No 5 (2024)

The problems of modern communication: lessons of the book “The Native Word” by K. Ushinsky

Pevzner M.N., Shirin A.G., Smertin I.V.

Abstract

Recently, both government and society have been making efforts to strengthen the position of Russian as the state language and language of international communication. The authors of the article reveal modern problems of communication in Russian, which correspond to the pedagogical ideas of K. D. Ushinsky on the importance of the native language in the spiritual and moral upbringing of children. These ideas are presented not only in books for younger students, but also in other works of the scholar, including his article “Native Word”. Themes of reverent attitude toward the Russian language, the importance of imagery, expressiveness, emotionality, and purity of Russian speech permeate Ushinsky’s writings and encourage reflection on the role of the Russian language in the world and the problems of modern communication. The authors of the article are deeply concerned about the following problems. First, the distribution and use of the Russian language in the education system of many countries has decreased, which not only narrows the base of economic, business and scientific cooperation with Russia, but also impoverishes cultural and spiritual life in these countries. Secondly, there was a risk of losing the emotional factor and reducing the communicative culture as a whole in the transition to a virtual format. Virtual communication, to a certain extent, interferes with the full expression of emotional mood, depriving the statements of the partners in communication of originality and semantic completeness. Third, there is the threat of unjustified contamination of native speech with words recently borrowed from the English language and other foreign words and expressions. The use of foreign words in the economic, political, financial and informational spheres is more widespread today than in any other period of Russian language development in the past. In the year of the anniversary of K. D. Ushinsky’s authors were interested in the question of how familiar modern students were with his pedagogical ideas about the importance of the native language. Moreover, the authors attempted to identify a number of problems of modern communication in Russian in the abovementioned context. In order to find out the students’ attitude towards the Russian language as a subject of study and a means of communication, the authors conducted a survey of 240 students of the 1st-5th years of pedagogical profiles. The survey showed that students believe that K. D. Ushinsky’s idea of the priority of the native language is relevant and are in favor of strengthening the Russian language in the world, suggesting such measures as creating Russian-language programs for foreign students, expanding the range of distance courses for studying Russian as a foreign language, opening branches of Russian universities abroad. The analysis of the use of Russian as the state language, as well as the language of interethnic and international communication allowed us to identify a number of problems of modern communication in Russian. To these problems the authors of the article attributed: first, the reduction of the scope of distribution and use of the Russian language in many countries; second, the threat of the decrease of the emotional expressive function of the native language in the transition to a virtual format; third, the risk of unjustified use in the native speech of foreign words and expressions that make it difficult to understand the content and meaning of both individual statements and the communication process as a whole. As the study showed, the dissemination of K. D. Ushinsky’s ideas can contribute to the generation of ideas by the younger people that can help to overcome the revealed difficulties.
Tomsk State Pedagogical University Bulletin. 2024;(5):7-16
pages 7-16 views

Principles of Specialized Training Learning in the Modern Education System

Bogosyan M.V.

Abstract

A solid foundation for comprehensive personal development is specialized training learning, which contributes to the harmonious development of the learner, taking into account his potential, physical and mental health, through differentiation and individualization of education. The idea of specialized training learning is not new, but its relevance remains high in the current time interval. The principles underlying specialized training learning have been explored by both domestic and foreign researchers. The assessment of their relevance in a changing reality, considering the requirements of modern society and the professional environment, forms the basis of this article. In this regard, the interdependence of specialized training learning principles was established in the study, corresponding to the levels of research methodology. Two levels were identified: systemic and intrasystemic principles. A comparative analysis of the content of systemic principles made it possible to determine the list of postulates that continue to form the basis of specialized training learning, namely: the principle of democratization and humanization; the principle of adequacy and prospectiveness; the principle of integration and differentiation; the principle of variability and alternativeness. The study of intrasystemic principles enabled the formation of their structure, highlighting two components: the fundamental postulates on which teaching in heterogeneous classes is based, and the fundamental postulates on which the content of a particular academic discipline is based. The content of these principles is disclosed in the article. The principles underlying teaching in heterogeneous classes are: the principle of social interaction, the principle of acknowledging the diversity of all students. The principles underlying the content of a particular academic discipline are: the principle of aligning the educational content with the level and pace of social, economic, and societal development to achieve the set goals; the principle of accessibility of learning content for its qualitative assimilation, combined with scientific and practice-oriented components; the principle of continuity, which serves as a connecting principle, ensuring the structural integrity of education at all its stages.
Tomsk State Pedagogical University Bulletin. 2024;(5):17-24
pages 17-24 views

Olympiad movement in the domestic education system

Gulov A.P., Kasatkin P.I.

