Articles

For the implementation of personalized learning is the most promising model of blended learning, where the development of graduate programs coexists along with the scientific mentoring, complementing each other, and aims to create a flexible skills necessary for the development of educational and personal potential of a student. Mastering the master’s program, research achievements and the formation of flexible skills are important indicators of the level of academic culture of undergraduates. The article presents the results of the study of the influence of reflexivity on the development of flexible skills of undergraduates on the example of their academic motivation and tolerance to uncertainty. According to the theory of self-determination, internal motivation (cognitive, achievement, self-development motivation), external motivation (selfesteem, introjected, external) and amotivation are determined for the diagnosis of academic motivation of undergraduates educational activities. The subscales of the methodology «Lack of tolerance to uncertainty» («Novelty», «Complexity» and «Unsolvability») reflect the sources of reduced tolerance to uncertainty. The results confirm the importance of developing flexible skills and specify the causal relationships between reflexivity and indicators of academic motivation and tolerance to uncertainty. It seems appropriate to organize special additional trainings for undergraduates on coping with uncertainty.

The article analyzes the problem field of the distance education system. To determine the popularity of distance learning in Moscow universities among teachers and students, a sociological survey was conducted, which allowed us to identify an increasing trend in the number of students who would prefer distance learning to traditional with a strict schedule and draw conclusions about the prospects for distance education in Russian higher education institutions. The article presents a model of the educational process in the distance learning system with a brief description of each block. The model includes all the stages that a student goes through when entering, studying and graduating from a higher educational institution before receiving a diploma confirming the appropriate level of education. Each of the blocks contains descriptions of the actions required to pass this stage, as well as recommendations for improving and extracting the maximum result for both teachers or educational institutions, and for the students themselves. Alternative options are provided if one of the stages is stopped or impossible to overcome. Conclusions are drawn, in which cases the presented model of the educational process is applied, and the prospects of distance education in General are considered.

The article discusses the issues facing the biological education of schoolchildren as a unique tool for the development of biological literacy of the individual and society, designed to ensure their preservation, safety and adaptation to various changes. Biological literacy is important for all age and professional categories, especially for so-called non-biologists, who are responsible for making biosphere – and socially significant decisions, but unfortunately do not possess it. It develops mainly in the process of learning at school. According to our ideas, we define three levels of its formation – academic, functional, and system. The last two levels are aimed at mastering knowledge and developing meta-competencies (cognitive, communicative, activity, value), scientific outlook and personal qualities in the process of mastering the subject. For its formation, we have developed a conceptual didactic system of training on an integrative basis. The practice of implementation in schools, universities and teachers ‘ professional development in the educational process has shown its effectiveness. It was submitted to the Commission on biological education of the International union of biological sciences at UNESCO, which initiated the development of bio-literacy in the world at the conference in Moscow (1997). The article analyzes the results of its own, as well as international studies (TIMMS, PISA 2015, 2018.; TALIS, 2018) problems of biological education in the formation of bio-literacy in a changing socio-cultural and ecological settings in recent years (biology and environmental challenges, digitalization of the educational environment, pandemic 2019–2020, etc.). They indicate the need for an early response from the educational community. Among them: the problem of reducing the educational time of mastering subjects of the biological cycle, which has a system-network nature. That leads to many interrelated consequences; lack of awareness of teachers in the real results of educational achievements of schoolchildren; replacement of biology lessons with other subjects; outdated content of biological subjects, and some others. Despite the unsatisfactory results in the formation of biological literacy and related meta-competencies, the latter are currently perceived by teachers as a secondary need. The article discusses the reasons that lead to such results. The issue of the content of biological education remains unresolved. We believe that training programs should be updated by including knowledge, for example, in virology, microbiology, immunology, epidemiology and other branches of biology, as well as translating the acquired knowledge into the practice of everyday life. Today it will be in demand among all categories of citizens. For the development of biological literacy, the process of mastering digital technologies is important, as a new means of learning and a vector of self-development, which requires the use of activity control by biology teachers and parents in practice. The results of the study of school childrens’ learning problems can be used in the modernization of biological education at all levels of education, including in improving the skills of teachers.

