DOI: 10.7256/2454-0676.2021.2.35320

Abstract:   The object of this research is the process of self-organization of students of the higher school. The subject is the principles of planning the educational process in the higher school in the conditions of self-organization of students on the basis of synergetic approach. The goal consists in theoretical substantiation of the model of educational process in the higher school in accordance with pedagogical synergetics. Research methodology is the pedagogical synergetics. Synergetic approach allows integrating the experience accumulated in pedagogical science and creating the model of educational process in the conditions of information society and the self-organizing learning environment. The authors examine the two approaches towards self-organization of students: personal and collective. The principles of planning the educational process in the conditions of self-study of students and rich information environment based on synergetic approach are proposed. The conclusion is made that synergetics can serve as a methodological framework for studying the phenomena of self-organization in the learning process of students in the higher school. The two forms of self-organization are determined: coherent (from homogeneous elements) and continual (from heterogeneous elements). It is demonstrated that progressive self-organization in pedagogical systems can be only of continual type. The article offers the following principles of planning the educational process by the type of continual self-organization: the principle of diversity at the entry to system, the principle of continuous interaction and openness of the system, the principle of nonlinearity of development, and the principle of system memory. The novelty of this work consists in formulation of the principles of pedagogical synergetics on the methodological level for planning the educational process of the students of higher school. The authors' special contribution lies in substantiation of the role of diversity and memory in the context pf self-organization in open pedagogical systems.  

Keywords: collective learning, synergetic approach, cybernetics, synergetics, self-organization, higher education, information society, teaching principles, pedagogical technologies, high school

DOI: 10.7256/2454-0676.2018.2.24991

Abstract: The subject of the research is the experimental research on the use of ethnopedagogical knowledge of the Selkups in a small stuffing school of Invankino settlement, Tormsk Region in 1993 - 1996. The object of the research is the elimination of the estrangement of the Northern peoples from their traditional culture in the system of school education. The author of the article analyzes such aspects of the topic as peculiarities of ethnopedagogical knowledge and their role in the personality development of the children of the Northern peoples. Kryaklina focuses on analysing the contents of the curricula, the need to involve school students into traditional activities and cultural values. The main research method is the experiment of using ethnocultural knowledge of the Selkups in the contents and methods of teaching and involvement of children into traditional culture and traditional activities. The novelty of the research is caused by the fact that theauthor analyzes the results of the experiment on using ethnopedagogical knowledge of a particular ethnos, the Sekups, in a small stuffing school and makes conclusions based on it. The main conclusions of the research are the following: the author proves the need to include elements of traditional culture and traditional activities into the curricula of schools where the Northern children study. The author suggest to include such disciplines as the national language, native history, regional studies through history, traditional labor, traditional dances and music, etc. The author also suggests to develop the model of a small stuffing school for the Northern children that would involve elements of their traditional culture and values and thus would not destroy the consistency of the Russian educational space.   

Keywords: traditions, training programs, national culture, school education, nationalities of the North, ethnopedagogical knowledge, ethnopedagogics, ethnicity, traditional culture, traditional values

DOI: 10.7256/2454-0676.2021.4.33645

Abstract: The subject of this research is the arrangement of educational process in in the profession-oriented pedagogical class. The goal lies in explication of methodological peculiarities of working with high school students for professional self-determination and formation of their readiness to study at the pedagogical university. Leaning on the principles of multidimensional and nonlinear arrangement of educational process, humanistic orientation, unity of collective and individual forms of organizing the activity, as well as focus on the development of socially successful personality, the author outlines the methodological peculiarities of arrangement of educational environment of high school students in the “School – University” system. The project paradigm is implemented from the perspective of personality-oriented and subject-activity approaches in the four main modules of variable part of the curriculum of the profession-oriented pedagogical class: 1) “In the world of pedagogical profession”; 2) “The learned person: practical psychology of cognition”; 3) “I find myself in pedagogical profession; 4) “Learn who you truly are”. Readiness of high school students for project activity implies the abilities to search for data and establish correlations, create a project, analyze the problem field of research, find alternative solutions, and assess the acquired results. Project and game methods meet the goals of professional self-determination of high school students. The article presents the experience of functioning of the profession-oriented pedagogical class as the joint project of the Department of Pedagogy and Psychology of Bashkir State Pedagogical University named after M. Akmulla and School No. 113 named after Hero of the Soviet Union Ivan Ignatievich Rybalko (Ufa). Methodological recommendations on organizing the educational process in the profession-oriented pedagogical class can be applied in the senior middle school.

