Zyryanov Alexander I., Kharitonova Nina V., Schepetkova Irina O.
The experience of developing an independently established educational standard (IEES) for Bachelor’s Programs of Tourism and Service, included in the major group of Programs and Specialties in Perm State National Research University (PSNRU), is presented in the study. The research outlines the problem of combining the geographical focus with the economic and managerial ones and gives ways to solve it. In the paper the structure of the MEP (Main educational program) training units has been established, approaches to formation of elective parts in the programs have been explored and key points and competence-oriented learning objectives have been set. The elective part of the Bachelor’s Program in Tourism is structured on the grounds of spatial-route and project tourism dimensions, historical and cultural, service and organizational-economic specificities and regional ownership. The principle of regional ownership on employers’ approval is manifested in the standard in use of sports and health activity as an additional one. In accordance with this type of activity the graduate is able to perform such professional tasks as organization of sports and health tours, programs and preparation of various tourism products on the basis of regional specifics, security provision and tactical and technical support of tourist groups. The analysis of modern approaches to service reveals its most demanded in society components and service employees’ traits which determined the training objectives. The approaches to the disciplinary content of the elective part in the Bachelor’s Program in Service are formulated. They are the following: Service and Organization and Management, a combination of Standard Professional Activity with its Creative Component, Socio-cultural and Client-oriented Activity; Formation of Universal Human Traits and Psychological Stability. The principles, objectives and their disciplinary implementation in Tourism and Service MEP are summarized, grouped and presented in the tables. The research closes by outlining the problems of IEES formation.
Isaeva Nataliya V., Chirich Irina V.
Today interactive methods are increasingly used along with traditional teaching methods in higher education. The use of interactive technologies contributes to the active involvement of students in the learning process, promotes the awakening of their cognitive and creative initiative, forms their teamwork skills, ensures the formation of critical thinking, analysis and self-analysis skills, and promotes the development of students' communicative competencies, including those related to future professional activities. Practical exercises in the format of business or role playing games contribute to the effective solution of these tasks. The game is a special kind of interaction, during which a certain fragment of real life is simulated, with the subsequent freedom of activity for the participants of the game. Creating and running a role-playing game is a complex process that requires a preparatory stage, including the writing of a game scenario, a clear distribution of roles between participants, the actual running of the game itself and the stage of reflection, analysis of the achieved results, and the mutual and self-evaluation of the players' activities. The authors share their experience of a business game in form of a job interview on the subjects on "Ethics in business communication", on "Business Russian language", and "Russian language and culture of speech." The article describes the technology for preparing and running a business game, and gives detailed recommendations on how to use it. Thus, the authors of the article with their own pedagogical experience confirm the fact that the business game is a demanded method of interactive learning, which allows activating cognitive activity of students, and contributes to the formation of business communication skills and the personality of a future specialist.
Burukina Olga A., Karaulova Natalia M.
Influenced by the deepening globalization processes on the one hand and by the intensively developing information and communication technologies on the other, the contemporary European higher education system has been obtaining new traits which distinguish it from the previous development paradigms (1.0 and 2.0). The new higher education system 3.0 formed within the European Higher Education Area (EHEA) is developing under the conditions of harsh competition both within the national higher education systems and in the global higher education environment. These factors are taken into consideration by supporters of the Bologna Process, trying to strengthen the competitiveness of the European higher education system with all possible means. The authors have researched the phenomenon of the small university and conducted sociological surveys aimed at investigating competitive strategies of European small universities, elaborated to ensure their competitiveness and sustainability in EHEA and on the global market of educational services. The undertaken research has resulted in a preliminary conclusion that the complicated problems of small universities' competitiveness cannot be effectively solved without both cognitive and procedural changes at every level - that of small universities' administration, employers and students. The research has also resulted in identified advantages and effective strategies aimed at increasing competitiveness of small universities in Finland and France. The authors have analyzed the good practices and successful experience of increasing competitiveness of Finnish and French small universities and generalised them as recommendations intended for small universities' administration and other stakeholders.
Chernovol Mikhail P.
