Vol 21, No 3 (2024)
Theory and methodology of education
Reflexivity and the ability to predict activities as the basis for future professional personality formation
Abstract
In the context of dynamic transformations in all spheres of activity, the particular importance of professional’s abilities for reflexive and prognostic activity in adapting to new challenges is obvious. Future professionals need the ability to solve non-standard tasks, cope with emerging problems, control their own actions, readiness for objective assessment of work results, self-education and professional development. The aim of the research is to define the essence and content of the reflective and prognostic abilities of an individual, their significance in professional activity, as well as to identify the level of development of these qualities among university students in psychological-pedagogical and technical fields of study, and to outline the conditions for their productive development. The authors carried out a theoretical analysis of the definitions of «reflexivity» and «forecasting», reflected in numerous psychological and pedagogical studies of interdisciplinary focus by scientists from different countries. The relationship between reflexive and prognostic abilities with self-regulation of behavior and activity of an individual, their adaptation and professionalization were revealed. Diagnostics were conducted to determine the level of reflexivity (suggested by A.V. Karpov, V.V. Ponomareva) and the prediction ability (suggested by L.A. Regush) among first-year students of the psychological and pedagogical fields of study at Peter the Great St. Petersburg Polytechnic University and the technical field at Samara State Technical University. The results of psychodiagnostics of reflexive and predictive abilities of students are presented and indicate an insufficient level of predisposition to retrospective, situational, prospective reflection and forecasting. However, the implementation of an integrated approach in classroom and extracurricular training, the use of intensive pedagogical technologies (practice-oriented, heuristic, informational) in the educational process, the problem solving techniques and test material developed on the basis of the matrix model of cognitive activity during intermediate monitoring showed positive dynamics in the increase of the level of development of reflexive and predictive student abilities.
5-19
Organization of research activities as a way to develop undergraduates’ functional literacy
Abstract
The paper considers the development of functional literacy and its structural components in the process of organizing the research activities of undergraduates in the process of mastering the discipline «Foreign Language in Law». Assessment of the level of development of the components under consideration was carried out at each stage of the students’ activities. The objects of assessment were the demonstrated skills and abilities of undergraduates. As an urgent trend in the modernization of modern education, the development of functional literacy is analyzed at the level of vocational education. Special attention is paid to functional literacy as the basis of foreign-language communicative competence, implemented in solving practical problems of academic and professional interaction. The effectiveness of the organization of research activities in order to develop the functional literacy of undergraduates is due to a system of interconnected didactic principles of training and is confirmed by high personal, subject and meta-subject results.
20-38
Formation model of sound engineers’ communicative competence
Abstract
The paper considers the concept of communicative competence of a sound engineer. The importance of communications in the professional activity of a sound engineer is revealed. Theoretical and methodological approaches to the concept of communicative competence are analyzed. The role of the personality-oriented approach in the formation of communicative competence is determined. The paper proposes a model for the formation of communicative competence of future sound engineers on the basis of the personality-oriented approach. The model consists of 4 blocks: aim, methodology, content and evaluation of the results. The blocks clearly distribute the methodological and methodical aspects of achieving the set goal. The components of communicative competence of sound engineers are presented, in accordance with them, teaching methods are selected within the framework of the personality-oriented methodology. At the same time, due to the expansion of subjective experience, the use of self-analysis and empathy, the development of student personality is additionally stimulated. Using the program, the teacher can implement the proposed methods or adapt their own professional and communicative experience within the framework of the formation of a specific component of communicative competence of sound engineers. This makes it possible to approach the improvement of communication skills of students with different levels of communicative competence more flexibly. The principles of implementing the model in the learning process are outlined. The structure of the course «Professional Communications of sound engineers» is compiled. The methods aimed at obtaining and consolidating the basic theoretical information necessary for understanding the work of communication processes in the work of a sound engineer are described. The paper consistently reveals the methodology of forming the functional components of communicative competence by applying personality-oriented teaching methods. The research also analyzes the use of active and interactive teaching methods in the context of personality-oriented methodology. The most important condition for implementing the model for forming the communicative competence of sound engineers is considered: training of teachers to apply the personality-oriented approach.
