Articles

This research considers the possibility and effectiveness of using information and communication technologies (ICT) in training Russian language teaching methodology to philology students at pedagogical universities. The types of information and communication technologies that are most often used in lectures and practical classes according to the methodology are distinguished and characterized: computer presentations, information, and training and testing (control) programs. Tactics for including ICT in the learning process are proposed. The forms of using various types of ICT developed by the authors are described, and used in classes on general and private methods of teaching the Russian language: intentionally incomplete computer presentations and incomplete educational information on slides, which requires partial restoration or transformation into another form — a table, a diagram, etc. As an innovative teaching method, the use of hypertext space, which effectively provides educational routes, is particularly considered. Based on hypertext, the basic didactic unit of the learning process, three levels of methodological tasks are distinguished. The first level is perceptual and reproductive. The second is productive. The third level is the task of receiving feedback from students in the form of a new utterance or methodological product. The research also offers a detailed sample of students’ preparatory academic work for a practical lesson using ICT on the topic “Methods of teaching the Russian language,” containing three modules: general didactic, private methodic, practice-oriented, and the development of a practical lesson “Features of the methodology of teaching spelling in primary school,” focused on the development of philology students of private methods teaching spelling.

In today’s conditions, medical control and control of the physical development and preparedness of young people, for the most part, are taken over by teachers teaching the discipline “Physical Education” in educational institutions of higher education of the Russian Federation. This statement is confirmed by many studies of employees of the teaching staff of Russian departments and institutes of physical education and sports. The author of this research is no exception. Based on the research of fellow practitioners who work with students in physical education and sports on a daily basis, it is possible to compile an approximate real table of criteria for monitoring the physical health, physical fitness, and physical development of students

The research clarifies the concept and components of the health care system for young people studying in educational institutions of the Russian Federation. The author analyzed pedagogical research on health-saving activities in the educational environment, functional testing and monitoring of physical health, physical development, and physical fitness of Russian students. Moreover, the author analyzed the legal framework governing the monitoring and prevention of the health and functional state of the body of students and found a lack of solidarity between tests and monitoring indicators. Based on the analysis, the authors developed the Regulations on monitoring the physical health, physical fitness and physical development of children, adolescents and youth in the city of Sevastopol, which collected and described the main indicators of monitoring. The problems of introduction and implementation of the Regulations on the monitoring of physical health, physical fitness and physical development of children, adolescents and youth of the city of Sevastopol are noted, in the process of submitting it to the executive authority of the city of Sevastopol, ways to solve them are proposed.

The presented research focuses on a relevant topic. Such problems as personality formation, upbringing, the system of interpersonal interactions, and adaptation to the environment have always been relevant and have become the object of research by psychologists and educators. Another feature that characterizes the topic’s relevance is that the developing personality is active when communicating with adults and peers; the personality, its features, and previously formed qualities and skills participate in this activity. The research aims to determine the place, role, and influence of pedagogical communication in preschool education, increase the effectiveness of educational work with preschoolers, and characterize pedagogical communication as an important factor in forming preschoolers’ personalities. Regardless of whether it is realized or not, a person realizes themselves and their potential in the manifested act of activity. Being aware of themselves, a person renews the object of activity and the relationships into which he or she enters, thereby ensuring movement in their development. Communication is a joint activity of people interacting with each other. This most important factor in pedagogy also illustrates the habits and certain behavioral qualities of a person. Additionally, there is the implementation of their own ideas in the practice of communication and the adaptation of their feelings and intentions towards the interlocutor. This is the most important for preschool children because there is a tendency to self-realize from a very early age. Compared with other similar types of communication, pedagogical communication has the undeniable advantage that the acquisition of knowledge is complemented by an organized system of education. Through pedagogical communication, children develop behavioral abilities, a broad outlook, a culture of speech, observation, and other qualities.

The research draws attention to the need to develop the pedagogical competence of parents in the purposeful formation and correction of self-esteem in a child in a family.

The research aims to analyze the features of organizing online webinars for parents in the process of forming the self-esteem of a child of senior preschool age in a family setting.

