scholarly journals Implementation of pedagogical conditions for the formations of a harmoniously developed student’s personality in the cross-cultural educational environment of a modern school

2021 ◽  
Author(s):  
А.Х. Ахмедьянова
Keyword(s):  
General Education ◽  
Historical Memory ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Material ◽  
Cross Cultural ◽  
Educational Process ◽  
Interactive Methods ◽  
Modern School ◽  
The Cross

В статье раскрывается современная модель образовательной среды – это кросс-культурная образовательная среда, которая определяется как диалогическое пространство эффективного формирования гармонично развитой личности обучающегося в школьной системе образования. В качестве методической системы проектирования кросс-культурной образовательной среды автор определяет интерактивные методы и формы обучения, а также определенный кросс-культурный учебный материал. Учеными установлено – интерактивность есть средство организации диалога и в процессе живого, и в процессе информационно-технологического общения. Интерактивные методы и формы обучения обеспечивают с одной стороны внутренний диалог, с другой стороны – полилог. Кросс-культурный учебный материал – это материал, который включает в себя культурно-историческую ценность, информацию, факты и события субъектов образовательного процесса, являющихся представителями различных национальностей. Автор статьи показал реализацию педагогических условий формирования гармонично развитой личности обучающегося в рамках предмета «История» с позиции кросс-культурности. Был проведен урок-конференция, где учащиеся общеобразовательного учреждения рассказали и обсудили военные подвиги, военную жизнь своих родственников, узнали много интересных фактов об участии в войне многонационального народа Советского Союза. Экспериментально-опытным путем было установлено, что процесс образования в кросс-культурной образовательной среде современной школы обуславливает формирование следующих структурных компонентов – культуры как когнитивный компонент, исторической памяти как аксиологический компонент и ценностной ориентации как деятельностный компонент, которые в совокупности образуют гармонично развитую личность обучающегося. Сделан вывод о соответствии поставленных целей и задач с полученными результатами. The article reveals the modern model of the educational environment – it’s a cross-cultural educational environment, which is defined as a dialogical space for the effective formation of a harmoniously developed personality of a student in the school education system. As alternative pedagogical conditions for designing a cross-cultural educational environment, the author defines interactive methods and forms of teaching, as well as a certain cross-cultural educational material. Scientists have established that interactivity is a means of organizing a dialogue both in the process of live and in the process of informational and technological communication. Interactive methods and forms of training provide an internal dialogue on the one hand, and a polylogue on the other. Cross-cultural educational material is a material that includes cultural and historical value, information, facts and events of the subjects of the educational process which are the representatives of different nationalities. The author of the article showed the implementation of pedagogical conditions for the formation of a harmoniously developed personality of a student in the framework of the subject "History" from the position of cross-culture. A lesson - conference was held, where students of the general education institution told and discussed the military exploits and military life of their relatives, and learned many interesting facts about the participation of the multinational people of the Soviet Union. It was found experimentally that the process of education in the cross-cultural educational environment of a modern school determines the formation of the following structural components in the student's personality – culture as a cognitive component, historical memory as an axiological component, and valuable orientation as an activity component, which together form a harmoniously developed personality. The conclusion is made about the compliance of the set goals and objectives with the results obtained.

Designing an Inclusive Educational Environment in a General Education Organization: The Experience of Conceptualization

2020 ◽  
Vol 19 (4) ◽  
pp. 145-152
Author(s):  
A.G. Madzhuga ◽  
◽  
S.A. Zhantasova ◽  
L.K. Fortova ◽  
Zh.V. Sharafullina ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Legal Aspects ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Modern School ◽  
The Government

the article reveals the content and legal aspects of the design features of an inclusive educational environment in a mass school. The understanding by the government and society as a whole of the concept of equal opportunities for children with disabilities and children with disabilities formed the basis for creating a special inclusive educational environment at school, determined the need to find effective ways to include and opportunities for interaction of subjects of an inclusive educational process. Based on the theoretical analysis of domestic and foreign literature, the authors present a refined definition of “inclusive educational environment”, define and describe its essential characteristics. Based on their research and personal experience in implementing inclusive education programs, they prove that an inclusive educational environment is a variation of the educational environment in which students with disabilities are provided with conditions for self-realization and the formation of value-semantic life orientations in the context of their special educational needs. For the first time in the context of the study, a scientifically based relationship between the values of inclusive education and inclusive policies, inclusive practices and inclusive culture is presented. When describing the fundamental principles underlying the design of an inclusive educational environment in a modern school, the authors reveal its algorithm and describe the value system of inclusive education.