Abstract

Subject Olympiads in domestic and world pedagogy are a time-tested means of finding and selecting talented and gifted youth. The request of modern society to educate and nurture creative specialists who are able to think nonlinearly in an uncertain context leads to an appeal to the means of creative competitions and olympiads. In the Russian scientific literature, the term “Olympiad movement” is used in various interpretations, which caused the problem of our research. The purpose of the article is to clarify the scientific and terminological apparatus in the modern context of the development of practices for the implementation of Olympiads. We rely on the principles of systemic, activity, axiological and cultural approaches, based on the author’s pedagogical concept of the implementation of subject olympiads. We mainly use theoretical methods – analysis of scientific literature on the topic, generalization, categorization, modeling. The empirical experience we gained while working with Olympiads also served as the basis of the study, the main methods are observation and conversation. As a result of the study, it was proved that the Olympiad movement is a pedagogical system for the implementation of subject Olympiads in various disciplines, which is implemented in schools and universities, its sociocultural functions and components are determined; we built a model of the Olympiad movement in Russia as well. Scientific novelty is manifested in the clarification of the term “Olympiad movement,” along with the construction of a model of this phenomenon in the domestic theory and practice of implementations of intellectual competitions. The theoretical significance lies in the increment of knowledge in pedagogical theory along with the clarification of the term that is used in the domestic tradition. At a practical level, the results of the study can be used by scientists for future research, as well as to clarify the regulatory framework of a legal nature.
Tomsk State Pedagogical University Bulletin. 2024;(5):25-34
pages 25-34 views

Scientific and organizational approach to building a system for preventing destructive behavior of students in a pedagogical university

Sdobnyakov V.V.

Abstract

The article discusses the problem of destructive behavior of pedagogical university students and the prevention of this behavior at the system level. The author analyzed existing theoretical and methodological approaches to the development of a system for preventing destructive behavior of students (SPDBS), models and applied forms of implementing preventive measures in educational organizations. Based on the results of the analysis, person-oriented and socially-oriented theoretical and methodological approaches to the problem of preventing destructive behavior were identified, which serve as the basis of integral models. According to the prevailing focus, integral models were represented by the following list: information model; model of social activism; model of formation of spiritual and moral culture; model of socio-psychological adaptation; educational and developmental model; personal resource model, cultural education model, constructive leisure model. The model is presented as a basis that determines the organizational form and content of the SPDBS. The analysis of existing SPDBSs in higher education revealed their fragmentation, locality and the growing gap between theoretical constructions and practical implementation, which in turn determines the relevance of the development and implementation of a scientific and organizational approach to the construction of such systems. As a result of the research, the author developed the conceptual foundations of a six-stage scientific and organizational approach to the construction of SPDBS in higher education. At the structural and content level, it is proposed to distinguish the following subsystems (components) of the SPDBS: cognitive, motivational-value, emotional-affective, behavioral, social-communicative.
Tomsk State Pedagogical University Bulletin. 2024;(5):35-49
pages 35-49 views

Courage to be or hardiness as a factor of existential self-determination of a future teacher

Isaev E.A.

