Articles

Background. In Russian speech therapy, face-to-face classes with participants in the correctional process were traditional. However, due to the improvement of technical means and digitalization of communication processes in general, in recent years it has become possible to supplement the correctional process with distance learning in order to optimize the quality of work in various fields of activity, including speech therapy. Currently, remote interaction of patients, their family members and logotherapists is actively implemented as an additional type of group work at different levels of the family rehabilitation course for stuttering people of different ages. This article describes practical experience of working in a mixed format (face-to-face/online) with stuttering people. Practical recommendations on the organization of remote interaction for the participants in the correctional process are given, its various forms are described at each level of the family rehabilitation course for people suffering from stuttering.

Objectives. The purpose is to describe and systematize types and forms of remote interaction of participants in the correctional process in accordance with the levels of the family stuttering rehabilitation course. The methodological basis of the study consists of scientific and theoretical provisions on the definition of stuttering as a communicatively significant phenomenon; the concept of combining and interpenetrating techniques of speech therapy and psychocorrection in eliminating stuttering; ideas about family logopsychocorrection in the system of overcoming stuttering.

Results. This article describes such remote events as online consultations, collection of diagnostic material, consultations of logotherapists, online meetings with participants who have previously completed a family rehabilitation course, a series of control events with feedback from logotherapists, mentors, working with checklists and creating their own creative audio products, online classes at the final level of the family rehabilitation course for stuttering people.

Conclusions.

1.     The problem of organizing remote interaction of participants in family rehabilitation for the correction of stuttering is introduced and revealed. Remote interaction is organically woven into each level of the family rehabilitation course using the E.Y. Rau method, starting with preparatory (diagnostic) stage and ending with additional micro-support.

2.     The practical experience of recent years indicates that the distance format is an additional effective tool in correctional work with stuttering people of different ages.

3.     The remote format allows us to remove restrictions related to the location of course participants, as well as to optimize the function of monitoring the implementation of recommendations by logotherapists.

Background. The relevance of the study is determined by the development of performative foreign language didactics in both Russian and foreign pedagogical science. Performative didactics offers a comprehensive approach to teaching, integrating communicative, aesthetic, and creative aspects.

Objectives. The goal of the study is to characterize a series as a large performative form from the perspective of performative foreign language didactics and to investigate the potential of filming a series as a performative method of foreign language learning, analyzing its potential in overcoming the language barrier and developing communicative and intercultural competences in students.

Study Participants. The study is based on the analysis of a student project — a six-part series in German, “Leben mit Akzent”. The series was created by students of the Faculty of Journalism at Lomonosov Moscow State University in 2016–2018 as a part of an extracurricular German language project. The project was implemented under the guidance of a teacher and with the involvement of relevant technical specialists and native speakers.

Methods. The study uses a comprehensive approach, combining elements of historical, descriptive, and didactic types of analysis. The research methodology is based on the key principles of performative didactics: active learner involvement, performativity as a focus on physical action with an aesthetic component, contextuality, dialogicity, unpredictability, and reflection.

Results. The research results show that the performative approach in foreign language teaching, which has emerged in both Russian-speaking and foreign pedagogy, is closely linked to the communicative approach. It integrates aesthetic elements and into the educational process. The study demonstrates that performative and project-oriented approaches share many similarities, as both are based on active learner engagement in the educational process. Unintentional memorization plays a key role in this process. The study comprehensively examined the structure of work on the student series “Leben mit Akzent”, highlighting the stages of the process and emphasizing the importance of each stage for learning German.

Background. A comprehensive study of the nature and results of the pedagogical activity of Professor of Physics N.A. Umov at the Imperial Moscow University (IMU) in 1893–1911 is necessary to ensure the possibility of recreating a holistic picture of the history of development of physics teaching at Moscow University.

Objective. The goal is to characterize various aspects and to identify the main results of N.A. Umov's pedagogical activity during his service at the IMU.

Methods. General theoretical methods (analysis and synthesis, generalization and systematization) and historical methods (studying diverse historical and pedagogical sources, historical-genetic and biographical) were used to conduct the research.

