Статьи журнала - Вестник Южно-Уральского государственного университета. Серия: Образование. Педагогические науки
Все статьи: 1003
"Студенты с повышенными образовательными потребностями" как педагогическое понятие
Статья научная
Статья посвящена исследованию понятийно-категориального поля «студенты с повышенными образовательными потребностями». Авторы изучили состояние вопроса в научной литературе, проанализировали следующие понятия: «человеческий ресурс», «талант», «одаренность», «когнитивная гибкость», «студент», «потребность», «образовательная потребность». В статье обоснована необходимость четкого представления о сущности ключевых понятий и их взаимосвязь, а также представлен краткий обзор нормативно-правовых документов федерального уровня, направленных на работу с молодежью с повышенными образовательными потребностями. Для исследования понятийно-категориального поля «студенты с повышенными образовательными потребностями» были использованы различные методы, такие как метод анализа документов, метод теоретического анализа, сравнения, контекстуальный и морфологический анализ. В результате работы представлено уточненное понятие «студенты с повышенными образовательными потребностями». Данное исследование является первой ступенью к дальнейшим исследованиям, так как обзор по выделенным дефинициям служит руководством для освоения предметного поля исследования «студенты с повышенными образовательными потребностями» и ляжет в основу построения педагогической модели их образования.
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"Токсичное" педагогическое общение: анализ состояния, причины и признаки
Статья научная
Изменения в социально-педагогическом взаимодействии людей, особенно негативные, отражающиеся на педагогическом общении в вузе между преподавателем и студентом, должны подвергаться тщательному анализу и мониторингу, так как имеют непосредственное влияние на качество образования в высшей школе. Актуальность исследования продиктована обращающими на себя внимание единичными ситуациями «токсичного» общения в вузе. Цель статьи - анализ состояния педагогического общения на предмет его «токсичности». В качестве задач исследования авторами изучено понятие педагогического общения в вузе и некоторых его аспектов, связанных с проявлением «токсичности» в учебно-педагогическом взаимодействии; проанализировано понятие «токсичного» общения и его признаков; выявлены причины и предпосылки возникновения «токсичного» общения между педагогами и студентами: особенности цифрового поколения студентов, снижение коммуникативных навыков из-за влияния цифровизации и информатизации общества на становление личности обучающихся - представителя поколения Z, социальные и культурные различия преподавателей и студентов. Для исследования вопросов, связанных с проблемой «токсичного» педагогического общения и его проявления в учебно-педагогическом взаимодействии, авторами были использованы методы анализа психолого-педагогической литературы и профессиональной деятельности преподавателей, наблюдения и анонимного анкетирования преподавателей кафедры иностранных языков и студентов 1-го и 2-го курсов бакалавриата ЮУрГУ. По результатам исследования было установлено, что на сегодняшний день критических девиантных тенденций в рамках учебно-педагогического взаимодействия нет. Тем не менее для предупреждения возможных проявлений «токсичного» общения в будущем в силу ряда выявленных причин авторами на основе гуманно ориентированной системно-синергетической методологии Г.Н. Серикова предложена идея моделирования учебно-педагогического взаимодействия в рамках разработанной системы воспитательной работы кафедры иностранных языков ЮУрГУ, реализуемой преподавателями кафедры на занятиях по иностранному языку и во внеучебной деятельности через общекафедральные воспитательные мероприятия, утвержденные заведующим кафедрой. Совместная воспитательная (учебная и внеучебная) деятельность преподавателей и студентов, по мнению авторов, направленная на воспитание качеств личности и развитие коммуникативных навыков, является благоприятной средой, способствующей нивелированию трудностей и ошибок педагогического общения, повышая тем самым качество образовательного процесса в целом.
