Vol 17, No 4 (2020)
Theory of pedagogy
Knowledge representation in russian and european tradition
Abstract
Knowledge representation is a fundamental question in philosophy, pedagogy, linguistics, psychology and artificial intelligence. This paper examines the achievements in the field of creating knowledge-based systems that exist in Russian and European practice. We employed the methods of cross cultural content analysis and meta analysis to analyze various sources of information, to interpret definitions, and to increase the validity of the conclusions. The following problems are highlighted: the definition of knowledge and its types; the interplay between knowledge itself, its representation, and the physical world; approaches to knowledge representation; representation schemas for procedural and declarative knowledge types. The findings of the research illustrate that in Russian science, the problem of knowledge representation is associated with the problem of knowledge as such and its «representation» in our psyche, in contrast to European practice where the problem is considered to be purely applied. Theoretical contributions and practical implications discussed in the paper contribute to the problem of knowledge representation and prove the efficiency of combination of both discussed approaches.
29-41
Structural and content characteristics of innovative pedagogical system
Abstract
The article analyzes theoretical approaches to the concept, structure and content of an innovative pedagogical system as a means of implementing new pedagogical ideas and mechanisms for forming creative thinking of teachers and students in various forms of the educational process. The purpose of the research is to identify the structural and content elements of the innovative pedagogical system. In the course of the research, the features and structure of the innovative pedagogical system are revealed, and the typology of teachers on the basis of their attitude to pedagogical innovations is presented. The author of the research defines the main components of the structure of innovative activity of a teacher, the system-forming elements of the pedagogical system, and the list of innovative pedagogical technologies. The analysis of scientific literature and personal pedagogical experience allowed us to establish a historical and pedagogical connection between the factors and conditions of the emergence of an innovative pedagogical system and the direction of its forms, methods and means. This relationship is established on the principles of goal setting, content compliance with goals. The practical significance of the research lies in the possibility of applying the identified structural and content elements of the innovative pedagogical system in pedagogical practice.
42-51
Modern trends in education
Features of e-learning organization in a Modern University
Abstract
One of the most important areas of the educational system today is the widespread use of e-learning methods based on advanced information and telecommunication methods, modern pedagogical technologies The article discusses the relevance of e-learning, its possibilities in the formation of a large number of students’ skills necessary for their successful professional development. The necessity of using the e-learning management system in order to provide high-quality education is shown in the example of the developed e-course «Foreign language» for students – future engineers. Besides the article shows the possibilities of LMS (Learning Management System) of the Moodle educational content management system for implementing the priority goal of the higher education system. Moreover, both positive and negative sides of using LMS are summarized in the paper. Then it gives practical suggestions for high-quality integration of e-learning in the process of teaching and learning in the educational institution of higher education «Samara State Transport University» on the basis of effective management of the e-learning process and good management.
5-15
Information technologies in the implementation of Language education in a non-linguistic University
Abstract
The possibilities of using information technologies in the implementation of language education in a non-linguistic University in the conditions of full transition to distance education due to the COVID-19 pandemic are revealed. Language education is recognized as a synthesis of learning and education in the interests of the individual, society and the state. However, the relevant section studying the implementation of online language education has not yet been properly developed in pedagogical science, so we are taking a step in an attempt to systematize the accumulated experience. Based on the analysis of domestic and foreign scientific sources and accumulated pedagogical experience, the effectiveness of online pedagogy is investigated. The research material includes: educational websites, educational platforms of MGIMO and Plekhanov Russian University of Economics, free applications (Google classroom, etc.) and platforms (Moodle, Edmodo.com etc.) in the implementation of the base of distance education in a foreign language. The study analyzes the practice of effective use of online pedagogy in the context of the implementation Of the Ministry’s order No. 398, using the example of teaching a foreign language at the Moscow state Institute of international relations University) Ministry of foreign Affairs of the Russian Federation» Odintsovo branch (Moscow region, Russia) and Plekhanov Russian University of Economics (Moscow) in March-July 2020. To achieve the goal of language learning under the COVID-19 quarantine, ICTs were used in four areas: educational platforms, online conferences, educational sites and applications for free language learning, and sites (with duplicate applications) for creating tests. Educational platforms Moodle, Edmodo, Google classroom, etc., allow teachers to create and conduct remote classes in off-line mode and have a rich educational potential for learning the language. The positive impact of distance learning on the final certification was recorded. The use of information provided on Internet resources can be effective in the implementation of language education, and the material posted on the sites can be selected taking into account the direction of training and adapted to a variety of innovative teaching methods and current needs of students. it is important now to focus on the search for a new didactics – the didactics of mixed learning, the development of a new model of shifting emphasis: from focusing on your own content to public types of content; from reproductive methods of learning to active ones; from final assessment to formative; new formats of educational interaction – horizontal /joint/mutual learning (peer-to-peer), etc. You should also create a new model of competencies of the teachers to work in the paradigm of online student -oriented pedagogy, which requires an understanding of the role of learning environment as Navigator training, ownership integration technologies full-time and e-media, external resources and systems of learning (MOOCS, adaptive systems, external platforms) and build on these foundations training route.