Implementation of the Cross-Cultural Approach in the Modern School

2021 ◽  
Vol 20 (4) ◽  
pp. 210-244
Author(s):  
Natalia P Dichek ◽  
Igor M Kopotun ◽  
Svitlana M Shevchenko ◽  
Natalia B Antonets ◽  
Daria V Pohribna
Keyword(s):  
Empirical Data ◽  
Cross Cultural ◽  
Educational Process ◽  
School Age Children ◽  
Control Group ◽  
Percentage Increase ◽  
Primary Input ◽  
Cultural Approach ◽  
The Cross ◽  
Experimental Group

High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).

Schools in an evolving digital environment: Digital renewal and its maturity

2021 ◽  
pp. 5-28
Author(s):  
А. Yu. Uvarov ◽  
V. V. Vikhrev ◽  
G. М. Vodopian ◽  
I. V. Dvoretskaya ◽  
E. Coceac ◽  
...  
Keyword(s):  
General Education ◽  
Digital Technologies ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Digital Environment ◽  
Current State ◽  
Control Actions ◽  
Time Observation ◽  
The Impact

Evolving digital technologies are infiltrating schools wave after wave. The changes taking place are viewed as the schools’ digital renewal process (SDRP). The SDRP is complex (multidimensional). It includes changes in the educational environment (physical and virtual), the educational process, and the way the school operates. The SDRP goes uneven, with individual schools at different stages. One-time observation of the SDRP allows you to fix its current state (statics). The longitudinal observations allows you to see changes in the schools’ digital renewal (kinematics). The connection of the observed changes with the impact on the general education system makes it possible to discuss the development of digital renewal under the influence of individual control actions (dynamics). The stages of penetration of digital technologies into the work of the school: computerization, early and mature informatization, digital transformation (transition to the “Smart School”) can be considered as the stages of maturity of the SDRP. The article discusses a framework for describing the processes of digital renewal of schools in an evolving digital environment and an assessment of the SDRP’s maturity.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS

2021 ◽  
Author(s):  
Ekaterina Kostina ◽  
Svetlana Khoroshilova
Keyword(s):  
Main Idea ◽  
Cross Cultural ◽  
Educational Process ◽  
Academic Mobility ◽  
Expert Review ◽  
Cultural Approach ◽  
Pedagogical Competence ◽  
The Cross ◽  
Four Levels ◽  
Comparison Of The Results

"The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers."

Issues of Subject-Oriented Teaching at a Modern School

10.12737/1398 ◽  
2013 ◽  
Vol 1 (5) ◽  
pp. 39-44
Author(s):  
Ризванов ◽  
R. Rizvanov
Keyword(s):  
General Education ◽  
Educational Process ◽  
Teaching Process ◽  
Continue Education ◽  
Modern School ◽  
Intention To Continue ◽  
Personal Interests

Subject-oriented teaching is considered as multifaceted and complex means to raise quality, effectiveness and access to general education. It is noted that subject-oriented teaching allows for more flexibility to take into account students’ personal interests, inclination and talents through relevant changes in structure, contents and organization of teaching process and divergence. The author discusses the possibility to orient the educational process at the senior classes with respect to students’ professional inclinations and intention to continue education.

scholarly journals ФОРМУВАННЯ ПОЗИТИВНОГО ПСИХОЛОГІЧНОГО КЛІМАТУ В ПЕДАГОГІЧНОМУ КОЛЕКТИВІ СУЧАСНОГО ЗАГАЛЬНООСВІТНЬОГО НАВЧАЛЬНОГО ЗАКЛАДУ В УМОВАХ ОСВІТНІХ ЗМІН

2020 ◽  
pp. 214-224
Author(s):  
Лариса Мафтин ◽  
◽  
Аліна Предик ◽  
Світлана Романюк
Keyword(s):  
Primary Schools ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Management Style ◽  
Psychological Climate ◽  
Teaching Staff ◽  
Continuous Growth ◽  
Stage Of Development ◽  
Theoretical Approaches

