No 2 (2022)
ISSUES OF PEDAGOGY
SOCIAL AND EMOTIONAL ASPECTS IN THE ANTHROPOLOGICAL TRADITION OF RUSSIAN EDUCATION
Abstract
Introduction. Civilizational challenges to a person determine the need to actualize the humanistic paradigm in education. An example of the search for ways of humanization is the direction of social-emotional-ethical training, developed at Emory University in the USA, which is based on the idea of holistic human development by means of education. Within the framework of the grant of the Russian Foundation for Basic Research “Direction of socio-emotional and ethical education”, the aim was set to identify the features of Russian education in the implementation of this humanistic idea. Material and methods. The analysis is based on the concept of “anthropological tradition” as a systematic characteristic of the ideas about the integral education of a person, which gives an idea of the pedagogical experience, its preservation and further development, starting from the fundamental works of K. D. Ushinsky and up to the present day: at the stages of Russian, Soviet and Russian schools. Results and discussion. The article provides a genetic analysis of the idea of the emotional development of a child in education in relation to the social component. Two aspects of its development are highlighted: emotional-social (psychophysiological) and socio-emotional (socio-cultural). The features of the development of the emotional and social line in the works of scientists of the Russian school are considered and the continuity with the stage of the Soviet school in psychological works is revealed. The genetic analysis of the development of the socio-cultural line revealed two main directions in the interaction of social and emotional components: artistic and aesthetic and social inheritance of the cultural tradition of Russia. The study of the emotional-social direction shows the continuity of the anthropological tradition: from the provisions of K. D. Ushinsky on the need to use the power of human emotions in his education along with the intellectual sphere – to the research of the emotional sphere carried out within the framework of pedology – and further to psychological research on the importance of human interests and needs in his upbringing. In the socio-emotional direction, the continuity of emotional saturation of socialization of children and adolescents in artistic and aesthetic creativity is revealed: from the experience of the beginning of the last century in organizing the life of children’s communities to the modern practice of additional education of children. The spiritual orientation of the social inheritance of cultural values of society is also highlighted. The conclusion is made about the need for further development of the experience of combining emotional and social components in modern conditions that require overcoming the risks associated with the growing human crisis and the social transformation of childhood.
Tomsk State Pedagogical University Bulletin. 2022;(2):7-18
7-18
METHODOLOGICAL ASPECTS OF THEATRE PEDAGOGY FORMATION
Abstract
Introduction. The article is devoted to the historical study of theatre pedagogy methodological aspects as one of the directions in the system of education and upbringing. The purpose of the research is to trace the formation path of the theatre pedagogical methods in their connection to the specific periods in the history of the pedagogical knowledge development and assess the formation of its own methodology as a step towards defining it as an independent branch of pedagogical science. Material and methods. The methodological basis is shown by systemic, historical, pedagogical, cultural, methodological, and personal-activity approaches. Among the research methods are presented: the analysis of domestic and foreign researches of theatre pedagogy; methods of comparative and contrastive analysis, which make it possible to highlight the peculiarities of theatre pedagogy and its methodology formation at different historical stages; generalization and systematization of information. Results and discussion. The research results are identified by historical patterns of theatre pedagogy methodological base development, which formation began during Primitive era continuing until the methodology was born in the modern history. The article also presents an analysis of theatre pedagogy development at the current stage; provides examples of methods that form the methodological core of theatrical pedagogy today; indicates their connection to the past techniques, with explaining the reasons for their transformation and improvement; describes the ways of their application in practice to achieve and implement the modern education strategies. Conclusion. Studying the latest theatre pedagogical methods, rethinking the scientific experience of previous generations in this research field, as well as analyzing the expanding process of the theatre pedagogical domestic methods interaction with each other and with foreign developments, the author comes to the conclusion: theatre pedagogy is consistently moving to become an independent science from a private field of pedagogical knowledge, having its own goals, objectives, terminological apparatus, and built methodology.