Results. Three main aspects of N.A. Umov's pedagogical activity at IMU have been identified. 1) Teaching an experimental (general) physics course. 2) Management of the design, arrangement and equipment of educational devices for the new building of the IMU Physics Institute. 3) Participation in the processes of modernization and reform of the physical education system in Russian secondary school, including the education of future teachers and researchers. For the first time, the educational and methodological materials used by N.A. Umov to support teaching experimental physics at the IMU was analyzed. The relevance of conducting research on the influence of N.A. Umov's pedagogical ideas on the initial stage of the formation of the national scientific school of physics teaching methods in secondary school was noted. A number of previously unpublished photographic documents have been introduced into scientific circulation.

Conclusions. N.A. Umov was a follower of the pedagogical traditions founded by A.G. Stoletov. Guided by the programme he proposed, N.A. Umov created an original richly illustrated textbook on experimental physics. In the process of lecturing, he developed a visual method of teaching physics at IMU, for which he actively used demonstration experiments, a number of which he himself developed and implemented into pedagogical practice. N.A. Umov played a leading role in the creation of the physical Institute at IMU and in its establishment as the largest center of Russian physical education of that period. The activity of N.A. Umov, aimed at improving school physical education, had a significant impact on the formation of methods of teaching physics in secondary schools in our country as an independent branch of pedagogical science.

Background. A significant problem in studying the current situation with the provision of academic services to foreign students in Russia is the lack of access to information on the composition of the international students in separate educational institutions. The Ministry of Science and Higher Education of Russia annually publishes open data on the number of foreign students, their citizenship and academic preferences. However, offers of educational services in Russia are very diverse. The average indicators for the country do not fully reflect the realities of both leading universities with high tuition fees and regional universities with more affordable prices.

Objectives. The goal of the conducted research is to create a basic understanding of the MSU’s international students’ composition within the scientific community. Analysis is mostly conducted from the points of the areas of immigration and the choices of educational trajectories available at Moscow University. The authors see an additional purpose in identifying similarities and differences between foreign students of Lomonosov Moscow State University and the nationwide trends in interstate inbound academic mobility.

Study participants. This article presents the results revealed in the process of exploring all MSU’s undergraduate and graduate international students (5184 people) who are obtaining degrees based on the data for 2023.

Methods. Quantitative and comparative analyses were used as methods to process the empirical material; comparative analytics was used both at the stage of working with initial data and at the stage of working with secondary data.

Results. Among the main results, it should be noted that a significant dominance of Chinese students at MSU (82.2%) is observed along with absence of students from India (0.06%), which differs strongly from Russian median indicators. It is also important to mention the steady trend of interest in the humanities among foreign Bachelors and Masters of Lomonosov Moscow State University. In terms of numbers of admission of international students, the leading departments are the Higher School of Translation and Interpreting, the Faculty of Journalism, and the Faculty of Foreign Languages and Area Studies.

Conclusions. The analysis of data on the number of the Moscow university’s foreign students for the period from 2019 to 2022 allows us to say that the demand for MSU’s educational programmes is almost not affected by global or local socio-cultural and geopolitical events, due to the stable interest in the educational programmes of Moscow university on the part of Chinese citizens, and the sustainable development of international cooperation in the field of obtaining academic qualifications between Moscow and Beijing as well.

Background. The relevance of this study is explained by the fact that Russian system of higher teacher education is experiencing a historical turning point. Pilot projects conducted in order to reform the system of teachers raining at universities of different types (Moscow State Pedagogical University and Baltic Federal University) actualize the issue of the optimal path for the development of this system. In this context, the study of the historical development of teacher education is extremely important for understanding the current state of the national teacher training system.

Objective of this article is to provide a historical justification for the duality of the national pedagogical system, which influences its current state and the prospects for future development.

Data Sources. Reviews, regulatory and programme documents on the organization of Russian pedagogical education in the pre-revolutionary, Soviet and modern periods, as well as scientific works on the history of the teacher training were considered.

Results. Methodological dualism was initially embedded in the methodology of pedagogical education in Russia, starting from the 18th century. It defined the long-term confrontation between the competence-based and fundamental approaches in teacher training. The history of teacher training demonstrates examples not only of the dominance of one of the approaches in educational practice, but also of a reasonable consensus between them in different historical periods.

Conclusions. In the history of teacher education in Russia, two leading trends can be traced in the creation and reform of teacher training institutions: the training of teachers in classical universities and the development of specialized pedagogical educational institutions. 