16-28
Educational psychology
Mobbing process as a psychosocial risk factor in educational groups
Abstract
The socio-psychological phenomenon of mobbing in educational groups requires a detailed study and identification of new factors and dependencies. The purpose of this study is to analyze statistical information, identify the features of the formation and development of the mobbing process in the student team, and develop relevant techniques for timely response at any stage of the mobbing process. The article discusses the results of research by domestic and foreign authors on the problems of mobbing. A brief overview of the history of the term is given. Participants are identified and the main prerequisites for the formation of the mobbing process are identified. In accordance with the stages of formation and development of mobbing as a socio-psychological phenomenon, the stages in the structure of the mobbing process in educational groups are defined. A diagram of the relationship between objects and subjects of the mobbing process is presented. Based on the analysis, a standard version of the actions of a potential victim of mobbing has been developed. The article considers the mobbing process as a factor that negatively affects the moral and psychological climate of educational groups. The lack of a psychologically healthy climate in the educational team leads to a reluctance to work in a team and a possible decrease in the effectiveness of perception of educational material and involvement in the educational process. The authors note the need to use techniques for timely response at any stage of the mobbing process. An attempt is made to develop tools for potential victims of the mobbing process in educational groups in order to resolve a conflict situation at any stage of the process.
52-64
Developmental psychology
The consciousness of schoolchildren and giftedness
Abstract
The paper addresses the problem of theoretical determination of the presence and quality of the necessary and steady interrelation between the consciousness and the giftedness of schoolchildren. It is argued for the need of a social philosophic approach to the solution of this problem in the perspective of subjective action. The problem is tackled by means of the theoretical analysis of speech functions in the performance of subjective action by a social individual. The study reveals, on the one hand, which subjective action elements the acting individual is necessarily aware of. On the other hand, it is shown which elements of self-concept, when purposefully and artificially developed, are an obstacle for the performance of subjective action
65-74
Study of psychological time dynamics at the age of youth
Abstract
This paper presents the current trends analysis of research into the psychological time of personality in foreign and domestic psychology, justified the need to study the dynamics of psychological time at the period of youth at conditional «points of bifurcation» associated with the forced need to make personal choices: in early and late youth. The reasonability of investigating the relationship of psychological time with personal identity as a predictor of self-realisation or maladaptation of personality at the stage of youth is shown. The pilot study presented in this work is aimed at identifying differences in the content characteristics and structure of psychological time in early and late youth. The ascertaining experiment was conducted with two groups (the total number of participants is 50 people). Diagnostic toolkit: the technique of F. Zimbardo on the time perspective (ZTPI), adapted by A. Syrtsova, the technique «Time Experience Scale» by E.I. Golovakhi, A.A. Kronik, as well as the technique «Identity Status» according to Marcia in the modification of the questionnaire G. and R. Aminev. Methods of mathematical statistics: t-Student’s criterion for independent samples and Pearson’s index of linear correlation. The data obtained in the pilot study made it possible to draw conclusions that 1) the meaningful characteristics of psychological time in different periods of youth are not identical, 2) the characteristics of psychological time significantly correlate with the status of personality identity, and such a relationship is more important precisely in the period of early adolescence. The obtained data provided an opportunity to clarify the further direction of research and to outline the necessary ways of psychological support of the person during his youth in the conditions of modern social reality. For the prevention of maladaptation and destructive realization of the personality in the period of youth, targeted work is proposed with the psychological time of the personality, with the adoption of the past and the planning of the future, the determination of priorities, goal setting and the formation of temporal competence.
75-90