Abstract

The article is devoted to the problem of professional education of a future teacher in conditions of transitivity. The sources of the research were the philosophical ideas of existentialism and psychological concepts of hardiness. The logical method, comparison, contrast, generalization, classification, modeling method, as well as theoretical analysis of the material are used. The methodological basis of the work was made up of dialectical, existential, and systemic approaches. The author considers the categories “courage to be” and “existential self-determination of the future teacher” in their dialectical unity. Courage to be is the ability of an individual to withstand difficulties and challenges, to remain optimistic and to find solutions in difficult situations. The existential self-determination of a future teacher is understood as a certain internal resource of a professional, reflecting, on the one hand, a person’s readiness for change, mobility, ability for non-standard work actions, responsibility and independence in making decisions that ensure professional effectiveness and the ability to constructively overcome emerging difficulties, and, on the other hand, it helps to understand the value of life, the search for inner meaning as the only strategy for development and overcoming the internal contradictions of the system. Accordingly, the future teacher’s bright existential self-determination helps to cultivate his/her courage to be, and the presence of vital stability helps him/her to understand better himself and his/her role in the educational process. It is noted that in psychological and pedagogical research, the philosophical problem of the courage to be is reflected in the theory of hardiness, where hardinessis a personal variable that characterizes the measure of an individual’s ability to withstand a stressful situation, maintaining internal balance and without reducing the success of activities; is considered as a factor in the existential self-determination of the individual. The article states that the author, having examined the level of hardiness of students at a pedagogical university, concluded that it is necessary to intensify work to increase its level, in particular, to stimulate a reflexive-subjective position among future teachers, which is one of the main psychological and pedagogical conditions for developing readiness to the existential self-determination of the student’s personality. It is proposed to introduce into the teacher training process a special course “Dominants of professional education at a university: existential self-determination of a future teacher.” Its content and structure are described.
Tomsk State Pedagogical University Bulletin. 2024;(5):50-57
pages 50-57 views

METHODOLOGY AND TECHNOLOGY OF PROFESSIONAL EDUCATION

The situation problem solving method in the practice of forming universal competencies of engineering students

Liventsova E.Y., Rumyantseva T.B.

Abstract

The problem of high-quality education for engineering and IT students should be regularly reviewed and kept up-to-date in conditions of the current political and socio-economic situation. To meet the demands of the labor market, engineering and IT students should possess not only subject-specific competencies but also universal (non-subject) competencies that make it easier to navigate different life situations, to communicate effectively, to work in a team, to think critically, etc. Therefore, it becomes important to introduce practice-focused learning technologies and methods into the educational process in order to develop universal competencies. The purpose of the article is to summarize the pedagogical experience in integrating the situational problem solving method (case method) into the educational process and to identify its advantages and limitations. The study is based on the empirical experience of application of the situational problem solving method (case method) in the educational process at the Faculty of Innovative Technologies of Tomsk State University within the subject “Professional Communication in English”. In the paper, the authors rely on the principles of system-activity and competency-based approaches. The experimental use of the situational problem solving method (case method) in the process of teaching English for professional purposes proved not only the great interest of students in this type of creative work, but also the importance of using this method in the educational process. This method contributes to the development of students’ critical thinking, their ability to apply knowledge in new situations, and the development of students’ creativity and intellectual abilities. Presenting the results of solving cases in a foreign language is an important tool for the formation of communicative competence necessary for students in their future professional activities. However, the situational problem solving method has a number of limitations related mainly to the procedural issues of its application in the educational process. The authors conclude that the integration of the situational problem solving method into the educational process contributes to the development of universal competencies of engineering and IT students and can be applied as a type of pedagogical practice within the subjects of the existing educational programs without introduction of extra special courses for the development of such competencies.
Tomsk State Pedagogical University Bulletin. 2024;(5):58-66
pages 58-66 views

Features of the transformation of the higher education system in Kazakhstan

Mussina S.K.

Abstract

To date, Kazakhstan is undergoing dynamic processes of transformation of the higher education system, in particular in higher educational institutions. The transformation affects all areas of university activity: from regulatory and statutory activities to the development of new educational programs, the development of educational management, the formation of modern infrastructure. The purpose of this work is to identify and describe the features of the process of transformation of the higher education system in the Republic of Kazakhstan. The materials of the study on the transformation of the sphere of higher education in Kazakhstan were adopted progressive normative legal acts, as well as strategic development programs. In order to achieve this goal, changes and new key directions in the regulatory legal acts and program documents of the higher education sector of the Republic of Kazakhstan are considered. The basic principles of formation and actual tasks of the new model of development of higher education of the Republic of Kazakhstan are investigated. The analysis of the peculiarities of the process of transformation of the higher education system in the Republic of Kazakhstan is given. As a result of the study, the advantages of the transition of higher educational institutions to a new organizational and legal form are revealed. The potential possibilities of introducing into the higher education system of Kazakhstan – the Atlas of new Professions and Competencies and the Regional Atlases “New professions”, formed in order to rebuild the system of higher education in Kazakhstan and meet the priority training to meet the needs of the economy in professional staff, taking into account the world’s aspirations for economic development. The practical significance of the study is to systematize the structural changes in the higher education system of the Republic of Kazakhstan, as well as to determine the trajectories of further development of higher education. In order to implement the further transformation of the higher education system of the Republic of Kazakhstan, appropriate recommendations have been formed on the management of the higher education system, the development of educational management at universities, as well as the formation of the digital architecture of the higher education system. The implementation of the recommendations presented in the study will allow the formation of competitive educational ecosystems in the field of higher education.
Tomsk State Pedagogical University Bulletin. 2024;(5):67-76
pages 67-76 views