Tomsk State Pedagogical University Bulletin. 2022;(2):19-30
19-30
NETWORK EDUCATIONAL CLUSTER CONCEPTION BASED ON PUBLIC PEDAGOGY TRADITIONS IN THE CONTEXT OF GENERAL AND SUPPLEMENTARY EDUCATIONAL INSTITUTIONS’ COOPERATION
Abstract
Introduction. The problem of designing educational clusters of an educational type that use the values of traditional culture and pedagogy in their activities is an important part of the humanitarian and value-based cultural approach in the modern educational process. The Institute of Public Education via a network event based on network interaction as a cluster educational system can be an innovative technology that develops new network conditions for the formation of a value-based model of a student’s personality. The objective is to develop approaches to the development of an educational cluster of a value-based type in the conditions of the interaction of general and additional education using the basic standard FSES-2 based on our own experience, as well as modern scientific views on the structure, methodology and organizational conditions for the development of educational clusters. Material and methods. Cluster-type network interaction is structurally a system and as a system assumes mandatory qualities, such as responsiveness, mobility, adaptability, complementarity, etc. This leads to the use of the methodology of the system approach and the system analysis of network phenomena and processes when modeling an educational type cluster. The results of the study. Based on the use of the methodology of system analysis of social and cultural phenomena and processes taking place in partner institutions, as well as modern approaches to the development of the educational network such as: resource, target, person-centered in the cultural and axiological context, we get a model of personality development based on the formation of value orientations of schoolchildren. The construction of an educational space of a pedagogical cluster of an educational type constitutes the conditions of this modelling. Conclusion. The concept of spiritual and moral development and education of a Russian citizen’s personality assumes that the basic standard is implemented both through the educational space of a general education school and the educational space of an institution of additional education for children, which can be implemented through a variety of additional educational programs and subprograms in network interaction. Each educational program (subprogram) is carried out in the following five directions: school classroom activities; extracurricular activities (cultural practices); social practices; education based on family traditions; introduction to the fundamentals of traditional Russian religions. All this can be implemented through a network educational event, since in network interaction a network event is one of the conditions for its development, in our case a network event associated with folk culture – the recreation and holding of a folk holiday. Such a network event can be modeled, it is organically included in the educational system of our network model.
Tomsk State Pedagogical University Bulletin. 2022;(2):31-38
31-38
GENERAL EDUCATION
MENTORING THE GIFTED: EDUCATIONAL AND PSYCHOLOGICAL PERSPECTIVES
Abstract
Introduction. Gifted people, especially children and adolescents, need individualized learner-centered methods of education, support and guidance. This article addresses the potential of mentoring in gifted education. The purpose of the research is to analyze theoretical and methodological perspectives of giftedness and specify the role of mentoring in the development of gifted individuals. Materials and methods. The author reviews and conducts a theoretical analysis of Russian and international scholarly literature on giftedness and mentoring; outlines Russian and international practices of mentoring the gifted; describes the main characteristic features of gifted individuals; summarizes the obtained data. Results and discussion. The author considers giftedness as a complex system and describes its main components which determine successful or problem development of gifted children and adolescents. Consequently, gifted children and adolescents need more individualized interventions and informal relationships. The article reviews retrospectively the most prominent international research investigations which revealed positive correlations between the experience of mentoring relationships and success and high achievements of their participants. Formal programmes of mentoring are designed in order to achieve positive outcomes of informal mentoring relationships. The majority of such programmes follow theoretical models of giftedness. The author describes R. Subotnik’s Talent-Development Mega- Model and clarifies the stages of domain trajectories when mentoring is mostly required. Conclusion. The author summarizes theoretical and methodological perspectives of giftedness. They include the following: 1. giftedness is a complex system of personal attributes and qualities which determine a possibility of high achievements in one or more domains and is considered as a result of whole personal development of the gifted individual; 2. gifted people have special needs for individualized support, guidance and special attention within an enriched facilitating learning environment which are determined by the heterogeneous nature of this group of learners; 3. essential characteristics of mentoring make it an appropriate method for meeting educational needs of gifted and talented learners. The role of mentoring in the development of gifted individuals is specified.
Tomsk State Pedagogical University Bulletin. 2022;(2):39-49
39-49
MODEL OF TUTORIAL SUPPORT IN INCREASING THE PRODUCTIVITY OF THE EDUCATIONAL PROCESS
Abstract
Introduction. In order to increase the effectiveness of the educational process, learning should be deliberate.The introduction of the model of tutor support into the educational process will solve the problem: to teach to learn. The learner becomes independent, with the correct attitude in life and the skill of self-organization.The tutor plays the role of a consultant, teacher, psychologist, coordinator.Aim and objectives. To substantiate the effectiveness of using the model of tutor support for students in the educational process of the secondary vocational education system.Material and methods. The article uses the data of the selective federal statistical observation of the employment of graduates who have received secondary vocational and higher education.A survey of students, graduating groups of the institution of secondary vocational education.Theoretical research methods were used; empirical methods: analysis and conversation.Results and discussion. The modern world is an environment of global instability and dynamic changes in all spheres. Therefore, potential employers highly value not only the professional qualities of their employees, but also social and psychological qualities (Softskills): communication, leadership, team, entrepreneurial skills.Employers note the lack of Softskills competencies among graduates of educational institutions: weak motivation and inconsistency of personal qualities (self-organization, motivation, initiative, responsibility, desire to learn)Among the most significant characteristics, graduates of the secondary vocational education system named: motivation; experience; general impression; professional competencies; ability to learn; IT-competence. According to the results of introspection, they also tended to give a low assessment of their level of development. And they expressed an opinion about the need to pay more attention to the development of personal competencies in the learning process; skills that will allow them to be competitive in the labor market, such as communication skills, personality marketing, time management, etc.In order to solve the basic problem of secondary vocational education: the intellectual, cultural and professional development of a person and the training of qualified workers or employees and mid-level specialists in all main areas of socially useful activity in accordance with the needs of society and the state, as well as meeting the needs of the individual in deepening and expanding education. The feasibility of introducing tutor support into the educational process is considered.The tutor plays the role of a consultant, teacher, psychologist, coordinator. On the basis of individual educational routes, the tutor achieves the formation of a harmonious, socially responsible personality of the student, focused on self-development and self-realization.In the model of tutor support, training is built taking into account the individual characteristics of each student, which allows him to maximize his potential.Conclusion. The model of tutor support should be considered one of the most promising.First, a tutor is a psychologist who helps a student to understand his inner problems, motives, desires, abilities; understand resources and limitations. Achieve a balance of desires and possibilities.Secondly, a tutor as a teacher teaches (forms the ability) independence: to set goals and objectives; identify opportunities and resources; develops the ability to act and the willingness to take responsibility for the decisions made.The third most important component: a tutor is an educator who builds the correct attitude to the world around him and himself; preservation of national identity, respect for the native language, culture and patriotism.The fourth vector of a tutor’s work is career guidance work. The development and movement along an individual learning path requires the tutor to be competent in the field of professional training of his ward.