The article is devoted to the study of the problem of forming a positive psychological climate in the pedagogical staff of a modern education institution in the context of educational reforms. On the basis of the analysis of the basic theoretical approaches to the content of the concept of “psychological climate”, a general characteristic of the concept of the psychological climate of the teaching staff is generalized; the structure and factors of favorable psychological climate in the pedagogical staff of the modern comprehensive education institution are considered; the ways of increasing the process of forming a favorable psychological climate of the pedagogical team in terms of educational innovations are outlined. The authors emphasize that development of a new system of education and upbringing in primary schools in accordance with the requirements of New Ukrainian school puts forward new, increased requirements for society, education managers, parents, students and teachers, who must care for the continuous growth of their professional, pedagogical skills, creating a new educational environment. The positive psychological climate in the teaching staff is determined by the features of a particular stage of development of society, economic factors, management style, the specifics of interaction between teachers in the school team, the relationship between teachers and students. The driving force that can effectively implement an educational reform is the professional and mobile personality of the teacher. His/her ability to adapt to the changes taking place in the educational sphere is of great importance; to modernize his/her activity according to the requirements of the New Ukrainian school: to introduce innovative teaching technologies, active methods of pedagogical interaction, to build the educational process on humanistic principles. Therefore, the modern educational environment should be as psychologically comfortable as possible. After all, self-realization and improving one’s professional level is possible under the condition of a favorable, positive, healthy psychological microclimate in the team.

scholarly journals Values in General Education School: Teachers’ Approach

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 127-144
Author(s):  
Elvyda Martišauskienė ◽  
Snieguolė Vaičekauskienė
Keyword(s):  
General Education ◽  
Human Life ◽  
Academic Research ◽  
School Management ◽  
Moral Values ◽  
Educational Process ◽  
Community Members ◽  
Research Attention ◽  
Student Activities ◽  
Modern School

Moral values are characterized as meaning of human life and plenitude condition. The basis of moral values are always spiritual and ensuring human as individual united becoming. The influence of moral values to better pupil achievements and thinking are based on academic research. Attention is drawn, that values of educators are related not only with their own work but also with ability to create more humane relations and educational process – to work with all age group students and base communication in educational process on self-esteem and creativity. The values of educators have an influence on student maturity – education based on moral values determine positive social behavior, allows the better understanding of behaviour impact on yourself and others, develop his ethic vocabulary. The research discovers that in modern school moral values are not frequent – they formed a quarter of all identified values. Values can be considered as aspect of organization of educational process, school management and work with parents. However by this way the attitude is expressed to school management and education based on humane relations, establishment of conditions is emphasized to correspond not only the need of educator but also the needs of other schools community members. Discussing values, educators often express problems arising while organizing educational process. So it must be assumed that various pedagogical difficulties have influence on value education – giving a sense to student activities require considerable amount of effort. Therefore short-term goals are set and pupil moral position is understood in school. Little attention to spiritual learning perspectives.

scholarly journals Forming A Pedagogue’s Research Competences in Innovative Educational Environment

2018 ◽  
Vol 7 (4.38) ◽  
pp. 1243 ◽  
Author(s):  
Tatyana Yuryevna Tsibizova ◽  
Nikolay Gennadievich Poyarkov ◽  
Svetlana Viktorovna Mamaeva ◽  
Alexander Vladimirovich Rubtsov ◽  
Elena Mefodyevna Plekhanova ◽  
...  
Keyword(s):  
Creative Thinking ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Research Activity ◽  
Basic Principles ◽  
Modern School ◽  
Research Competences ◽  
Four Levels ◽  
Self Instruction

Introduction. Changes that take place in different spheres of life in Russia (economic, political, social, cultural) determine new requirements to the goals, values, functions of education in providing the development and self-realization of students. A graduate of a modern school should master a complex of information and research skills, and have critical and creative thinking. Research methodology. The orientation of education towards the growth of a student as a person, bearer of certain individual peculiarities, and activity subject may be of use only if an effective strategy of pedagogic work is developed. Such a strategy should be scientifically grounded on the basic principles of modern approaches implemented in pedagogy and psychology: humanistic, personality-, activity- and competence-oriented. Research results. Four spheres of a pedagogue’s professional activity in an innovative educational environment have been distinguished: sphere of analysis, synthesis and mastering pioneering pedagogic experience; sphere of popularization and initial practical use of pioneering pedagogic experience and advanced developments; sphere of the improvement of professional skills and realization of creative potential of a teacher; sphere of innovative processes in the system of education. Discussion. The essence of a pedagogue’s research activity is conditioned by the functions, which are based on the following factors: optimization of the teaching and educational process; specifically, structured controlled cognitive process; processes of self-improvement, self-instruction and self-education, self-realization; mastering professional pedagogic activity of a new level. Conclusion. Four levels of the development of a teacher’s research competences have been distinguished: basic, empiric (local and initiative), productive (tactical), and constructive (strategic).  

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