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"Philosophy of Education"

2020 year, number 3

1.
DIGITAL TECHNOLOGIES IN EDUCATION AND THEIR IMPACT ON THE CHANGE IN HUMAN CAPITAL

S. I. Chernykh1, I. G. Borisenko2
1Novosibirsk State Agrarian University, Novosibirsk, Russia
2Siberian Federal University, Krasnoyarsk, Russia
Keywords: человеческий капитал, цифровые образовательные технологии, образовательное взаимодействие, традиционное обучение, обучаемый, обучающийся, цифровое отношение (digital interaction), цифровое долгожительство (digital longevity), менеджмент образования (management education), искусственный интеллект (artificial intelligence) (AI или ИИ), human capital, digital educational technologies, educational interaction, traditional learning, learner, learner, digital interaction, digital longevity, management education, artificial intelligence (AI)

Abstract >>
Introduction. Today the development of artificial intelligence and the expansion of its «functional field» in all spheres of social life are one of the most important trends. State policy is focused on providing technology with exclusive prerogatives and preferences in changing the educational space. This study is aimed at identifying the legitimacy of providing digital educational technologies with such extended functionality, firstly, and the relevance of this process to those changes in the human capital of educational systems that occur under their influence, and secondly. Methodology and methods of the research. Methodologically, the work is based on a functional analysis of changes in modern educational systems, theories of human capital by foreign and domestic authors. Also involved are statistical materials obtained by the authors as a result of pilot studies on the problems identified in the introduction. The results of the research. The direct and indirect impact of digital educational technologies on the change in the human capital of educational systems is considered. Human capital itself is presented as a set of subjects of educational interactions, the main among which are individuals (educators and learners), family, civil society and the state. The structure of the human capital of educational systems also includes a network of relationships between these subjects, that is, their social capital. Artificial intelligence in its volume is deliberately limited by digital educational technologies, and the volume of objects of their influence by junior students of higher education. On the basis of the conducted theoretical and applied analysis, it has been established that the process of transformation of educational interaction changes radically under the influence of digital devices and the expansion of their «functional field». Human capital also changes as a result of the intensification of the use of digital technologies towards the formation of new semantic and value orientations both on the part of the trainees and on the part of the trainers. Conclusion. The authors consider the main vectors of incipient changes to be a radical change in generation «Z» ideas about such a case as «traditional education», an increase in independence (responsibility) in choosing the future vector of its development; the need for better quality vocational guidance from the school and state vocational guidance structures.



2.
DEVELOPMENT OF THE INTEGRAL HUMAN NATURE THROUGH CATEGORICAL-DIALECTICAL METHODOLOGY

L. I. Krupina1, E. I. Baronskaya2
1LLC В«Consulting center “25 frames”», Kemerovo, Russia
2Kuzbass RTSPPMS Health and Personal Development, Kemerovo, Russia
Keywords: категории, мышление, понятие, культурно-исторический подход, единство интеллекта и аффекта, система категорий, категориальная методология, системность, осознанность, целостная природа человека, categories, thinking, concept, cultural and historical approach, unity of intellect and affect, category system, categorical methodology, system, awareness, integral human nature

Abstract >>
Introduction. The purpose of the paper is to reveal the role of categorical methodology in the development of the integral human nature, starting from infancy. The relevance of the chosen topic lies in the implementation of the links of modern education with the theory of knowledge and the system of dialectical categories that simultaneously perform the function of the object to which the activity of the subject is directed, and the means that organizes this activity. The essence of the research problem is mastering the process of development of the integral human nature, the unity of affect and intelligence through universal forms - categories as a result of 1000 years of experience in the development of humanity and the historical path of culture. Methodology and methods of the research. A historical excursion into the literary and philosophical heritage, starting from the Ancient East, the Pythagorean, Platonic and Aristotelian schools and the analysis of modern scientific research has allowed us to determine the object of research: universal forms of thought. Subject of research: the system of categories as a means of developing the integral human nature. Methodological basis of the research: categorical-dialectical approach. The study of the dynamics of mastering affect, mediated intellectual processes and multiple connections was carried out in the process of understanding the literary, scientific and pedagogical content of subjects of the educational process at the age of 4 to 55 years. The semantic structure of consciousness was studied using the «method of limiting meanings» by D. A. Leontiev, the process of mastering mediated intellectual functions and operations through the method of «Limiting transitions» by L. I. Krupina. The results of the research. The use of categorical methodology in understanding the studied content provided mastering by students of the 11th grade in the course of studying the topic «Electromagnetism» the completeness of the connections of universal concepts of the scientific electromagnetic picture of the world through the development of affect, which controls mediated intellectual operations; transition from one affect to another in children from 4 to 13 years old in the process of understanding the content of ancient Greek myths, initial encounter with categories and self-identification of a new system of categories; understanding the conditions for the transition from the classical to the categorical approach in the formation of scientific concepts for students and teachers. Conclusion. The theoretical and practical significance of the research is to identify criteria for the development of the mental process of educational subjects, the implementation of mechanisms for the development of mediated mental functions, the synthesis of ontogeny lines as the basis for the development of a child’s personality. The novelty of the research is the implementation of categories as thought forms in the development of the integral human nature. The category system as a means of developing conceptual thinking also contributes to mastering one’s own behavior. Further implementation of the categorical approach focuses on the creation of new methods and programs for the development of the integral human nature in various areas of professional activity.