Tomsk State Pedagogical University Bulletin. 2022;(2):50-57
50-57
ENRICHMENT OF THE VOCABULARY STOCK OF PUPILS AS A LINGUOMETHODICAL PROBLEM
Abstract
Introduction. Enriching vocabulary is one of the cross-cutting tasks of teaching the Russian language and one of the key factors in mastering the native language. A rich vocabulary plays an important role in the ability to communicate freely and effectively, to accurately and adequately express thoughts, and achieve understanding as the goal of communication. The completeness of the vocabulary in one way or another is associated with the full refraction in the speech activity of the individual of all functions of the language (communicative, cognitive, thought-forming, emotionally expressive, self-expressing, aesthetic, etc.). Purpose of the study ‒ to investigate the problem of enriching the vocabulary of secondary school students within the framework of the linguo-methodological approach and to offer practical options for its solution based on the use of gaming technologies in teaching the Russian language. Material and methods. In this paper, the problem of enriching the vocabulary of students is considered on the example of teaching the Russian language in the middle grades of a comprehensive school. Taking into account the psychological and pedagogical characteristics of adolescents, game technologies are used as an illustrative material. The research methodological base includes scientific description, modeling, pedagogical observation, analytical commentary. Results and discussion. The importance of the task of enriching vocabulary in educational activities in secondary school is due to the role of the lexical level of the language in communication, the intellectual development of the child and knowledge of the world, as well as the need to form and improve the competence base of students (in accordance with the requirements of the Federal State Educational Standard). To solve the problem of expanding the vocabulary, it is important to take into account such specific features of the adolescent period as an increase in cognitive initiative, the transition to the cognitive nature of speech, activation and development of thinking, expanding the spectrum of interests and hobbies, strengthening communicative activity. In this regard, game technologies are named as key pedagogical technologies. In the game, memorizing words is supported by positive emotions, as the educational process becomes more exciting and interesting; there is an opportunity to work with vocabulary through images, emotions; you can successfully form the conditions for joint activities; a comfortable, relaxed atmosphere of the educational process is created. Conclusion. It is important to introduce the task of expanding the vocabulary in school education, because it is at this time that the replenishment of the thesaurus is effective both for the development of the level of language training and for the general development of students in secondary schools, the formation of a set of competencies, the ability to implement the universal educational actions prescribed by the requirements of the Federal State Educational Standard.
Tomsk State Pedagogical University Bulletin. 2022;(2):58-68
58-68
PROFESSIONAL TRAINING OF TEACHERS
EDUCATIONAL PRACTICES AS A TOOL FOR IMPLEMENTING HUMAN CAPITAL’S FORMATION: THE EXPERIENCE OF FOREIGN PRIVATE UNIVERSITIES
Abstract
Introduction. The purpose of this research is to analyze the educational practices of foreign private universities of human capital’s formation. With the main focus on such countries as Great Britain, Germany, China, India, Singapore and the United States, a comparative analysis and key features of educational practices of the world’s leading private universities of human capital’s formation are presented.Material and methods. The research material was English-language sources, official websites of the world’s leading private universities: University of Massachusetts, Stanford University, University of Pennsylvania (USA), Jacobs University of Bremen and Zeppelin University (Germany), National University of Singapore (NUS), etc. Analysis of leading private universities’ educational practices, which made it possible to reveal and substantiate the educational practices’ key characteristics in human capital formation.Results and discussion. The educational practices’ key characteristics of the world’s leading universities as a tool for realizing human capital are the following:– autonomy of a private university, characterized by its own independent design of the university management’s strategy and policy and educational process– knowledge interdisciplinary synthesis based on the various scientific research’s integration and the widespread use of modern educational technologies. Creation of interdisciplinary institutes and multi-university programs;– high concentration of talents of all educational process’ subjects, where the main factor in the human capital formation in a private university is the privilege of selective selection of students with high academic performance, attracting famous scientists to research;– universities network interaction with the industrial sphere in the light of personnel training. The main form of networking is the corporate universities creation;– universities consortium, which is a single university that forms a unified brand with a centralized structure;– effective fundraising system that ensures the productive human capital formation. The main source is income from own scientific and practical developments carried out on a contractual basis by public and private firms;– research reputation. Advanced scientific and practical developments, characterized by productivity. Research developments directly depend on the universities autonomy, the greater of a university`s autonomy, the freer it is in choosing research areas.Conclusion. The modern education system acts as an integrator of the interests of the individual and society, predetermining the development of mankind for many years to come. The experience of a foreign private higher school shows that educational practices are an effective mechanism in the formation of human capital. The human capital acquired in the process of learning changes the quality of a person’s life, has a direct impact on his intellectual, creative and cultural level.