The author presents a multi-component practical study of a new type of electronic educational environment on the example of the author’s cross-platform project Langteach-online, aimed at teaching foreign students Russian. A new type of e-learning environment will allow you to create online courses without the use of Western learning management systems, such as LMS Moodle, Schoology, and others with the integration of mobile devices that are trained in the learning process in mixed and distance formats. The methodology of this study will allow creating multidisciplinary online courses for teachers without special training in information technology and programming, which is especially relevant in the context of the Covid‑19 pandemic. Russian cross-platform project Langteach-online is used in teaching foreign citizens Russian at the bachelor’s and master’s levels in a number of higher educational institutions of the Russian Federation in order to form a creative professional personality of a foreign graduate. The multi-format of organized tasks and materials (text, video, audio, graphics, presentations) allows us to talk about the possibility of using cross-platform projects of this type not only for teaching practical courses in foreign languages and RFL, but also other disciplines that are taught in schools and higher educational institutions. Training based on this model can be carried out both in blended and distant formats. The system of technical and methodological organization of a cross-platform project has the flexibility to use it inside the personal web resource of a teacher or educational institution.

The article is devoted to the peculiarities of modernization of the system of professional pedagogical education in the aspect of using information tools for effective support of teachers’ activities. The considered directions of modernization of the system of lifelong pedagogical education are presented at the normative and conceptual level. Personalized and integrative approaches to the system of lifelong pedagogical education are important approaches to the implementation of the basic tasks of improving teacher training. The essence of a personalized approach to modern teacher training is not only in the formation of an individual and personal component of the future professional, but also in teaching universal strategies for professional and pedagogical activities in an information and educational environment. The integrative approach presupposes consistency and synchronicity of theory and practice, the traditional and innovative component of the teacher training system. A feature of the methodological component of the teacher training system is the information tools for supporting individual pedagogical activities, which, as integrated resources, have a certain educational potential, since they are aimed at achieving an effect when using relevant information by the subjects of the educational process. The variety of information tools allows us to distinguish their classification groups, including: information technology, information and communication and professional development. Informational tools used in the educational process can also be procedural, multifunctional and private. Methodological, informational-methodical and personal-professional strategies for supporting the professional development of a teacher are used as conditions for supporting individual pedagogical activities. The prospect of the research is the development of methodological and technological mechanisms for the implementation of conditions for optimal support of teachers who are willing to be professionally mobile and competent, capable of successfully solving professional problems in the information and educational environment.

There are more than 60 institutions of higher education in Israel, including eight universities, the youngest of which is the University of Ariel in Samaria, which has gone from the country’s largest community college to a full-fledged university and a science center. The article describes the general approach to access to higher education in Israeli universities and colleges. The dynamics of one of them – the college, which upgraded its status forty years after the opening of the university by him – are discussed in detail. Ben-Gurion. The influence of the University of Ariel on the development of higher education in the country for forty years has been determined. The Judea and Samaria Academic College paved the way for the university status of other colleges, based on the principle of accessibility to higher education, which set as their goal the high quality and level of education. Has Ariel University achieved the goals that the founders set for it? Paradoxically, the college, which has evolved on the basis of the principle of broad access to higher education, has raised the level of education and led to increased competition between colleges and universities. He made an invaluable contribution to shaping a world view based on the fact that every institution has a special role: while colleges have a purely academic function, universities also do research. This concept, based on market demand considerations, is seen as a possible option for the transformation of the general system of higher education.