3.
A DYNAMIC MODEL FOR THE FORMATION OF PROFESSIONAL SUCCESS (ON THE EXAMPLE OF MILITARY PERSONNEL)

K. V. Gileva1, N. I. Aizman2, E. N. Chokotov3, R. I. Aizman2,4
1Siberian Transport University, Novosibirsk, Russia
2Novosibirsk State Pedagogical University, Novosibirsk, Russia
3Novosibirsk military Institute named after General of the army I. K. Yakovlev of the national guard of the Russian Federation, Novosibirsk, Russia
4Ural State University, Ural, Russia
Keywords: этапы профессионального становления, профессиональная пригодность, профессиональная готовность, профессиональное мастерство, успеваемость, профессиональная успешность, stages of professional development, professional suitability, professional readiness, professional skill, academic achievement, professional success

Abstract >>
Introduction. The relevance of the study is associated with the presence of many concepts that determine professional success as a result of an external or internal assessment disposition. Existing approaches do not allow studying and predicting the development of professional success in a dynamic context. The purpose of the study is to formulate a new approach to the essence of professional success - its description not as a static state set by subjective or objective factors, but as a dynamic process associated with the stages of professional development. Methodology and methods of the research. The study was carried out on the basis of a critical review of literary sources, as well as an analysis of the results of scientific and applied research, revealing the phenomenon of professional success of military personnel. The dynamic model of professional success is built on the basis of the principles of a system and activity approach using the method of theoretical modeling. The results of the research. The formation and development of professional success can be presented in the form of a dynamic model that includes three key stages, the effectiveness of which depends on the action of a complex of factors. The first stage involves the formation of professional competencies in the process of training. The success of the first stage is determined by the level of professional suitability and is evaluated through the academic performance of the cadets. The qualitative result of this stage is professional readiness. The second stage of professional development is associated with the formation of professional competence, the basis of which is professional qualification. This stage is characterized by individual professional successes that allow to accumulate experience and to form an individual style of activity. At the third stage, the professional competence is built up during which the subject achieves stable high results, i.e. professional excellence, which allows us to talk about professional success. The increasing complexity of the requirements of professional activity involves the increasing complexity of factors of professional success in the transition from one stage to another. There is a tendency towards a shift in significance from morphophysiological to personal factors of labor success, as well as the complication of these factors in the direction of integration and complexity. Conclusion. In the course of the study, a dynamic model of the development of professional success was formed, and morphological, functional, psychophysiological and personality factors of professional success were identified, which have different values at different stages of professional development.



4.
TEACHERS PROFESSIONAL RETRAINING WITH THE HELP OF DISTANCE EDUCATION TECHNOLOGIES: EXPERIENCE AND ORGANIZATIONAL DIFFICULTIES

O. V. Istomina1,2, E. A. Fedoseeva1,2
1Arkhangelsk Regional Institute of Open Education, Arkhangelsk, Russia
2Northern (Arctic) Federal University named after M. V. Lomonosov
Keywords: дистанционное обучение, дистанционные образовательные технологии, модели дистанционного обучения, программы профессиональной переподготовки, LMS Moodle, Distance Learning, Distance Education Technologies, Distance Learning Model, Professional Retraining Programs, LMS Moodle

