Articles

In this article, the author attempts to compare the features of training specialists in the secondary vocational education system in Finland and Russia and to identify the key differences, as well as the strengths and weaknesses of vocational training in both countries, based on the historical retrospective of the development of vocational education in both countries. As the results of various international studies show, Finland is one of the world leaders in preparing young people for life and work in the modern world, the principle of humanization of education is widely applied in this country, great attention is paid to the development of the personality of students and the creation of a favorable psychological microclimate in educational institutions. At the same time, Finland and Russia have common historical roots, are neighbors, and that is why the Finnish educational experience is especially interesting to study.

Currently, due to the development of digital technologies and the accelerated pace of digitalization of all spheres of human activity, STEM education is an important and urgent issue that requires special attention at all levels of the education system. New conditions for the development of education require a change in priorities in the training of scientific and pedagogical personnel for higher education. The lack of a unified approach to the training of teachers at the university in STEM technology and the gap between the content of university pedagogical training and the reality of school education also requires a comprehensive solution in the educational process. In this regard, it is necessary to study and analyze the best practices of the introduction of STEM education abroad, adopt the best world practices of the introduction of STEM technology in Kazakhstan, identify the necessary conditions for the introduction of STEM education are an open question of today. This article provides an overview of the international experience in the development of STEM education and provides a general overview of the advantages of implementation and the difficulties identified in the implementation of STEM education in our country. The comparative analysis presented in this article is based on the strategy for the development of STEM education in countries such as Malaysia, Australia, which, like Kazakhstan, are actively looking for optimal solutions to the introduction of STEM education in their country. In addition, the directions and contents of the events of the best projects, such as the projects «INSTEM», «Mindthegap!», «ER4STEM» abroad, which provide a comprehensive source of educational materials and methods of teaching STEM subjects, the usage of educational robotics to serve the interest of schoolchildren in the scientific and technical industry, have been identified. Comparative aspects of the advantages of implementation and difficulties are given, the main features of the introduction of STEM technology both abroad and in Kazakhstan are noted. Optimal conditions for the introduction of STEM education are described.

The article shows how a well-thought-out multi-vector language policy of France contributes to the spread of the French language and a sustained interest in its study in almost all regions of the planet. The figures showing the number of students in various countries are indicated, special attention is paid to the study of the French language in Africa, its prospects on the continent, factors that will help maintain interest in its study and further development in this region. The article shows the study situation of the French language in North and South America, Western and Central Europe, Asia and Oceania. The article identifies the difficulties that are encountered in the organization of teaching French as both the first and the second language. The special role of teachers in the popularization of the French language is emphasized. The article demonstrates worldwide achievements in its study, names specific measures, whose implementation will increase interest in the study and spread of the French language in the world.

The article introduces the great achievements of China’s rural education development: the investment in rural education has been continuously increased, the construction of the teaching team has been developed, the conditions for running schools have been continuously improved, the education level of the people has been improved, and the integration of urban and rural education has been continuously enhanced. Through literature review and field research, the current huge challenges facing the development of rural education in China have been tested. The dynamics of rural school-age population are changing greatly, the allocation of educational resources is difficult, the scale of educational resources is low, and rural schools are facing the risk of being closed. There are more disadvantaged children, and education equity is difficult to achieve; the level of teacher construction needs to be improved, and the professional quality of teachers is worrying; the quality of rural education is not high, and it is out of the reality of rural development. Put forward the future development trend of China’s rural education: facing the future, China’s rural education development will face new situations and tasks. China must adapt to the requirements of national modernization and the needs of the people, and promote the development of rural education to a higher level.

Non-state higher education plays an important role in the economic and social development and training of highly qualified personnel in China. With the gradual increase in social recognition of private higher education, the state’s attention to the development of private higher education has also increased, and some financial support policies to support the development of private higher education have been introduced. However, due to differences in economic development, social conditions and the level of development of local non-state higher education between provinces and regions, many problems arose in the implementation of the policy of financial support for non-state higher education. This article examines the main methods of state financial support for non-state universities in China, analyzes the existing problems in the process of forming and implementing state financing policy, puts forward measures and proposals to improve the financial support of non-state higher education.

In recent years, throughout the world, in the teaching of almost all disciplines, there has been a tendency to take into account the individual characteristics of students, which also affected the subjects of the physics and mathematics cycle in higher education. At the same time, taking into account such a factor as the main channel of perception is practically not covered in modern literature. The article analyzes the accounting of the modality of students’ perception when teaching mathematics at a university, describes the features and methodological techniques of teaching kinesthetics. The purpose of the article is to show the possibilities of individualization in teaching mathematics by means of tasks’ using that take into account the differences in the leading channel of information perception. Particular attention in the article is paid to the use of dynamic exercises, which requires, along with the performance of mental actions, to perform physical movements or their imitation. Performing this kind of exercise is one of the most effective forms of information assimilation for kinesthetics. The article discusses specific examples of the use of dynamic exercises in the study of mathematical disciplines in higher education, describes an approach to the use of a set of practical work and experiments, allowing to confirm the truth of the considered provisions of the put forward mathematical hypothesis. The analysis of the use of a laboratory experiment, outdoor games and quest tasks in the context of the use of dynamic exercises in the methods of teaching mathematics is given. Taking into account possible changes in the organization of education caused by the global pandemic, the features of the use of dynamic exercises in the course of studying mathematics during the period of distance learning are considered. The article considers the consideration of the individual characteristics of students in the study of mathematics, a conclusion is made about the prospects of using forms and methods of teaching, taking into account the modality of perception by students.