Modular foreign language teaching system for three-level technical specialists training

Slepneva M.A.

Abstract

Professionally-oriented foreign language training at a university under modern economic, social and geopolitical terms of society development should provide a high level of graduates’ knowledge, skills and abilities in highly specialized areas that form the basis of training and form their readiness to perform professional communication with foreign colleagues when solving practical, theoretical and research tasks. This training should also promote their further self-development, self-education and professional growth. Thus, learning a foreign language could help to perform two main functions in the young specialist’s professional activity: to be a communication tool (in oral and written form) and to become a means of improving one’s professional level. Taking into account the Federal State Educational Standard, the process of foreign language learning in a technical university is aimed at the formation of communicative competencies – the ability to logically correctly and clearly build oral and written speech, make public speeches, conduct reasoned discussion and at the formation of professional competencies – analyze, summarize and perceive information, write scientific texts in their professional field. Higher school teachers are faced with the task of developing these competencies in conditions of insufficient hours given to humanities and a low level of foreign language knowledge among applicants. In particular, a modular system with a flexible approach to the educational process allows you to create pedagogical conditions for the implementation of goals and objectives at different stages of learning. The work was carried out on the basis of the leading technical university of the country. The pedagogical model was updated: the course content for three stages of training (bachelor’s, master’s, postgraduate) was developed, goals and objectives were defined, methodological support was written, exercise books (paper and digital) for each level of training were published, independent educational and cognitive activities of students were organized. The educational process in universities should create conditions in which the student will see his own growth and achievements, will be able to conduct self-analysis and evaluate the results of his activities. The modular approach provides freedom for both teachers and students in filling individual modules with interesting material, choosing a learning path, space for independent work and creative self-realization.
Tomsk State Pedagogical University Bulletin. 2024;(5):77-89
pages 77-89 views

Technology of flowed learning: advantages, disadvantages and creating ideal conditions for introduction in the educational process

Yumov I.B., Yumova T.Z.

Abstract

Questions regarding the integration of “flipped learning” technology in the academic process, which allow students to acquire and understand new material outside of the classroom and apply it in academic discussions, debates, and projects, draw particular attention from researchers and staff in educational facilities. The application of this technique invokes the student’s creative potential and capability, leading to improved learning outcomes and student activity, however its successful application requires certain approaches and resources. The purpose of the study is to determine the essence of “flipped learning”; to study its existing advantages and disadvantages; to evaluate the effectiveness of the assimilation process of the studied material by students as a result of the introduction of this technology. The resources for this study were the theoretical methods of comparative analysis and general content of scientific and pedagogical literature by domestic and foreign scientists working in similar research areas. The verification of the accuracy and validity of the constructed model, which indicated the effectiveness of the technology used, was carried out by the methods of observation, pedagogical experiment, modeling, regression and correlation analyses. The main characteristics of learning are described: the individualization of the educational process, the rational distribution of free time with productive independent work at one’s own pace, and the unlimited use of electronic educational resources. Despite the identified imperfections and certain potential problems for teachers and students, the technology has many advantages, and discussions by authors of the scientific and pedagogical literature on the topic of study made it possible to carry out our own research to identify the advantages and disadvantages when introduced into the educational process. The effectiveness of the degree of material assimilation when using this technology was tested by us at the Institute of Mathematics and Computer Science of Buryat State University and at the Ulan-Bator branch of the Plekhanov Russian University of Economics. In the course of the study, tests trials were carried out to measure residual knowledge and students were surveyed to assess the quality of the proposed technology. As an experiment to determine the effectiveness of the methodology, the authors prepared and posted presentations on one of the basic topics of mathematical analysis in the digital educational sphere of universities. To achieve maximum efficiency in the use of this method, it is necessary to take into account the individual needs and abilities of each student and to create a suitable environment for independent work, providing necessary technical support. The results of the study demonstrated that ad the results of the application of “flipped learning”, students were motivated to improve the quality of gained knowledge, and were incentivized to learn on their own, and the level of their self-organization increased as well.
Tomsk State Pedagogical University Bulletin. 2024;(5):90-98
pages 90-98 views

