditional creative task forms preceded fanfiction. These tasks (as opposed to writing a traditional essay) are shown to become valuable and meaningful for the students because they are characterized by convergence and participativeness. It is through these properties of the task’s students are involved in the participatory culture within which the texts of fiction live today. This section concludes that the proposed system of creative multimedia tasks should further be discussed, experimentally tested, and adjusted based on the testing results. In conclusion, according to the teaching methodology experts of the 20th century, who talked about student creativity as a necessary condition for understanding a literary text and a productive dialogue with it, the methodological science objectives to be set concerning the issue presented in the title of the paper are identified. These include: creating a glossary of terms that defines possible creative tasks of a multimedia nature and generating methodological recommendations that describe an algorithm for their development and the technology for including them in the educational process. Keywords: traditional and multimedia creative tasks, value and meaning, convergence and participation, fanfiction, classification of multimedia creative tasks

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

VISUAL REPETITION OF EDUCATIONAL INFORMATION AT SCHOOL AND UNIVERSITY

2019 ◽  
pp. 41-50
Author(s):  
О. V. Ivanova
Keyword(s):  
Undergraduate Students ◽  
Educational Material ◽  
Educational Process ◽  
Mathematical Statistics ◽  
Crossword Puzzle ◽  
Conceptual Apparatus ◽  
Knowledge Types ◽  
Educational Information

The article discusses one of the stages of the educational process with the use of modular visualization that is systematization and synthesis of educational material. Various forms of visual repetition when studying the discipline “Theory of Probability and Mathematical Statistics” for undergraduate students who study non-mathematical profiles are presented. The concept of modular visualization is revealed, all types of each of the presented forms of visual repetition are described: through the conceptual apparatus (types: crossword puzzle, mathematical dictation, work with definitions, classification of concepts), transformation of knowledge (types: reference summary, proof of theorems, work with formulas, dictionary knowledge), by means of large-modular supports (types: table, flowchart, graph-diagram). Examples of each type of visual repetition of educational information on the discipline “Theory of Probability and Mathematical Statistics” developed by SMART Notebook and HTML are given. The technology of constructing various forms of visual repetition is presented schematically.

ДІАЛОГІЧНА ВЗАЄМОДІЯ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА ПОПЕРЕДЖЕННЯ НАСИЛЛЯ У ШКОЛІ

1970 ◽  
Vol 8 (1) ◽  
pp. 165-172
Author(s):  
Оксана Воронкевич
Keyword(s):  
School Violence ◽  
Prevention Program ◽  
Role Playing ◽  
Educational Process ◽  
Self Determination ◽  
Psychological State ◽  
Necessary Condition ◽  
Training Methods ◽  
Role Playing Games ◽  
Time Information