In recent decades, many authors have studied issues related to the construction of educational programs based on the didactic spiral (spiral curriculum) in various subjects (mathematics, computer science, natural sciences, sports training, etc.). The purpose of this publication is to describe the general principles of the application of the didactic spiral in the construction of educational programs based on domestic and foreign experience. A brief history of the development and implementation of this approach to learning is described, dating back to the works of Cz. Kupisiewicz and J. Bruner, and a psychological and pedagogical justification of the effectiveness of this methodological approach to program construction is given, based on the works of L. S. Vygotsky, A. Baddeley, and G. Hitch. The influence of programs built on the principle of the didactic spiral on the formation of synthetic and analytical thinking, as well as on the state of students’ working memory and, accordingly, on the assimilation of educational material is noted. A detailed analysis of the various advantages and disadvantages of the spiral approach to learning is carried out, as well as possible variations in the implementation of the didactic spiral (“thread” curriculum, switching to a parallel topic in order to increase the concentration of students’ attention) and practical features of the curriculum development using the spiral approach are discussed. As an illustration, the scheme of the Manhattanville Music Curriculum Project (MMCP), developed in the late 1960s in the United States, is given. Specific examples from the field of teaching elementary mathematics in Russia are described: how to approach the study of “real-world” problems and the topic of “inequalities” in the 8th grade algebra program on the basis of a didactic spiral

The article discusses the problem of using methodological approaches to the organization of situational-problem learning as a prerequisite for the formation of professional and critical thinking of future specialists. This issue is relevant at the present stage of development of the system of professional training of teachers. Historically and retrospectively, the author analyzes the Soviet and post-Soviet practices of using the capabilities of the case method. On its basis, a system of professional knowledge was formed, which in Soviet times was presented as a technology for solving specially compiled “pedagogical problems”, to which there are the only correct, pedagogically verified answers. It is shown that increased attention to the problem of using educational cases in the modern educational process is reflected in dissertation research at the beginning of the twentieth century. These studies were focused on solving specific problems at different stages of vocational education. The author proposes a new approach to constructing the content of an educational case as an attribute of a game-free method of active situational problem learning. The approach is based on the idea of an independent search for a solution to the problem on the basis of specially selected case materials, compiled according to the principle of “case in court”. Using the example of the educational case “Istanbul in the life and work of Martiros Saryan”, it is shown that universal information materials reflect documented segments of historical reality and have a cultural orientation. They can be used in teaching various academic disciplines of the humanities (history, psychology, cultural studies, pedagogy, etc.) and the natural science cycle (geography). It is noted that the use of training cases has a number of limitations associated with the expenditure of significant efforts to find interesting cases from practice and documents fixing them, which could become the actual basis of a training case

The article reveals the relevance of psychological support for students with disabilities and disabled people. In the new millennium, there is a trend towards a deterioration in the health status of the population. In most foreign countries and Russia, the number of students with disabilities and people with disabilities is steadily growing due to the deteriorating environment, a high level of morbidity and injuries. Therefore, for the social adaptation, rehabilitation and habilitation of students with disabilities in the system of higher professional education, new searches for ideas are required. In this regard, classes in adaptive physical culture are of particular importance in higher educational institutions. The methods of these lessons allow each student with a disability in a social environment to realize their creative potential, reach certain heights and fulfill their desires. The integration of students with disabilities in a higher school requires knowledge about the psychological characteristics of adaptation in society, the creation of conditions for the success of the individual, taking into account their individual characteristics. The work focuses on the introduction of psychological methods, which must be applied in a comprehensive manner, both before and in the process of conducting adaptive physical education. In conclusion, the importance of the joint activity of the AFK with psychophysical training, psychological support of students with disabilities is noted, which contributes to: the rapid achievement of the tasks set, their adaptation in the educational environment, the implementation of theoretical and practical skills, behavioral functions in society, binary influence in the classroom and in everyday life.

This article analyzes the experience of organizing and conducting educational work with future doctors at the first Department of Social Hygiene of the Medical Faculty of the First Moscow State University in Russia, which currently bears the name of its creator and its first professor, who was also the first People’s Commissar of Health of the Republic Nikolai Alexandrovich Semashko – the Department of Public health and health care named after N. A. Semashko. With the help of historical, analytical, logical and monographic methods, it was established that until the last decade of the last century, educational work at the department with students had an ideological orientation. Against the background of the changes that have taken place in our country, the approaches to organizing and conducting educational work with future doctors have changed. The main directions of its improvement in the educational organization are to increase the role of the teacher in conducting educational work, creating the necessary conditions for the implementation of the educational process, motivating students to observe a healthy standard of living and ethical principles of the doctor, involving them in the independent study of works of art about the activities of colleagues, timely informing and conducting extracurricular activities with students, etc..