Keywords: high school students, pedagogical class, project method, pedagogical activity, readiness, professional self-determination, profile training, teaching profession, career guidance, self-determination

DOI: 10.7256/2454-0676.2020.3.33338

Abstract: The object of this research is the process of transformation of individual characteristics and preferences of the participants of educational process in the conditions of Informatization of education. The subject of this research is the gender-stylistic peculiarities of students and pedagogues in the context of digitalization. Analysis is conducted on the gender aspects of educational process and gender differentiation trends. Special attention is given to the role of information technologies in achieving gender equality and importance of considering students’ stylistic orientation. The goal of this work is to determine the presence of gender differences and stylistic preferences of educational process participants within the framework of its Informatization and digitalization for development of ways of for considering individual preferences in organization and formation of learning environment. The stylistic profile of respondents was defined in accordance with the model of D. Kolb based on methodology of P. Honey and A. Mumford, adapted by the authors of the article. It included the questions specifying the stylistic orientation of students and pedagogues towards IT sphere. For quantitative assessment of manifestation of teaching styles was applied the method of semantic differential, which allows expressing the degree of agreement/disagreement with the proposed statement. The obtained data give a perspective on the peculiarities of formedness of stylistic preferences in acquisition of knowledge among the pedagogues and students on a gender basis. The more distinct gender differences in the teaching styles are revealed among the pedagogues, and their leveling is noticed among young generation. The dominant teaching styles for the majority of respondents became the ones of theoretical orientation (thinking and theoretical), which can be attributed to the impact of being engaged in IT sphere. The acquired results underline the need to draw attention to the absence of organic development of teaching styles of the students and allow determining further vectors of research – a comparative analysis of stylistic orientation of the participants of educational process based on age indicators. 

Keywords: digitalization, digital equality, gender-style aspects, individual approach, informatization of educational process, learning style profile, learning styles, style features, gender differences, smoothing style differences

DOI: 10.7256/2454-0676.2022.2.35661

EDN: MLXAZJ

Abstract: The subject of the study is the cognitive, emotional and behavioral components of the sexual identity of girls and boys of younger adolescence. The aim of the study was to study the content characteristics of the cognitive, emotional and behavioral components of the sexual identity of girls and boys of younger adolescence and to identify the relationship between these structural components. The author analyzes in detail the features of the sexual identity of girls and boys of younger adolescence. Sexual identity is a complex dynamic structure that begins its formation in early childhood, and by adolescence, due to the psychological characteristics of this period, reaches a new, significant level, which determines the need for its detailed study in this age period. Research methodology: L.S. Vygotsky's cultural and historical theory of human mental development, D.B. Elkonin's age periodization, conceptual positions and main provisions in the study of sexual problems of domestic and foreign psychologists V.E. Kagan, I.S. Kletsina, N.Y. Flotskaya, etc.The empirical base of the study is represented by 30 teenage girls and 30 boys from full families. The age of the participants was 12-13 years.For the first time, the existence of differences in qualitative and quantitative indicators determining the structure of the sexual identity of girls and boys of younger adolescence is theoretically substantiated and empirically proven. Adolescents of both sexes do not have difficulties with building a sex-and-age sequence and identifying their present sex-and-age status, adequately identify themselves according to gender and age. Teenage girls correspond to gender stereotypes to a greater extent than boys. Girls and boys are characterized by the perception of parental influence as inconsistent, unstable and generally incomprehensible to a teenager. The behavioral component of the sexual identity of younger adolescents of both sexes is characterized by uncertainty, undifferentiation, and a combination of both feminine and masculine qualities in behavior.

Keywords: Masculinity, Positive interest of parents, Cognitive component, The emotional component, Behavioral component, The structure of sexual identity, Younger teens, Femininity, Education, Gender identity

DOI: 10.7256/2454-0676.2021.1.35107

Abstract: This article examines the contradiction between the new principles of the concept of inclusive education and the reference to the theory of development as the basis of this concept. Individualization of education is one of the central ideas of the concept of inclusive education, since unlike in traditional education and the concept of formation, the individual cannot be reduced to an averaged type, as well as students’ development as a single trajectory and a common pattern for everyone. The author's understanding of tutor movement and experience allowed formulating the approach and methodology that is an alternative to the concept of formation, reveals the actual experience of inclusive education. The approach implies the following positions: different trajectories of development for different types of personality; consideration pf the structures established in the prior development; creation of semiotic environment in communication that allows the individual fulfilling their potential and substantiating a new perspective; three tasks of support – initiation of problems and situations of becoming of the new, assistance in solution of these problems and support of development, vector of establishment and development in the fold of culture; differentiation of pre-personal and personal forms (“prama” and subjectivity). For clarification of the aforementioned provisions, the two cases are analyzed (the process of revealing an image in the drawing, as well as the story that took place with young Carl Jung). This analysis allowed characterizing the conceptual grounds of inclusive education. The article introduces the concepts of “social body” and “reflexive practices”, which alongside the positions of L. S. Vygotsky (bypass, reliance on the child’s mental structures, understanding the source of development as a social phenomenon, rather than biological) can be used for the development of inclusive education.