У   статті   актуалізовано   проблему   поширеності   шкільного   насильства   у   середовищі   учнів  початкових класів. Особлива увага звертається на необхідність діалогічної взаємодії учасників освітнього  процесу як необхідної умови попередження насилля у школі.  Опираючись на результати власного дослідницького пошуку, автор пропонує варіант програми  психологічної профілактики шкільного насильства вчителів стосовно учнів. Дана програма спрямована на  формування  у  педагогів  навичок  глибинного  самопізнання  й  пізнання  дітей,  апробування  нових  форм  поведінки та базується на ідеї діалогізації педагогічної взаємодії, оскільки важливо налагодити суб’єкт- суб’єктну взаємодію учня та вчителя й не використовувати монологічну модель спілкування. Наголошено,  що педагоги повинні стимулювати будь-які прояви суб’єктної активності дітей, що сприяють виробленню  у них адекватної оцінки себе та свого оточення, розвитку здатності до самовизначення. Відзначено, що  для   діалогічного   освітнього   середовища   характерними   є   такі   властивості,   як   різноманітність,  динамічність, напруженість, достатність, кожна з яких сприяє високій ефективності освітньої взаємодії,  здійснює істотний вплив на розвиток особистості. Під час занять використано різні тренінгові методи:  рольові ігри, міні-лекції, мозковий штурм, обговорення в загальному колі тощо. Разом із тим поширено  інформацію з актуальних для педагогів питань спілкування з дитиною без агресії, злості та конфлікту.  Представлено  результати  успішної  апробації  програми  психологічної  профілактики  шкільного  насильства  з  боку  вчителів,  що проявилися в розумінні важливості толерантного ставлення до учнів,  набутті практичних умінь відчувати психологічний стан іншої людини та адекватно реагувати на нього,  виявляти доброзичливість, прихильність до школярів та надавати їм необхідну допомогу.  The article actualizes the problem of the prevalence of school violence among elementary school pupils.  Special attention is drawn to the need for dialogical interaction of participants in the educational process as a  necessary condition for preventing violence in school.  Relying on the results of his own research, the author suggests a variant of school violence psychological  prevention program of teachers in relation to pupils. This program is aimed at educating the students the skills of  deep self-cognition and cognition of children, testing new forms of behavior and is based on the idea of pedagogical  interaction dialogization, since it is important to establish subject-subject interaction between the pupil and the  teacher and not use the monologue model of communication. It is highlighted that teachers should stimulate any  manifestation of children's subject activity, which helps to develop an adequate assessment of themselves and their  environment, development of self-determination ability. It is noted that a dialogical educational environment is  characterized by such attributes as diversity, dynamism, intensity, sufficiency, each of them contributes to the high  effectiveness of educational interaction, have a significant impact on the development of personality. During the  classes various training methods were used: role-playing games, mini-lectures, brainstorming, discussions in the  general circle, etc. At the same time, information on relevant for teachers issues about communicating with a child  without aggression, anger and conflict is propagated.  Was presented results of successful approbation of the school violence psychological prevention program  from teacher’s part, manifested in the understanding importance of the tolerant attitude towards pupils, acquiring  practical skills of feeling the another’s person psychological state and react adequately to it, showing benevolence,  adherence to schoolchildren and providing them the necessary assistance. 

GENETIC CERTIFICATION OF FODDER CROPS BREEDING ACHIEVEMENTS

1970 ◽  
pp. 40-46
Author(s):  
V. M. Kosolapov ◽  
N. N. Kozlov ◽  
I. А. Klimenko ◽  
V. N. Zolotarev
Keyword(s):  
Dna Analysis ◽  
Molecular Genetic ◽  
Practical Importance ◽  
Genetic Identification ◽  
Necessary Condition ◽  
Forage Crops ◽  
Fodder Crops ◽  
Long Time ◽  
Analytical Review ◽  
Prospects Of Application

The methods of genetic identification of forage crops varieties and forms have significant scientific and practical importance in breeding and seed multiplication, in protection of author’s rights. At the current moment molecular markers on the base of DNA-polymorphism have been applied widely for these aims. This analytical review examines the possibilities and the prospects of application the different DNA-analysis methods for assessment of forage crops genetic diversity and for development the molecular-genetic passports of breeding achievements. The objective estimation of varieties structure and presence impurities is a necessary condition for improving the methodical approaches in approbation of crops and for decision the problems of timely variety-seed renovation and its systematic replacement. The system of DNA markers that registered in genetic passport will enable to keep the initial genetic structure of variety and to maintain it in production process during long time without fluctuations of agronomic important characteristics and properties. This factor is especially valuable for development the primary seed multiplication.

Some aspects of the pedagogical model of constructive geometric modeling

2020 ◽  
Author(s):  
Denis Voloshinov ◽  
K. Solomonov ◽  
Lyudmila Mokretsova ◽  
Lyudmila Tishchuk
Keyword(s):  
Computer Graphics ◽  
Geometric Modeling ◽  
Educational Process ◽  
Educational Institutions ◽  
Software Systems ◽  
Teaching Methodology ◽  
Models Of Teaching ◽  
Software Product ◽  
The University