Development of the leadership potential of future managerial personnel in the Master's degree program of the Pedagogical University

Neradovskaya O.R.

Abstract

One of the priority strategic tasks of the Russian state is to strengthen the country's sovereignty in order to achieve leadership and ensure human mental security. As a result, the key line of development of the higher education system is the renewal of existing master's degree training practices, including for the manifestation and development of human leadership potential. The analysis of the scientific literature in this area of research revealed the problem of insufficient knowledge of the issues of developing the leadership potential of future managerial personnel through the implementation of master's degree programs at a pedagogical university. The purpose of this work is to rethink the essence and possibilities of developing leadership potential in the process of professional training of future managerial personnel in the master's degree program of the Pedagogical University. The following methods are used in the study: phenomenological description, included observation, survey (questionnaire, interview). Based on the analysis, systematization and generalization of the results of scientific research on the topic of the work, the interpretation of the concept of “leadership potential” is clarified in accordance with modern ideas in the field of pedagogical knowledge. It is based on the acmeological principles of human-centricity, open cooperation, interconnection and continuous self-improvement. The basic skills of the leader of an educational organization that are relevant for executives are shown. The main factors preventing the manifestation and development of the leadership potential of the head are given, namely: the lack of minimum uniform indicators for the quality of the head's work, the reluctance of managers to leave the comfort zone, misunderstanding of the purpose, mission in the profession, cultural code, lack of awareness of their identity. The key indicators demonstrating the development of the leadership potential of a modern head of an educational organization, which are taken into account when mastering academic disciplines at a university, are substantiated: high motivational potential of work, willingness to take responsibility for oneself, perform tasks inaccessible to others, a high level of independence of activity, etc. At the same time, the ways of updating the master's degree programs for future management personnel for the development of their leadership potential are proposed, based on the experience of Tomsk State Pedagogical University.
Tomsk State Pedagogical University Bulletin. 2024;(5):99-107
pages 99-107 views

Formation and development of the national system of quality assurance in higher education of the Republic of Mauritius

Ooriah S., Tabishev T.A.

Abstract

The Republic of Mauritius, an island state in Southeast Africa, located in the southwestern part of the Indian Ocean, is notable for the fact that its integral formation and development, including the construction of a national educational system, are closely intertwined with the geopolitical, socio-economic and geographical history of the country, which was a colony of such European states as Great Britain, France, the Netherlands, Portugal, etc. Mauritius has integrated the experience of colonial powers into its own development trajectories. In particular, it should be noted that Mauritius, having gained independence in 1968 from British colonization, was declared a sovereign constitutional monarchy within the Commonwealth of Nations, assimilating in the process the British model of education in its national education system. Almost all general education institutions of the colonial era, as evidenced by researchers Kamara M. [1] and Windel A. [2], were founded with religious intentions, with the aim of promoting missionary denominations and the dominance of French-English education, without a specific obligation to spread higher education. As in the era of French colonial Africa, the British colonists sought out English-speaking indigenous and slave populations brought by colonizers from other African countries, India, China, etc., largely for the purpose of seeking profit and realizing economic plans. However, the demand of the representatives of British industry operating on the territory of the island for qualified specialists in narrow engineering, technical and natural science profiles and areas of training contributed to the reorientation of missionary schools, initially aimed at the study of theology and the Bible, the study of astronomy, mathematics, geography, the English language, the basics of administration, trade, and so on. Present, the Mauritius Higher Education Quality Assurance System (hereinafter referred to as the MHEQAS) reflects, on the one hand, the national component in its basis, on the other hand, it is based, albeit on the Africanized, but British model and standards for assessing the quality of education. Moreover, it can be argued that the MHEQAS is quite in line with the Standards and Guidelines for Quality Assurance in the European Higher Education Area ESG. This article is devoted to the consideration of the quality assurance standards of higher education in the Republic of Mauritius and the analysis of specific criteria laid down in the national system for assessing the quality of higher education from the point of view of comparing them with ESG standards.
Tomsk State Pedagogical University Bulletin. 2024;(5):108-118
pages 108-118 views

