Articles

Background. The article discusses the issue of the psychological foundations of the content and methods of school teaching on the example of a mathematics course at primary school. Objectives. The study focuses on the pedagogical and psychological analysis of Ya.I. Abramson’s programme in mathematics, based on the theory of the gradual formation of mental actions and concepts by P.Ya. Galperin.

Methods. Theoretical analysis of publications reflecting the results of using the author’s mathematics programme in school practice.

Results. Based on L.S. Vygotsky’s ideas about the relationship between learning and mental development and the theory of the gradual formation of mental actions and concepts by P.Ya. Galperin, a scientific and psychological substantiation of Ya.I. Abramson’s original programme in mathematics for teaching primary schoolchildren is provided. The research also provides a brief description of the programme followed by a psychological analysis of the results of testing in Moscow schools. This educational programme has been shown to be highly effective.

Conclusions. The data obtained serve as practical confirmation of the effectiveness of training based on the third type of orientation and learning in the theory of P.Ya. Galperin. In addition, they clearly demonstrate the correctness of P.Ya. Galperin’s position on the need to highlight the subject matter of the area being studied from the first steps of school education, which, in turn, once again illustrates the heuristic potential of P.Ya. Galperin’s general psychological theory and the possibility of its application to various areas of social practice, primarily in solving educational problems.

Background. The study of the psychological aspects of the introduction of older preschoolers into mathematics is relevant due to the widespread early teaching of elementary mathematical concepts. This practice often not only does not help, but may even harm the further development of the child, since the methods used for this do not take into account the specifics of both the age-psychological characteristics of the preschooler, and the results of psychological research in the field of content, methods and means applied to formation of initial mathematical representations.

Objectives. The aim of the study was to analyze the comparative effectiveness of different types of sign-symbolic mediation in the formation of initial mathematical representations in older preschoolers with different levels of development of regulatory functions.

Study Participants. The study sample included 133 older preschoolers (6–7 years old).

Methods. To assess the level of development of regulatory functions, the NEPSY-II subtests, the “The Dimensional Change Card Sort” technique and L.A.Wenger’s “Schematization” technique were used. To assess the level of development of methodological concepts, a set of tasks was used for each of the three values — length, area, and volume.

Results. Significant differences were found between the increase in mathematical skills of children who studied using both sign and symbolic means as compared to the children fr om the control group. There were no significant differences in this increase between children who were trained with the help of model tools and the control group. In groups wh ere symbolic means or sign means were used, children with different levels of regulation learned with equal efficiency, but the level of regulation turned out to be critical when learning according to the most complex programme — using model tools.

Conclusions. The effectiveness of mastering the initial mathematical concepts in older preschoolers is primarily due to the nature of the learning content, which should ensure the rationality of children’s actions. However, the more complex this content is and the more complex symbolic means are used in teaching, the more requirements are placed on the level of development of children’s regulatory functions.

Background. The revival of the best Russian traditions of children’s reading is recognized by the pedagogical community as the most important way to counter the crisis in the field of intellectual development of children at the levels of preschool, primary and general education. This formulation of the question is based on global sociocultural shifts that have entailed rapid and significant changes in the child’s general outlook, his reading range, and his set of key reading skills. The high artistic level and enormous educational potential of Russian literature are prerequisites for the revival of Russian traditions of children’s reading. The path to understanding literature lies through learning to read. It is this skill that is considered as a fundamental and no alternative condition for the development of all other various aspects of education and spirituality.

Methods. The article, based on extensive historical material, presents the development of ideas of education through the artistic word, reflected in the works of N.I. Novikov, I.F. Timkovsky, I.I. Sreznevsky, I.A. Baudouin de Courtenay, F.I. Buslaev, P.G. Redkin, K.D. Ushinsky, L.N. Modzalevsky, L.N. Tolstoy, Kayum Nasyri, N.A. Rubakin, G.G. Shpet, L.S. Vygotsky, A.V. Lunacharsky, M. Gorky, K.I. Chukovsky, S.Ya. Marshak, E.N. Ilyina.

Results. It is shown that Russian pedagogical tradition, from the moment of its inception, is based on a solid foundation of the unity of teaching and upbringing of the younger generation on national values and traditions of Russian literature, with respect for the child’s personality and characteristics. Particular attention is paid to the role of children’s literature in the spiritual and moral development of a person, the education of a devoted citizen of his Fatherland.

