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"Philosophy of Education"

2021 year, number 2


L. A. Bordonskaya, E. A. Igumnova, S. S. Serebryakova
Transbaikal State University, Chita, Russia
Keywords: axiological approach, values, culture, educational potential, educational content, general cultural component of educational content, natural science education, patriotic education, regionalization of education

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Introduction. The relevance of the study of the problem of values and educational potential of the content of education is due to: the socio-cultural and humanistic role of the content of education; the need to solve didactic issues (selection and structuring of the content of education based on values; the relationship between the content of education and the results of its development). The purpose of the study: to determine the educational potential of subject teaching on the example of natural science education in general and the content of patriotic education in teaching natural science subjects in particular. Methodology and methods of the research. On the basis of the axiological approach as a methodological basis for studying the problem of the educational potential of the content of education, the following positions have been identified: student as a subject of education; the system of general cultural values in education; value-semantic guidelines and information-content foundations of the content of education in general and natural science in particular, including aspects of patriotic education. The research methods are: literature analysis; design and modeling of educational content; retrospective analysis of personal scientific and pedagogical activities. The results of the research. When considering the problems of education and training, the reference point is the system of general cultural values: the cognitive, aesthetic, practical, and moral ones. The components of the content of education in their integrity and unity make it possible to correlate them not only with values, but also with the bearers of values, which can be considered as the basis of the content of education. The value-semantic content for each academic subject is concretized due to the information-content component of the subject, which determines the educational potential of the educational content. The information component of natural science content includes: science and culture; the integrity of the world and its knowledge; science, technology, technology; human being and his/her activities; science and culture in development. Among the variants of the content of patriotic education are: involvement in peace and the solution of global problems; nature; solving environmental problems; history, culture and art of Russia; preservation of cultural heritage; achievements of domestic science and technology; life and work of the great people of Russia; solving the problems of the region of residence. Conclusion. In the logic of the axiological approach, the following are substantiated: the relationship of common cultural values, the process of education and training, the content of education; a system of general cultural values - a value-semantic landmark of the content of education in general and natural science, in particular; defined: educational lines of the information-content component of natural science education, contributing to the implementation of the educational potential of the content of natural science education; value-semantic elements for the realization of the educational potential of natural science education in the context of patriotic education, taking into account regional specifics.


N. S. Zhdanova, A. I. Norets, T. V. Salyaeva
Magnitogorsk State Technical University named after G. I. Nosov, Magnitogorsk, Russia
Keywords: art criticism, evaluation activity, task system, essay

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Introduction. The purpose of the paper is to present an empirical experience in the formation of the foundations of the artistic and evaluative activity of master students of the field of training Design and Decorative and applied arts. Assessment training is carried out in a creative educational environment. Undergraduates will have to learn how to critically consider project proposals and products, give a written value judgment and include it in a masters thesis to identify the traditions, trends and features of the development of arts and crafts and design declared in the hypothesis. It is a well-reasoned assessment that causes the greatest difficulties for undergraduates in performing scientific work. For this, a methodology for teaching undergraduates was developed, and the main components of the study were determined. Its results can be interesting and useful for all teachers in this area of training. Methodology and methods of the research. The methodological basis of the research is the theory of knowledge and activity, the achievements of pedagogical sciences, a systematic approach in education and the theory of creativity. Pedagogical theory and practice has long established that evaluative activity is one of the varieties of creative thinking, which is characterized by stable activity, intellectual initiative, flexibility and originality. The authors propose a series of progressively more challenging assignments that allow students to master critical and evaluative activities in the field of arts and crafts and design. The last one became the most difficult to master - writing an essay. When checking the assignments, the teacher used the comparison and sampling method. The results of the research. Conducting masters studies requires immersing students in a favorable educational environment and introducing a number of tasks into the educational process: evaluation of the project in points; revealing the assessment of the results of design activities in critical texts; evaluation of the project in the form of a value judgment; assessment of a topical problem in the form of a short essay. The first assignment was based on the available assessment skills developed by students during their undergraduate studies. For the second assignment, the teacher used critical articles from some design theorists, as well as critical notes in professional journals. Here students learn to see different points of view on the same object and tried to summarize them briefly in annotations of 10-12 lines. The third task involved the creation of a written linked text, the students mastered the techniques of independent use of professional vocabulary. The fourth assignment summarizes all the skills the students have acquired. It developed the ability to analyze the opinions of different authors about a particular design problem and present it in the form of an essay. When assessing the fourth task, the teacher fixed the students point of view and looked for generally accepted aesthetic criteria. According to this sample, more than 70% of undergraduates were able to formulate their opinion, which means they have mastered the basics of appraisal activity. Conclusion. With the purposeful organization of the activities of undergraduates within two years, they acquire the necessary skills and abilities that allow them to objectively evaluate design objects and products of decorative and applied art, which significantly increases their professional competence and makes them more competitive in the labor market.


