• Publisher Федеральное государственное бюджетное образовательное учреждение высшего образования "Российский государственный университет туризма и сервиса"
  • Country Россия
  • Web https://elibrary.ru/title_about.asp?id=26671


Development of convergent and divergent thinking among pupils of teenage

Avdyunina Nataliya A.

The article is devoted to the study of convergent and divergent thinking in teenage. Such qualities as creative initiative, self-education, ability to solve non-standard tasks are necessary for graduates, applying for jobs. There- fore, the development of convergent and divergent thinking is so important today. Convergent thinking is linear, logical thinking, aimed at the gradual implementation of the task and the adherence to preset algorithms. Di- vergent thinking is an alternative way of thinking aimed at finding many solutions to one of the original tasks or problems. For teenagers, thinking becomes a meaningful process through the development of reflection, at the same time individual differences among peers become stronger. So, some individuals have reached this age stage, characterized by a lack of cognitive interest, while others show a genuine interest in learning and creativity. At this age the development of creative thinking and desire to solve non-standard tasks are closely linked with the development of intelligence, including not just the study of information, but the manifestations of the intellectual initiative and the creation of something new. Boys and girls tend to theoretical and logical thinking, through which they learn to change and direct their thoughts. It means the development of creative abilities which are purposive in nature. Mental development of students of teenage comes from the accumulation of skills and knowledge and from the formation of new ideas. In the result convergent and divergent thinking are becoming important cogni- tive processes in early teenage. Early teenage is the period from 15 to 18 years old. This phase coincides with the preparation of boys and girls for entry into independent life, which means the choice of profession and way of life. Therefore, in this research, we examine this age.

Educational and Methodical Association on education in the sphere of service and tourism: genesis, structure and main tasks

Anan'eva Tat'yana N, Varlamova Anna V.

The article analyzes the activities of the Educational and Methodical Association of High schools of service and tourism in the Russian Federation. The article presents the genesis and analysis of the main stages of the Educa- tional and Methodical Association (EMA) in service and tourism from its foundation - from 1988 to 2015. Special attention is paid to the Federal Educational and Methodical Association in the system of vocational education in the integrated group of professions and specialties of 43.00.00 “Service and tourism”. This Association was created by the order № 1115 of the Ministry of education and science on the 7th of October 2015 and was included in the structure of the EMA in the field of service and tourism until 2015. 42 Federal educational organizations in the system of secondary vocational education, including the Federal Educational and Methodical Association (FEMA) in the system of vocational education in the integrated group of professions and specialties of 43.00.00 “Service and tourism” were established by the Ministry of education and science of the Russian Federation for the execution of the order No. 349- р "On approval of complex measures aimed at improving the system of vocational education for 2015-2020" of the Government of the Russian Federation dating from the 3rd of March 2015 and in accordance with the part 2 of the article 19 of the Federal law No. 273- ФЗ dating from the 29th of December 2012 "On educa- tion in the Russian Federation". The purpose of creating FEMA in the system in the system of secondary vocational education was the increased participation of pedagogical and scientific workers, representatives of employers in the development of Federal state educational standards, exemplary educational programs, coordination of orga- nizations engaged in educational activity on educational programs of secondary vocational education, in ensuring the quality and content of vocational education. The article provides an analysis of the activities of the Federal Educational and Methodical Association in the system of secondary professional education in the integrated group of professions and specialties of 43.00.00 “Service and tourism” and main tasks of the FEMA in the near future.

Experience of implementing business-oriented model of staff training for tourism industry

Gadzhieva Elena A, Komissarova Tatiana S.