Abstract >>
Introduction. The research aimed at studying the features of distance learning implementation at different levels of education is extremely relevant at the present time. The study of the process of building an optimal model of distance learning for educational activities realization on professional retraining programs for teachers is becoming an independent direction in the scientific field. This paper considers the basic concepts in accordance with the stated research problem. The paper demonstrates the classification of existing models of distance learning. The authors present models of distance learning used in the field of additional professional education of teachers, taking into account the trends of modern society and science. Methodology and methods of the research. Different classifications of distance learning models offered by foreign and Russian authors are analyzed. The focus of the research is to present the experience of designing and implementing models of professional retraining of preschool educational organizations teachers using distance learning technologies. The research was conducted at the State Autonomous educational institution of additional professional education «Arkhangelsk Regional Institute of Open Education». The effectiveness of the tested models is confirmed by the results of the survey. The results of the research. The main concepts of the research topic used in scientific papers and in Russian legislation are considered. An overview of the authors’ classifications of distance learning models based on various classifying factors is presented. The criteria for analysis of implementing additional professional programs are listed. To select the criteria, the author’s didactic constructor was used. The paper describes the weak positions of organization and implementation of teachers’ distance education system in the field of professional retraining programs. The experience of such designing an implementing professional retraining programs as «Pre-school education: theory and practice in the conditions of the Federal state educational standard implementation» and «Theory and practice of physical development and education of early and preschool age children» is demonstrated. The survey results of students are described. Conclusion. Conclusions about the factors that determine the choice of distance learning model are formulated. The directions for further research and practice work are defined in order to improve the implementation quality of teachers’ professional retraining programs using distance education technologies.



5.
THE PROBLEM OF MISUNDERSTANDING AND SELF-MISUNDERSTANDING WHEN FORMING AND BROADCASTING WORLDVIEW STRUCTURES

O. V. Shimelfenig
Saratov National Research State University named after N. G. Chernyshevsky, Saratov, Russia
Keywords: понимание, сюжетно-игровая картина мира, объект, субъект, двуединство, взаимодействие, understanding, plot-game picture of the world, object, subject, dual unity, interaction

Abstract >>
Introduction. The scale and depth of the problem of mutual understanding and self-understanding at the worldview level is shown by referring to the experience of famous thinkers, scientists and cultural figures. Underestimation of the severity of this problem takes place in the field of education. This study suggests ways to solve it based on the plot-game concept of reality. Methodology and methods of the research is based on the categorical apparatus of the plot-game paradigm, the main feature of which, novelty, is the proposal to add to the space-time model of the world a third parameter - an individual who perceives the first two aspects in his/her own way - space and time, as a certain plot. Thus, the art history concepts of the plot, script and game are generalized to the level of philosophical categories and at the same time natural-scientific terms - «through» units of Being. On the basis of attitudes, mainly uncontrollable by consciousness, the behavior of many people is formed, which usually leads to conflicts and catastrophic consequences for society and nature. Typical operating subconsciously patterns of thinking are revealed here, which makes it possible to reflect on the process of formation of certain conclusions with their help. The results of the research. Nine stereotypes of thinking are considered, which create fundamental obstacles to mutual understanding and self-understanding: automatic imposition on almost any situation of the «law of the excluded third» based on an uncontrolled choice of only two alternately arbitrarily and unconsciously drawn out alternatives; faith in the «objective» truth of one’s preferred alternative; un recognition in the formulation of one’s own ideas; the effect of the not receptivity of another; syndrome of overestimation of the degree of mutual understanding due to the use of seemingly the same words without taking into account their individual interpretation; non-vision of the total processuality of reality; the failure to see the connection between thinking and reality, which is carried out through attempts to implement their scenarios, including automatically without control of consciousness. Conclusion. The knowledge of these uncontrollably working stereotypes makes it possible to turn them into a consciously used tool that is adequate to specific situations, which is achieved by the practice of maintaining attention on the process-plot integrity of different spatio-temporal scales with the obligatory inclusion in the script of the author himself with his picture of the world, which ultimately determines, his thoughts and actions.