A cycle of information and educational pedagogically directed online webinars for parents under the general title “Harmony in my family” is proposed, the purpose of which is to form the pedagogical competence of parents. The principle of interaction has become its core, which is reflected in the tasks and content of online webinars and in the style of leading a group when the teacher acts as a real model of communication for the participants.

The developed cycle of online webinars provides for various areas and forms of activities with parents of children of senior preschool age at risk of self-esteem formation: information messages, discussions, and doing homework for independent study of theoretical and practical material after each online webinar. The content of the course of online webinars is based on the theoretical basis of research into the influence of the nature of the relationship between parents and the child on the personal formation of the child’s self-esteem, as well as empirically identified patterns and relationships of the studied phenomena.

The online webinars were based on the principles of emotional sincerity and openness, awareness and confidentiality, and balance of comfort and discomfort. The content of the online course included questions and exercises designed for the self-disclosure of parents, their awareness of personal qualities, and their level of self-esteem.

The research focuses on the problem of the formation of professional readiness for innovative activity of future specialists in the field of public and municipal administration. The results of the analysis of the concepts of “innovation” and “innovative activity” in the field of public administration, proposed by scientists, are presented. The author shows the multidimensional nature of the studying of these phenomena and provides the author’s definitions of the studied concepts.

Attention is paid to the peculiarities of professional training of future specialists in the field of public and municipal administration. Special emphasis is placed on studying readiness for innovation.

The publication presents the criteria of professional readiness for innovative activity of future specialists in the field of public and municipal administration. Based on the selected criteria, the author characterizes indicators and levels of this professional readiness

The author presents a pedagogical model of the formation of professional readiness for innovative activity of future specialists in the sphere of state and municipal administration, including target, theoretical and methodological, procedural and substantive and evaluative and effective blocks. The characteristics of these components are given.

The process of introducing this model in the educational process is based on the implementation of the following pedagogical conditions: enriching the content of subjects with topics aimed at preparing s pecialists for innovation; expanding the range of opportunities for students to form their readiness for innovation through a variety of forms of theoretical and practical classes; development of a special course; organization of social partnership of the university with public authorities. The ways of their implementation are described by filling the content of academic disciplines, contextual learning, introduction of an optional course, and organization of social partnership.

The further stage of the research is the introduction of the presented model of the formation of professional readiness for innovative activities of future specialists in the field of public and municipal administration in the educational process.

The research examines the stages in the formation of the concept of labor training in China, the content and forms of this training in school from the concept of the five inseparable components of education, the basic secondary school curriculum during the Cultural Revolution, and manual training classes under the updated doctrine of education and training to the development of labor education in the implementation of the policy “Education serves the people.” Historiographically and paradigmatically, the idea of labor training is presented in unity with moral education as a systemic component of the educational process, in which manual training classes include labor education and technical education. The authors studied the history of the development of the educational function of manual training classes in China in urban, rural, and small schools.

The authors analyzed the concepts of moral education, labor training, labor activity of schoolchildren, technical education at school, early vocational guidance for schoolchildren, industrialization of education, and the role of the family in the process of labor training. The research presents current data on the availability of manual training teachers, including from the point of view of the growing number of ungraded schools in rural areas and the structure of the content of manual training of schoolchildren.

The authors analyze the formation of the contemporary system of labor education in educational institutions of China, where work is the driver of the development of all other qualities of schoolchildren through the cultivation of morality through work; the intersection of goals of moral, mental, physical, and aesthetic education with the goals and objects of labor education becomes the key content of the concept of comprehensive development of learners.

Based on the analysis of the learning model of Russian-speaking students, the status of education, and the situation with the employment of Russian-speaking students, this research discusses the ways of improving the professional level and subject qualities of Russian-speaking students. The Guangdong University of Foreign Studies is used as an example of a Russian bachelor’s degree to analyze the feasibility of training programs and the needs of the labor market. The author puts some specific proposals to overcome the negative impact of the effects of COVID-19 on the results of study and employment