Background. Modern education is a complexly organized system that is influenced by two opposing forces: modernization as a result of scientific and technological progress, and the preservation of the basic foundations of pedagogical thought. Education system is constantly facing new challenges, the solution of which is usually sought in innovations. However, the fundamental principles of education and upbringing, which form Russian pedagogy as an independent science and discipline, remain a potential resource for solutions, including those to modern problems. One of these areas is the shortage of qualified teaching staff in the institutions of school education. The difficulties of professional adaptation faced by young teachers at the beginning of their professional development are one of the reasons for this problem.

Objectives. The aim of this work is a theoretical analysis of K.D. Ushinsky's pedagogical ideas in the context of finding possible ways to overcome young specialists' problems of professional adaptation to pedagogical activity.

Methods. The main methods used in the work are the theoretical analysis of K.D. Ushinsky's pedagogical works, as well as modeling of the teacher's professional self-awareness based on the synthesis of the elements identified during the analysis.

Results. The article describes structural components of a teacher's professional self-awareness such as professional competences (knowledge in the field of didactics and psychology), a system of value orientations (humanism, traditionalism, and self-education). The main ideas of the implementation of pedagogical education, which contribute to the integration of a young specialist into the process of professional pedagogical activity, are presented.

Conclusions. K.D. Ushinsky's pedagogical ideas can be applied to the development of a pedagogical model of integrative personality quality, which determines teachers' readiness to carry out professional activity in modern conditions of the educational process. A pedagogical technology, which has a positive impact on the process of young specialists' adaptation to pedagogical activity can be developed on the foundation of these ideas.

Background. The focus is on the potential of Russian scientific school for shaping the linguistic worldview of students in Russian schools when teaching the Russian language. This scientific school was created by Doctor of Pedagogical Sciences Mikhail Trofimovich Baranov. At the moment, the academic subject Russian language is considered from the ideological positions of socialization and personal identity, determining value priorities in the knowledge of Russian culture. The educational role of the Russian language as a meta-subject in personal development is being strengthened.

Objectives. The research aims at evaluating progressive ideas and trends in the methods of teaching the Russian language. Their importance in obtaining quality results in the educational process as well as positive connections between the scientific achievements of methodological scientists and the possibilities of their application in the present time are identified.

Methods. The study was carried out on the basis of a review of the works of the leader of the scientific school M.T. Baranov and analytical materials devoted to this scientist at different periods of time. A and analysis were carried out, assessing His contribution to Russian science is assessed in the analysis of selected publications of 2024.

Results. The personal contribution of the scientist, whose ideas are continuously enriched by his successors, is of great importance. The objectivity of the assessment is based on the basic principles of the scientific school of M.T. Baranov and the prolonged and multidimensional nature of research in the development of the teacher’s ideas in science.

Conclusions. The study has shown the potential of the scientist’s methodological heritage in a number of relevant issues: systematic study of the Russian language in secondary school, active attention to children’s speech, its enrichment and content, theoretical understanding of spelling methods, reliance on the traditions of cognitive-aesthetic teaching of the Russian language and speech.

Background. The need for reconstruction (and not modification, as it was previously done) of school mathematics education, due to the intensive development of information technology, requires the restoration of the foundations on which it is built. Discussions about what topic to include or exclude from a mathematics course based on arguments like “It is impossible to be an educated person without knowing...” on the one hand, or “Children cannot understand anything about...” on the other, clearly have no chance in obtaining productive solutions.

Objectives. This paper introduces a system of concepts and distinctions that provides the basis for solving the problem of constructing foundations for designing a school mathematics course.

Methods. The study involves problematization (transition from a problem situation to a problem formulation), methodological analysis of the problem, introduction of conceptual distinctions, construction of a system of relations between concepts.

Results. A distinction has been introduced between the content and contents of mathematical education — both as a process and as a result. It is shown that functionally (substantively) mathematics exists in culture as a system of mental means necessary to represent the relationships between conceivable entities in a particular science or field of activity. Accordingly, the content of the process of mathematical education is the mastery of these mental means and methods of applying them, and the content of mathematical education as a result is the possession of these mental means and methods for representing the relationships between entities of a particular nature.

Conclusions. It is shown that mathematics functionally acts as a system of mental means and therefore the design of school mathematical education should be carried out precisely in the logic of mastering mental means, and not “topics”, “objects”, “tasks”, “skills”, “knowledge”, etc.