Tomsk State Pedagogical University Bulletin. 2022;(2):69-76
69-76
DIGITAL EDUCATIONAL RESOURCES IN THE WORK OF THE TEACHER
Abstract
Introduction. In the modern world, human life is impossible to imagine without the use of various digital resources. The transition to the digital economy dictates new needs associated with modern equipment and software, primarily with the training of competitive personnel for the future digital economy, on which Russia’s positioning and opportunities in the global economic market depend.The competencies of young professionals that were in demand a few years ago and seemed promising, for example, confident use of a computer, now seem basic. In an ever-changing world, it is important to start training future specialists for the digital economy in a timely manner, since retraining and training of personnel will require large time resources. In this case, there is an acute question of teaching staff who would be able to start the process of training young professionals. The role of such personnel is played by school teachers, on whom the quality of training of future personnel depends, and consequently, the speed of the country’s transition to full digitalization of all spheres of life. To train future staff, teachers need to master new competencies and needs that are dictated by modern society and the labor market. Thus, the issue of comprehensive retraining and advanced training of school teachers is acute. Material and methods. The author substantiates the development and implementation of a professional development course for teachers, briefly describes the sections, significance and methods of implementing the course.Results and discussion. Developed and conducted a professional development course for teachers dedicated to digital educational resources in the framework of the project “Digital Educational Environment”.Conclusion. Teachers who have successfully completed advanced training courses acquire new skills and improve their previous competencies in the field of digital educational resources, which allows teachers to revise the usual teaching methods, make the learning model more flexible and individual for each student. And also start training for life in the era of digitalization and the digital economy.
Tomsk State Pedagogical University Bulletin. 2022;(2):77-85
77-85
FORMATION OF COMPETENCIES OF YOUNG RESEARCHERS TO WORK WITH FOREIGN DATABASES
Abstract
Introduction. The Russian scientific community is faced with the task of integrating domestic research into the global publication space. Today in Russia the culture of using foreign databases is at the stage of formation, while abroad it is at a fairly high level. With the expansion of the globalization of socio-economic processes, possession of over-professional skills in working with the Web of Science and Scopus databases becomes a necessary condition for Russian science to enter the world scientific space. Therefore, an integral part of the system of measures aimed at improving the indicators of Russian science in international citation indices should be training activities for working with foreign information resources. One of the important educational problems is the lack of training of young researchers to work with foreign databases. Consequently, in the context of globalization and digitalization, specially organized educational support for young researchers in working with foreign information resources is needed. The support of researchers should be aimed at the formation of over-professional skills in working with Web of Science, Scopus and their analytical tools, the formation of “scientometric literacy”. The aim is to substantiate the effectiveness of the model of organizational and methodological support for the entry of young researchers into the global publication space. Material and methods. Theoretical – abstraction, analysis, specification, generalization; empirical – included observation, questionnaire, survey, reflective interview, experiment, focus group. Results and discussion. The structure of competencies of young researchers for working with foreign databases Scopus, Web of Science and the analytical tool SciVal has been developed, including motivational, cognitive, behavioral and reflective-evaluative components. A model of organizational and methodological support for the entry of young researchers into the global publication space was created to form these competencies. The proposed model of support was tested in Tomsk Polytechnic University. Conclusion. The diagnostic results showed that the model of organizational and methodological support for the entry of young researchers into the global publication space contributes to the formation of over-professional skills of working with foreign databases and their analytical tools, the formation of “scientometric literacy” of students, graduate students and young scientists.