Increasing migration processes associated with widespread digitalization, increasing social differentiation, and unresolved social and political issues worldwide result in the need to consider the adaptation of migrants to living in cultures, societies, and linguistic environments other than their native ones. The adaptation of migrants is inextricably linked to difficulties in educating migrant children (non-native speaker learners) who do not speak Russian properly, which prevents them from integrating into society and successfully mastering the school curriculum. The research deals with the difficulties associated with the education of non-native speaker learners with the conditions of contemporary general education schools in Russia, analyzes the causes of these difficulties, and provides their classification. Based on the analysis of Russian and foreign scientific works, the research identifies a number of practices aimed at resolving the difficulties in the education of migrant children. Nowadays, it is critically important to provide equal opportunities and conditions for learning for all children, regardless of their ethnicity, place of residence, culture, or native language. The solution to the difficulties outlined in the research involves the need for comprehensive measures. It is vital that educational institutions provide support and assistance to non-native speaker children, including intensive language courses, specialized educational programs, and support for socially and economically vulnerable groups of learners. Equally important is the training of teachers to work with non-native speaker children, providing them with appropriate teaching materials and resources.

Views on the content of general education and the degree of independence of schools in forming curricula have repeatedly changed over a long period of development of the general education system in Russia. The research presents the results of the historical and pedagogical analysis of the methodological foundations for forming of the state curriculum in Russian schools. The author shows the factors influencing the change in the conceptual framework that determines the structure and content of the curriculum in Russian schools. The research is carried out using general scientific theoretical methods: analysis, interpretation, systematization, classification, and generalization. The theoretical and methodological basis of the research is the theory of the content of education: cultural theory (M. N. Skatkin, V. V. Kraevsky, and I. Ya. Lerner), system-activity (V. S. Lednev, and A. A. Kuznetsov), binary- integrative (L. M. Perminova), and modern theory of didactics (I. M. Osmolovskaya). The author proves that the curricula have always reflected the value-ideological attitudes and public ideas about the purpose of education and embodied the state policy in relation to the content of school education. Simultaneously, even in periods of maximum unification of the content of school education, curricula retained the ability to reflect the uniqueness of an individual school and consider the socio-cultural conditions of its functioning. The author proves that contemporary didactic theories include sound scientific approaches to determining the composition of the curriculum, assessing its laboriousness, and the sequence of studying subjects and distribution by periods of study. Thanks to this, the processes of selecting the content of general education and the formation of school curricula are protected from the influence of corporate interests and private opinions. The scientific basis performs a systematizing function for the pedagogical interpretation of the social order. This ensures the necessary quality of school education without overloading students.

The research discusses the possibilities and risks of digital transformation of education for a regional pedagogical university. The authors cite several authors’ inter pretations of the concept of digital transformation of education, including M. V. Boguslavsky and V. M. Rozin. The authors describe the positive experience of the Glazov State University of Engineering and Pedagogigs named after V. G. Korolenko in the implementation of the tasks of the digitalization process: the implementation of higher and additional education, the implementation of the activities of the Quantorium pedagogical technopark, the technopark of universal pedagogical competencies, and the technopark of preschool and primary education. The university’s experience in implementing partner network educational programs is described. A multidimensional picture of the risks for pedagogical universities brought about by the digitalization of education is disclosed. These risks include the psychological unwillingness of high school teachers to global change; a decrease in the level of critical thinking of students; reduced interactivity of training at the university; reduced motivation of students and teachers; increased competition between metropolitan and regional universities; reduced quality of communication between students and high school teachers, which has special potential in forming value orientations of future teachers; and the presence of constant information noise. The authors propose methods for reducing the negative impact of some of the indicated risks. Reversible mentoring can solve the problem of teachers’ unwillingness to master new digital learning tools. The formation of a positive information agenda of the university makes it possible to reduce the intensity of the impact of negative information noise from different sources. The authors see the main solution to most humanitarian problems of the digitalization of education in establishing a harmonious balance between the use of digital technologies and the preservation of traditional forms, methods, and means of education

