Vol 25, No 187 (2020)
- Year: 2020
- Published: 15.12.2020
- Articles: 7
- URL: https://journal-vniispk.ru/1810-0201/issue/view/19757
Full Issue
Articles
Trends of pedagogical education – main directions of development of Pedagogical Institute
Abstract
We consider the main trends in the development of pedagogical education, among which are highlighted: the formation of a system of continuing pedagogical education; development of digital pedagogy: e-learning and e-learning environment; reliance on practical orientation in the educational process and personalization of education; development of STEAM-education and the formation of educational ecosystem, taking into account the principles of openness, flexibility, scalability. Based on the proposed trends, we describe the main guidelines and development directions of the Pedagogical Institute of the Federal State Budgetary Educational Institution of Higher Education “Derzhavin Tambov State University”. The experience of implementing the regional project “New models of pedagogical classes” is described: the models “Pedagogical pre-university” and “Network pedagogical class”; organization and implementation of the online learning process in a pandemic; experience in the implementation of pedagogical and socially significant projects and activities that form the so-called educational ecosystem at the Pedagogical Institute, etc. Among the main development prospects are: specification and expansion of the nomenclature of programs of pedagogical areas of training with two profiles; development and implementation of pedagogical internship programs; creation and approbation of didactic simulators as part of the development of the electronic educational environment of the Pedagogical Institute, etc.
Tambov University Review. Series: Humanities. 2020;25(187):7-14
7-14
Universitet kak sub\"ekt proforientatsionnoy raboty so shkol'nikami
Abstract
Исследование посвящено проблеме трансформации содержания профориентации школьников в сложившихся условиях в связи со сложившимися противоречиями. Профориентационная работа вузов связана как с решением задачи набора абитуриентов, так и с выполнением миссии ключевого субъекта профориентации учащихся наряду со школой и работодателями. Осознанное профессиональное самоопределение школьников на современном этапе оказывается возможным благодаря заинтересованной позиции данных акторов. Школы должны быть заинтересованы в том, чтобы их выпускник выбрал оптимальную для себя траекторию дальнейшего обучения, вуз заинтересован в получении высокомотивированного абитуриента, работодатели – в специалисте, готовом к адаптации к трудовой деятельности. Представлены основные составляющие профориентации на уровне школы и вуза. Профориентация должна носить системный характер, в том числе на уровне образовательной организации. В Тамбовском государственном университете им. Г.Р. Державина реализуется «уровневая» модель профориентации, которая охватывает уровни образовательной программы, кафедры, института/факультета, университета. Дана характеристика мероприятиям, реализующимся на обозначенных уровнях.
Tambov University Review. Series: Humanities. 2020;25(187):15-20
15-20
Social partnership at the stage of professional education of a teacher of social minded school
Abstract
The subject of this research is the problem of social partnership, which determines modern social processes, interactions, and spaces. The priorities and standards of modern educational policy actualize its significance. The purpose of the work is to consider the professional education of the future teacher from the standpoint of social partnership and its design in the socially oriented space of a social minded school. Using the methods of dynamic and contextual analysis of the educational system, theoretical analysis of literature, review analysis of the experience of foreign countries (France, Finland, Germany, Poland): 1) the definition of “social partnership” is theoretically formulated; 2) the concepts of “social minded school” and “socially oriented education” are substantively justified; 3) the social and educational components of these phenomena are noted, which allow them to become a unifying principle and a field of active social interaction between the state and society. We emphasize the practical importance of professional training of a future teacher for successful work in a new social minded school due to the wide possibilities of social partnership between the state, society and the interested civil community, as well as the resource opportunities and innovative potential of the university where future teacher studied.
Tambov University Review. Series: Humanities. 2020;25(187):21-28
21-28
Types of institutional discourse in a foreign language teaching
Abstract
The continuity and intensity of the process of society development is determined by the human need for socialization. At the present stage of its existence, social institutions are directly related not only to the process of communication, but also to certain areas of scientific knowledge. We propose the definition of the term “discourse”, which is understood as a set of sequentially interconnected in the sense of communication acts produced by the communicants in the context of a given communication situation. The implementation of certain types of discourse in the educational process contributes to the development of components of foreign language communicative competence among students. The institutional discourse studied at the center of scientific research is presented as a complex, normatively organized communicative phenomenon that exists in the context of a particular social institution and contributes to the development of social and cultural, linguistic and speech competencies among students. We conduct an analysis of some types of institutional discourse – political, economic and military. We use aim, chronotope, participants and genres as the basic elements of the characteristics in the analysis. It is noted that, despite a certain difference in the characteristics of institutional types and a wide variety of their genre interpretations, the priority goal, regardless of the given communication situation, will be unchanged. We differentiate into a priority goal and an additional one, which is realized in the context of a specific communication situation. We also note the methodic potential of the institutional discourse implementation on the example of political, economic and military types.