This article deals with the heuristic potential of J.-J. Rousseau’s pedagogical ideas in order to identify the possibility of using them in modern primary school settings, which is explained by the need to improve the process of education as well as by the desire to humanize education in general. Being against the formalization of children’s education, Rousseau in his treatise “Emile, or On Education” presents his vision of ways to overcome the limitations of rational thinking and offers options for acquiring knowledge independently and increasing cognitive activity in teaching a child. The French enlightener J.-J. Rousseau’s ideas provide an opportunity to trace the dynamics of the development of a natural attitude to the child, to better understand the problems of the development of thinking, mental abilities and the organization of the cognitive process in modern primary schools, and outline ways to solve them. The author analyzes Rousseau’s ideas on the principles and conditions for the development of children’s intellectual abilities and mental operations in the interconnection of the sensible and rational when solving teaching objectives. He also reveals the importance of creative knowledge acquisition and research tasks as a means of determining the essence of objects according to their external manifestations. Particular attention is paid to Rousseau’s ideas on the development of sensory experience, the consciousness of teaching, and the management of sensory perception on the basis of the model and the original in generating and acquiring new knowledge. Following the pedagogical principles of Rousseau leads to a revision of the emphasis in school education, where students in most cases have to do exercises in reproducing the material and answer standard questions. The example of Rousseau’s educational system clearly demonstrates how the work of the teacher and the student contributes to positive changes in the development of the latter’s intellectual abilities.
Ershov Denis I.
The article is devoted to the development and testing of the method of using authentic films for the formation of English-speaking lexical competence of Vietnamese students. The results of the work have shown their effectiveness in the course of scientific and industrial practice in teaching students in the department of phonetics and vocabulary of the English language. Their significance (scientific contribution) and conclusions were noted during the defense of the master's thesis by the members of the State Examination Commission, in Moscow State Pedagogical University on the 11th of February. The field of application of the results is quite extensive: the results of the research can be useful both for teachers of a foreign language, and for students studying in the field - Pedagogical education. The limitations and directions of future research will be related to the study of "Germanic languages" and their application in pedagogical practice using a different methodological base and didactic approaches. In the absence of a language learning environment, ways of creating it are created by working on authentic works of art-films shot abroad. The subject of the study is the technology of forming English-speaking lexical competence among Vietnamese students in Russia on the basis of foreign experience. The aim of the article is to develop a methodology for the formation of English-speaking lexical competence among Vietnamese students. Research hypothesis: the technology of forming English-speaking lexical competence among Vietnamese students will be more effective if: -the theoretical basis for the formation of foreign vocabulary lexical competence among students of the teacher training Universities with the use of an authentic film in the studied language was singled out, and their main components were singled out; - as a methodological reference point, a communicative-cognitive approach to the formation of lexical English-speaking competence was chosen in combination with such approaches as intercultural, personal-activity and competence; -developed a system of exercises and tasks to learn foreign language lexical material using an authentic film.
Sakharchuk Elena S., Chupanov Abdulla Kh, Abdulatipova El'mira A.
Modernization of vocational education in Russia is caused with the needs of intensification of innovative economic development of the country and the need for positive changes in social and cultural space of the Russian society. According to the program documents, the strategy of education modernization aims at changes of its content, resources, and conceptual installations in the education individualization, development and improvement of graduates' competitiveness. Vocational tourism education in this article refers to the institutional and structural integrity of the educational environment in the field of tourism. Its purpose is training specialists for the Russian tourism as a developed integrated system which represents the most appropriate format for the solution of problems of modernization, as it has: unity industry competence framework of profession, opportunities for implementing optimal trajectories for the continuous professional development of students, integrating the factors of social and economic as well as social and cultural character, where the first one is the factor of integration in professional environment. Integrated environment is the conceptual unity in the understanding of competence models of graduates and in particular the knowledge component of the model. The aim of the study, which results helped to write this article was to identify the identity of their ideas about the knowledge component of training, as well as on the compliance of submissions of the universities to the ideas of the professional community that created the Project of the professional standard of a specialist in tourism on the example of a particular profession in tourism, which are taught in accordance with the purposes of the main educational programs of higher education, by different universities. The object of study is the model of the graduate schools in the field of vocational tourism education, the subject knowledge component of the model and its conformity with the view of the necessary knowledge of the professional community in tourism. For the purposes of the study there were selected 15 of the basic educational programs of higher education of various universities that train "managers of tourism". The educational programs belong to different areas of training ("Tourism", "Management", "Service", "Recreation, sports and health tourism", "Social and cultural service and tourism"); for their analysis there were identified three parameters: "results of education", "requirements for applicants", "the composition of knowledge components." The results of the analysis were compared with the results of the qualitative analysis of the knowledge components of professional standard. As a result of the comparative analysis there were identified polyarchy of knowledge components of programs, which is interpreted by the authors as the problem of formation of integral system of vocational tourism education and its modernization obstacle. As a solution the authors propose ensuring the openness and transparency of dialogue in inter-University discussion of the competence models of graduates of specialized training areas and in the development of approximate basic educational programs, and experimental implementation of the development results and regular monitoring of graduates' professional socialization processes.