The research presents a methodological analysis of the system of continuous pedagogical education. The author concludes that the concept of the systemogenesis of professional activity can act as a real methodological and theoretical basis for ensuring the continuity of the results of various levels of teacher training. The expediency and necessity of using a value-semantic approach in the organization of continuous pedagogical education are substantiated. The author proves that the inclusion of the formation of a value-semantic component in the results of education and goal-setting in the organization of the educational process can provide effective professional training of a teacher and help future and real teachers to give an adequate personal meaning to pedagogical activity and its individual components, which will allow them to become real subjects of pedagogical activity. Based on the results of the theoretical analysis, the author identified the most popular research areas of continuing pedagogical education. It is revealed that most of these research areas respond to the challenges of digitalization. There are also new trends associated with the era of postglobalization and the revival of the priority of national spiritual and moral values in today’s education in Russia. The lack of continuity in the content, forms, methods, and results of teacher training at the levels of secondary vocational and higher pedagogical education, as well as in additional professional education of teachers, is identified as a key problem of the practice of continuing pedagogical education. As a solution to this problem, the author presents an innovative model of interaction between a pedagogical university and regional subjects of teacher training. Additionally, the author defines priority directions of activity of the regional complex of continuous pedagogical education. The role of universities in the scientific management and support of innovative activities of educational organizations in the region is outlined. The main mechanism of support is the inclusion of teachers of the region in experimental, search, and research activities, including the creation of multi-level research communities of teachers, university students, and practical teachers.

The research focuses on the problem of the core of pedagogical education. The authors prove the idea that the current nomenclature semantics of the term is not consistent with scientific approaches and, in particular, with pedagogical and philosophical ideas about education as a cultural phenomenon. The authors consider the core of pedagogical education in a contemporary classical Russian university as a conceptual structure that describes the principles and approaches to the pedagogical education’s content, the implementation of which will enhance the quality of pedagogical education and, thereby, restore the professional level of the Russian school education. The authors reveal the causes of the phenomenon, introduce the concept of pedagogical anomie as an integral characteristic of the system of relations developing in the system of university education, and analyze the influence of pedagogical anomie on the content of pedagogical education. The research discusses (1) the main ways of updating the content of pedagogical education, which would make up the core of pedagogical education, which would include the worldview training of teachers to lay the ground for their ability to become an educator; (2) scientific and research training of future teachers to form their scientific mode of thinking and ability for scientific creativity; (3) securing the balance between research and practical components in higher pedagogical education, consisting of a scientific approach to the content of practice and the study of practical problems of pedagogy in scientific training; (4) the formation of pedagogical education as a holistic pedagogical system consisting of methodologically and scientifically interconnected components, as well as interdisciplinarity (the presence of a multicultural dialogue in pedagogical education, which presupposes the unity of the national pedagogical education while maintaining its plurality and regional uniqueness)

Comments on the article «Suprunenko V. N. Integration of the principles of the Civil Education Model into the Younger Pupils Training Program».

On October 3, 2022, the IV scientific readings dedicated to the memory of Pyotr Yakovlevich Galperin (October 02, 1902 — March 25, 1988) and dedicated to the 120th anniversary of his birth were held at the Faculty of Psychology of Lomonosov Moscow State University.

The article analyzes the causes of destructive behavior of children and adolescents in modern society, as well as ways to prevent it. It is shown that the problem of destructive behavior of children and youth is of a massive nature and is closely related to the institutions of socialization, such as the family, school, community of peers.

The importance of the joint work of the family and the school with the involvement of social partners (organizations of culture, sports, social protection, etc.) was emphasized.

Separately, the educational role of the family and educational organization in the prevention of the causes of destructive behavior of children and adolescents is considered. It is noted that the maximum effect in the prevention of destructive behavior can only be achieved by harmoniously combining the systemic work of an educational organization with the family, aimed at forming an attentive attitude to the emotional state of the child, his mood, changes in behavior that have not been previously noted.

The importance of early detection of a child’s tendency to destructive behavior or the presence of factors that influence falling into the risk zone (the emergence of new acquaintances, an increase in the time that the child spends communicating in social networks, isolation, susceptibility to a depressive mood, a decadent mood, a state when former entertainment and leisure does not cause positive emotions, lack of interest in what is happening around and the world in general, etc.).

The article reviews the existing developments in the prevention of destructive behavior of children and adolescents, presents an analysis of manuscripts and articles on the study of the features of the formation of destructive behavior of children and adolescents in the social environment, separately notes the importance of the environment and the environment, discusses the methods used to diagnose the formation of destructive behavior, principles of their effective use.