Tomsk State Pedagogical University Bulletin. 2022;(2):86-95
86-95
PEDAGOGICAL CONTRADICTIONS IN THE SYSTEM OF EDUCATING SPECIALISTS IN THE FIELD OF CYBERCRIMES COUNTERACTION
Abstract
Introduction. Rapidly growing amount of crimes committed using information and telecommunication technologies, which has been observed lately both in Russia and all over the world determines the need in internal affairs employees capable of solving professional tasks with the help of modern software and hardware within minimal period of time, mastering new skills and abilities promptly and finding nonstandard solutions.Aim and objectives. Basing on statistical data analysis, opinions of scientific community, current internal affairs employees and cadets of educational organizations of the Ministry of Internal Affairs of Russia (the MIA of Russia) the purpose is to analyze and reveal pedagogical contradictions in field in question in order to suggest possible ways of removing them in future.Material and methods. Material of research was statistical data on the results of internal affairs bodies of Russian Federation counteraction to crimes committed with the use of information and telecommunication technologies (ITT), domestic and foreign publications on cybercrime and educating specialists in the field of countering it, and also the results of interview with current internal affairs employees and cadets of educational organizations of the MIA of Russia.The research methodology is based on qualitative and quantitative analysis of statistical data, content-analysis, comparison and generalization of data and documents of theme in question, ranging of interviewing results, and also method of expert evaluations.Results and discussion. As a result of analysis for statistical data from the Main Information and Analytical Center of the MIA of Russia the thesis about negative dynamic of amount of crimes committed using ITT was confirmed, unsatisfactory results of counteraction cybercrimes were marked. The reasons of indicated situation are revealed, including insufficient competence in the field of information technology, both for current internal affairs employees and graduates of educational institutions of the MIA of Russia.The representatives of scientific community agree that problems exist in the system of educating specialists in the field of information security, and that a “platform” must be created for the successful development of special knowledge in the field of ITT and their implementation in the practical activities of law enforcement agencies.Pedagogical contradictions in the field of educating specialists in cybercrime counteraction are revealed and formulated in this work. As one of possible ways to overcome these contradictions, Omsk Academy of the MIA of Russia experience in integrating modern problem-oriented software tools into the educational process, and in developing a methodology for their application is examined.Conclusion. The revealed pedagogical contradictions indicate existing problems in the sphere of educating future specialists in crimes counteraction in the field of ITT.Software tools reviewed in the article and the proposed method of their use in the educational process are aimed at developing competencies in cadets, thus letting the cybercrime counteraction activity to be the most effective and to overcome revealed issues and contradictions.
Tomsk State Pedagogical University Bulletin. 2022;(2):96-106
96-106
MULTIFUNCTIONAL CONTROL IN ASSESSING THE FORMATION OF MILITARY PROFESSIONAL COMPETENCIES OF MILITARY CADETS
Abstract
Introduction. The training of a new generation of highly educated personnel capable of acquiring and reproducing knowledge requires fundamental changes in the assessment of cadet learning outcomes. Knowledge control involves assessing the knowledge, skills and abilities acquired by cadets, while quality control aims at determining the level and enhancing the professional skills of teachers. These areas of control are used to assess the extent to which the learning objectives have been achieved; to identify problems that cadets encounter in the learning process; to stimulate cadets’ independent work; to determine the professionalism of the teacher; to obtain information necessary for the improvement of teaching, research and methodological work. As there are no specific unified models for implementing the assessment of cadet learning achievements, the methods and means of assessment are determined by the internal regulations of the military higher education institution. In this regard, there is a need to substantiate the theoretical basis and practical experience of training methodology for controlling the learning activities of military school teachers as a factor in improving the quality of evaluating the learning achievements of cadets of the Military Institute of the National Guard Troops. This problem can be solved by using a multifunctional control of the professional training of a competence-oriented specialist. The aim is to develop and implement in educational practice a multifunctional control in assessing the development of military-professional competences of cadets, aimed at improving the quality of their theoretical training and competences. Material and methods. Source analysis, testing of cadets and teachers, pedagogical experiment, mathematical method of evaluating the achievements of cadets’ learning success. Results and discussion. The essence of different approaches to evaluating the learning outcomes of cadets in military higher education institutions is revealed. The main types of evaluation of the results of their educational activities are revealed: diagnostic, current, periodic (thematic), and final evaluation, and their corresponding functions – diagnostic, controlling, managerial, educational, analytical-informational, motivational, and educational – are identified. The necessity of development and implementation in educational practice of multifunctional control in evaluating the development of military-professional competences of cadets, aimed at improving the quality of their theoretical and professional training, was substantiated. The study has shown that the set of control functions in the educational process is a system of multifunctional control of professional training of a competent specialist, which is characterised by the integrated use of various forms and methods of control on the basis of complementarity. The didactic multifunctionality of control is ensured by the realisation of its main functions, the level of provision of which in the educational process has an impact on the growth of cadet learning efficiency. The multifunctional quality control of cadet knowledge is a holistic management tool that includes diagnosis, investigation, control and evaluation. Conclusion. This study has shown that one of the promising ways to assess the quality of training is to develop and implement in educational practice a multifunctional control in assessing the development of military-professional competences of cadets, aimed at improving the quality of their theoretical training and practical skills. It is based on adequate psychological and pedagogical approaches, the use of pedagogical modelling and the selection of the most effective organisational and pedagogical conditions that will ensure the effectiveness of multifunctional control of future officers’ professional training.
