Fomina Tat'yana K., Goncharenko Natal'ya V.
The article discusses the problems of adaptation of foreign students in the period of study in Russian medical school. It is shown that this process is represented by a number of factors, among which linguistic adaptation, so- cial and cultural adaptation, and psychological adaptation. There are the results of the research method of content analysis to determine the adaptive capacity of foreign students staying to study in Russian universities. The authors argue that the assimilation of professional values becomes a priority for foreign students studying in Russian uni- versities. Introduction to the culture of the country where to study improves the adaptive capacities of personality in a professional context. Therefore, it is obvious that the process of adaptation to other-cultural environment is successful in the case of professional motivation. The authors note that the adaptation process in the context of a national environment must be seen as the assimilation of cultural and professional knowledge. The analysis makes the following conclusions: 1) the adaptation process does not end during the entire period of stay and study in Russia; 2) there are three quality levels of adaptation: high, medium and low; 3) under the influence of social and cultural or ethno-psychological non-adaptation of the student may change the attitude of the medical profession as human values. The advantage of medical school is that students are getting professional medical knowledge, able to apply them to analyze their own situation, which helps reduce non-adaptive tension. The conclusion obtained from the analysis of a specially organized, purposeful process of adaptation in a foreign environment can serve as a basis for the prevention of non-adaptation or re-socialization of the individual.
Sinitsyna Anna O.
The article is devoted to the study of a term “Cultural Mediation” that is widely spread in pedagogical theory and practice in France. It presents different international variations of the term, such as: Cross-cultural Mediation, Cultural Development, Outreach, Education, Interpretation, Social Inclusion, Access, Cultural Promotion. The main accent is paid to mediation in practice and it is studied from different perspectives. There is connection between Cultural Mediation and art, curator, programming, teaching and educating, pedagogical service, vulgar- ization, interpretation, cultural action, animation and entertainment. One of the main peculiarities of mediation is presented in the article, i.e. the work with different public, such as: children under school age, pupils, adults, immigrants, illiterate people, delinquents, disabled and others. Besides, the article highlights such functions of mediation as Pedagogy in the sphere of Optional Education and social and political function of Cultural Democ- ratization, which was first mentioned by French minister of culture Andre Malreaux. Another aspect taken into consideration is the forms of mediation: direct and indirect. The author points out the idea that it is possible to work with audience not only by means of excursions in monologue, dialogue, false-dialogue and culture exchange, but also with the help of questionnaires, planning, visitor study, pedagogical atelier, games and quests, culture proj- ects, teacher's book and student's book. Moreover, the author presents her own definitions for the terms “Cultural Mediation” and “Mediator”.
Turushev Maksim I.
The article is devoted to development of engineering education, the need for the development of scientific and technical creativity, the creation of specific research laboratories for modeling, robot designing, prototyping, etc. on current trends of economic growth of the country. The author describes the results of his dissertation research and gives certain results. The article examines new approaches to the organization of engineering education in further education based on learner-centered approach and on different age groups, using modern educational methods and learning tools as well as didactic cards of individual learning, which are aimed at achieving cer- tain educational outcomes. Didactic individual cards of teaching contain in their structure certain information: detailed instructions for the design from Lego, the instructions for programming robots in a particular environ- ment, Mindstorms Education Ev3, designing and researching laboratory work, where each stage is accompanied by passing and filling some diagnostic cards that show the level of learning, give the opportunity to see how the child feels in class, to see the encountered difficulties, motivation, teamwork, etc. The organization of lessons in this approach to teaching gives the opportunity to arrange individual design and research activity of pupils and involves the use of modern methods, forms and means of training, proper organization which will positively affect the comprehensive development of the student. The author developed and tested the diagnostic individual cards for teaching students in different age groups of techniques of designing and programming robots constructed from educational designers Mindstorms Education Ev3.
Penkov Boris V., Vasilyeva Svetlana V.
The cross-disciplinary nature of the research in the field of educational discourse in the high school setting is defined by the fact that this type of institutional discourse intersects with the university discourse, since it contains features that characterize, for example, the scope of the transition from high school to college-level education, preparation for college and vocational training in the context of the Concept «CORE HIGH SCHOOL SUBJECT». Educational discourse also demonstrates characteristics of economic and financial discourse, for instance, when the participants discuss innovations in school management and its financial management. The discourse features of sociology become part of the educational discourse, for example, when participants talk about the career and life plans of high school graduates, aspects of socialization of young people, and the surveys of students in the light of the educational and professional development of the young adolescent groups. The author examines the features of the Concept «CORE HIGH SCHOOL SUBJECT» in the educational discourse in the American high school setting. The core of the concept are subjects or classes, which are required to take during the high school years in most states; that is, for three to four years of study. The Concept «CORE HIGH SCHOOL SUBJECT» within the framework of educational discourse, which is a form of institutional discourse, is a semantic entity with a complex structure, covering conceptual basis and extensive socio-cultural characteristics (associations, emotions, evaluations, national images and connotations inherent in American culture and education). The lexical and semantic features of educational discourse, the names of subjects or classes in the American high school and their descriptions reiterate in the texts, which have a high school theme. The texts also show recurrence of lexical and semantic discourse characteristics, which represent the discourse participants (stakeholders), their value systems and profiles. The features, which help to categorize components of the institutional discourse, are identified during the differentiation of core subjects based on both common and individual factors. The author contributes to the building of the descriptive model and taxonomy of this variety of educational discourse.