A. I. Evdokimova, N. A. Evdokimov
Saratov State Medical University named after V. I. Razumovsky, Saratov, Russia
Keywords: higher medical education, lifelong learning, professional self-determination, self-education, resource capacity, teaching, trainees

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Introduction. The paper deals with the phenomenon of professional self-determination of medical university students in the context of lifelong learning. The authors point of view is based on the belief that future doctors who study at medical universities are aware of the importance of their chosen profession and do not limit themselves only to obtaining knowledge in an educational environment, but independently master the system of knowledge necessary in professional activity, showing diligence through efficiency. In this regard, the key factor in the development of the demand for a future doctor by society is the process of lifelong learning in medical education, some aspects of which are discussed in this paper. The paper examines the problems of professional self-determination among students and residents of the 1st year of study at the Saratov State Medical University. The results of the survey of students professional self-determination are analyzed. Methodology and methods of the research. The authors conduct a pedagogical study to identify the level of professional self-determination of medical university students (1st year students and residents of 1 year of study) based on diagnostic materials: Career guidance methods in the process of choosing a profession (V. M. Samokhina), the method Professional readiness (A. P. Chernyavskaya), the method of studying the status of professional identity (A. A. Azbel, A. G. Gretsov). The results of the research. The respondents of the pedagogical research were students of the Saratov State Medical University named after V. I. Razumovsky. The experiment involved 123 residents of the 1st year of study and 66 first-year students of the specialty Pediatrics. In the course of the study, it was found that the levels of hard work and efficiency differ among students: first-year students of a medical university showed a lower level than residents of the first year of study. Since most of the residents work as doctors, their desired potential is in demand and used in continuing medical education, unlike first-year students who do not have experience in professional activities. In this regard, diligence in the authors interpretation correlates with the elements of self-motivation in medical activities implemented in lifelong learning in medical education. The results of the study of the ability to self-education of students allow us to speak about the positive dynamics among medical university graduates - residents have an increase, a very high level has been revealed. Despite the fact that this indicator is lower for first-year students, it is within the range of above-average and high levels, but it also indicates their motivation to self-education, and, accordingly, to study. The revealed fact can be explained by the fact that the amount of information that students must learn comes to them not only through the education system, but also in the process of independent study, as an independent way of mastering the system of knowledge necessary for a future doctor. Conclusion. The conducted research allows us to conclude that the key to professional growth of students of different courses of medical university is the presence of their already existing potential, which is confirmed by experience and is found in first-year students of medical university. In the process of further training in the educational environment of a medical university, this potential increases, which is empirically revealed in residents of the first year of training. The results of the study allow us to talk about the phenomenon of professional resource capacity of future medical workers, and even consider this resource capacity as a prevention of professional burnout of future doctors. In the same vein, the parity of working capacity and focus on self-education constitute the vector of success of professional growth and activity of students of medical universities.