6.
METHODICAL SYSTEM FOR THE FORMATION OF CIVIL IDENTITY IN THE PROCESS OF TEACHING GEOGRAPHY IN A GENERAL EDUCATIONAL SCHOOL

M. V. Belyaeva1,2
1Novosibirsk State Pedagogical University, Novosibirsk, Russia
2Novosibirsk City Pedagogical Lyceum named after A. S. Pushkin, Novosibirsk, Russia
Keywords: модель, методическая система, концепция, подход, принцип, идея, функция, гражданская идентичность, базовые национальные ценности, model, methodological system, concept, approach, principle, idea, function, civic identity, basic national values

Abstract >>
Introduction. Despite a fairly large number of works devoted to the theoretical aspects of the formation of civic identity, the methodology for the training and education of geography does not currently offer a methodological system for the formation of civic identity, which would take into account the specifics of the content and educational potential of this school subject. The purpose of the paper: to disclose methodological and methodological approaches to building a methodological system for the formation of civic identity in the process of teaching geography in a comprehensive school. The paper discloses approaches to the process of constructing a model of a methodological system, describes the classification features of the developed model of a methodical system. Methodology and methods of the research. In the process of developing a model of the methodological system for the formation of civil identity, mainly theoretical research methods were used: analysis, synthesis, generalization, systematization, system-structural, modeling, etc. The research methodology was based on a systematic approach, expressed in identifying both components of the methodological system and in building interdependent relationships between them. The results of the research. The result of the study was the development of an author’s model of a methodological system for the formation of civic identity in the process of teaching geography in a comprehensive school. This model included: theoretical and methodological foundations of the formation of civic identity in the process of teaching geography, namely, concepts, approaches, principles, ideas, functions, as well as a description of the structural components of the methodological system: target, substantive, organizational, effective components. Conclusion. Geography as an educational subject has exceptional educational potential in terms of the formation of civic identity, since the study of this subject provides familiarity with the nature, population, economy of the native land, one’s country, and other countries of the world. We believe that the substantial component of the methodological system has an exceptional role, since it is socially-oriented content that determines the further choice of forms, methods, technologies, techniques, teaching aids. The scientific novelty of the study is to develop a methodological system for the formation of civic identity in the process of teaching geography in a comprehensive school. The theoretical significance consists in summarizing approaches to the design of methodological systems and their components, approaches to determining the specifics of school geographical education, expressed in determining the key content lines that are significant for the formation of civic identity. The practical significance of the study is to generalize methodological approaches to the construction of a methodological system for teaching geography, taking into account the educational component of the learning process.



7.
INTER-ETHNIC SOLIDARITY AND INTEGRATION: THEORETICAL MODELS AND PRACTICAL APPROACHES IN THE EDUCATIONAL PROCESS

O. A. Persidskaya
Institute of Philosophy and Law of SB RAS, Novosibirsk, Russia
Keywords: социальная солидарность, межэтническая солидарность, межэтническая интеграция, модели интеграции межэтнических сообществ, образовательные стратегии, social solidarity, inter-ethnic solidarity, inter-ethnic integration, integration models of inter-ethnic communities, educational strategies

Abstract >>
Introduction. The paper raises the issue of the role of education in the formation of inter-ethnic solidarity. Inter-ethnic integration is considered as a process, contributing to the achievement of inter-ethnic solidarity; its various socio-philosophical concepts are given. The purpose of the paper is to explicate various modern domestic educational strategies aimed at the formation of interethnic solidarity and integration, and the identification of their socio-philosophical foundations. Methodology and methods of the research. The object of the study is interethnic solidarity and integration in the educational process, and the subject is the features of their foundation by social and philosophical concepts. In the work, general scientific methods of analysis and synthesis were used. Clarification of the concepts of «solidarity», «interethnic solidarity» and «interethnic integration», as well as consideration of socio-philosophical concepts highlighting the different sides of these concepts, were carried out on the basis of the analysis of a number of publications from the field of social philosophy. The study of a number of regulatory documents at the federal and regional levels of the educational system of the Russian Federation and publications from the field of educational philosophy made it possible to identify the main directions of interethnic integration implemented in the educational system, as well as to synthesize the idea of their socio-philosophical foundations. The results of the research. It was revealed that the key areas of educational strategies, that form inter-ethnic solidarity, include civil integration as a supra-ethnic solidarity foundation of identity, the formation of knowledge about the culture and values of representatives of different ethnic groups and measures, aimed at developing of inter-ethnic communication skills. It is shown that in the vast majority of educational strategies are based on the value concepts of inter-ethnic integration, while in its culturally accented expression. It has been suggested that such integration model can lead to a distorted understanding of the value system of another culture, and therefore should be supplemented with a component aimed at intensifying direct communication practices in interethnic interaction. Based on the application of the non-functional approach to the analysis of educational practices, it is shown that the formation of civic identity serves the purpose of supra-ethnic consolidation, which can lead to a loss of balance in the identity matrix of the individual. Conclusion. It is concluded that the socio-philosophical concepts of interethnic integration are reflected both in modern publications from the field of educational philosophy and are implemented in educational practice. This suggests that the education system comprehensively works for interethnic integration and the achievement of interethnic solidarity. At the same time, to increase the effectiveness of work in this direction, the significance of educational practices aimed at revealing not only the axiological and cultural components of ethnic identity, but also those that will enable it to become the basis of ethno-political integration, is substantiated.