In the second part of the article, a developed system of ideas will be used to specify, on the one hand, the tempo-rhythmic structure of the educational process, and on the other, to provide a logical justification for the initial part of mathematical education (arithmetic) as a process of mastering mathematical thinking tools.

Background. A particularly wide choice of approaches and methods are characteristic of modern teaching practice. The growing popularity of implicit teaching techniques based on the concept of learning without awareness of what has been learned, is a bright example of this kind of approaches. Implicit teaching stipulates a more conscious awareness of learners’ characteristics and teaching process conditions which might significantly affect the effectiveness of the approach application.

Objectives. The aim is to identify characteristics of learners, namely, Russian-speaking students of a non-linguistic faculty, which proved to be significant for successful acquisition of specific grammar material when implicit and explicit approaches were used. The focus is on the pedagogical tools contributing to the effectiveness of the approaches.

Methods. The article describes the experience of teaching syntactic structures fronting (structures starting with something else but the grammatical subject) to Russian-speaking students using implicit and explicit approaches. The effectiveness of the material acquisition was evaluated on the basis of two control tests. To determine students’ characteristics which proved to be essential for the effectiveness of the approaches, as well as the useful pedagogical techniques the methods of survey, experiment, comparison and analysis of the data obtained were used.

Results. The principles of leading international concepts concerning the use of implicit and explicit approaches in teaching a second language are considered. Educational materials aimed at students’ implicit acquisition of the targeted grammatical structures have been developed. Texts have been selected and adapted; exercises have been constructed to develop the understanding of the texts. Educational materials have been compiled for the explicit introduction of grammar. A survey was developed and conducted to identify factors that influenced the effectiveness of educational materials.

Conclusions. As a result of the research, it was found that the effectiveness of the implicit approach is limited by such students’ characteristics as a high degree of explicit instruction expectation, trust in this approach, and the habit of relying on the rule formulated by the teacher. The combination of the implicit approach with subsequent Guided Discovery strategies and noticing techniques has shown high efficiency.

Background. In modern conditions of building a sovereign national system of education, the development of domestic higher education, the task of implementing a pilot project, with participation of MPGU. This task actualizes the problem of the quality of training of teachers-psychologists not only for current, but also promising demands of the labor sphere in the long run.

Objectives. Based on synthesizing of effective experience in the development and implementation of educational programs for professional training of teachers-psychologists by the departments of the Institute of Pedagogy and Psychology of the Moscow Pedagogical State University, identify new approaches to the design of the educational standard of basic higher education and 5-year training programs.

Methods. The methodological basis of the research was the scientific concepts of the personal and professional development of the teacher by V.A. Slastenin, the theory of socialization of the personality by A.V. Mudrik, methods of analyzing normative, scientific and methodological sources and studying the needs of the field of work, modeling and designing educational programs for the training of teachers-psychologists were used.

Results. New approaches to the design of educational programs of basic higher education have been developed in accordance with the general standard of higher education of the Moscow Pedagogical State University in the field of "Psychological and pedagogical education". The models of combining specialist’s qualifications within the framework of five-year educational programs are proposed. The conditions for their effective implementation are outlined.

Conclusions. The article shows new approaches to the training of teachers-psychologists in the framework of a pilot project to improve the system of higher education in the Russian Federation, defines the principles of developing educational programs, resources and effective pedagogical technologies. The prospects for implementing the developed materials will be determined during the testing of the proposed model.

Background. The teacher is the key to the quality of education, as well as the key element in its development. The world is undergoing ever accelerating changes; accordingly, the function of the education system, which is to prepare students for life and work in the future world, is changing. Thus, the importance of the teacher’s role as an organizer and motivator of the learning process is increasing. This paper examines the figure of a teacher who is ready for changes and implements them. Students of teacher training programmes need to be prepared for this role. Changes in teacher training are equally necessary in the teacher training system both in the Russian Federation and in the Republic of Kazakhstan.

Objectives. The article formulates the foundations of the modern education systems for future school mathematics teachers. These foundations meet the new goals and objectives of mathematics education, associated with the changes in mathematics itself over the last century, changes in its role in the modern digital world, and changes in the world itself. The most important issue in the training of mathematics teachers is its continuity. It is necessary to teach the future teachers not only the main volume of teaching content, but also prepare them for the activities that will be taught to the student.