Kositsyna Evgenia F., Chirich Irina V.
The subject of this article research is the possibility of using video materials published on the Internet when teaching Russian. The authors pay attention to the fact that in the methodological literature there is a lot of experience with video when learning a foreign language, however, the use of these teaching materials in Russian language lessons is not systematic. The main objective of the teacher in working with video technologies is formulated in the article and it is a control of video perception. It is noted the great role of audiovisual training tools, not only for the formation of auditory competence, but also for the formation of cognitive and communicative ones. The authors of the article give practical recommendations on the integration of video lectures in the educational process at different stages of studying the educational material, including from the age features of schoolchildren on the example of two thematic projects "Videoblog on the subjects of the natural science cycle. Russian Language "and" Language is the Soul of the People ". In particular, authors note that it is advisable to offer video content for work to students who have developed basic skills of independent work. In the opinion of the authors, the use of video lessons at the stage of repetition and generalization of the studied material is especially effective. The article also demonstrates the possibility of using video lectures not only for working with school students in Russian language lessons, elective courses for choice and for holding class hours, but also for students of colleges and universities. The authors offer reproductive, analytical, searching and creative tasks for working with video content, which allow you to diversify the forms of work with students.
СЕНКЕВИЧ АЛЛА ВЛАДИСЛАВОВНА
ЩЕГЛОВА ЛЮДМИЛА ВЛАДИМИРОВНА
МАНАКОВ АНДРЕЙ ГЕННАДЬЕВИЧ
КОРТУНОВ ВАДИМ ВАДИМОВИЧ
БАРКОВА ИРИНА НИКОЛАЕВНА
Современные условия развития общества ставят новые задачи перед высшим образованием. Проблемы воспитания являлись и являются основными в системе образования, а изменения в жизни российского общества определили эти проблемы как первоочередные из всех образовательных проблем. Обновить содержание воспитания и обучения - это значит сосредоточить все усилия на формировании гуманистических и социально-значимых ценностей. Статья посвящена вопросам реформирования и обновления современной системы образования. В центре внимания автора статьи находится проблема формирования творческой личности. Главным принципом системы обучения и воспитания автор определяет принцип гуманизма, который должен обеспечить высоконравственный потенциал студента и привести к формированию творческой личности выпускника вуза. Автор предполагает, что активные методы обучения будут особенно действенными при решении поставленной задачи и делает попытку ответить на вопрос: «Как учить?». Становление воспитательного пространства вуза предполагает всемерное культивирование в образовательном процессе диалоговых технологий, стимулирующих и подкрепляющих единство преподавания, обучения, воспитания и исследования. Делается вывод, что существует потребность в переходе к личностно-ориентированному типу образования. Автор статьи на основе личного опыта преподавания дисциплины «Философия» даёт рекомендации, а также приводит разработки проведения занятий с использованием активных методов обучения. Статья будет интересна преподавателям, поскольку сформулированные автором предложения могут быть использованы в качестве теоретической, мировоззренческой и методологической основы для практической реализации программ обучения. Проблемы, поставленные автором статьи, могут стать отправной точкой дискуссий и семинаров по вопросам социализации молодёжи.