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Academic integration of law and journalism ESP courses through mock trial
Статья научная
The paper studies academic integration of two ESP courses: Law and Journalism through the common educational setting - a role play Mock Trial. The purpose of this study is to prove that a role play is an advantageous form of making academic integration to master integrated skills while studying ESP. The research is based on integrative approach to incorporate two ESP courses and to single out integrated skills as well as competency approach to develop professional, language and other skills in the role play. After the role play was completed two surveys were conducted among students to get their feedback and to evaluate the academic integration efficiency. Likert scale and ranking method were used. We reviewed literature on ESP teaching and analyzed examples of academic integration. Moreover, we suggested authors’ implication of academic integration and justified that law and journalism can be regarded as adjacent professions as they are both human oriented. Being convinced that the role play Mock Trial is the apt integral educational setting, it was hosted to practice new integrated skill - social justice as an anchor for professional and personal qualities. The results of the study aimed at enhancing integrated skills can also be applicable for other ESP settings. The research might encourage ESP teachers to design valuable educational settings to incorporate different ESP fields which may share common professional purposes to develop integrated skills.
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Academic mobility in Kostanai region: 21st century challenges
Статья научная
In modern conditions, it becomes more obvious that national higher education systems can not develop beyond global processes and trends, beyond the demands of the world labor market. In this regard, multidimensional education, the internationalization of education becomes a purposeful policy of the state. The priority goals included both state responsibility for higher education and global academic mobility. With the develоpment оf ICT, the cоncept оf mоbility has becоme seriоusly enriched. Nоwadays mоbility has mоre tо dо with the mоvement thrоugh the virtual space. Tоday, under the mоbility оf a specialist, we increasingly mean its virtual mоbility. The problem of organization of virtual mobility is brand new for Kostanai region, and Kazakhstan in general. The aim of the research is tо analyse the present state of academic mobility in Kostanai region, and to define the challenges brought in by new demands of 21st century education, namely organizational problems of virtual form of academic mobility. Scientific literature review, critical analysis of the results of international activities of the institutions, analysis of the professional activities of the academic staff, monitoring, observation, and a sociological survey were used to answer the questions of the research. As a result, virtual mobility challenges for Kostanai regional higher educational institutions were defined. Topics that are considered key issues to be solved before being able to really implement virtual mobility into mainstream education include accreditation and credit transfer, overlap and compliance of academic calendars, compliance with number of credit hours given for particular course implementation, and joint curriculum development. Furthermore, virtual mobility competences of higher education teachers (including intercultural competence, language management, digital literacies and skills) need improvement. At the same time, there is a lack of concrete scenarios, models and implementation procedures, and best practice examples for implementing virtual mobility. Therefore, virtual mobility programs remain a challenge for all actors involved.
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Статья научная
This paper explains the rationale for the usage of an andragogical approach in developing faculty foreign language competence fueled by the urgent need to increase the professional mobility and to encourage the academics’ participation in international conferences. By means of a survey and literature analyses, the andragogical assumptions revealed were adjusted to the target audience - researchers. It was achieved by identifying the learners’ needs, defining their specific characteristics. This analysis resulted in the competences to be developed, characteristics to be accounted for in the educational process of mastering the fluency of researchers in English. It also showed that andragogical assumptions correlate with the qualities of researchers and should be introduced into the educational process increasing learner’s autonomy. The results can be used for the development of the educational programs for continuous education.
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Статья научная
The world is developing dynamically, and the changes, that occur every day, require instant decision-making. The examples of this are the latest events in the world: lockdown and distance learning. The 21st century has tested humanity for sustainability introducing COVID-19 and many business sectors as well as the education system at all levels had to switch to a remote format. However, the South Ural State University has managed to build a full-fledged online learning system, which provides opportunities for both teaching staff and students. The article reveals the key theoretical and practical aspects of the system of blended learning at the South Ural State University, as a new design for the teaching and learning cooperation: individual education routes depending on the initial level of language proficiency; placement tests to form groups by levels with online support for them; appropriate score-rating system for monitoring students' progress at each level. Moreover, the presented level-based model of education contributes to more effective mastery of communication skills (speaking, listening, writing and reading). The pedagogical model contains three blocks: methodological block, group processes’ block and assessment block. The model was piloted in an online digital course with the students of Higher School of Electronic Engineering and Computer Science. After piloting the model, the survey was conducted among the students that participated in a blended level education program. The aim of our research was to study the satisfaction level of students with the quality of education and to analyze the implementation process of the blended learning technology. During the research the following tasks were solved: the experience of using blended learning in educational process was analyzed, the level of students’ satisfaction with the quality of education system was evaluated. This research shows that the implementation of blended learning technology in educational process had a positive impact on students' learning and the level of students` satisfaction with the education process increased.