39-52
Moodle in the educational process of learning Russian as a foreign language
Abstract
The aim of the study is to consider the use of the Moodle platform in the process of teaching Russian as a foreign language to students of technical specialties in Samara State Technical University. To achieve the aim set, the following tasks are solved: to briefly describe the potential of Moodle and the range of opportunities for organizing and conducting work with students; to analyze the capabilities of the Moodle platform when learning Russian as a foreign language to create online lessons, homework, tests to test students’ knowledge; to substantiate the possibility of an individual approach to learning on the Moodle platform, taking into account the level of knowledge; to describe methods for automating and evaluating students’ knowledge and skills (test). The novelty of the research is in substantiating the effectiveness and modernity of using the Moodle platform in a technical university at different stages and forms of education. The practical significance of the research is due to the possibility of using the author’s developments and research to create or update Moodle courses.
53-66
Electronic course of a discipline as a structural element of the digital educational environment of a university
Abstract
In recent years, digitalisation has been actively implemented in all spheres of life, and higher education is not an exception. Digital educational environment appears in universities: digital libraries, educational process support systems and distance learning (Diskurs, Flora LMS, Moodle, Docebo, Open edx, etc.), new forms of educational process construction (online courses, video lessons, etc.), various courses to improve digital literacy of university teaching staff, which contributes to the intensification of the learning process. Digitalisation contributes to the activation of independent cognitive activity of the student, provides individually oriented learning. This research deals with the use of digital technologies in teaching mathematical disciplines to students of the Federal State Autonomous Higher Education Institution «South Ural State University (National Research University)», especially for students of Architecture and Construction and Polytechnic Institutes. The use of digital technologies in teaching mathematical disciplines requires teachers’ large time expenditures for the choice of necessary elements of information educational resources and pedagogical technologies. The positive results of digitalisation of education in our study include the possibility of building individual educational trajectories for students, starting from the stage of learning new material to the stage of controlling the formation of competencies; continuous monitoring of educational results of students’ learning activities based on the rating, tracking of gaps with subsequent correction of the learning trajectory. It should be noted that in order to organise the learning process in a digital educational environment, students need to be prepared for self-dependent learning activities.
67-80
The importance of interlanguage in language teaching: an analysis of its development in l2 learners
Abstract
The presented research introduces the concept of interlanguage, a key term in the study of second language (L2) acquisition, with particular reference to the teaching of Italian as an L2 to Eastern Slavic speakers, especially Russian native speakers. The concept of interlanguage represented an important theoretical innovation in applied linguistics and has had significant implications for the development of teaching methodologies in the context of language learning. Interlanguage is defined as a dynamic linguistic system that evolves during the process of acquiring a second language. This system consists of linguistic rules that do not fully belong to either the learner’s native language (L1) or the target language (L2) but instead form an «intermediate language». In other words, interlanguage is a transitional and mutable state that reflects the learner’s incomplete linguistic competence in L2. This intermediate system is characterized by its own rules, which the learner develops through processes of generalization, conscious and unconscious learning, and also through errors. One of the crucial aspects of interlanguage, as discussed in the article, is the phenomenon of «fossilization». This term refers to the process by which some erroneous linguistic structures become stable and permanent in the learner’s linguistic system, despite continued exposure to the L2 and attempts at correction. Fossilization represents one of the main challenges in the process of acquiring a second language, as it hinders progress towards complete and fluent competence in the target language. The study also highlights the variability of interlanguage, meaning the learner’s ability to use different linguistic forms in various contexts. This phenomenon reflects the complexity of the acquisition process, where L2 learning is not linear and can vary significantly depending on factors such as the communicative context, motivation, linguistic input, and the learner’s metalinguistic awareness. Another key theme addressed is the importance of feedback in the learning process. Corrective feedback, which can be explicit or implicit, plays a fundamental role in helping learners recognize and correct their errors, thereby preventing