Background. Given the contemporary realities, the need to improve the educa[1]tional system in Russia is becoming more and more acute. Such improvements are necessary in terms of implementation of national goals and strategic objectives for Russia’s development, of creation of a sovereign national education system and of strengthening the country’s unified educational space (including new regions). They also encompass compliance of students’ training with the requirements of contemporary information society and with the global trends in strategic academic development as well as the formation of knowledge and skills demanded by the labor market both in the near future and in the long-term prospect. In this regard, it is essential to comprehensively assess the challenges facing the educational system and to propose possible solutions on the part of the university community aimed at the achievement of the goals and objectives, both within the framework of existing national projects and programmes and for the medium-term prospects.

Methods. An interdisciplinary approach and structural-functional analysis of education issues in the context of Russia’s national projects and objectives of strategic development constitute the methodological basis of the article.

Results. The author outlines the main tasks to be solved and the directions in the work of the Russian university community. The article shows the directions for reforming mathematical, chemical, physical, and engineering education. It emphasizes the importance and significance of basic science training in higher education. It substantiates opportunities for strengthening the regional base of personnel training as well as gives recommendations for building a sovereign education system and forming a unified educational space. It also highlights the importance of educational work and patriotic education in universities. The directions in the work of the university corporation, proposed in the article, are in fact a programme document for the higher school for the current period and for the future.

On October 30, 2023, Irina Viktorovna Kostikova, Honored Lecturer at Moscow University, Candidate of Philosophical Sciences, Associate Professor of the Department of Philosophy of the Humanities of the Faculty of Philosophy of Moscow State University, member of the Academic Council of the Faculty of Pedagogical Education (FPO), passed away Lomonosov Moscow State University.

This research discusses a problem that has recently become extremely relevant for research scientists, who are particularly engaged in scientific research, and the teaching staff of educational organizations due to the presence of well-defined indicators, which help reveal the effectiveness and productivity of professional activity of a contemporary Russian scientist and teacher of higher education. The relevance of the chosen research problem is caused by the contradiction between the existing, well-defined, and formal requirements for the publication activity of scientific and pedagogical personnel and the lack of clear and precise understanding concerning the presence of conditions necessary for their qualitative fulfillment by scientific and pedagogical personnel. The author presents an analysis of the situation that has developed in today’s scientific and educational practice due to the illegality and unreasonableness of the requirements for assessing the originality of scientific works and research conducted by domestic scientists and submitted for publication. Particular emphasis is placed on the inadmissibility of substitution of clearly defined definitions existing in the realities of the domestic legal field and their free interpretation, often infringing on the legitimate rights and interests of scientific and pedagogical personnel

The authors develop their concepts from the fact that religious consciousness is one of the categories of consciousness, a way of experiencing and comprehending the world and oneself by a person, which performs an instrumental function — it creates a system of values and hierarchizes them. Religious consciousness is formed and strengthened through educational practices and upbringing at school. It is externalized in the collective consciousness — the religious culture of society. The academic subject “Fundamentals of Religious Culture and Secular Ethics” solves several tasks related to the spiritual and moral development of a primary school student and contributes to the formation of universal values, noted in Decree of the President of the Russian Federation “On approval of the fundamentals of state policy for preserving and strengthening traditional Russian spiritual and moral values” (November 9, 2022 No. 809). The research conducted among primary school students of the Smolensk Orthodox Gymnasium, whose curriculum included the course “Fundamentals of Religious Culture and Secular Ethics,” showed that the fifth-grade students demonstrate confident knowledge of the main religious denominations represented on the territory of the Russian Federation and understand religious traditions and norms of ethnic groups in Russia. Comparative research of the planned educational results of the “Fundamentals of Religious Culture and Secular Ethics” course, expressed in the acquired and developed spiritual and moral values of schoolchildren, made it possible to identify interference with the values listed in the Decree of the President of the Russian Federation “On approval of the fundamentals of state policy for preserving and strengthening traditional Russian spiritual and moral values” (November 9, 2022 No. 809) with the values that serve as the basis for strategic planning in the area of ensuring national security of the Russian Federation, the key once being life, dignity, human rights, freedom, humanism, mercy, service to the Fatherland, patriotism, and continuity of generations and historical memory.