Mironenko Inga V.
The article is devoted to theoretical issues of pedagogy in higher education. The author explained the problem of teacher training in terms of social and economic innovations, requiring new approaches to professional training of future specialists. The article discusses the qualities of the modern individual, which can become the Foundation of a successful competence formation of the future expert in his professional field. The author’s conclusions are confirmed by a statistical study aimed at identifying the problems of professional training of future specialists in the sphere of education. The obtained data indicate that the graduates and the professionals of the education sector have difficulties in the sphere of professional communication, building their pedagogical system, evaluating their role in the educational process, etc. In the submission the integrative properties of professionally-pedagogical com- petence is considered, in the opinion of the author as a holistic system in the structure of personality, based on mod- ern psychological and pedagogical research. In accordance with the results of the theoretical analysis, the article shows the causes of the current situation in educational practice of higher school and the directions of overcoming the mentioned difficulties. Based on the analysis of several studies the article devides concepts of competence, professional competence, pedagogical competence, psychological-pedagogical competence, and professional and pedagogical competence. It is established that professionally-pedagogical competence is a multidimensional phe- nomenon in contemporary teacher education and it is presented the author’s definition, which reflects the specifics of preparation of future specialists of pedagogical work, taking into account the current social and economic inno- vations. In addition, the author examines the studied phenomenon basic functions, which most fully reflect the es- sence and peculiarities of professional pedagogical competence and their hierarchy. The article suggests promising directions for further research in the field of training teachers, formation of professional-pedagogical competence.
Anis'kina Marfa S.
In a constantly changing social situation one of the important research questions is the need of studying the psy- chological characteristics and key figures that characterize the uniqueness of human behavior in society. The specificity of the typing of personality in psychological science is to develop such models that reflect patterns of human behavior. Based on this it is possible to assume the human behavior, to predict his/her activity. Based on this, it is possible to build a model of development and human studying, taking into account his/her individuality and belonging to a certain psychological type. In the application of the typing it is possible to determine the internal change of the person, development of his character, and changes of his preferences. For example, the application of the typing of David Keirsey for students of the Department of part-time education of Moscow Polytechnic Uni- versity reveals the dynamics of psychological characteristics of students and its relationship with social factors. The typing of David Keirsey is based on the underlying interests of the individual. The basis of belonging to a particular type is accepted what the man himself would like to do, what he likes and what gives him positive emotions. When testing each meeting is examined on four bipolar scale: E, extravertion - I, introvertion; S - sensation - N, intuition; T, thinking - F, feeling; J, judgment-P, perception. It is revealed that in the process of study at the Uni- versity, of getting the profession and new knowledge, and if it is necessary to adapt to changing social and economic conditions, students change in psychological characteristics, including personality, preferences, given the factors on the basis of which decisions are made and conclusions are drawn.
Tyumentseva Elena V., Ionkina Elena S., Kharlamova Natal'ya V., Kharlamov Oleg S.
The article is devoted to the specifics of teaching foreign students in the modern technical university. The authors examine the question about the competence of modern specialists, including engineers, as individuals, who are able to constantly improve, to develop their professional and creative potential. They see the purpose of training technical students at the acquisition of such skills that are required to participate in training, and then in research activities at the basic faculties of a technical university. The authors note that the success of learning a foreign citizen in the Russian higher education is largely determined by the quality of pre-university training of the student. The article shows the peculiarities of teaching Russian as a foreign language (RFL) to foreign students in technical universities, as well as the role of the teacher in the disciplines of engineering specialties. According to the authors of the article, the teacher of a subject must not replace the learning goals with the subject goals of the study of scien- tific speech style. It is the task of teachers of Russian as a foreign language. In the teaching of scientific disciplines in a foreign language must be created conditions for the formation of communicative competence, i.e. system tasks, which forms a speech act, typical of the language of a subject, must be developed. Coordination of joint activities of teachers of RFL and teachers of other subjects runs the algorithm of training activities that best appropriate for the development of technical thinking, which, in turn, is necessary for the faculty of engineering in the modern technical university. Discussed in the article content and organizational solutions in teaching foreign students at the preparatory faculty of VSTU represent specific embodiments of the system of formation of motives, focused on the formation of skills and personal qualities that form the basis of professional communicative competence of personality of the modern specialist.