Tambov University Review. Series: Humanities. 2020;25(187):29-36
29-36
Linguocognitive foundations of teaching English negation
Abstract
Negation is a fundamental category in English that permeates the entire structure of the language. Learning negation is an important aspect of comprehensive language acquisition. We substantiate the possibility of teaching negation on a linguocognitive basis using principles and practices obtained in the framework of cognitive linguistics. Insight into the wide range of language means of expressing negation and its functional characteristics in English are provided. Apart from that, the structure of the semantic category of negation, its prototypical core, and the near and far periphery are described. Each of the functional characteristics of negation – absence, inconsistency, negative assessment, negative communicative reaction – is examined in detail. We provide examples of activities aimed at teaching the aforementioned functions of negation and peculiar properties of such teaching. Apart from that, it analyzes the advantages of the linguocognitive approach to teaching each of the functional characteristics of negation, as well as the cognitive mechanisms underlying them. We consider the possible difficulties of teaching negation and proposes ways to overcome them. It provides evidence for the high integrative and explicative potential of the linguocognitive approach to teaching negation in English which helps to combine the successful principles and methods proposed in both the traditional approach and the communicative language teaching.
Tambov University Review. Series: Humanities. 2020;25(187):37-45
37-45
Working with authentic texts in English in teaching future doctors on a bilingual basis
Abstract
The work is prepared as part of a study aimed at finding effective ways of teaching English to medical programmes students. The subject of the research is the tendencies of linguodidactics in non-linguistic programmes in Russian higher education. We consider methods focusing on the development of academic language competence, based on approaches related to the integration of authentic texts in the specialty into the study of the English language, among which one can single out content and language integrated learning (hereinafter – CLIL) and English for special purposes (hereinafter – ESP). They help to improve not only the language competence of future doctors, but also academic and cognitive. The use of these approaches makes it possible to improve the skills of foreign language communication in the framework of professional education without breaking a single methodic continuum, which is important because it contributes to an improvement in the ratio of time costs and results without reducing the quality of education. Scientific novelty lies in the consideration of the competence-based approach in higher education from the position of bilingualism. In the course of the work, fundamental patterns of ontogeny of artificial bilingualism were discovered, which are adapted to the conditions of modern medical discourse, which determines the methods of research – deduction, abstraction and analysis. As a result, it was concluded that in order to comply with the requirements for the preparation of medical programmes students, it is necessary to develop the interlanguage to the level of fluent bilitarity. The results obtained can be used in the development of specialized training programs.
Tambov University Review. Series: Humanities. 2020;25(187):46-55
46-55
Didactic outline of the formation of ability to develop project performance indicators as an element of the management culture of the future specialist in the field of social and pedagogical activity
Abstract
We substantiate the relevance of didactic design of social and pedagogical education programs aimed at formation of ability to develop project performance indicators as an element of the management culture of a future specialist in the field of social and pedagogical activity. It is noted that the modern social situation requires changes in the sphere of social and pedagogical activity as an instrument of humanization of society through the implementation of strategies, projects and programs of state policy on childhood, and, therefore, changing direction of higher education of specialists in the field of social and pedagogical activity. We show the necessity of implementing an educational module aimed at developing competence in the field of determining (formulating) quantitative and qualitative results of projects. It is proved that one of the elements of the management culture of specialists in the field of social and pedagogical education is the definition (formulation) of quantitative and qualitative results. The concept of “managerial culture of a specialist in the sphere of social and pedagogical education” is characterized. The management culture of a specialist in the field of social and pedagogical education is a strategic resource for the development of a professional. We present the main interpretations of the concept of “efficiency”, show that the formation of an adequate mechanism for evaluating efficiency is impossible without the correct selection and accurate formulation of performance indicators. The stages of development of social project performance indicators are considered. The components of the educational module “Quantitative and qualitative indicators of social project performance” are considered. The data of the entrance survey of students are presented.
Tambov University Review. Series: Humanities. 2020;25(187):56-64
56-64