8.
SPECIFICITY OF FORMATION OF REGIONAL SCIENTIFIC AND EDUCATIONAL POTENTIAL: OUTFLOW VECTOR

V. V. Petrov
Institute of Philosophy and Law of the Siberian Branch of Russian Academy of Sciences, Novosibirsk, Russia
Keywords: научно-образовательный потенциал, исследовательский университет, рынок труда, подготовка научных кадров, scientific and educational potential, research university, labor market, training of scientific personnel

Abstract >>
Introduction. Russia’s entry into the global scientific and educational space is accompanied by the intersection of the potentials of various social systems. The vector of social development is largely determined by the level of scientific and educational potential, which is especially pronounced at the turning points of the historical development of society, when there is a change in civilizational guidelines. The development of regional scientific and educational potential is directly related to the possibility of attracting highly qualified motivated university graduates to the scientific and educational sphere. The work shows the dynamics of updating the personnel potential of regional scientific and educational systems and identifies factors affecting the formation of priorities for the employment of graduates of research universities in the regional labor market. Methodology and methods of the research. The philosophical conceptualization method used by the author made it possible to present a new level of analysis of the formation of the regional scientific and educational potential and overcome the fragmented approaches to its research. With the help of sociocultural and sociological approaches, a secondary analysis of sociological research data aimed at identifying the priorities for the employment of graduates of research universities has been carried out. The results of the research. It is proved that the presence of educated motivated youth involved in the scientific and educational process is one of the most important competitive advantages of the development of any regional systems. On the example of a large regional university integrated into a world-class research center, the negative dynamics of youth involvement in the regional scientific and educational sector is shown. Attention is drawn to the fact that there is an outflow of university graduates, one of the main goals of which is to train personnel for basic science and education. Conclusion. As a result of the work, the main reasons for the decrease in the number of university graduates who are ready to engage in scientific and educational activities at regional sites are revealed: a serious decrease in the prestige of scientific activity in the public mind; low material support of youth in the regions at the initial stage of scientific activity; limited social conditions (social infrastructure, housing problem, etc.), while the absence of a normally developed social infrastructure may be the result of a rather high level of geographical localization of research centers.



9.
KAZAKHSTAN: A NEW UNIVERSITY MODEL AND NATIONAL IDENTITY FORMATION POLICY

G. G. Solovieva, D. M. Zhanabaeva
Institute of Philosophy, Political Science and Religious Studies of the Science Committee of the Ministry of Education and Science of the Republic of Kazakhstan, Almaty, Kazakhstan
Keywords: гражданская нация, примордиализм, конструктивизм, национальное строительство, казахстанская идентичность, университет, добродетельный город, civil nation, primordialism, constructivism, national construction, Kazakhstan identity, university, virtuous city