The application of constructive geometric modeling to pedagogical models of teaching graphic disciplines today is a promising direction for using computer technology in the educational process of educational institutions. The essence of the method of constructive geometric modeling is to represent any operation performed on geometric objects in the form of a transformation, as a result of which some constructive connection is established, and the transformation itself can be considered as a result of the action of an abstract cybernetic device. Constructive geometric modeling is a popular information tool for information processing in various applied areas, however, this tool cannot be appreciated without the presence of appropriate software systems and developed design techniques. Traditionally, constructive geometric modeling is used in the design of mechanical engineering, energy, aircraft and shipbuilding facilities, in architectural and design engineering. The need to study descriptive geometry at the university in recent years has something in common with the issues of mastering graphic packages of computer programs in the framework of the new discipline "Engineering and Computer Graphics". The well-known KOMPAS software product is considered the simplest and most attractive for training. It should be noted the important role of graphic packages in the teaching of geometric disciplines that require a figurative perception of the material by students. Against the background of a reduction in classroom hours, computer graphics packages are practically the only productive teaching methodology, successfully replacing traditional tools - chalk and blackboard.

Educational text in the aspect of intellectualization of the university teaching of the russian language

2019 ◽  
Author(s):  
Karina Amaiakovna Oganesian
Keyword(s):  
Literary Text ◽  
Educational Process ◽  
Russian Language ◽  
University Teaching ◽  
Motivational Level ◽  
Linguistic Aspect ◽  
The University ◽  
The Russian Language

The article discusses the issue of intellectualizing the process of learning a language through the prism of studying literary text, describes the multiplicity of approaches and directions in studying an artistic text in order to reveal its nature in the linguistic aspect, increase the motivational level and update the educational process.

СОЦИАЛЬНЫЕ СЕТИ НА УРОКАХ РКИ КАК СРЕДСТВО ФОРМИРОВАНИЯ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ

2020 ◽  
Vol 1 (11(80)) ◽  
pp. 28-31
Author(s):  
A. Sehpeyan
Keyword(s):  
Social Networks ◽  
Cultural Competence ◽  
Foreign Language ◽  
Cross Cultural ◽  
Educational Process ◽  
Cultural Environment ◽  
Internet Technologies ◽  
Modern Technologies ◽  
Creative Tasks

With the advent of modern Internet technologies, the ways of teaching Russian as a foreign language are changing rapidly. Social networks become part of the educational process and serve as a tool for creating new creative tasks aimed at developing cross-cultural competence. Modern technologies help to prepare students to communicate with representatives of other cultures, create situations that are close to those that exist in the natural cultural environment. This article discusses ways to use social networks to develop cross-cultural competence.

scholarly journals Integrability of Riemann-Type Hydrodynamical Systems and Dubrovin’s Integrability Classification of Perturbed KdV-Type Equations

Symmetry ◽  
2021 ◽  
Vol 13 (6) ◽  
pp. 1077
Author(s):  
Yarema A. Prykarpatskyy
Keyword(s):  
Conservation Laws ◽  
Hamiltonian Structure ◽  
Necessary Condition ◽  
Type Representation ◽  
Infinite Hierarchy ◽  
Polynomial Coefficients ◽  
Kdv Type Equations ◽  
Special Case

Dubrovin’s work on the classification of perturbed KdV-type equations is reanalyzed in detail via the gradient-holonomic integrability scheme, which was devised and developed jointly with Maxim Pavlov and collaborators some time ago. As a consequence of the reanalysis, one can show that Dubrovin’s criterion inherits important parts of the gradient-holonomic scheme properties, especially the necessary condition of suitably ordered reduction expansions with certain types of polynomial coefficients. In addition, we also analyze a special case of a new infinite hierarchy of Riemann-type hydrodynamical systems using a gradient-holonomic approach that was suggested jointly with M. Pavlov and collaborators. An infinite hierarchy of conservation laws, bi-Hamiltonian structure and the corresponding Lax-type representation are constructed for these systems.

scholarly journals Re-evaluating DSM-I

2015 ◽  
Vol 46 (3) ◽  
pp. 449-456 ◽  
Author(s):  
R. Cooper ◽  
R. K. Blashfield
Keyword(s):  
World War Ii ◽  
20Th Century ◽  
International Classification Of Diseases ◽  
World War ◽  
Statistical Manual ◽  
Dsm 5 ◽  
Mental Diseases ◽  
Classification Of Diseases ◽  
The Military