S. G. Gorin
Siberian University of Consumer Cooperation, Novosibirsk, Russia
Keywords: transformation of the educational system, student personal agency, individual educational trajectories, educational standards, competence-based model of education, motivation for choosing a profession

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Introduction. Mentality, value orientations and other manifestations of various forms of the student personal agency have dynamic characteristics, are in a state of constant changing, affect the quality of the educational process, and therefore require detailed scientific development. The analysis of the processes of transformation of the student personal agency as they acquire academic experience and professional knowledge in the conditions of permanent reform of the domestic higher education system reveals such negative manifestations as student conformism, lack of interest in individual educational trajectories, lack of understanding and rejection of the competence-based educational model. This is due to a number of reasons that are discussed in the paper, sometimes at the level of the problem statement. Methodology and methods of the research. The paper uses traditional methods of sociological research (content analysis, questionnaires, interviews, etc.), as well as elements of a post-non-classical (synergetic) methodological approach to the analysis of destructive trends in the student environment. As an empirical basis, we used the data of a sociological survey of law students in comparison with the opinions of graduates of various training profiles of four Novosibirsk and Altai institutions of higher education and three educational institutions of additional education, as well as expert assessments of higher school teachers in the Siberian region. The results of the research. As students understand university specifics and gain academic experience, such destructive tendencies as passivity, conformism, detachment from the educational process due to standardization and directive implementation of the competence-based model of higher education, and a decline in the interest in individual educational trajectories and interactive forms increase in their environment. As a result of the restriction of academic freedoms, the principles of the student-centered approach are violated. Students in their senior years do not fully become subjects of their own development. The paper reveals the following trends in the transformation of student personal agency: a decrease in social and cognitive activity in the educational process, conformism, rejection of bureaucratic trends in university life, lack of interest in individual educational trajectories, but at the same time, especially in senior courses, the search for sources of their formation and development within their own information and educational space, outside their native Alma mater. Conclusion. Within the framework of the student-centered approach in modern education, the student personal agency is considered as a dynamic characteristic and acts not only as a factor of interaction with the educational environment, but also as a way of its transformation. Students involvement in the educational process is determined by their worldview, value orientations, and social expectations, which change significantly in the course of study, sometimes in the direction of its destructiveness.


Yu. I. Molotkov
Siberian Management Institute of Russian Academy of National Economy and Public Administration, Novosibirsk, Russia
Keywords: personality, self-development, self-government, life cycle, cybernetic model, algorithm, scenario plan, development system

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Introduction. The article examines the applied value of human development through self-government technology and personal self-development. In todays society, the problem of personal demand is determined by the achieved level of professional training and competent activity in the sphere of life of society, where a person wants to self-realize. The problem of modern education is the training of a person, starting with the school bench and even kindergarten, by revealing the ability (inclination) of the person to a particular professional activity. The formation of personal qualities and competencies should be carried out in professionally oriented educational organizations, which in their practice-oriented training use the entire arsenal of methods and techniques, simulators and practices that can provide an educational and technological level of required competence and professionalism, formed within the educational and professional standards of the Civil Code, as well as functional requirements of specific organizations, taking into account the values and plans of self-development. The scientific novelty in the development of personality lies in the application of new tools to describe the logic of self-development and self-realization of the individual, they are included: cybernetic model, development algorithm, life cycle schedule, stages of planning, scenario version of self-development and self-realization of personality. Methodology and methods of the research. The study used a systematic approach, structural and systemic analysis, cybernetic modeling of self-development processes, algorithmization of personal development, graphic model of human life cycle, content analysis of education standards and professional standards under the Civil Code, which create new requirements for the practice-oriented learning process in educational organizations. The methods and tools of the structural and systemic approach have made it possible to form and test the cybernetic model, algorithm, scenario plan of self-government and self-fulfillment of personality. The results of the research. The practical result of the study was the application of a practice-oriented approach in the process of teaching to student management and the application in practice-oriented learning of new tools, such as: the logic of realizing the need for human life cycle; a cybernetic model of self-development of personality; proposed algorithm of self-development and self-realization of intellectual-professional personal development; proposed stages are an example of the formation of a scenario plan of self-development and self-realization of the personality of a university student. Conclusion. The author of the article provides a system of self-government and self-development of the person, formed by the methodology of structural-system approach, cybernetic modeling, algorithmization of self-development, self-programming in the life cycle and the formation of a plan for the development of professional qualities of the individual, which are in demand in the modern socio-economic environment, which is especially relevant for the purposeful development of students in modern society. An example in the article shows that students, after mastering structurally systemic modeling of the process of personal development management, are able to comprehend and form their own strategy and algorithm of self-government.