Abstract >>
Introduction. The problem of the formation of national identity is one of the key in the global sociocultural discourse. A key role in this process is played by modern universities. Following the logic of science, the modern university is returning to its original idea: to give holistic, fundamental knowledge, to be the intellectual center of the nation and the generator of new ideas. Only under this condition is it possible to form highly qualified specialists capable of withstanding fierce competition in the world of the digital economy. Responding to the spirit of the times, the modern university puts on its agenda the problem of preserving national identity, broadcasting cultural traditions and producing new cultural meanings. The solution to this problem involves focusing on a specific theoretical matrix of national construction. The article analyzes the matrices of the ethnic and civil nation and argues that Kazakhstan, like most countries in the world, follows the matrix of the civil nation in politics. Methodology and methods of the research. The preferred model for the implementation of such a matrix in Kazakhstan is, as the authors believe, the recognition of the Kazakh culture and the Kazakh language as an integrating principle of Kazakhstan identity. This model is implemented in the educational space of the al-Farabi Kazakh National University, whose experience is analyzed in this article. However, the formation of Kazakhstan’s identity presupposes entering into a multicultural dialogue, since national self-knowledge is carried out in the process of mutual understanding. In this regard, the article discusses the results of the New Humanitarian Knowledge Project «100 new textbooks in the Kazakh language», the purpose of which is to master the best world examples of educational and scientific literature in the Kazakh language, which will contribute to strengthening the Kazakh identity. The results of the research. The University as a form of spiritual perception and transfer of knowledge from generation to generation has always contained the essential idea of integrity, unity of natural Sciences and Humanities. At a certain historical stage, when the concept of differentiation of knowledge was on the agenda, the idea of the University was called into question. The needs of the new technological wave and digital reality are reviving the idea of integrity inherent in University education, which should provide a fundamental scientific basis, teach the ability to think creatively, and be innovators and developers rather than adaptors. Integrity is based on the spiritual essence, the priority of moral and humanistic values, the education of humanity, the ability to understand and cooperate. All these qualities are included in the totality of national identity, the foundations of which are laid in the works of the classics of Turkic philosophy. Conclusion. The article analyzes the experience of the al-Farabi Kazakh national University, which based its innovative project on the national model of education associated with the legacy of the outstanding Eastern thinker Abu Nasr al-Farabi. Two principles of the University are United in this great name: encyclopedic, integrity, fundamental and priority of spiritual and moral principles, high humanistic values of human existence in the world.



10.
ORGANIZATION OF RESEARCH ON SOCIAL PEDAGOGY IN ACADEMIC MASTER DEGREE PROGRAM

Z. I. Lavrentyeva
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: социальная педагогика, магистратура, комплексные научные исследования, организационные условия, праксиология, Social pedagogy, master’s program, integrated research, organizational conditions, praxiology

Abstract >>
Introduction. The upbringing and socialization of modern children and adolescents are increasingly influenced by constant changes in social reality. Research in the field of social pedagogy, which makes it possible to understand what new patterns arise in the relationship between the child and the social environment, is becoming in demand. The academic Master Degree program in social pedagogy is one of the essential factors that allow quickly finding answers to the socio-pedagogical questions posed by time. The problem is that the disparate, particular topics of individual undergraduates should be combining into complex scientific research and the organizational conditions for the effective work of the research teams of undergraduates should be identifying. Methodology and methods of the research. The study was based on a phraseological methodological principle that allows drawing theoretical conclusions about comprehensive studies of undergraduates based on studies of real life, human activity and social relations. The research method is the analysis of the experience of organizing integrated scientific work of undergraduates. Comprehensive scientific research refers to the joint activities of a group of undergraduates aimed at solving the problem with the help of a single methodological and various theoretical approaches that allow comprehensively revealing multifaceted, constantly changing socio-pedagogical phenomena and processes. Distinctive characteristics of complexity are adherence to scientific ethics, authorship of scientific ideas, a constant exchange of information and empirical data and the obligatory external examination. The results of the research. Pilot work on the organization of comprehensive scientific research of undergraduates was due to the appearance of previously non-existing social and pedagogical phenomena, the subjects of which were graduate students themselves. The first such problem was the activity of foster families. The research group included undergraduates with the status of foster parents, and undergraduates of support services for foster families. Analysis of the activities of research groups of undergraduates allowed us to highlight the following conditions for the organization of complex scientific: recruitment into groups of undergraduates not only for the general theme of the program, but also for the general production problem that requires immediate solution; the inclusion in the solution of the research problem of all teachers of specialized programs in order to constantly stimulate the search and exchange of new knowledge; organization of a scientific methodological seminar under the guidance of the head of the master’s program; constant testing of the results of scientific research. Conclusion. Compliance with organizational conditions stimulates the constancy and consistency of the organization of integrated research; holds various research topics within a single research field; intensifies the research process and ensures a constant exchange of information; creates a unified educational research space based on the scientific school of the department.