The article observes modern trends in the development of foreign language education in a non-linguistic university, using as an example the English Department for Science Students, Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University. Non-linguistic university graduates need a fairly high level of foreign language communicative competence to be competitive in the modern labor market, which determines an ever-increasing attention to teaching LSP (Language for Specific Purposes). In 2001, the English Department for Science Students participated in the Russian-British project RESPONSE (Russian Education Support Project on Specialist English) aiming at a large-scale study of the current state of teaching English for specific purposes in Russian universities. Its findings provide the baseline that serves a useful starting point for evaluation and monitoring the changes that have occurred in this area over the past twenty years. The main trend is the change of teaching methods and approaches: from the grammar-translation method inherited from the Soviet higher school to computer assisted language learning (CALL), communicative and competence approaches today. Active integration of information and communication technologies in the educational process makes it possible to form and develop the university’s electronic information and educational environment. The MSU educational platform “University without borders” is based on Moodle LMS and used for distance teaching and learning. It offers online educational materials, electronic textbooks and courses, for both degree programmes and supplementary education. The main digital tools that lecturers use to teach and supervise students’ self-study are listed. The paper considers such areas of the work of the English Department for Science Students as development and application of interactive teaching methods and technologies; implementation of alternative forms of control, e. g. performing the final bachelor ESP assessment in the format of B2 CEFR exams or conducting an interfaculty scientific student conference in English at the master’s level; designing a professional development course in academic English for earth and life scientists; establishing an electronic library; compiling specialized corpora of medical and biological scientific texts; promotion of multilingualism and multiculturalism.

The article presents the results of a study of the influence of bureaucracy values on the functioning and development of a modern educational organization and, in particular, on its management, due to the traditionally conservative intention of the cultural activities of legitimate bearers of power. Analyzing the reasons for the bureaucratization of school management, the authors believes that they are determined both by the mental parameters of the value preferences of Russians and by changes in the political environment, stating the defeat of the democratic orientation of school life. Hypertrophied «with the load of all sorts of nonsense and absurd ideas» (N. A. Khrenov), bureaucratic culture, bringing to life previously unthinkable forms in education management, ceases to perform positive functions, destroying the value-existential meanings of school communication, pushing pedagogical creativity to the periphery, disrupting parity of values as parity of cultures. The methodological basis of the study, within which the methods of theoretical and empirical research were used: interdisciplinary analysis of scientific literature, analytical interview, written survey, is an axiological approach that allows us to consider the current space of bureaucratic culture, in accordance with the norms of which the local reformatting of the school value system is carried out. The empirical basis of the scientific work was the materials of the study of the problems of bureaucratization of education, prepared by undergraduates of the Department of General and Professional Pedagogy of Orenburg State University. In 2019, an anonymous written survey of teachers and heads of educational organizations of the Orenburg region and the Republic of Bashkortostan was conducted, in which 1457 people took part. The problem of bureaucratization of school management is relevant both in theoretical and applied terms, since the provision of normal life of an institutionally united school community depends on the degree of its development.

The article analyzes the impact of digital determination and its effects. The author poses a problem – can digital technologies become meaningful? The main goal of the article is aimed at analyzing digital determination in the context of the prospects for its meaningfulness. The article shows the deformations caused by digital determination, offers a classification of subjects, taking into account the degree of involvement in computer interactions. The author identifies the specifics of instrumental and technological rationality, draws attention to the phenomenon of “digital shadow” and infomania. The methodological strategy is based on the method of interpretation and comparative analysis. The principles of objectivity and sociocultural determination, as well as activity and subject-oriented approaches are effective. Of particular importance is the procedure of conceptualization, obtained generalizations. The author attracts modern English-language literature to the study. The main conclusions include the substantiation of the need for a complete restructuring of relations with information technologies in order to subordinate them to human reflection and awareness..

This article discusses the possibilities of using phenomenon-oriented learning in institutions of secondary vocational education, the impact of learning based on phenomena on the integration of general education and vocational training, as well as the importance of the phenomenon-based approach for the development of students’ personality. The author prepared a brief overview of the existing experience in the implementation of phenomenon-based learning in education, including making a comparison with the integrated approach in education widely used in the 20s of the last century in our country, identified the differences between the integrated approach and phenomenon-based learning, and also conducted an experiment on the introduction of elements of phenomenon-based learning in the process of studying the discipline “Information technology in professional activity” for college students. The results of the study showed that the introduction of phenomenon-based learning into the educational process contributes to the development of a harmonious personality of the student, the development of creativity skills and the ability to independently work with information, and increases the motivation of students to study.