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Blended learning: definition, models, implications for higher education
Статья научная
The Project 5-100 initiated by the Ministry of Education of Russian Federation is aimed at the internationalization of leading Russian Universities at global education market. In 2015 South Ural State University (SUSU, Chelyabinsk) became part of the Project 5-100, which along with great opportunities posed a number of targets to be achieved to prove the efficiency of changes to be introduced into the education process. One of the projects in SUSU’s Road Map is aimed to introduce an innovative system of English language training for bachelor students, which is impossible without the usage of new educational technologies. One of the technologies considered an efficient one is that of blended learning. The article analyzes the concept of blended learning and its didactic possibilities to make an effective transition from a traditional learning model to an integrated one feasible, with electronic environments and resources being widely used. The authors give a critical overview of the existing blended learning models. They also consider the ways blended learning can be adopted for the Russian higher education system, with the focus on the “foreign language” training. The results can be used to develop the models of blended learning courses for higher education.
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CLIL technology as an innovative method to learn foreign languages at university
Статья научная
The article deals with the CLIL technology as an innovative method of foreign languages teaching in higher education. Current social, political and economic background demands introducing integrated approaches to the higher education system in order to train future specialists capable of intellectual flexibility and integrated task solution. The paper touches upon the history and the methodological peculiarities of the technology, benefits of its implementation in higher education; suggests CLIL activities that might be used at language classes; highlights the difficulties the academic staff may experience and submits possible outcomes and solutions of how to implement the CLIL-technology into the system of higher education through administrative resources of the university. In this regard, certain specific literature and recent researches review, observation and analysis of the professional activities of the academic staff were used to choose the CLIL technology as one of the possible methods aimed at training the specialists the modern society calls for. As a result, having analysed the history, methodology and core features of the CLIL technology in general, we come to a conclusion that it may be completely or partially implemented in the system of higher education. Obvious problems of content and language teachers while following this technology were identified as well as possible options of solution were put forward.
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Challenges of Arab students learning in Russian educational environment
Статья научная
Recent growth of international contacts, expanding globalization in all spheres of life and education, constant increasing number of students from different countries (Arab), the necessity to promote cross-cultural understanding conditions for better adaptation in Russian educational environment make the study relevant. The research aims to identify major socio-cultural, psychological, educational, and language challenges, which Arab students might encounter in Russian tertiary educational environment. The study was conducted among 12 international MA (Philology) students. It employed Hofstede's cultural dimensions’ theory as the leading theoretical framework via qualitative research with the data obtained from the interviews, classroom observations, and a survey. The research examined pivotal issues related to the differences and certain peculiarities of language learning in Iraq as compared to Russia. The gained experience and the data obtained during the three-year study have shown that Iraqi students lack critical thinking skills and analytical abilities due to the dominant deductive approach in language teaching in the home country. The research helped to classify major challenges with regard to expectations and requirements of the Arab students who study in Russian national research university (SUSU).
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Challenges of teaching English for the travel agent higher vocational program
Статья научная
The aim of this article is to highlight the problems the author faced teaching English for specific academic purposes at the higher vocational level at a Swedish vocational college. Heterogeneity, grade inflation, lack of academic freedom and a general lack of discipline in Swedish educational institutions are factors which have played an important role in the poor academic performance of Sweden in the last PISA study conducted by the OECD.