Keywords: understanding, communication, schemes, individual, personality, formation, development, inclusive education, problems, resolution

DOI: 10.7256/2454-0676.2023.4.69330

EDN: GNEJFY

Abstract: The subject of this study is the educational needs of foreign students, the consideration of which should determine the design of education. Special attention is paid to cultural, educational, pedagogical, social, household and communicative aspects. The differences between the samples of first- and second-year foreign students for the construction of individual educational trajectories are analyzed. Special attention is paid to the relationship with a female teacher and a male teacher. The nature of relations among students is analyzed. The groups of needs of first- and second-year foreign students are structured. In the empirical part of the study, a survey in the form of a questionnaire was used. The questions were formulated in accordance with the chosen theoretical model of adaptation. In order to increase the objectivity of the results obtained, the question of nationality was removed from the questions about personal data. The questionnaire was written in Russian and English. The results were processed using the statistical software package SPSS-23.0. The main conclusions of the study are: in the second year of study, it is necessary not to reduce, but to activate tutor support. Insufficient awareness of students about the country of study is noticed. The urgency of the need for closer communication with your family is revealed. A high level of evaluation of relationships with teachers is needed. Foreign students are positive about interaction, but psychologically they do not fully realize it. For first-year students, the Russian language is important and therefore the sphere of communication and possible problems due to differences are updated. For foreign students of the second year of study, the fact of integration into the socio-cultural and educational environment of Russia is relevant.

Keywords: adaptation, educational communication, factors, cultural features, universal education design, inclusion, international students, educational needs, tutor, the education system

DOI: 10.7256/2454-0676.2016.3.18844

Abstract: The author of the present article views one of the most important issues of special pedagogics, i.e. teaching communication to children with limited health abilities. The rationale of the present article is caused by the fact that today there is a growing number of children with such development disorders when they either have no speech or have serious speech impediments. It is difficult to work with such children because both children and adults working with them cannot really understand each other. Therefore, the subject of the present research is the process of developing speech skills using alternative means of communication. In her research Magutina provides a brief review of alternative means of communication that are used in the course of correctional activities with children suffering from limited health abilities. Based on the analysis of a particular case, the author also reveals aspects of practical activity aimed at teaching speech skills to children with serious speech impediments. The author bases her research on the provisions and researches of such Russian scientists as L. S. Vygotsky, A. A. Leontiev, G. L. Zaytsev, L. B. Baryaeva, and such foreign authors as J. Van Dyke, Glenn Doman, Margaret Yalker, etc. The scientific novelty of the research is caused by the fact that the author attempts to combine various means of alternative communication in the process of practical work with children who suffer from serious speech impediments. The author's approach allows both to achieve positive results because it takes into account individual abilities of each child and to use this or that mean of alternative communication with others. The main conclusions of the present research are as follows: when teaching children with serious speech impediments whose communication is either difficult or impossible for certain reasons, it is necessary to use alternative means of commnication; alternative means of commnication allows such children to adjust to the time and changing activities and acts as an additional means of communication; it is necessary to allow a child to choose a certain alternative means of communication taking into account his developmental peculiarities; and combination of several means of alternative communication unables a child to develop his speech abilities at different levels of the language system.

Keywords: special pedagogics, correctional work, developmental disorders, gestures, global reading, PECS, teaching, speech development, limited health abilities, alternative means of communication

DOI: 10.7256/2454-0676.2016.3.68221

Abstract: The author of the present article views one of the most important issues of special pedagogics, i.e. teaching communication to children with limited health abilities. The rationale of the present article is caused by the fact that today there is a growing number of children with such development disorders when they either have no speech or have serious speech impediments. It is difficult to work with such children because both children and adults working with them cannot really understand each other. Therefore, the subject of the present research is the process of developing speech skills using alternative means of communication. In her research Magutina provides a brief review of alternative means of communication that are used in the course of correctional activities with children suffering from limited health abilities. Based on the analysis of a particular case, the author also reveals aspects of practical activity aimed at teaching speech skills to children with serious speech impediments. The author bases her research on the provisions and researches of such Russian scientists as L. S. Vygotsky, A. A. Leontiev, G. L. Zaytsev, L. B. Baryaeva, and such foreign authors as J. Van Dyke, Glenn Doman, Margaret Yalker, etc. The scientific novelty of the research is caused by the fact that the author attempts to combine various means of alternative communication in the process of practical work with children who suffer from serious speech impediments. The author's approach allows both to achieve positive results because it takes into account individual abilities of each child and to use this or that mean of alternative communication with others. The main conclusions of the present research are as follows: when teaching children with serious speech impediments whose communication is either difficult or impossible for certain reasons, it is necessary to use alternative means of commnication; alternative means of commnication allows such children to adjust to the time and changing activities and acts as an additional means of communication; it is necessary to allow a child to choose a certain alternative means of communication taking into account his developmental peculiarities; and combination of several means of alternative communication unables a child to develop his speech abilities at different levels of the language system.

Keywords: special pedagogics, correctional work, developmental disorders, gestures, global reading, PECS, teaching, speech development, limited health abilities, alternative means of communication