The article presents the experience of Pushkin Leningrad State University in establishing and organizing Training Tourist Center “Tsarskoye Selo Campus”, as well as describes main stages of the project, the center’s status, func- tions and specific features of integration into the educational process. The 4th year students who studied speciality “Social and cultural service and tourism” prepared, organized, and implemented, with University teachers con- sulting. Representatives of tourism business provided support to the project as experts. The structure of the Training Tourist Center includes such components as Training Travel Agency and Training Hotel and Hostel. The Training Tourist Centre is a structural unit of the University, and a training-production site for students of Natural Sciences, Geography and Tourism Faculty and of other faculties, where students can master their knowledge and skills in fundamental subjects of the curriculum, requirements of Federal State Educational Standards to be taken into account. The Centre implements in-service training, and different kinds of practices. It creates tourist products for promoting it at the market by participating in professional travel fairs, direct advertising, etc. The mechanisms of integrating the Centre into the educational process for a number of areas of training have been defined. They are based on practice-oriented and project technologies. Strategy and tactics of training at the University in the area of the enlarged group of specialties of 43.00.00 Service and Tourism are of anticipating nature. In the current reali- ties of the industry, the University students prepare to work at the domestic tourism market.

Experimental testing of the system of the learning process of adults with modern methods of sightseeing tours

Khodyakova Nataliya Vladimirovna, Khodyakov Dmitrii Andreevich

The article briefly describes the experimental experience of practical implementation of the author’s model of the learning process of adults with modern methods of sightseeing tours designed to ensure the quality of the preparation of guides for events planned for the world Cup in 2018 in Volgograd. This system of studying guides has personal and practice-oriented character and reflects the specifics didactic characteristics of the educational process. As it lead- ing goals there are claimed to be the formation of methodical, communicational, organizational and compensatory competencies, integrally providing professional competence listeners at the end of the course of study. In the contents of the learning process there are included two modules: “History and culture of Volgograd and Volgograd region” and “Modern methods of sightseeing tours”. The basis of design of educational process includes such principles of learn- ing, as context, based on personal experience, interconnected training communicative and organizational sides of sightseeing tours, practical focus. Authors dedicated common-didactic methods of teaching characterizing the learn- ing process at the level of basic types of activities of the teacher and students: organization of practices; students’ self- estimation - students’ mutual estimation - estimation by the teacher; students’ self-correction - students’ mutual correction- correction by the teacher. Authors disclosed partial-didactic methods of teaching characterizing used the method of operation of the teacher: case-method and game method. Logic educational process is schematically presented in the form of the algorithm of classes and outdoor activities. There are given examples of complex used in the experiment exercises and jobs. Authors named technical and informative tools involved in the training. The article notes that the effectiveness of the results obtained in experimental learning is confirmed by external experts (estima- tion of the attestation commission, invitations of employers) and with reviews of graduates of the program.

Features of taking into account specifics of studied specialty when training the discipline “business communication

Labikova Raisa N.

Статья посвящена особенностям учета специфики изучаемой специальности при обучении деловому общению студентов вузов. В современных условиях своевременная адаптация и понимание верности выбранной специальности становится существенным компонентом будущей профессиональной дея- тельности студента. В связи с этим учет специфики изучаемой специальности уже на раннем этапе освоения дисциплин учебного плана становится актуальным. В общем образовательном процессе каж- дая дисциплина учебного плана сконцентрирована на создании предпосылки для формирования ключе- вых компетенций, формирующих в процессе образовательной деятельности грамотного специалиста в области сервиса. Этому способствует и дисциплина «Технологии делового общения». За основу по- добной концепции берется принцип обеспечения интеграции дисциплины в общую канву профессиональ- ной подготовки студента вуза, предполагающую отбор материала практической направленности, терминологии, учебных упражнений, задач, устных и письменных тренировочных упражнений, те- стов, деловых ситуативных моментов. Для проведения занятий подобного типа от преподавателя требуется немало не только сиюминутных усилий, но и четкая планомерная системная подготов- ка, которая способствует формированию у студентов определенных знаний, умений, навыков. Про- цесс приобретения систематизированных знаний должен логически взаимодействовать с процессом профессиональной подготовки студента. Интересу в ходе подготовки к занятиям, закреплению ма- териала способствуют разные средства и приемы, влияющие на получение знаний. Они применяют- ся преподавателем как на самих занятиях, так и даются студентам в рамках самостоятельного индивидуального освоения дисциплины. Данному требованию в ходе обучения преподаватель придер- живается весь период освоения студентами дисциплины, ставя перед собой цели различной степени обобщенности, разные приемы, направления, задачи, способы и средства обучения. Только через учет специфики изучаемой специальности происходит формирование готовности молодого человека к до- стижению уровня профессиональной реализации.