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Статья научная
With the development of higher education in China and the expansion of cooperation with other countries, Chinese higher education institutions are exploring the ways of international cooperation in the field of higher education. China and Germany are important partners in higher education. In recent years, Sino-German cooperation has demonstrated such characteristics as variety of forms, strong government support, and diverse goals of mutually beneficial cooperation. Sino-German higher education cooperation is a good example of China's model of international cooperation, which can be used as a guide to restore and promote Sino-foreign higher education cooperation in the post-epidemic era. The purpose of the article is to analyze the experience of cooperation between China and Germany in accordance with the developed model. The authors analyzed the current problems of interaction between China and Germany in the field of higher education and substantiated the need to resolve them. Currently, the EU is focusing on developing relations with China in the field of higher education, but in fact the EU has introduced many restrictions, which have narrowed the space for cooperation. The growing level of instability in Sino-European and Sino-German relations has caused the rapid development of Sino-German cooperation in the field of higher education to become a bottleneck. However, it is useful to effectively utilize new opportunities provided by the 50th anniversary of the establishment of diplomatic relations between China and Germany, to normalize international exchanges in post-epidemic era. The experience of Sino-German cooperation provided by many universities can promote the development of Sino-German relations in higher education.
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Coaching approach in advanced training of foreign language teachers
Статья научная
Systemic changes taking place at the present stage of the development of teacher training in the Russian Federation within the framework of the federal project “Teacher of the Future” of the national project “Education” affect the process of professional development of teachers, which is becoming more and more personalized and interdisciplinary oriented. The main ideas of the system of national teacher development are fixed in the regulatory legal documents that include the design and implementation of innovative training technologies for teachers in advanced training programs aimed at teachers’ continuing professional development. The purpose of the article is to substantiate the possibilities of the coaching approach and linguo-coaching in the system of continuing professional development of foreign language teachers. The authors analyzed and selected coaching techniques, developed a portfolio of coaching sessions to test them within the framework of the implementation of advanced training of foreign language teachers. The novelty of the study is that the portfolio of coaching sessions for teachers was designed and its effectiveness was proved. The practical result of the study is a set of selected coaching techniques, on the basis of which the portfolio of coaching sessions for foreign language teachers is formed. The results of the study can be used in the institutions of advanced teacher training.
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Cultural component in interaction at level A1 in terms of common European framework of reference
Статья научная
The authors identified a cultural component for teaching English primary schoolchildren at level A1 according to the Common European Framework of Reference (CEFR). The purpose of the study was to identify and describe what knowledge, skills and abilities primary schoolchildren must have to interact effectively within the framework of CEFR speech interaction for level A1. During the analysis, interaction types were identified and described. Then the intercultural component was identified within each type of interaction at level A1, and on this basis, author’s educational materials were developed. The authors identified three types of communication, namely, oral, written and online interaction. Within each type of interaction the authors identified and described the intercultural component. The cultural component was identified and described as a set of knowledge, skills and abilities that primary schoolchildren must use in each method of interaction. For further research more cultures can become the focus of the analysis. This would help to identify cultural similarities, differences, and characteristics of communication types between the representatives of different cultures. The results of the study can be used to teach the cultural component to younger schoolchildren in the process of interaction at level A1.
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Developing global thinking of modern specialist as condition for security
Статья научная
In recent decades, global security has seriously been threatened by negatively unprecedented situations, arising from natural disasters, global warming, pollution, financial crises, and new epidemics. It is becoming increasingly evident that maintaining the stability of security has become a global mission. In other words, it is crucial to have global strategies and appropriate actions through the cooperative conversations of all countries in the world. To reach the purpose of sustainable development students as future citizens need to be trained with essential skills that help them effectively deal with an increasingly interconnected and complex world. To do this they need global thinking and creative ideas to coordinate efforts to solve global issues. Consequently, to develop global thinking has become an educational necessity in a multicultural globalized world. A review of the multidisciplinary literature on global thinking reveals the lack of a comprehensive theoretical concept for understanding global thinking and its implications in maintaining the stability of global security. Little attention is paid to the study of pedagogical approaches to develop global thinking skills of students as future specialists. That’s why the authors claim that global thinking of a modern specialist is a condition for security. The paper aims to study the opportunities of education in developing the global thinking of modern students. The concept of global thinking and its roles in maintaining the stability of global security were given. Literature analysis let the authors shed light on the concepts related to global thinking and give the rationales for global thinking. The possibilities of the education in developing global thinking were analyzed and systemized: global thinking as a competence and aim of education; international education; education for sustainable development; problem solving methods of instruction.