University digital educational environment: composition and functions

Shirokolobova A.G.

Abstract

The study of the digital educational environment is an urgent issue of digital pedagogy, since the effective functioning of the university educational environment ensures the quality of training specialists for the digital economy. The digital educational environment provides an opportunity to organize the work of the university with the help of digital technologies in all areas of its activities from administrative to educational, scientific and educational activities. The purpose of the article is to analyse the component composition and functions of the digital educational environment based on the study of the works of Russian researchers and to describe the model of the digital educational environment proposed by the author of the article. To achieve this goal, theoretical methods were applied, such as the study and analysis of national scientific literature; Internet resources were also analysed. The analysis of the authors points of view on the component composition and functions of the digital educational environment shows that in Russian pedagogical practice the digital educational environment is defined as a resource platform with a variety of content used for educational and managerial purposes, without taking into account the necessity for systematic interaction of participants in the educational process and network communication of students, as well as educational tasks of the environment. The result of the study is a structural representation of the digital educational environment model with a new educational component, which implements, first of all, the organization of interaction of students in society, offers students participation in various student organizations, creative teams, sport clubs, volunteer and patriotic actions. The proposed model of the digital educational environment, taking into account the basic needs of the university and students in the conditions of digital transformation of education, is able to implement the construction of an individual system of education and upbringing; research activities and the realization of personality in a digital society, taking into account the trends of digital transformation of education.The proposed model of the digital educational environment is represented by four structural components and their functions: academic, educational, scientific and administrative-managerial.
Tomsk State Pedagogical University Bulletin. 2024;(5):119-128
pages 119-128 views

THEORY AND METHODS OF TEACHING AND EDUCATION

Formation of speech readiness for school in children with general speech underdevelopment in the context of inclusive preschool education

Salosina I.V., Salosina M.A.

Abstract

According to the Federal State Educational Standard for Preschool Education (FSES DO), one of the main results of mastering the educational program is the formation and development of verbal communication skills and the prerequisites for mastering literacy, which is the key to the success of the child’s personality in further schooling. This set of skills in modern science has been transformed into the concept of speech readiness for school. The development of the system of inclusive preschool education in Russia has highlighted the problem of creating an effective system for developing speech readiness for school within a group of a combined type of kindergarten, which has actualized the problem of the study and determined the setting of its goal. The purpose of the study is to identify the features of the formation of speech readiness for school in children with special needs in a group of combined orientation of a preschool educational institution (hereinafter referred to as preschool educational institution). The following research methods were used: observation method, diagnostic tasks, analysis of children's activity products. The level of speech development was assessed using diagnostic materials in accordance with the methodology for monitoring the pedagogical process by N.V. Vereshchagina. The study was conducted on the basis of the Municipal Autonomous Preschool Educational Institution of Combined Kindergarten No. 99 in Tomsk from 2020 to 2023. During this period, monitoring of the speech development of children was carried out from the moment of admission to a children's educational institution at the age of 4 years until graduation at the age of 6–7 years. The total composition of the group included 25 people, of which 5 were people with special educational needs (hereinafter referred to as SEN), having levels 2 and 3 of general speech underdevelopment (GSD). In accordance with the individual characteristics of each child, adaptive speech development programs were developed, which were implemented in close cooperation between the teacher and specialized specialists: a speech therapist, a speech pathologist, a psychologist, using the principle of open door technology. Speech development was monitored twice a year. The novelty of the study lies in the proposed approach to the formation of an individual adaptive program for each child, as well as the description of the stages of its implementation by the teacher of the combined group. It was concluded that it is possible to effectively correct general speech underdevelopment in the context of inclusive education, provided that an individual route and program is developed for each child, as well as the availability of highly qualified specialists, including speech therapy skills of the teacher of a preschool educational institution.
Tomsk State Pedagogical University Bulletin. 2024;(5):129-137
pages 129-137 views

Development of critical thinking by means of visualization of grammatical material in the process of learning Russian as a foreign language

Savina I.S.