Tomsk State Pedagogical University Bulletin. 2022;(2):107-115
107-115
FOREIGN LANGUAGE TEACHING
THE ROLE OF MOTIVATION IN THE PROFESSIONAL FOCUSED FOREIGN LANGUAGE TRAINING IN A TECHNICAL UNIVERSITY
Abstract
Introduction. The article provides a brief overview of the employment prospects of the technical universities graduates and describes one of the most urgent issues of modern Russian society which is the problem of successful employment of university graduates and optimal realization of their professional and personal potential. The realities of the modern Russian labor market are uncertain, so many university graduates do not have the opportunity to find a job in their specialty, to find a worthy application of the professional knowledge gained at the university. Aim and objectives. The aim of the article is to analyze the problems of motivation in foreign languages learning in the technical university and justify the need to develop certain measures to encourage motivation of students. Material and methods. In pedagogy and psychology, there are different approaches to understanding the essence, nature and structure of motivation. The methods of study and formulated interpretations of the concept “motivation” vary widely. In this article we analyzed pedagogical approaches, according to which motivation, actively involving students of technical higher education institution in the learning process, contributes to the formation of their foreign language competence. Results and discussion. As a result, the problem of creating certain conditions aimed at the increasing of the university graduates’ adaptability at the labor market is raised. This adaptability is based on the obtaining of additional knowledge and competencies. One of the ways to increase the competitiveness of the university graduates at the labor market is foreign language competence which is the complex of knowledge and skills that allows a university graduate to use a foreign language effectively both in professional activities and in social life. Moreover, foreign language competence is regarded today as an integral part of the general professional competence of a technical specialist. In order to obtain the optimal level of foreign language competence the authors recommend using the professional focused foreign language model which takes into account professional and language needs of technical specialists. The successful realization of professionally-focused foreign language education claims for a certain system of motivation, especially at technical universities, whose students have low motivation to study the foreign language due to the technical style of thinking and underestimation of the importance and value of foreign language knowledge in the future professional functioning. That is why the important pedagogical task is to motivate students to consciously perceive and learn a foreign language. Conclusion. Analyzing the general problems of motivation in the educational process, the authors generalize the pedagogical experience of the Faculty of Foreign Languages at the Platov South-Russian State Polytechnic University (NPI). The article shows that professional development of future engineers, expansion of their socio-cultural, cognitive and informative horizons, are largely associated with the foreign language competence. The authors call for the technical universities teachers to expand the measures aimed at increasing the motivational level of students in the process of learning a foreign language.
Tomsk State Pedagogical University Bulletin. 2022;(2):116-124
116-124
PSYCHOLINGUISTIC AND PSYCHOLOGICAL FOUNDATIONS OF MOBILITY OF TRANSLATOR’S LINGUISTIC KNOWLEDGE
Abstract
Introduction. Translator’s linguistic knowledge operates under conditions which are different from ordinary language use, i.e., under increased psychological and cognitive load. For this reason, it should possess some professionally oriented characteristics which will ensure its effective functioning in the translation process. One of such characteristics is the mobility of translator’s linguistic knowledge. Aim of the paper is to identify and analyse factors which influence the degree of mobility of translator’s linguistic knowledge and to give some recommendations as to what approaches and activities can be used to increase it when teaching foreign languages to trainee translators. Material and methods. The material of the research included theoretical and practical works of national and foreign researchers in the field of translation studies, bilingual lexicon, code-switching, foreign language teaching. The following theoretical and empirical methods were used: analysis of scientific and methodological literature, generalization of experience, analysis and synthesis, comparison, modeling, extrapolation, analysis of pedagogical experience. Results and discussion. Based on the analysis of literature the following factors influencing the degree of mobility of translator’s linguistic knowledge have been identified: 1) the type of lexical representations in the bilingual lexicon (word association vs concept mediation); 2) the type of connections between languages and the conceptual store in the bilingual lexicon, and more specifically, the degree of independence of a foreign language and the existence of a direct connection between this language and the conceptual store; 3) conditions required for the creation and functioning of interlingual connections (connections within one vs across different subject areas, connections between semantic systems in a foreign and native language,); 4) psychological readiness for using linguistic means determined by the task. The following approaches and activities can contribute to increasing the degree of mobility of linguistic knowledge: 1) specifically targeting words and phrases which cause mobility to decrease; 2) increasing the frequency of occurrence of newly and previously learnt vocabulary; 3) strengthening the connection between the foreign language and the conceptual store through varying contexts and types of activities (cognitive operations with vocabulary, information- gap tasks); 4) ensuring vocabulary practice within one or across multiple subject areas; 5) ensuring the use of vocabulary determined by the task and strengthening the connection from L1 to L2 (pushed output tasks). Conclusion. Bearing in mind the factors which affect mobility of linguistic knowledge and using appropriate activities, it is possible to create preconditions for prompt functioning of translator’s linguistic knowledge in the translation process.