In the modern world, characterized by the intensive development of information technologies, the digital transformation of education is an inevitable trend. China’s public schools have largely completed digital infrastructure and have made some progress in using information technology to improve the efficiency of general education. However, patriotic education in general education schools is clearly not sufficiently prepared for digital transformation, and some problems have been identified in this direction. How best to use the digital transformation of education in their work is one of the important questions to be solved by theorists and practitioners of patriotic education in general education schools in China.

The aim of the article is to carry out the analysis of the three unpublished critical reviews by A. K. Timiryazev professor of MSU Faculty of Physics. The above-mentioned reviews were discovered by the author of the article and are being introduced to the scientific discourse. The Course of Physics by professor V. A. Mikhelson, revised by a group of the leading physicists from the Physical Institute of the USSR Academy of Science, and the textbook “Mechanics” by S. A. Khaykin professor of MSU Faculty of Physics is the subject matter of all the three reviews. The author of the articles gives a brief overview of each review. A close study of those critical reviews enabled the author to conclude that A. K. Timiryazev claimed that those scientists promoted and popularized idealism in Physics. Professor A. K. Timiryazev announced that the course of General Physics should be presented from the point of view of dialectical materialism, though he himself inclined to Mechanism. The author of the article attempted to answer the question why these reviews had never been published in the long run. To find an answer to this question the author suggests that it is necessary to treat A. K. Timiryazev criticism as an instance of rivalry between “university” and “academic” groups of physicists in 1930‑s – 1950‑s of XX century which strived for dominance. This rivalry took place not only at a purely scientific level, but also manifested itself in the issue of the contents of textbooks in General Physics..

The psychological and pedagogical competence is one of the key results of the preparation of masters in the oil and gas industry. The need for its formation is due to the specifics of the upcoming professional activities of graduates of the master’s degree, which on the one hand includes engineering and technical tasks, and on the other involves interpersonal interaction with employees, implemented using psychological and pedagogical methods and requiring proficiency in them. The relevance of the problem of forming this competence of students is considered in modern foreign and domestic studies. The methodological foundations of the formation of the competence under consideration, which provide an opportunity to update the psychological and pedagogical training of the future master of the oil and gas industry, are the target and activity approaches. The relationship between the goals and psychological and pedagogical methods of professional activity of future masters of the oil and gas industry is shown in the table. The article presents the methodological characteristics of the discipline «Modern psychological and pedagogical theories and methods in professional activity», implemented at the Orenburg State University. It involves the development of students of the installation, personal and technological stages, each of which includes practice-oriented tasks aimed at the application of these methods by students. The implementation of the installation stage involves the expansion of knowledge about psychological and pedagogical theories, awareness of the importance of the corresponding methods in the professional activities of employees of the oil and gas industry. The personal stage of the formation of psychological and pedagogical competence of future masters of the oil and gas industry includes the functional specification of the methods under consideration. The purpose of the technological stage is to characterize the use of a set of psychological and pedagogical methods in practical activities. The practical significance of the article is the possibility of using the methodology of forming the psychological and pedagogical competence of future masters of the oil and gas industry, which ensures the actualization of this aspect of the training of master’s students..

Vocational secondary education is a weak link in the Chinese education system. The low effectiveness of capital investments in its development shows the need to modernize professional training on an updated conceptual basis, that must be created with the involvement of scientific and pedagogical experts, representatives of the business world and manufacturing companies in innovative areas of the Chinese economy. The article analyzes the problems and tasks of the development of vocational education in the context of the goals set for implementation in China by the middle of the XXI century. The analysis suggests that such measures for the reorganization of secondary vocational education as the introduction of general vocational education standards integrated with international vocational training systems; strengthening and expanding the channels of interaction of educational organizations with business structures, enterprises, potential employers, etc., will improve the quality of education, increase the attractiveness of vocational education and provide the country’s economy with highly demanded qualified personnel.

The article from the perspective of interdisciplinary approaches of synergy and work psychology justifies the role of the self-organization of the teaching staff in increasing the effectiveness of the teaching and educational process. Some problematic aspects of the digitization of the school system are addressed. Among the problematic issues are the complexities of interpersonal interaction in the system «teacher – pupils», the design and efficiency of educational process in the digital educational environment, the problem of organization of inclusive education, and the problem of professional burnout and professional destruction of teachers, which not only complicates but makes it impossible to solve many pedagogical problems. As a solution to the problems associated with the organization of the training process in digital educational environment, it is proposed to increase the awareness of managers and researchers of the educational communities in terms of their self-organization, achieving an agreed level of performance with a common goal of joint pedagogical activities