Results. It is necessary to organize training in such a way that from the very beginning of their training, future teachers would come to school and work with schoolchildren. At the same time, the solution of “do not know how” problems becomes the core of education. Digital technologies play a significant role in modern mathematics teaching.

Conclusions. Today, in any education system, the teacher’s attitude towards change as well as the readiness to accept, support and initiate it, is important. The duty of the modern teacher training system, both in Russia and in Kazakhstan, is to be ready for changes and to cultivate such readiness in students.

The article provides an overview of the history of the development of Russian language teaching in the PRC, highlighting the main stages and their features. It is noted that teaching the Russian language in the PRC has always been associated with the national strategy for training personnel for the socio-economic development of the country, that is, setting educational goals and developing curricula are always carried out taking into account the immediate future and long-term plans for the modernization of the country. Analysis of the changes that took place in the field of Russian-language education in China at different stages made it possible to rethink and generalize the accumulated positive experience and at the same time highlight the shortcomings and bottlenecks in the process of organizing the teaching of the Russian language, outline steps to overcome them and improve the Russian-language education system as a whole. Using the example of Harbin Polytechnic University (HPU), the main characteristics of a comprehensive model for teaching the Russian language to students of engineering and technical specialties have been identified.

Background. In the current situation, in terms of state policy priorities for the preservation and strengthening of traditional Russian spiritual and moral values, the need to increase and realize the potential of a classical university in the development of the civil and patriotic identity of future teachers increases.

Objectives. The goal is to identify the conditions for the development of civil-patriotic identity of future teachers, in which the environment of a classical university acts as a generator of students’ value-semantic consciousness.

Study Participants. The study is based on an analysis of the work experience of more than two dozen universities for the period from 2020 to the present and an analysis of modern research in the field of patriotic education (more than 50 dissertations) over the past decade.

Methods. Theoretical modeling, analysis of teaching experience and modern research were applied.

Results. Based on the analysis of teaching experience and modern research, the resources of university education that contribute to the civic and professional socialization of students have been identified. The result of theoretical modeling was a model for implementing a situational-event approach to the development of civic activity and professional orientation of students of pedagogical specialties. The conditions for the development of civil-patriotic identity of future teachers have been identified, in which the environment of a classical university acts as a generator of students’ value-semantic consciousness.

Conclusions. The educational environment of the university has significant potential for shaping the personality of the future teacher, including civic and patriotic identity. The personal development resources of the university are associated with the real involvement of its scientific and educational process in the technological progress of the country, which allows students to feel their involvement in the development of the scientific, technological and cultural potential of the Fatherland. The university environment actualizes the conditions for the development of the individual as a subject of social and professional creativity. The assimilation of values significant for Russian society, civil-patriotic and professional identification proceed in unity, which represents one of the specific educational resources of the university. The development of the personality of the future teacher, his civic and professional qualities is implemented on the basis of a situational-event mechanism, the essence of which is to saturate student life with the events in personal development

Background. In modern society, the training of teachers who are able to use the opportunities of the unified educational space of Russia in the educational process is in demand. The development of teacher education in this context requires, first of all, the development of methodological foundations for the training of teaching staff in modern conditions.

Objectives. In the course of the study, the tasks were set to determine the conditions for the training of a teacher who is ready and able to use the potential of the unified educational space of the country in his professional activity, as well as to determine the components of the system of professional training for teaching staff in modern Russia.

Methods. The methodological basis of the research is the conceptual idea about the educational space, the importance of teacher education in the transformation of life in modern society, as well as approaches to understanding the quality of education. The empirical sources of the research are the works of modern authors on multiculturalism, humanism, the systemic nature of the educational space, and its informatization. The research methods include analysis, synthesis, content analysis, interpretation, and generalization.

Results. Conceptual provisions concerning the preparation of teachers for professional activity in the unified educational space of Russia are formulated. It is shown that the effectiveness and quality of training of a modern teacher is ensured at the condition that the educational process is aimed at developing professional competence and a civil-professional position among teaching staff, ensuring the unity of subject and meta-subject competence is realized, and the prospects for the development of society in the training of teachers. The key components of an optimized system of professional training of teaching staff capable of fruitful work in the unified educational space of the country have been identified.

Conclusions. The key factors and conditions for the effective development of the teacher education system in the unified educational space of Russia are identified.