The DSM-I is currently viewed as a psychoanalytic classification, and therefore unimportant. There are four reasons to challenge the belief that DSM-I was a psychoanalytic system. First, psychoanalysts were a minority on the committee that created DSM-I. Second, psychoanalysts of the time did not use DSM-I. Third, DSM-I was as infused with Kraepelinian concepts as it was with psychoanalytic concepts. Fourth, contemporary writers who commented on DSM-I did not perceive it as psychoanalytic. The first edition of the DSM arose from a blending of concepts from the Statistical Manual for the Use of Hospitals of Mental Diseases, the military psychiatric classifications developed during World War II, and the International Classification of Diseases (6th edition). As a consensual, clinically oriented classification, DSM-I was popular, leading to 20 printings and international recognition. From the perspective inherent in this paper, the continuities between classifications from the first half of the 20th century and the systems developed in the second half (e.g. DSM-III to DSM-5) become more visible.

The use of teaching methodology in the development of online courses on personal data protection

2021 ◽  
pp. 227-239
Author(s):  
Светлана Александровна Корягина
Keyword(s):  
Educational Institution ◽  
Cognitive Activity ◽  
Personal Data ◽  
Educational Process ◽  
Quality Level ◽  
Teaching Methodology ◽  
Pedagogical Practice ◽  
Professional Activities ◽  
Personal Data Protection ◽  
The University

Основные проблемы современного образования нельзя решать без его развития. Ученые и практики обращают внимание на устаревшие формы и технологии управления работой со студентами. В современных условиях решать проблемы образования традиционными системами управления и методами становится все сложнее, поэтому возникает необходимость в адекватном построении методической оснащенности образовательного процесса в учебном заведении, что актуализирует необходимость обеспечения системы образования методическими  разработками, дидактическими материалами, которые отвечают современным требованиям педагогической практики. Организационными формами методической работы вуза являются: научно-методическая и педагогический совет; аттестация преподавателей; предметные кафедры, творческие лаборатории преподавателей; школа молодого преподавателя; психолого-педагогические и методические семинары; методические школы преподавателей-новаторов; подготовка методических пособий, публикаций в периодических и профессиональных изданиях. Большинство вышеупомянутых видов методического обеспечения являются традиционными, но все они дают возможность внедрять инновации. Однако обращается внимание только на формы и методы организации образовательного процесса, а не на психолого-педагогическое сопровождение познавательной деятельности преподавателей и методическое обеспечение управленческой деятельности как источника качества и результативности их профессиональной деятельности. Реалии выдвигают новые требования к методическому обеспечению образовательного процесса в вузt, требуя менять цели, функции и содержание, превращая уровень его качества в научно-методический. Суть и назначение научно методического обеспечения заключается в создании условий для формирования и личностно-профессионального становления преподавателей, развития их педагогических способностей, творческого потенциала. The main problems of modern education cannot be solved without its development. Scientists and practitioners pay attention to outdated forms and technologies of managing work with students. In modern conditions, it is becoming increasingly difficult to solve the problems of education with traditional management systems and methods, therefore, there is a need for an adequate construction of methodological equipment of the educational process in an educational institution, which actualizes the need to provide the education system with methodological developments, didactic materials that meet modern requirements of pedagogical practice. Organizational forms of methodological work of the university are: scientific and methodological and pedagogical council; certification of teachers; subject departments, creative laboratories of teachers; school of a young teacher; psychological, pedagogical and methodological seminars; methodological schools of innovative teachers; preparation of methodological manuals, publications in periodicals and professional publications. Most of the above-mentioned types of methodological support are traditional, but all of them make it possible to introduce innovations. However, attention is drawn only to the forms and methods of organizing the educational process, and not to the psychological and pedagogical support of the cognitive activity of teachers and methodological support of managerial activities as a source of quality and effectiveness of their professional activities. The realities put forward new requirements for the methodological support of the educational process at the university, requiring changing the goals, functions and content, turning its quality level into a scientific and methodological one. The essence and purpose of scientific and methodological support is to create conditions for the formation and personal and professional development of teachers, the development of their pedagogical abilities, creative potential.

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