fossilization. However, the quality of the feedback and the way it is provided are crucial: well-calibrated feedback can foster more effective learning, while inadequate or excessive feedback may generate anxiety or confusion, slowing down the acquisition process. The research focuses particularly on the difficulties that Russian-speaking learners encounter when learning Italian. The phonological and grammatical differences between Russian and Italian can lead to frequent errors. For example, the use of articles in Italian, which do not exist in Russian, represents a significant challenge for Russian speakers, as does the conjugation of verbs in Italian tenses, which differ greatly from the Russian verbal system. These errors are not random but arise from the intermediate interlanguage system that learners develop. Understanding these systematic errors and their connection to the learner’s L1 allows teachers to intervene more precisely and effectively. Finally, the research discusses the importance of adopting specific teaching strategies to prevent fossilization and promote L2 learning. Among these, communicative activities that provide rich and diverse input, as well as targeted feedback, play a crucial role in correcting errors without undermining the learner’s motivation. Therefore, teachers must be able to adapt to the learner’s interlanguage system and offer appropriate support, taking into account the specific difficulties related to their L1. Only through a flexible and aware approach can errors be prevented from becoming ingrained in the learner’s linguistic system, allowing for continuous progress towards linguistic competence in L2. In summary, the research emphasizes how recognizing interlanguage and its characteristics, such as fossilization, variability, and the importance of feedback, is fundamental for effective foreign language teaching. Specifically, understanding the phonological and grammatical difficulties faced by Russian-speaking learners of Italian can guide the development of more appropriate and personalized pedagogical strategies, improving teaching effectiveness and fostering greater mastery of L2.
81-97
Theory of pedagogy
Historical education of primary school children: from theory to practice
Abstract
The relevance of the problem of historical education in primary school is determined by the need for younger students to develop a sustained interest in history, awareness of the importance of their own cultural and historical identity. This requires teachers to understand the essence of this process, apply innovative teaching methods and approaches aimed at actively involving students in learning history. The purpose of our research is to determine the essence of the concept of “historical education of primary school children” and the specifics of the organization of this process in primary school. Materials and methods. The following research methods are selected: 1) analysis of psychological and pedagogical literature – in order to determine achievements in solving the problem under consideration, to identify existing scientific points of view on the problem of historical education of younger schoolchildren; 2) SWOT analysis – in order to identify the advantages and disadvantages of existing programs aimed at historical education; 3) a survey – to determine the level of formation of knowledge of younger students about historical events. The sample of the study was made up of students of the 3rd and 4th grades of schools in Chelyabinsk. The sample size was 170 people. The analysis of psychological and pedagogical literature carried out by the authors allowed us to state the insufficient elaboration of the problem of historical education of younger schoolchildren in both domestic and foreign literature. The theoretical significance of the research lies in the author’s formulation of the concept of «historical education of primary school children», which refers to the activity of a teacher aimed at forming children’s initial historical knowledge in connection with an interest in the history of their Fatherland, a personal understanding of the significance of the main events, the desire to preserve historical memory. The analysis of the results of the survey indicates a lack of awareness of students in grades 3–4 about historical events. Based on the conducted SWOT analysis, threats to achieving the goals of historical education have been identified: excessive content of existing programs, planning a large number of expected results. Historical education in primary schools should be aimed at the study of reliable and scientifically based historical knowledge by children, the development of the ability to understand the causes and consequences of historical events, to assess their impact on people’s lives. It creates one of the foundations of the all-Russian civic identity and collective historical memory. One of the tasks of historical education in primary school is to form a value attitude to the world around us based on acquaintance with important and truly vivid events, personalities, and stories from the history of our country. To achieve this task, it is necessary to use the opportunities of lessons (literary reading, the outside world, ORCSE, music, art, etc.) and extracurricular activities (participation in design and research activities, visiting theaters, staging performances with a historical plot, studying epics, fairy tales, folk art, etc.).