Anzina Tat'yana I.
The article discusses the issue of training highly qualified staff for the Russian regional hospitality industry, which is caused by the need to enhance the attractiveness of our country for foreign tourists. An integral com- ponent of the hospitality and tourism specialist's competence is his/her knowledge of foreign languages: English (obligatory) and other foreign languages: one or more. This article puts the emphasis on the teaching of foreign languages and suggests ways of organization of educational process within the discipline "Foreign language" in non-linguistic universities, teaching students of the enlarged group of specialties and areas of "Service and tourism", namely, in the areas of "Service", "Tourism" and "Hospitality". The author puts forward the idea of forming future professionals in the hospitality industry based on the principles of synergy, the science of complex self-developing systems that will allow us to intensify and optimize the learning process. Selected principles of synergy, as a consequence of the correlation of the principles of vocational education and professional didactics, structure the modules of working programs of disciplines and create conditions for the realization of flexible, learner-oriented and continuous educational pathways, facilitate the assimilation of a large volume of educa- tional material in a limited time frame, determine the content of professional sublanguage, help to develop the moral quality of students, shaping the corporate and communicative competence of the future specialist, ensure the consistency of professional and linguistic competence with international professional standards and levels of foreign language proficiency. The author suggests that a synergetic approach, described in the article, can be applied not only in teaching foreign languages, but also in other fields of professional education associated with the service activity.
Chernysheva Tatiana L.
On belief of the author, high-quality training for all categories of service personnel begins with the process of at- traction to this sphere of those people who have capabilities to work in this industry where the human relations play the determining role. In the article not discussed earlier approaches to creation of the professional orientation program for seniors have been provided. Whole arsenal of professional orientation technologies is involved in this original program: testing, an interview, a professional orientation excursion, a training, practice in the organiza- tions, use of video records and special literature, and animation representation of specialty on the Open Day. The relevance in implementation of this complex multi-stage project, directed to future specialists of service, is dictated by high level of this sphere responsibility, the need of the explanation of some nuances and features of a service profession preventing decision making about revenues to specialty. It will give to young people the chance to com- pare the capabilities with certain requirements. The program tasks are following: 1) to reveal a temperament type, a thinking type, the types of capabilities of the applicants, after that to determine what applicants approach under “the matrix of service worker”; 2) to define the desire and psychological readiness to work in service during the interview with corresponding to “the matrix” young people; 3) to create an idea of the values required in service within activities of professional orientation school; 4) to designate the qualities of the service worker; 5) to describe key requirements which service imposes to a condition of future worker physical and mental health; 6) to reveal positive and negative sides of occupation in service; 7) to find benefits which will be obtained by service worker; 8) to supply with recommendations of necessary skills and abilities gaining within the professional orientation trainings, excursions, master classes, joint viewings of videos. The practical importance of work is determined by the fact that similar program can be realized on the basis of any university carrying out preparation in the «Ser- vice» and «Tourism» directions where there is an opportunity to make initial selection of school students, and then to perform their preparation within special professional orientation school.
Chudaikina Galina M., Loginova Nataliya Yu., Kostovarova Valentina V.
The article is devoted to the use of the method of role-playing games in teaching a foreign language. It is shown how this method can be used in the universities of tourism and service to encourage students to maximally use a foreign language in class. It is emphasized that the types of role-playing games can be different depending on the level of difficulty and language skills of the students, so you need to choose the right kind of role-playing games, appropriate for the level of knowledge of the group. The authors believe that role-playing games are extremely useful and can help students to consolidate their knowledge and to teach them the professional language and management skills. Using this method of teaching they require equipping classrooms with modern technical means of learning to ensure the effective use of role-playing games. The authors believe that role-playing games are student-centered methods of teaching that develop communication skills. Role-playing games contribute to apply theoretical knowledge in practice, thus bridging the gap between theory and practice. Role-playing game is also extremely effective for studying the real world and improving professional skills. The work on role-playing games requires a good organizational training. Game method contributes to the development and improvement of skills of oral communication and improves the skills of cooperation and team work. The authors pay attention to the fact that classes with the use of role-playing games put students in real situations, helping them to develop such competence as the ability to hold a business meeting, to negotiate, to prepare, and to make presentations.
ВАРЛАМОВА АННА ВИКТОРОВНА
ПЛУЖНИКОВА НАТАЛЬЯ НИКОЛАЕВНА
САЕНКО НАТАЛЬЯ РЯФИКОВНА