Tomsk State Pedagogical University Bulletin. 2022;(2):125-134
125-134
ISSUES OF STYLISTICS AND METHODS
CREATIVE STYLISTICS: ONTOLOGY AND DIDACTICS
Abstract
Introduction. The contents and linguistic-didactic potential of the new linguistic trend are studied in the article from the viewpoint of functional-stylistics. Aim and objectives – developing the ideas of N. A. Kupina and T. V. Matveeva, the founders of creative stylistics, and extending of its problematic. Material and methods. M. N. Kozhyna, N. A. Kupina, T. V. Matveeva, M. P. Kotyurova and others served as the theoretical material for the article; fragments of texts, which represent the creativity of their authors, served as empirical material. The research uses functional-stylistic and interdisciplinary approaches that analyze speech creativity in its extralinguistic causality. Results and discussion. The article reveals that the rise of creative stylistics as an independent area of speech studies was caused by M. N. Kozhina’s ideas on the differentiation between linguistic and verbal expressions. The links of creative stylistics with a number of disciplines united by anthropocentric paradigm are discussed, that is: resource stylistics, linguistic-pragmatics, discourse theory, etc. The tasks of creative stylistics are specified with the authors taking into account N. A. Kupina’s and T. V. Matveyeva’s conception. In the article the authors present the specificity of creative component in functional varieties of written speech: artistic, media, scientific and official texts. The authors find that creativity relates not only to surface layer but also to the semantic layer of the text, that diversity of manifestation depends on the functional, stylistic and discursive parameters of speech. The authors provide the examples of both productive and non-productive use of creative media in the texts of network literature, media and advertising. The authors point out that creativity in scientific texts is connected with the nature of cognitive activity, that creativity manifests itself through intellectual expressiveness while presenting new knowledge, that the scientist’s individual speech style influences the presentation. In the official sphere, creativity is associated with the emergence of new interactive forms of communication between administration and community and it is found primarily in non-documentary genres. Based on the achievements of creative pedagogics, the objectives and contents of adjacent applied disciplines (didactics, speech culture etc.) are adjusted to the necessity of forming a creative linguistic personality (in demand in the modern society). It is stated that the complex approach to language teaching, including verbal-semantic, cognitive and pragmatic-stylistic components of didactics helps to respond to the challenge. Conclusion. The interpretation of creativity with extralinguistic and discursive factors of communication being taken into account fits in the paradigm of modern speech studies and provides wide opportunities for creative stylistics in the research of the creative component of speech activity in all its diversity.
Tomsk State Pedagogical University Bulletin. 2022;(2):135-143
135-143
LEXICAL AND IMAGE STRUCTURE OF INSCRIPTIONS TO WATERCOLORS BY M. A. VOLOSHIN AS A REFLECTION OF HIS POETIC PICTURE OF THE WORLD
Abstract
Introduction. At the turn of the 19th and 20th centuries, the synthesis of arts in culture becomes one of the dominant ideas. This orientation fully contributes to the disclosure of the many talents of such a brilliant representative of the Silver Age as M. A.Voloshin. The purpose of this article is to analyze the linguistic and artistic features of the text material accompanying M. Voloshin’s watercolors. Material and methods. The article presents the data of the analysis of lyrical sketches of different years, serving as an accompaniment to M. Voloshin’s watercolors. Attention to this genre is due to its undoubted importance for determining the characteristics of the creative manner of the poet and artist, understanding his worldview. The article uses the methods of semantic-stylistic, contextological, motivational analysis, allowing to reveal the specifics of the author’s poetic picture of the world, reflected in the inscriptions on the watercolors of M. A. Voloshin. Results and discussion. Cimmeria occupies a special place in the work of M. Voloshin – a poet, artist, translator, art critic, thinker. The congeniality of M. Voloshin as a master of brush and word is reflected in his inscriptions for watercolors. These lyrical miniatures are a separate genre dating back to antiquity, which makes the poet’s work related to the art of the East. The figurative structure of M. Voloshin’s poetic miniatures, organizing their semantic space, includes earthly (stone, water) and heavenly (clouds, moon, sun) realities and reveals, when examined in detail, the syncretism of “earthly” and “heavenly”. The color picture of the world, represented by a variety of color images, in combination with sound design, conveys the synesthesia of the author’s perception of the world. The linguistic and figurative structure of M. Voloshin’s poetic sketches is rich and diverse: the author uses numerous comparisons, metaphors, epithets, oxymoric combinations, deviations from grammatical norms, which make it possible to convey the peculiarities of the creative manner of the master-creator. Conclusion. Consideration of the linguistic and artistic features of M. Voloshin’s lyrical miniatures made it possible to identify their main features: metaphoricity, syncretism and synestheticism in creating images, emotive and pragmatic potential of color symbolism – and to draw a conclusion about the originality of the author’s poetic picture of the world.