E. V. Ushakova
Altai State Medical University of the Russian Ministry of Health, Barnaul, Russia
Keywords: professional education, integration of fundamental knowledge, time, space, matter, modern concepts of time: unidirectional, bidirectional, cyclical time

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Introduction. Fundamental scientific and philosophical knowledge should be introduced into higher professional education in a timely manner. This creates conditions for a broad scientific and philosophical education of students, for the development of a scientific worldview, creative thinking of future specialists in various fields of science and practice, for strengthening the foundation of scientific and technological progress. Purpose of the article: to study several modern scientific and philosophical concepts of time from the standpoint of their inclusion: in the general field of knowledge integration; to the relevant sections of vocational education. The main tasks: to consider the problem of time and space from the standpoint of general philosophical ideas about the surrounding world; to reveal modern approaches to the issues of attributiveness of time and space; explore epistemological ways of analyzing heterogeneous modern concepts of time; to determine the forms of integration of a number of modern concepts of time in vocational education. Methodology and methods of the research. The material of the research was literary sources, scientific and philosophical ideas about time and space in the surrounding world. Methods of epistemological and praxeological analysis of scientific material were applied; comparative scientific and philosophical assessment of the characteristics of the material world and its attributes; comparative analysis of the concepts of unidirectional, bidirectional and cyclic time; socio-pedagogical approach to the problem. The results of the research. The connection of the attributes of time and space with the fundamental properties of the material world is investigated. It is shown that the content of the concept of matter, as an objective reality, in the XX - early XXI centuries is naturally expanding. These are existing in the world: matter and field, the world of substances and the energetic world. Moreover, such subatomic forms of life as various elementary particles (of which more than eight hundred have already been discovered), energy fields, waves, etc., are not only recorded, described, but also widely used in practice. Taking into account the development of the systemic approach, it was determined that the attributive ontological forms of the existence of matter: dynamism of the world (movement as any change in general, continuous variability of the world) and sistemism of the world (as structuredness, stability of areas and parts of the world). Accordingly, the epistemological (metric) attributes of the material world are: time (reflecting the dynamism of the world) and space (reflecting the systemic/structural nature of the world). On this basis, in a comparative aspect, the modern concepts of one-dimensional, two-dimensional and cyclic time are investigated, their ontological and logical relationship is shown. Conclusion. The significance of the problem of time in modern knowledge, professional education and in the technical and technological spheres of society has been substantiated. Based on a broad analysis of scientific and philosophical literature, changes in the modern understanding of the fundamental content of the material world and its attributes are shown. The problem of insufficient comprehension of time in general philosophical, scientific-applied and educational aspects is revealed.


E. V. Skripnikova1, K. A. Kravchenko2
1Omsk State Pedagogical University, Omsk, Russia
2Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: aesthetic perception, art education, visual activity, aesthetics, purposeful observation, aesthetic culture