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Developing politeness skills of university students in teaching business writing
Статья научная
The necessity to improve business interaction and to develop new approaches to study politeness, as an essential category of communication, has determined the need to develop a methodology to teach business writing for future professionals. Thus, the paper aims to study the linguistic politeness means and further develop a system of exercises for university students to write business letters effectively based on the study of politeness. The study uses the descriptive method to determine the choice of linguistic means to express politeness as well as the method of pedagogical construction to produce an effective methodic system to write business letters in English. The results show that business letters use two types of politeness strategies: the intimacy strategy (aiming at establishing and developing business contacts) and the distance strategy (aiming at preventing conflicts). These strategies use a particular set of speech acts that are represented by specific speech cliché or formulas. Finally, the paper suggests the methodic system including five stages: introducing the concept of politeness and its linguistic means; analyzing the means of politeness in sample business letters; developing lexical skills of politeness; writing business letters based on the samples and schemes; practicing reading and writing business letters imitating the real communicative situations.
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Developing university students’ soft skills via project activities
Статья научная
Developing soft skills is essential for future professionals to effectively navigate both personal and professional challenges and interactions. However, due to the abundance of soft skills, designing a unique development model can be challenging. A survey of 83 second-year IT students at South Ural State University revealed that key soft skills for them include teamwork, time-management, responsibility, and reflexivity. The survey also highlighted project activities as a particularly effective method for developing soft skills. This article aims to create a model that integrates soft skills development through project activities specifically tailored for ESL classes. The authors developed a model using systematic, complex, and personality-oriented approaches. The methodological basis and content of the model were defined. The model has two components (operational and determinant) and three units (motivational, modelling, and evaluation-corrective). The authors conclude that implementing a student-centered approach in ESL classes provides students with a tangible opportunity to enhance their soft skills.
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Development of journalism students’ small talk: pilot study findings
Статья научная
Effective communication is crucial for professionals in humanitarian and technical fields. One aspect of communication that is often overlooked is phatic dialogue, which is studied by linguists and cultural experts. However, there is limited research on the practical aspect of developing phatic dialogue skills, particularly in relation to studying English. This study aims to explore students' understanding of the importance of small talk in interpersonal communication, as well as assess students' proficiency in phatic dialogue in the context of journalism. The research involved surveys and tests conducted with students, and traditional statistical methods. The preliminary findings reveal varying levels of knowledge about the significance of small talk in social communication, as well as differences in the development of phatic dialogue skills among students. The results will inform the author's proposed methodology for evaluating the quality of small talk, which will be used as the basis for designing exercises to enhance phatic dialogue skills among journalism students.
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Digital distance learning tools in academics’ ESP training
Статья научная
To create comfortable conditions for international students at Russian universities academics should have high fluency in English for specific purposes (ESP) and be able to use English as instruction language in the educational process. Moreover, digitalization of all the spheres of human life forces educators to use distance learning technologies. However, the members of the academic staff are not always able to use suitable digital tools when teaching in a foreign language. The purpose of the research is to develop and implement a complex of digital distance learning tools for the faculty that study at ESP courses of the continuing professional development program “Lingva” realized at South Ural State University. The authors defined the concept of “digital distance learning tools”; evaluated the degree of awareness of the academics of the types and purposes of digital tools in distance foreign language learning. The effectiveness of the use of digital tools in distance foreign language learning was analyzed; the educators’ attitudes to the types of digital distance learning tools were identified. A complex of digital distance learning tools based on the analysis of educators’ needs was introduced into teaching English. Theoretical (analysis of modern scientific and methodological literature) and empirical (questionnaires, interviews, methods of mathematical processing of the data obtained) methods were applied. The findings revealed that the major part of the surveyed academics were not aware of some digital tools and the possibilities of their application. Educators implemented some typical digital distance learning tools at their lessons, and would like to learn more about language learning platforms, sites for the development of speech activity types, and other features of LMS Moodle. Educators, in general, do not apply digital tools to the full extent for two main reasons: they do not have enough time to master necessary skills and they often encounter technical challenges. The findings may assist lecturers, language training practitioners in ESP training for academics via digital distance learning tools.
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