The need to participate in intercultural dialogue with representatives of different countries actualizes the issue of preparation for intercultural communication, namely, the study of a different culture based on the knowledge of the native culture of students. In this regard, the readiness of the future teacher to implement a cultural approach to teaching foreign languages is of great social and practical importance. This research shows that since the beginning of the 1990s, Russia has seen significant changes in the context of learning foreign languages, which have started to be regarded as a real means of communication with representatives of other cultures. Thus, it is necessary to study the culture of the people when learning a foreign language. The authors demonstrate the relevance of the cultural approach to teaching foreign languages and reveal the role of a teacher in its implementation. Additionally, the author specifies the requirements for training a teacher of foreign languages, reflected in professional educational standards and training programs of various disciplines. The problems of training a teacher of foreign languages within the framework of the cultural paradigm are identified and analyzed. Moreover, the authors provide particular examples of the preparation of a future teacher for implementing a cultural approach to teaching foreign languages. The requirements for the study of foreign languages, outlined in the Federal State Educational Standard (FSES), as well as the requirements for the training of a teacher of foreign languages, reflected in the educational programs of higher education of the training program 44.03.01 “Pedagogical Education,” are specified. The authors present disciplines that will provide future teachers with information about the culture of the country of the studied language. Moreover, the authors provide particular examples of how students get acquainted with a different culture and the life of the people of the country of the studied language when studying culturally oriented disciplines. This contributes to the formation of general cultural and professional competencies. The authors conclude that thanks to the culturological knowledge gained through higher education, the teacher will be able to form language skills and knowledge of the culture of the people of the studied language.

The research presents the interim results of the study of the “Center for Improving Teaching Methods of Disciplines” of the Russian Academy of Education on the analysis, systematization, and creation of a register of effective teaching methods for disciplines, subjects, and courses (modules) at various levels of education as part of the study of relevant and effective methods for their testing and scaling. The author indicates that the importance of the search for perfect methods and techniques of learning and teaching, which has been conducted for centuries, is comparable in complexity and importance with research and development in the field of high-tech sciences and industries. From the authors’ point of view, when developing a register of effective training methods, advanced methodological principles of didactic research, a set of didactic objects, and a set of interdisciplinary approaches used should be considered. The author describes objective difficulties arising when forming a thesaurus of the concept of “teaching method” for the development of a register of effective methods. A research hypothesis is presented, which formulates possible options for solving the problem of developing a register of effective methods.

This research describes the implementation of interfaculty courses on artificial intelligence at Lomonosov Moscow State University: from the stage of research and analytical work, interviews, surveys, and studying educational processes in various educational institutions to the practical implementation of the program. The research provides information on the implementation of four interfaculty courses: (1)“Introduction to Programming,” (2)“Programming Fundamentals and Data Analysis with Python,” (3)“Applied Machine Learning with Python,” and (4)“Introduction to Deep Learning” and an additional elective course “Mathematics for Data Analysis.” The author analyzes the general topics of each course and the list of skills that learners will receive after completing the program presented. Students who complete the courses are going to acquire valuable practical skills in working with data, master machine learning tools, acquire knowledge of the Python programming language, learn to work with the NumPy, Pandas, Matplotlib, Scikit-learn, and PyTorch libraries, be able to analyze and visualize data, and, eventually, delve into the world of machine learning, learning different algorithms and peculiarities of how to apply them in solving problems from different areas. The specifics of the organization of interdisciplinary courses lie in carefully selecting content and methodological techniques that allow students of non-core specialties to master AI tools successfully. The research reflects the features of the organization of courses and the methods of using communication tools between participants of the educational process, including for maintaining psychological comfort in educational activities. Interfaculty courses on AI are relevant educational resources that allow students to acquire relevant competencies in the field of AI. They provide students with the opportunity to get acquainted with the theoretical foundations of programming and machine learning and gain practical skills through working with a variety of tools and technologies.

The authors’ approach to analyzing the institutional specifics of the children’s movement is justified by the current tasks of educating children and youth using the opportunities and conditions of a public children’s movement. To identify the specifics of the children’s movement as an educational institution, the authors, on the one hand, used the methods of sociokinetics to analyze the conceptual-categorical apparatus of a specific area of pedagogical knowledge. Sociokinetics was created by researchers of the children’s movement at the turn of the 20th and 21st centuries. On the other hand, the authors used the methods of extrapolation to the children’s movement as an educational space of the logic of a multi-subjective education strategy, which reflects the current state of the Russian educational space, characterized by a high formation of horizontal connections between all active subjects of educational activity. The characteristics of the institutional specifics of the children’s movement are presented in the research in five aspects based on the extrapolation of a model for describing educational potential, which includes five components: axiological, teleological, conceptual, methodological, and interactive. Consistently, the research describes the value content of the children’s movement, the goals of educational work, conceptual foundations, organizational and methodological aspects and interaction with other educational institutions. The analysis of the methodological aspect of the educational space of the children’s movement is presented through its specificity, clearly manifested in the instrumental design of the organization of the children’s movement activities. Among the various forms of children’s movement organization, the authors identified and analyzed the following four forms: meeting, romance, primary collective, and patronizing support, characterized by a unique structure and nature of interactions and formed in the pioneer organization, the successor of which is the movement of children and youth. The authors identify the main differences at the conceptual and methodological levels of the foundations of education in the children’s movement from other institutions