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Introduction. One of the most important tasks of art education is the development of aesthetic perception for students, especially for future artists-teachers, since it is them who will contribute to the formation of a sense of beauty among their pupils. Recently, the value orientations of students have undergone a change, and with them the aesthetic perception, for most of whom it began to have a clip-like, superficial character, which is completely unacceptable for a graduate of an art university. The aesthetic culture of a modern university graduate does not always meet the needs of society and time, as well as the modern requirements of the school. In this regard, the aesthetic perception of future specialists in the field of artistic activity needs development and improvement. Methodology and methods of the research. The methodological basis of the considered problem of this study was the psychology of creativity, pedagogy of art education. The empirical base was formed by the data of the authors observations, the results of the work of practicing teachers, data from the research activities of famous scientists. The results of the research. The importance of aesthetic perception has been substantiated, which is able to reveal such personal qualities and abilities that will affect the success and effectiveness in any activity, and, most importantly, will reveal the possibility of creating new aesthetic values. The study revealed that highly developed perception is able to consciously cultivate creative imagination, culture of feelings, empathy. However, aesthetic perception is formed only under certain conditions, which were identified in the process of working on the indicated problem. Conclusion. As a result, it was concluded that aesthetic perception plays a huge role in the spiritual, professional and creative life of students of art universities, since the level of aesthetic culture of society depends on their professional competence. The study proves that aesthetic perception is actively formed in the process of creative, painting activity, in this case color perception plays a special role. At the same time, it was revealed that in the process of development of perception it is necessary to take into account a number of the most important pedagogical conditions, the first of which, along with a good knowledge of the theory of psychophysiology of color, is the purposeful and systematic observation of objects of reality.


M. S. Khakhalina, A. A. Lagutina, O. Yu. Scherba, N. V. Poriaz
Herzen State Pedagogical University of Russia, St.-Petersburg, Russia
Keywords: distant learning, MOODLE, online, deadline, efficiency, academic performance, motivation, procrastination, interactive forms of learning

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Introduction. The article describes some problems of teaching foreign languages in higher education to non-linguistic departments students in the lockdown period of the spring 2020. The authors consider it essential to carry out the analysis of the effects of setting deadlines and using interactive tools based on MOODLE teaching platform on the overall online teaching efficiency in order to use blended learning in higher education in the nearest future. Methodology and methods of the research. The paper includes a literature review of research dedicated to online learning efficiency carried out for the last decade. MOOCs main characteristics and features are compared to traditional offline teaching courses. Also, some characteristics of MOODLE educational platform are provided. The main methods for carrying out this educational research included analyzing the statistical data related to the learning process efficiency on teaching foreign languages. The main parameters assessed were the attendance of online courses based on MOODLE platform by the students of different departments as well as their participation and involvement in ZOOM video conferences. The statistics for juniour students of scientific departments with different levels of school language background was analyzed in the research. The interactive tools were ZOOM video conferences and chats based on MOODLE platform. The time management was organized by setting different types of deadlines. The results of the research. The results obtained in this research let us suggest that the academic performance and the online learning process efficiency are closely related to setting deadlines for doing the assignments as well as applying interactive ways of communication by using modern online tools such as chats and video conferences. However, there is a category of students whose academic performance does not depend on the deadlines flexibility or other work organization parameters, and the efficiency of online courses for this category is significantly different. Conclusion. As a result of the research, a list of factors influencing the academic performance was obtained. Also, a number of recommendations for teachers and educators are provided for working with students with different levels of performance. Further research in this area will be dedicated to increasing the distant learning efficiency in the modern world conditions when digital education is the essential part of blended learning.


M. A. Petrov, A. V. Goldaeva
Siberian Federal University, Krasnoyarsk, Russia
Keywords: social and information reality, education, transformation of the educational process, innovative paradigm of education, new information trends, information and communication technologies, subjects of educational interaction