Abstract

In connection with the transition to new educational standards, there is a search for effective teaching methods and techniques that form a number of competencies necessary for professional activities. Representatives of different countries receive education in Russian higher educational institutions, for whom education begins with the study of the Russian language, therefore this discipline can be considered the basis for the development of competencies outlined in the Federal State Educational Standard. An analysis of normative documentation organizing the educational process at a university showed the importance of developing critical thinking among graduates receiving vocational education, so the article examined the meaning of the concept of “critical thinking.” The purpose of this article is to present the development of such methodological material that will contribute to the formation of this type of thinking, as well as motivation to study Russian as a foreign language. Studying the concepts of critical thinking and visualization, how these terms are presented in the scientific works of various authors, made it possible to systematize their meaning in order to create visual materials used in practical classes. The article discusses the importance of visualizing grammatical material for the development of critical thinking in the process of studying the discipline “Russian as a Foreign Language”. To improve the quality of the results of studying the Russian language when considering its grammatical structure, it is proposed to use supporting logical-communicative schemes in practical classes, which contribute not only to the formation of critical thinking, but also develop the communication skills of foreign students. The proposed scheme options can become the basis for teachers to create their own developments for lessons in which the grammar of not only the Russian language, but also other foreign languages is studied.
Tomsk State Pedagogical University Bulletin. 2024;(5):138-146
pages 138-146 views

Educational models of mathematical literacy development

Shcherbatykh S.V., Podlipskiy O.K.

Abstract

Functional literacy is considered as a systemic educational result of basic general education, aimed at socializing the teacher through solving real problems using subject and meta-subject knowledge. The structure of functional literacy is represented by a set of components: reading, natural science, mathematics, financial, critical and creative thinking. The formation of a set of these components requires the design within an educational organization of an appropriate motivating environment, which includes social, cultural, as well as specially organized psychological and pedagogical conditions. Designing a motivating educational environment is the result of the activities of the school's teaching team, which accepts this as a strategic task and solves it through joint efforts. Mathematical literacy is defined as the ability to solve real-world problems through a set of activities: conducting mathematical reasoning, as well as formulating, applying and interpreting. The process of developing mathematical literacy can be carried out in various forms: lesson, workshop, extracurricular and project activities, etc. Each of them has its own specific features. Thus, the lessons provide mastery of specific mathematical content and demonstration of its use to solve life problems. The workshop, which serves as a complement to mathematics lessons, places emphasis on students mastering the method of mathematical modeling, for which various methods of presenting data are used: text, graphic, tabular, photo, drawing, etc. Also, when conducting a workshop, there are more opportunities to combine individual, group and collective form of work. Extracurricular activities, which are characterized by a wide range of different forms of learning, can also be productively used in the process of developing mathematical skills. Depending on age, this could be a club, an elective, etc. Another variant of the model for the formation of mathematical literacy is educational design, when students independently solve a certain problem using a set of subject knowledge under the guidance of a teacher. Project work can be carried out either individually or in a group, including students of the same age and of different ages. Project activities allow you to build productive communication between students and develop teamwork skills. Project activities allow you to organize various interdisciplinary projects where different types of functional literacy are combined.
Tomsk State Pedagogical University Bulletin. 2024;(5):147-156
pages 147-156 views

Complex tasks in teaching mathematics to students of technical specialties at a transport university

Kulikova O.V., Kulikova I.V.