11.
REQUIREMENTS OF STATE STANDARDS AND COMPETENCE APPROACH TO PRIMARY SCHOOL MATHEMATICS

A. Z. Zhafyarov, E. A. Yarovaya
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: компетенция, компетентность, технология компетентностного подхода, требования к результатам обучения, качество математического образования, обучение математике, натуральные числа, competency, competence, technology of competence approach, requirements for training results, educational process, teaching of mathematics, natural number

Abstract >>
Introduction. The future of Russia is connected with the training of creatively competent specialists who are able to work in advanced production facilities, create and use breakthrough technological solutions. Since all cadres undergo the first stage of training in schools, the school secondary education system is the most important factor and driving force for the progressive development of the country. A school graduate should have modern fundamental knowledge, be able to apply it; be responsible, independent and ready to make reasoned decisions, especially in critical situations; have a focus on innovation, creative and research activities, and much more; i.e., be competent. The existing state standards and new school education standards that are being developed do not solve this problem. Methodology and methods of the research. The methodology for solving this problem is based on the competence based method of implementing effective interaction in the system «student - teacher - school - society». The goal is to develop a concept of studying a school mathematics course based on a competency-based approach, the implementation of which will contribute to primary schools. This is demonstrated by the example of a specific topic of mathematics in grade 5. The results of the research. The concept was developed according to which the study of the topics of the school mathematics course is not isolated, but in an acceptable complex, including the study of individual educational elements as a solution to specific problems related to this topic. Implementation of the presented concept meets two key requirements of the author’s technology of competence approach: Step 1 - «teach thoughts» and Step 2 - «teach to think». Conclusion. The quality of education is directly proportional to the level of requirements for learning outcomes. The project of school state standards sets the lowest level of requirements, in particular, when teaching mathematics. The analysis of three educational systems: ZUN, competence approach and modern school technology has shown the effectiveness and prospects of teaching math at school based on a competency-based approach. The implementation of the proposed model in the educational process will contribute to improving the quality of school mathematics education.



12.
OPERATIONAL REPRESENTATION OF RESULTS IN THE COGNITIVE TRAINING TECHNOLOGY

N. V. Gulyaevskaya, A. N. Dakhin
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: когнитивная технология, компетентность, операциональное представление результатов, познавательный этюд, cognitive technology, competence, operational presentation of results, cognitive study

Abstract >>
Introduction. The relevance of the study is associated with the need to comply with the requirements of the Federal State Educational Standard for General Education in terms of guaranteed nature and reproducibility of the results of cognitive learning for schoolchildren. For this, diagnostic tools are needed, firstly, controlling the course of training itself, and secondly, allowing a controlling influence on the learning process to adjust intermediate results. The purpose of the paper is to characterize the results of testing the operational presentation of the results of cognitive learning on the example of a school physics course. The paper gives an operational presentation of the results in cognitive learning technology. At the same time, methods for correlating educational results with numerical series that allow formalization necessary to control intermediate results and to predict further achievements of students in the study of physics are shown. The cognitive result of the education of schoolchildren is closely related to the operational and psychoemotional components of the pedagogical process. The problem of mastering enlarged didactic units in the school course of physics is solved by means of diagnostic tools that control and correct the cognitive process. The need for an analysis of the operational presentation of the results of education is noted in a number of works devoted to the competency-based approach in education, which provides a guaranteed and reproducible pedagogical product within predetermined quality limits. In addition, cognitive learning is closely connected with the values of education and the style of preparation of the «counter text», reflecting the author’s position of the participants in the pedagogical process, which also requires a controlling influence on the pedagogical process to prevent the breakdown of learning activities. This kind of danger arises when mastering enlarged didactic units. The diagnostic indicators we offer provide the student with the opportunity to demonstrate the «correct» signs, symbols, as well as their connection rules, adopted in the study of complex physical studies. The effectiveness of cognitive technology, equipped with operational tools, is determined, firstly, through the student’s willingness to manifest formed cognitive competence as the effective possession of the sign system adopted in this academic discipline, and secondly, as the ability to demonstrate their cognitive competence in creative learning situations, in thirdly, the presence of a personal attitude to the subject of application of cognitive experience and emotional-volitional regulation of this relationship. Methodology and methods of the research. The object of study is cognitive learning technologies. The subject of study is pedagogical conditions for the use of operational diagnostic tools in cognitive learning technologies. The main cognitive difficulties arising in solving a physical problem and the ways to overcome them obtained using pedagogical technology are established. Corresponding indicators have been introduced with the help of which the ability to overcome such cognitive difficulties is operationalized. There are direct ways to calculate the system’s travel time, but sometimes you don’t need to know the exact time. Their values can be compared indirectly through a new formulation of the question in terms of velocities for each experiment. It is better to reduce algebraic expressions for velocities to a form containing both invariant parts that do not require comparison, and expressions that are easily comparable to each other. It is convenient to control the correctness of the implementation of such transformations by schoolchildren through the coefficient of assimilation of knowledge: CA = (Corr/ Total) 100 m%, where Corr is the number of correctly performed actions in the course of solution, Total is the total number of actions. The coefficient is calculated as a percentage. In addition, when performing such actions, an expert assessment of the degree of skill automation (DSAut) was carried out based on the control of time spent on each computational operation. The results of the research. The results of achieving a high level of competence by schoolchildren when searching for a solution to a physical problem are considered. In this case, competence is divided into four components, presented in an operational form: 1) the coefficient of assimilation of knowledge (CA); 2) the level of abstraction (CA); 3) the degree of automation of skill (DSAut); 4) the value of student activity (VA). Conclusion. 1. For cognitive learning, it is necessary to present the expected result in an operational form that allows the correlation of educational achievements of students with numbers. The characteristics of schoolchildren’s education can be indicators established by experts in this field of knowledge. A set of indicators should have a complete presentation of the results, be pedagogically valid and consistent. The study provides an example of such a complete set, valid when using cognitive technology for teaching physics. We modified such parameters as assimilation coefficient, level of abstraction, degree of automation, etc.