The article presents a comparative analysis of the development of edutainment centers (towns of professions, science parks, museums-interactoriums) in the cities of the world. Edutainment centers, in fact, not being pedagogical centers, implement humanitarian practices for the development of children, focusing on the development of social competencies (soft-skills), self-determination competencies (self-skills), competencies of the 21st century (future-skills). In educational research from a scientific and pedagogical point of view, the educational potential of edutainment centers has not been studied. However, their importance in the development of human potential is quite large. Also, according to the indicator «innovative educational infrastructure» (including edutainment centers), the index of innovative cities in the world and the index of human development are calculated. That is, the phenomenon of edutainment centers and their educational potential is an important element of the social and educational policy of the countries of the world.

The article is devoted to the problems of modern higher education, the current challenges of the digital revolution to leading university practices, its impact on the development of society and education in general. The author draws attention to three scenarios for the development of the future proposed by the Israeli researcher, J. Harrari (conservative, radical and superradical). The article presents the experience of the new alternative US university, which has no analogues in the world, is fully built on the basis of digital technology and conducts the educational process only in an online format. The university is positioned as one of the answers to the challenges to education by the digital revolution. The article analyzes the main features of the digital university-startup “Minerva”, reveals the reasons for its occurrence, the specifics of its development and functioning, determines both its positive qualities and some problem areas, presents the logic of the educational process and educational technology, which the founders of the University of Minerva interpret as your own educational know how. An assumption is made about the multiplicity of options for future digital universities.

The purpose of this article is to discuss the educational tour as a form of educational process in the activity-the educational aspect of the geological excursion in the study of rock outcrops career «Borok» of Novosibirsk as a geological object of interest for educational tours and training-practical work. To write the article, we used methods of comparative analysis, generalization, field geological observations, sampling, cross-section sketches, descriptions of outcrops, including working with a mountain compass and methods of conducting a training geological-geographical and geoecological route, drawing up a map of the territory, laboratory studies of rocks. The absolute advantage of the Borok quarry is its location, as well as optimal conditions for a thorough inspection and description of rock outcrops. Branched dikes and veins are visible in the walls of the quarry, as well as the overlap of igneous Paleozoic rocks with sedimentary later deposits. Dumps of various Intrusive igneous, dike rocks and pegmatites, hydrothermal veins with ore minerals are of educational interest during excursions. The Borok quarry cooperates with schools, colleges, and Universities in Novosibirsk and is a platform for educational excursions to the production site and a place for training practices, as well as a venue for educational Olympiads in Geology and Geoecology. On the example of one of the production facilities of the city of Novosibirsk – the stone quarry «Borok», the possibilities of organizing and conducting geological excursions in order to study the geological structure of the territory, consolidate theoretical geological and geoecological knowledge, acquire skills in educational and practical work and analyze the results obtained are demonstrated.

The article emphasizes a thought that level of efficiency of teaching and educational process of higher school depends on level of professional training of teachers. Opportunities of process of optimization of teaching and educational work with students in their personal-social and professional selfrealization are shown. The article analysis criterions of efficiency of process of optimization and emphasis an importance of study of real educational intellectual opportunities of students and zone their nearest development too. In the article is spoken about connection between efficiency of process of optimization of teaching and educational work with students and level of professional training of teachers of higher school is given necessary recommendations for increasing of level of efficiency of process of optimization. The creation of the most effective conditions for the continuity of the personal and social self-realization of students, an increase in the level of their professional training and the demand from the state is intended to form student youth as a constructive and creative social factor that requires the higher school to seriously consolidate its educational and educational capabilities in order to dynamically increase the level the effectiveness of the entire educational process.

The article deals with the problems of scientific and methodological support of the Concept of development of geographical education in the Russian Federation at school and ways to solve them in modern conditions. It is shown that both organizational and substantive issues are closely related to the position of the subject in the Standards and curricula of schools. A special place is given to the system of additional professional training for teacher training and retraining in the conditions of digitalization and distance learning.