Abstract

The university mathematics course occupies an important place in the basic training of engineers for various fields of modern production. Mathematical training of students of technical specialties is conducted during the first four semesters. Students study such sections as linear and vector algebra, analytical geometry, mathematical analysis, differential equations, probability theory and mathematical statistics. Currently, there is a large bank of various didactic tasks for the successful formation of mathematical knowledge and skills in all sections of the university mathematics course. Federal educational standards establish a certain set of universal and general professional competencies that students need to develop over the entire period of study at the university. In the normative documentation, competencies are considered as abilities that reflect the content of the elements of professional activity. Within the framework of teaching a discipline, it is possible to form some individual competencies. The use of conventional learning tasks and exercises does not always allow you to create conditions for the development of specified competencies. The inclusion of students in active educational activities aimed at developing competencies can be ensured by the use of complex tasks. In the context of digitalization, the importance of using information technology in solving various tasks is increasing. A complex computer-mathematical task is considered by the authors as a set of educational tasks, the solution of which requires the use of mathematical modeling and computer programming. It includes two parts – analytical and mathematical and software and computing. A complex computer-mathematical task can be educational or informative. The content of the training task involves solving a standard mathematical problem by analytical methods, constructing an algorithm of operations performed, writing a calculation program, and testing it. The content of the cognitive task includes conducting a computational experiment using a computational program. Educational complex computer and mathematical tasks are used to form educational skills, and cognitive tasks are used to form research skills. The paper presents a description of the content of educational and educational complex computer and mathematical tasks in certain sections of the university mathematics course for students studying technical specialties at a transport university.
Tomsk State Pedagogical University Bulletin. 2024;(5):157-166
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Согласие на обработку персональных данных с помощью сервиса «Яндекс.Метрика»

1. Я (далее – «Пользователь» или «Субъект персональных данных»), осуществляя использование сайта https://journals.rcsi.science/ (далее – «Сайт»), подтверждая свою полную дееспособность даю согласие на обработку персональных данных с использованием средств автоматизации Оператору - федеральному государственному бюджетному учреждению «Российский центр научной информации» (РЦНИ), далее – «Оператор», расположенному по адресу: 119991, г. Москва, Ленинский просп., д.32А, со следующими условиями.

2. Категории обрабатываемых данных: файлы «cookies» (куки-файлы). Файлы «cookie» – это небольшой текстовый файл, который веб-сервер может хранить в браузере Пользователя. Данные файлы веб-сервер загружает на устройство Пользователя при посещении им Сайта. При каждом следующем посещении Пользователем Сайта «cookie» файлы отправляются на Сайт Оператора. Данные файлы позволяют Сайту распознавать устройство Пользователя. Содержимое такого файла может как относиться, так и не относиться к персональным данным, в зависимости от того, содержит ли такой файл персональные данные или содержит обезличенные технические данные.

3. Цель обработки персональных данных: анализ пользовательской активности с помощью сервиса «Яндекс.Метрика».

4. Категории субъектов персональных данных: все Пользователи Сайта, которые дали согласие на обработку файлов «cookie».

5. Способы обработки: сбор, запись, систематизация, накопление, хранение, уточнение (обновление, изменение), извлечение, использование, передача (доступ, предоставление), блокирование, удаление, уничтожение персональных данных.

6. Срок обработки и хранения: до получения от Субъекта персональных данных требования о прекращении обработки/отзыва согласия.

7. Способ отзыва: заявление об отзыве в письменном виде путём его направления на адрес электронной почты Оператора: info@rcsi.science или путем письменного обращения по юридическому адресу: 119991, г. Москва, Ленинский просп., д.32А

8. Субъект персональных данных вправе запретить своему оборудованию прием этих данных или ограничить прием этих данных. При отказе от получения таких данных или при ограничении приема данных некоторые функции Сайта могут работать некорректно. Субъект персональных данных обязуется сам настроить свое оборудование таким способом, чтобы оно обеспечивало адекватный его желаниям режим работы и уровень защиты данных файлов «cookie», Оператор не предоставляет технологических и правовых консультаций на темы подобного характера.

9. Порядок уничтожения персональных данных при достижении цели их обработки или при наступлении иных законных оснований определяется Оператором в соответствии с законодательством Российской Федерации.

10. Я согласен/согласна квалифицировать в качестве своей простой электронной подписи под настоящим Согласием и под Политикой обработки персональных данных выполнение мною следующего действия на сайте: https://journals.rcsi.science/ нажатие мною на интерфейсе с текстом: «Сайт использует сервис «Яндекс.Метрика» (который использует файлы «cookie») на элемент с текстом «Принять и продолжить».