Institute of Tourism and Hospitality: we make demanded graduates

Shalaev D.V.

Institute of tourism and service: the start of the tourism education progressive development in Moscow region

Zgonnik L.V.

Interactive technologies in teaching the Humanities: in search of modern models of teaching

Shcheglova Lyudmila V, Pluzhnikova Natal'ja N., Saenko Natalia R.

The article is devoted to study interactive learning technologies with the aim of identifying qualitatively new char- acteristics of modern educational environment. The article examines the process of transformation of modern methods of teaching subject to the development of digital technologies, defining outlook, needs and life queries of modern young generation. Taking into account the last factor, the authors propose the typology of interactive technologies that can be used by a teacher at lectures or by students, preparing for lectures for humanitarian disci- plines. Active integration of education in the internet space puts in front of the modern teacher a number of tasks: 1) the teacher himself, in addition of professionalism, should have high mobility, communicative skills, the ability to self-education and retraining, interaction with students on equal; 2) teacher should take the position of the moderator in relation to the students, giving them right choice and the ability of self-expressing not just on practical classes, but also on lectures. The student becomes an active translator of knowledge, as the main value for modern generation is knowledge, received with a personal experienced way, not given by the teacher from the outside. Modern model of learning, built on the methods of interactive learning during the classroom and in internet space, can conditionally be called “synchronous”, that is mobile and designed so that students could prove themselves and their knowledge taking into account their own needs and life queries.

International activities as a rating tool of Russian state university of tourism and service and its integration into global tourism education

Smith N.L

Master''s preparation in Russian State University of Tourism and Service: past, present and future

Bushueva I.V.

Praxiologism as a mechanism for updating the content of professional tourism education

Abdulatipova El'mira A., Chupanov Abdulla Kh., Sakharchuk Elena S.

Teaching praxeologism as a teaching theory and practice-oriented integrative area of pedagogical knowledge has developed a number of approaches and mechanisms of educational activity organization allowing to increase the level of efficiency and effectiveness. There have been developed and described models and experiments of the application of the praxeological approach, the main thrust of which is to increase the level of compliance of the educational activities of its goal-setting (in applied methods and used resources) as at school as in profes- sional activity. In particular, praxeological models of educational activities differentiated by level of challenge (A.E. Maron, L. Yu. Monakhova, V.S. Fedotova, 2012), studies on the application of the praxeological approach in organization of practical training and in assessing its effectiveness (N.B. Avalueva, Yu.V. Voronina, N.L. Gal- eeva, T.N. Tret'yakova, etc.) are interesting in our view. The term “praxiologism” as derived from “praxeol- ogy” and “praxeological” is introduced into scientific circulation and is used by a number of Russian scientists: E.N. Mikhailova, E.E. Semchenko, J.N. Akhatova. Analysis of Russian and foreign publications, however, shows that at present there are not adequately reflected the results of the application of the praxeological approach in vocational tourism education within the context of its modernization, one of the main objectives is updating the content. Thus, we formulated the problem of lack of scientific descriptions of the practice application of the praxeological approach in modernizing the educational process in the context of professional tourist education development. In this regard, the authors of the article's studies have been conducted and summarized the results of a longitudinal teaching experiment which goal was the testing of the praxeological approach to developing the content of education in specialized educational institutions (College and University of tourism). The object of the study was the results of the application of the praxeological approach to formation and realization of educational programs of students in experimental and control groups in the direction of preparation “Tourism”, the subject became pedagogical tumors formed in the course of the experiment. The contents of praxiologism as a mechanism of modernization was reduced to: implementation of the sectoral content in the content of education, the applica- tion of quasi-professional educational resources and organizational forms, the individualization of educational trajectories. The result of the use of praxeological approach is identified with pedagogical neoplasm of students, the analysis of which allows to make a conclusion about the effectiveness of the applied approach.