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Introduction. The paper raises the problem of transformation of education in the conditions of modern social and information reality. Although the process of education reform is a multidimensional phenomenon, when considering it, there are reasons to focus on the study of new information trends, which, acting as tools for implementing the idea of education development set by the innovation paradigm, form the core of the designated reform. In connection with the reorientation of the spiritual and social life to the information basis, there is observed a change in the status of knowledge with respect to the learning process; in particular, it contributes to characteristic changes in the functions of the teacher, who loses the function of the primary carrier of knowledge in the interaction with students and takes the role of coordinator in the limitless information space. Modern educational realities give rise to the foundation for the formation of a new subject-subject type of educational interaction, but it remains impossible to fully implement it, which appears in connection with the problem of transforming the educational system in the field of ICT orientation only in terms of form, but not quality content. On the path of understanding the occurring metamorphosis, there appears not only the need for a detailed study of the effects of the introduction of information technologies in the educational process, but also there becomes a significantly important issue for the actors of the educational interaction to go deeper into the personality component, since the effectiveness of the implementation of relevant innovation is largely driven by the availability of personality qualities that support the preparation of the individual to perceive a new reality. The purpose of the paper is a comprehensive review of the ongoing adaptation of education in accordance with the current socio-cultural situation. Methodology and methods of the research. The object of the study is the educational process, and the subject is its transformation in the modern information world. The methodological basis of the research is a systematic approach that allows us to identify the features of the transformation of the process of obtaining knowledge in the aggregate of its characteristic aspects, the specifics of which are formed in the plane of the innovative educational paradigm. Using the comparative method used in this paper to compare the development of educational interaction in the traditional knowledge environment and the space of information culture, we identify phenomena that were first introduced into the individuals being, in which a modern person experiences a unique experience of both secondary and primary socialization. Based on the generalization of theoretical studies of scientists who develop the problems of science and education, the paper presents and analyzes current ideas that affect the prerequisites for the formation of the current specifics of the learning process in the present time, its immediate characteristics and problem aspects that cause the need to find their solution. The results of the research. Through the prism of modern ideas about the problems of education, the process of adapting the educational system based on new information and communication technologies is considered. The study of the layer of theoretical research in the field of problems of modern education allowed us to form a holistic image of its specificity as a socio-cultural phenomenon, the features of which are currently manifested in a change in the paradigm setting from the point of view of the education system, and from the point of view of educational interaction, in a change in the teacher-student relationship. In view of the concentration of special attention on the variety of existing information trends, the effects of their influence on the process of obtaining knowledge are generalized and the place of these trends in the ongoing transformational processes is determined. In addition, the paper covers such issues as: 1) the transition from the traditional knowledge paradigm of education to a paradigm of innovative type; 2) the emergence of new contours of knowledge; 3) the subject-object approach in educational interaction and its failure in the modern world; 4) the features of the subject-subject approach and the problems of its implementation. The conclusion is made that the conflict between the complex system of the educational institution, which, due to its features, does not have the ability to quickly reform the quality structures, and the information society with its characteristic super-dynamism is the main problem field of reorientation of the educational process on the basis of the updated social reality. The search for overcoming the contradiction is proposed to be transferred to the field of understanding the personal components of the educational interaction participants. Conclusion. In the conditions of the modern social reality of the information type, education is undergoing transformation and the educational system is gradually adapting to new information and communication technologies. The transformation of education is a multi-faceted process, during the implementation of which the society has identified problematic issues that require their understanding and solving, since modern educational realities give rise to the foundation for the formation of educational interaction in the future.


O. S. Lopatina
Pacific State University, Khabarovsk, Russia
Keywords: digital environment, professionalization in the conditions of digital learning, pedagogical aspects of the problem of digitalization, improvement of information and digital technologies