13.
THE CONDITIONS FOR THE FORMATION OF FUNCTIONAL LITERACY AND REALIZATION OF THE CREATIVE POTENTIAL OF THE PUPIL IN THE PROCESS OF STUDYING PHYSICS

A. N. Velichko, T. V. Rybakova
Novosibirsk state pedagogical University, Novosibirsk, Russia
Keywords: функциональная грамотность, творческий потенциал, читательская грамотность, экспериментальная деятельность обучающихся, functional literacy, creative potential, reading literacy, experimental activity of students

Abstract >>
Introduction. The ongoing transformation of the Russian education system is directly related to the insufficiently high results in assessing the formation of functional literacy. Therefore, it is in the direction of creating conditions and means for the formation of functional literacy that the content of Russian education should change. To create conditions for creativity, it is necessary to move away from the pattern of actions. Methodology and methods of the research. This research is practical, but it is based on the use of laws of psychology and pedagogy. The accumulated experience of forming research activities and developing creativity is not denied, but generalized. The main attention is paid to the combination of two directions: the development of creativity and the formation of research skills. The combination is based on the use of flexibility of thinking and independence of actions. The object of research is the subject of educational relations, for which the conditions are created. The terms of the agreement also define the specific subject-subject relations of participants in educational relations. The results of the research. The assessment of science literacy shows that our students are significantly behind in performing tasks that require the assessment and development of scientific research and the interpretation of knowledge, namely empirical data, from a scientific point of view. Therefore, the paper presents the experience of creating conditions for the manifestation of flexibility of thinking and freedom of creativity on the example of the educational subject “physics”. Two areas of work with students are considered: experimental activity and work with information. We propose to set as the basis for providing creative activity in the formation of experimental actions the performance of mandatory laboratory work without instructions. The student should have the freedom to choose the purpose of the experiment, the choice of equipment, and the choice of an experimental plan. As a result of such systematic work, by the 9th grade, it is possible to move from collective creativity directed by the teacher to individual creative experimental activities. Interpretation of data based on theory requires a well-formed reader’s literacy, so another important condition for the development of students’ creative potential is considered to be working with information. The paper discusses the essential features and types of educational texts, their possibilities in the development of creative potential. Conclusion. It is concluded that the development of creative potential is possible with the activity of students without template instructions and algorithms in situations of uncertainty, which are created by leading questions of the teacher. The situations, created on the basis of experimental activities and work with educational texts, are of particular importance. A trained teacher is a prerequisite for developing the creative potential of students.