Priorities of scientific and innovative activity

Pogrebova E.S.

Project approach in the youth policy of Russian State University of Tourism and Service

Kugusheva A.N.





В современных условиях постиндустриального общества очевидна тенденция ускорения процессов изменения туристского спроса. Эти изменения обуславливают развитие гибкой системы професси- онального туристского образования, способной удовлетворять потребности в новых знаниях и уме- ниях специалистов туристской индустрии. Государственные образовательные учреждения, находя- щиеся в жёстких нормативных рамках, не успевают быстро реагировать на возникающие, иногда в течение одного туристского сезона, запросы бизнес-среды. Вместе с тем следует подчеркнуть, что у профильных образовательных организаций, финансируемых государством, задачи профессиональ- ной подготовки не сводятся исключительно к обеспечению запросов работодателей туризма «здесь и сейчас»; университеты и институты на основе проводимых мониторингов и форсайт-исследований также ориентируются на формирование специалистов с перспективными компетенциями (компе- тенциями, которые будут востребованы через несколько лет, после окончания вуза) и на формиро- вание собственно запроса на новые компетенции посредством проектирования новых технологий, услуг и пр. в туризме. Таким образом, констатируется проблема, возникающая из-за потребности развития системы «быстрого» реагирования на запросы рынка труда и не вполне соответствующая этим запросам система государственного профессионального образования в сфере туризма. В ста- тье развивается идея корпоративного обучения на рабочем месте персонала предприятий турист- ской индустрии. Идея корпоративного обучения не является новой сама по себе, однако, обоснование развития системы корпоративного обучения в контексте общей стратегии развития российского профессионального туристского образования, особенно в актуальной ситуации синхронизации про- фессиональных и образовательных стандартов и формирования отраслевой рамки квалификаций, яв- ляется актуальной и остро востребованной. В качестве объекта исследования охарактеризованной выше проблематики определено российское корпоративное образование, в качестве предмета - мо- дель корпоративной подготовки персонала для туризма в контексте развития российской системы профессионального туристского образования. Целью исследования определена разработка модели корпоративной подготовки персонала для туризма в контексте развития российской системы про- фессионального туристского образования. Для достижения цели исследования применён комплекс теоретико-методологических и научно-методических подходов, среди которых отметим прежде философско-культурологические подходы к модернизации образования с позиций личностно ориенти- рованной парадигмы, теорию развития профессиональных и личностных характеристик в процессе профессионализации. Основными применёнными методами являются: теоретический анализ литера- турных источников; обобщение опыта ведущих образовательных практик в системе корпоративного образования, метод моделирования и др. По результатам проведённого исследования: уточнены прин- ципы обучения взрослых применительно к профильной сфере образования; обобщены основные концеп- туальные положения акмеологии в предметной специализации; исследованы практики корпоратив- ного туристского образования (на основе анализа обучения персонала на 37 предприятиях туризма), обобщены результаты исследования имеющихся практик корпоративного образования, выявлены проблемы, такие как: отсутствие систематического корпоративного образования на большинстве исследованных предприятий; недостаточная научно-методическая проработанность программ, от- сутствие системы подготовки и отбора наставников. В качестве решения выявленных проблем пред- ложена модель подготовки персонала для туризма в условиях корпоративного образования.










This content is a part of the Cultural studies collection from eLIBRARY.
If you are interested to know more about access and subscription options, you are welcome to leave your request below or contact us by eresources@mippbooks.com