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Introduction. The problem of professionalization of future teachers in the context of digitalization of the university educational space, and the entire educational system of the country, is complex in its structure, filled with aspects that require attention from the pedagogical community. These problematic aspects are seen, firstly, in the fact that the harmonious motivation for digitalization of the educational and intellectual activities of the subjects of the educational process (both the teacher and the students) is still appear to be ideally elevated and requires understanding of practical approaches to its solution. Secondly, the factors of beneficial influence on the formation of digitalization skills of students have not yet been fully identified. And third, the problem of the need for advanced digital self-development among future professionals needs to be understood by teachers and scientists. The presented topic of the paper, therefore, contains these three problematic aspects, combined into one whole, which is relevant for the present time in that digitalization, as a condition of social existence, involves the intellectual mastery of its technologies in any sphere of human activity. For a deep, conscious mastery of them, a person must improve their skills and attitudes to the activities performed at the motivational level. In the educational process, which combines the activities of two subjects-the teacher and the student, it requires the unity of two motives (motive - motivation, argument, reason for action) to understand the benefits of digital actions, to improve their performance (the first aspect). The dynamic motivation of the activity of a student is likely to be in an adequate state of the environment, which has factors that contribute to an increase in interest in a new business, an understanding of its usefulness and necessity for him/her (the second aspect). The result of the success of education, as pedagogy presents an axiomatic fact, is the ability of a person to manage the process of his/her personal development. The need for advanced digital self-development, its real expression in future teachers can be considered an indicator of the success of their professionalization. Solving questions in an educational institution about finding reliable ways to adequately motivate the digitalization of educational and intellectual activities in the subjects of the educational process, improving the university educational space are conditions for increasing the need for digital self-development of future professionals (the third aspect). Thus, the paper aims at in-depth study of the essence (based on the research of domestic scientists) of the theoretical and practical content of the identified aspects of the problem of professionalization of future teachers in the context of digitalization of education. Methodology and methods of the research. The stated topic of the study was investigated on the basis of educational-axiological methodologies that are based on national pedagogical idea of creative self-development of educational systems focused on the continuous creative self-development of both teacher and students. The proposed new approaches to the organization of the educational process may be of interest for further philosophical understanding and development of the educational system in Russia. The result of the research. The study allowed us to come to the conclusion that obtaining positive results of the development of the educational program is possible when taking into account the latest relevant request of the human world space - digital modernization. The concept of education is still a criterion for the quality of knowledge acquired by a person, but at the present stage of development of society, it acquires another new aspect - the ability to prevent some negative consequences in human behavior. The study shows that the conditions of digitalization of education can be for the benefit of the developing personality in the process of its professionalization, if the conditions that are set out in the content of the aspects of the problem under consideration are realized. Conclusion. The activation of the modern educational process in higher education by means of modern digital technologies does not exclude the rejection of the search for an answer to the question What is education and what is education? At present, this question is not rhetorical and not idle for the Russian public, but requires attention, understanding and search for practical and pedagogical humanistic forms of solution, among which the digitalization of education, aimed at enriching the human in a person.


T. V. Gurskaya, M. A. Zakharova, N. V. Korzhavina, S. N. Petrova
Technical University of the Ural Mining and Metallurgical Company UMMC, Verkhnyaya Pyshma, Russia
Keywords: lockdown, corporate university, distance education technologies, online training, mixed learning, training of engineers

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Introduction. In 2020, due to the coronavirus pandemic, the trend of transferring the traditional classroom form of education to a distance learning format has accelerated. Teaching engineering students using distance learning technologies and e-learning requires higher education to review the organization, methods and design of teaching academic disciplines in the online format. Methodology and methods of the research was aimed at comparing and analyzing the content and activity components of the educational process, the pedagogical experience of theoretical training and practical training of students of a corporate university for engineering activities. Interpretation, generalization and description of the obtained results of educational and extracurricular achievements of students, as well as the digital footprint of students educational activity collected by methodologists, allowed us to interpret the obtained educational results at a qualitatively different level. The results of the research. The paper considers the organization of the educational process for higher education programs in the Non-state private Educational Institution of Higher Education Technical University of the Ural Mining and Metallurgical Company UMMC with the use of e-learning and distance learning technologies. The key aspects of the use of remote technologies in the educational process in the training of future engineers during the lockdown period are identified. Examples of methodological and technological support for conducting training sessions in various disciplines in a remote format are given. The role of the Universitys support services in organizing and ensuring the smooth work of teachers and students in a remote format is shown. The possibility and necessity of collecting and subsequent analysis of the received digital footprint in the learning process are also evaluated. Attention is paid to the control of ensuring the quality of students' education. Conclusion. The structure and analysis of the proposed model of the educational process using e-learning and distance learning technologies in the preparation of engineering students make it possible to generalize the accumulated empirical material, effectively use and further develop innovative teaching methods, including practice-oriented learning. The further direction of the research may be to establish the correlation between the use of e-learning, distance learning technologies and traditional forms of education for the most effective training of engineering students at the university.