Articles

The article is devoted to understanding the educational ecosystem as a new trend in the development of modern world education. An educational ecosystem is a special case of ecosystems that characterize the organizational structures of modern business in the era of globalization, built on the principles of integration and cooperation. The first researchers of educational ecosystems interpret them as one of the tools for transforming the existing educational paradigm and the traditional education model, with the help of which traditional education models corresponding to the sustainability of the SPOD world can be transformed into new education models demanded by the instability of the VUCA world. The article considers the educational ecosystem as a theoretical concept and real practice. A working defi nition of the educational ecosystem is given, its roots are established that go back to natural science, later management, the social nature of educational ecosystems is determined, based on the social needs of modern society, a brief description of the main most universal qualities is given, based on existing research, their sociocultural functions are highlighted. In addition, the universal archetypes of the sociocultural functions of educational ecosystems («Weaving», «Gardening», «Storyteller», «Thinker», «Developer- designer or architect»). highlighted by previous researchers for the first time are considered in the mirror of the concept of I. Azides about «4 vitamins of successful management». Along with this, the article provides examples of Russian experiences in the implementation of educational ecosystems, which mainly arise on the basis of the creative industries of capital centers or large cities.

The article is about some special ways of teaching English in the Military University of Russian Ministry of Defence. This article deals with the ideas of being a master of English and how to teach English, to make student’s skills in the language perfect. What is that “skills” or “habits” in spoken language? The author shares the experience of teaching the language at the additional courses in the Military University. That is the problem, because the students are the adult people, who are blocked, pressed for time, very ambitious, easily being hurt, but having poor competence in the language, and at that very time they have a high social position. The author gives the diff erent views of Russian scientists on this point. The author points out, that the professors of the Military University act with the understanding that the chain: “knowledge, abilities, skills” is the chain having the end “competition”, through “readiness” (the feelings of a student the ability to the communication in Foreign Language). The technology of such education is the so-called “immersion”, which diff ers very much from those in secondary school. The teachers and professors of the Military University create their own program and use in the work the text-books of their own too. This kind of teaching is very eff ective. The adult students can have a great step forward in the education and are able to use the English in their work when they need, when it is necessary.

The article describes the author’s personal pedagogical experience in working with students of the educational program 7M01101-Pedagogy and Psychology of the Kazakh National Pedagogical University named after Abai, Almaty, Republic of Kazakhstan. The author cites the program of the author’s course «Pedagogical design in higher education». This course was introduced in connection with the transition to online training in the educational program in the specialty 7M01101-Pedagogy and psychology of KazNPU Abai, where the author is one of the developers of the educational program. The article reveals the experience of organizing online training, using all the features of the online platforms Zoom (session rooms), Google, Microsoft Teams. The author shares the experience of implementing innovative methods, such as the project method, Brainstorming, Bloom’s chamomile, Cinquain, DEJ, Onboard magazine, the Five Hats Method, PRES formula, Fishbone, and in particular gives an example of using Case-study. The table shows the calculation of the hours of classes and the scores of independent works, where students can familiarize themselves with the syllabus of this course, posted on the information system for automating the educational process «Univer 2.0». The author tried to reveal the use of digital platforms and resources in the pedagogical process of the university: online boards Padlet, Jamboard, intelligence maps in the online service mindmeister.com, Google.forms results assessment tools, a service for creating exercises or tasks Learning.apps. The article provides examples of individual independent work of students attached to the online Padlet board. At the end, a questionnaire was conducted to assess the eff ectiveness of the course «Pedagogical design in higher education» and the results were shown-the answers of the students

The article poses the problems of planning remote interaction of subjects of foreign language training for professional intercultural communication. The author of the article presents a theoretical and methodological analysis of the essence and traditional types of planning. The article proposes concept transformation directions for planning remote interaction of teachers and students during the process of teaching professional intercultural communication at the university

The article is explored the problem of cognitive independence theoretical foundations, characterizes the features of the organization of independent cognitive activity of students. The analysis of scientific approaches to the definition of the «cognitive independence» and «cognitive activity» concepts essence of is carried out, their defi nition is clarified. The authors of the article, summing up the views of prominent domestic and foreign scientists on the stated problem, come to the conclusion that the phenomenon of cognitive independence is an integrative quality of the personality of higher school students. The student’s cognitive independence structure is considered as a combination of complementary components: motivational- volitional, practiceoriented, content- methodical and reflective in the students’ cognitive independence development model.

In the context of the global environmental crisis, the task of greening school education is relevant in any country. The formation of ecological behavior is an integral part of the ecological training of students, which is especially effective at primary school age, when the child, due to his psycho-emotional characteristics, is extremely susceptible to psychological and pedagogical influence, malleable, prone to imitate and actively learns the norms of behavior in the natural environment under conditions variety of environmental practices. The purpose of the article is to identify and compare the specifics of environmental education in primary schools in Russia and China. Responsible environmental behavior is one of the key components of the ecological culture of the population, along with the development of environmental consciousness, environmental thinking and environmental literacy. Meanwhile, the problems of the formation of ecological behavior in elementary school were almost not touched upon by researchers both in Russia and abroad. Environmental behavior, which was discussed only in the early 2000s, is the object of a systematic study of psychology, sociology, and economic sciences, which consider environmental education mainly as a component of the global concept of sustainable development. Western psychology has developed various ways of interpreting environmental behavior, as well as diagnostic tools for identifying environmental attitudes of a person, including in adolescence. Pedagogical science has by now accumulated rich empirical material and practical experience sufficient to analyze the models of formation of ecological behavior of children and adolescents in the future. The theoretical significance of this article lies in identifying the possibility of using the well-known theory of “values — beliefs — norms” as a methodological basis for identifying stereotypes of environmental behavior of younger students. Content analysis of modern scientific and pedagogical sources in Russian and Chinese made it possible to identify key environmental attitudes, moral beliefs, norms and means of shaping the environmental behavior of primary school students in schools in Russia and China. In practical terms, the publication is of interest to primary school teachers, teachers of ecology, teachers- researchers, as well as students and graduate students in pedagogical areas of training.

Research in the fi eld of continuing pedagogical education is mainly based on a structural and functional approach that identifi es the continuity of education with the continuity of various stages of professional development of the subject. The continuity of pedagogical education requires its scientifi c rethinking in accordance with the challenges of the time, with the transformation of the economic foundations of social development. To solve these problems, the problem is considered as a culturological phenomenon, a humanitarian analysis of continuous pedagogical education is made as a nonlinear process that has a proactive nature and develops individually signifi cant competencies.

The article examines the specifics of the development of a model of civic education in the training curriculum for junior schoolchildren. The blocks are specified and described within the framework of a comprehensive model for the development of children’s civic identity. Within the framework of the target block, an analysis of documentary sources was carried out, the regulatory framework was identified as guidelines for civic education in primary school. In the content block, the structure of civic identity and indicators of its formation in a junior schoolchild are considered. Particular attention is paid to the methodological ideas underlying the concepts of pedagogical influence and the principles of education for citizenship. The essence of the principles of civic education is described and the conditions for their integration into a holistic educational process are shown, the main ones of which include: the choice of directions and technologies of educational and educational work, the value basis of the educational process, the creation of favorable psychological and pedagogical conditions for the implementation of the model of the development of civic identity.

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