98-116
The contribution of Orenburg scholars and educators to the development of a system for preparing students for a conscious choice of teaching profession in the late soviet period
Abstract
The relevance of the research is due to the dynamically increasing need of schools for teaching staff. Today, such a socio-pedagogical phenomenon as "psychological and pedagogical classes" is being revived. Orenburg State Pedagogical University has extensive experience in the theory and practice of introducing new forms of vocational guidance for schoolchildren to the teaching profession, including the organization of psychological and pedagogical classes. The purpose of the research is to reconstruct the process of vocational guidance of adolescents and high school students for teaching professions in Orenburg region in the late Soviet period. The choice of research methods is determined by the peculiarities of historical and pedagogical knowledge. The methods of scientific research were: theoretical analysis of normative documents, study of primary sources, comparative historical method, method of reconstruction, systematic analysis of psychological and pedagogical literature on the problem of research, generalization of theoretical and practical data. Theoretical significance the research consists of defining the theory and practice of career guidance for schoolchildren in the teaching profession in the 70–80s of the 20th century.
117-128
Modern trends in education
Immersive learning of the young generation using a mobile learning lab
Abstract
In order to counter modern threats, knowledge and ablity to act in the face of emerging dangers are necessary. It is not possible to solve these problems without proper training of the population, including the younger generation, in the field of life safety. The development of the modern education system involves the introduction of modern technologies and innovative educational projects into the educational process, including immersive teaching methods. Immersive learning is the most effective and safe way to develop sustainable skills for safe behavior in various emergency and dangerous situations. The aim of this study is to increase the level of training of the younger generation in the field of life safety. To achieve the aim set, the authors: analyzed the main normative legal acts regulating the issues of training the population in the field of life safety; studied previously completed scientific papers and publications in this field of research; the problematic issues of training the younger generation in the field of life safety are considered; identified the most effective ways of training the younger generation based on the use of modern technologies. To solve the identified problems and achieve the research aim, the authors propose using the latest achievements and trends in the educational environment to develop a unique educational product – the mobile educational laboratory «Country of Safety». The paper substantiates the relevance and effectiveness of the creation and use of a mobile training laboratory in the education system, analyzes the experience of using similar complexes on the topic of road safety in Moscow and the Moscow region. The main emphasis is put on the organization of practical training of the younger generation on the basis of a mobile educational laboratory using game forms of learning, virtual reality technologies and environment modeling using 3D visualization. As conclusions, the planned results of the development and implementation of the mobile training laboratory «Country of Safety» in the activities of both the Ministry of Emergency Situations of Russia and educational organizations are proposed.
129-144
Higher school education
The use of peer questioning in foreign language classes at university
Abstract
Students currently studying at universities are representatives of generation Z, who have been accustomed and adapted to communication online since childhood using instant messengers and smartphone applications. In the age of digital technology, one of the pressing tasks in educating the younger generation is teaching them personal communication. The aim of this research is theoretical substantiation of the importance, description of the practice of application and experimental test of the peer questioning technique in foreign language classes with information technology students. Peer questioning refers to techniques used as interactive methods of teaching a foreign language. Interactive learning is a mandatory requirement of the Federal State Educational Standard for higher professional education of the latest generation. The main results of this work were: the structure design, the preparation stages, methodology for conducting and evaluating the technique of peer questioning of lexical material as a form of teaching a foreign language to students the of Mathematics and Information Technologies Institute at the Federal State Autonomous Educational Institution of Higher Education «Volgograd State University». The paper describes the main features of conducting a peer questioning and its advantages in the development of professional foreign language competence of students. Methods such as review and theoretical analysis of scientific literature, generalization of scientific information, and experimental method were used as research tools. As a result of the study, the use of peer questioning technique was proposed as one of the forms of interactive teaching a foreign language, which contributes to more effective learning of scientific and technical terminology.
145-157