Tomsk State Pedagogical University Bulletin. 2022;(2):144-153
144-153
ESSAYS BY PUPILS ON FREE TOPICS: FORMAL AND SEMANTIC ORGANIZATION OF THE TEXT
Abstract
Introduction. Written speech of students is a type of speech activity that takes place under conditions of external motivation. Essays on free topics have varying degrees of “attachment” to age-related needs, the life of schoolchildren, imply the implementation of speech-thinking mechanisms, which are aimed at updating a certain part of the authors’ conceptual systems, the level of their speech competence, strategies for the formation of actual meanings, etc. Consideration of the texts of essays in the aspect of the manifestation of textual categories in them, highlighted by different theorists of the text, is also relevant. The purpose of the article is to evaluate the structure and content of the texts of essays-reasoning of schoolchildren on free topics in terms of the manifestation in them of ways of implementing communicative and cognitive models as types of speech actions inherent in written speech activity, as well as ways of expressing text categories. The material for this study is the texts of essays – discussions on various topics written by students of grades 7–9 of schools in Omsk from 2015 to 2021. The research methodology covered two stages. The first stage consisted in determining the average volume of texts, the largest and smallest essay, speech strategies and tactics, the type of communication, methods of updating cognitive structures, selecting words, distributing subject attributes, highlighting predicates, etc. At the second stage, the formal semantic organization was assessed, representation of categories of text. Results and discussion in the field of text volume showed compliance with the level of age-related development of language ability, the tendency for the implementation of unprepared written speech in texts of a small volume and simple structure, the dependence of the size of texts on the quality of the topic, their concreteness / abstractness, proximity to the consciousness of schoolchildren; complication of the structure and increase in volume by the 9th grade. In the field of content, the interdependence of the size of the texts, the quality of the informational, semantic and structural organization was revealed; concentration of semantic development around the basic concept represented in the title; the determination of the choice of a semantic strategy by the problematic formulation of the topic, the level of abstractness of the dominant concept, its correspondence to the age development of the writers. In the field of communicative and cognitive organization, it was established that there is a set of communicative and cognitive models as methods of speech actions associated with the formation of the subjective beginning of written speech, the development of framework and non-framework means of expressing one’s own and someone else’s I, associated with the genre of reasoning and stereotypes of educational discourse. Conclusion. The analyzed texts of reasoning essays of students of Omsk schools do not differ in the significance of the volume and complexity of the structure, which is associated with the nature of the presentation of the topic, the conditions for the generation of a speech work (in a lesson situation), the actualization of value concepts (honor, conscience, happiness), the level of age development of language ability and speech competence of writers. The analysis of text categories showed their different representation and significance for writers.
Tomsk State Pedagogical University Bulletin. 2022;(2):154-167
154-167
REVIEWS
PROBLEMS OF DEVELOPMENT OF THE THEORY OF GAMIFICATION IN RUSSIA
Abstract
AbstractIntroduction. The study is devoted to the historical and pedagogical analysis of the problem of gamification. The relevance of the study is due to the insufficient level of substantiation of both the concept itself and its content, the features of the application of the leading ideas of this theory in education. The purpose of the article is to identify and substantiate the features of the formation of the leading provisions of the theory of gamification in Russian pedagogical science (1992–2021).Material and methods. Methodological guidelines at various stages of the research were the main provisions of the dialectical approach, the systematic approach in historical and pedagogical research. The theoretical study was carried out on a set of publications of the scientific electronic library (www.elibrary.ru), published in 1992–2021. Research methods – theoretical: analysis of philosophical, psychological, pedagogical literature on the problem under study; logical-historical and systemicResults and discussion. In the course of the research, we came to the conclusion that gamification is a modern pedagogical category “describing the use of approaches in teaching, characteristic of computer games”, whose use provides motivation for participants in the educational process in the ecosystem of an educational organization, contributes to their optimal interaction, personal and professional development by means of special game methods. The formation of the theory of gamification in education in Russia was carried out within a number of stages.At the first stage of the development of the theory of gamification “Formation of ideas about gamification in Russian pedagogical science” (2010–2015), first of all, the scattered data on the origin of the phenomenon itself were generalized and formalized, the theoretical prerequisites for its occurrence were described, attempts were made to substantiate the concept and features of the phenomenon gamification, presents some materials on the process of gamification and its specific application in various areas of human life, including education.At the second stage, “Formation of the leading areas of study of the phenomenon of gamification in Russia” (2016–2019), certain leading methodological and theoretical foundations were identified, the foundation was laid for substantiating the concepts of organizing the educational process using elements of gamification in higher education, the tasks of gamification for organizations were formulated general and additional education of children. The third stage “Formation and systematization of the leading ideas of the theory of gamification” (2020 to date) is characterized by the quantitative accumulation of scientific knowledge about the phenomenon, the formation of its elements at the theoretical and methodological level, and the creation of elements of a modern technological product. Conclusion. At present, a new stage is entering in the formation of this phenomenon, which allows at a qualitatively new level to substantiate the content of gamification as a modern educational technology, which makes it possible to organize a networked educational process in online and offline modes at a fundamentally new level.
Tomsk State Pedagogical University Bulletin. 2022;(2):168-187
168-187