No 4 (2020)

The paper considers the role of academic and creative work on illustration as an integrative component of learning and teaching activity (vocational training) in the process of vocational training of a future teacher of art (painter-teacher). The relevance of the study is caused by insufficient information about the potential of teaching illustration as a part of the vocational training of future teachers. The author considers the integration of learning and vocational activity in several aspects, which allows defining the essence and highlighting the significant elements of this process. In each aspect of integration, the author emphasizes the functional components of the teacher’s activity aimed at the formation of general professional and vocational competencies or their parts. In this respect, the paper considers the academic and creative work on illustration as an overall process where all elements are interdependent. The characteristic of the suggested approach to teaching illustration as an integrative component of vocational training of future teachers is the systemizing and improvement in the practice of the complex of knowledge, skills, and experience of activity obtained in the process of learning disciplines of vocational and general professional training throughout the training period. The academic and creative work on illustration expands the instruments of a student necessary for a future practical experience both for the development of artistic and creative skills and aesthetic education of students. An intending teacher being keen on illustration as an academic discipline in the future can implement this field of study in independent creative activity, which can be an example of professional self-fulfillment. The author based the research on the learning of the results of academic and creative work in artistic graphics of the fourth-year students of Art and Graphics Faculty of Kuban State University and further survey organized during teaching training.

Within the conditions of a changing situation and distance learning implementation, the problem of organizing the independent work of the students becomes relevant. The paper analyzes the importance of the availability of the Environmental Chemistry elective course taught in the second semester for the formation of independent work of the first-second-year students of the Faculty of Pediatrics of the Ural State Medical University. The authors carried out the analysis of the efficiency of study this discipline clustered with other chemical disciplines: Chemistry – the first semester, and Clinical Aspects of Physical and Colloid Chemistry – the third semester. The study of these disciplines conforms to the implementation of three stages of formation of independent work of the students – the propaedeutic, practice-activity, and training-research. The authors analyzed the results of the survey and performance at the second and third stages, carried out the comparative monitoring of the efficiency of distance educational technologies used in the process of teaching the Environmental Chemistry elective course. The readiness of the Environmental Chemistry discipline for distance training made it possible to quickly organize an independent work of the students with the remote access laboratory-based work in the spring of 2020. The study showed that only 30–40 % of freshers attended the intermediate practice-activity stage, and skipping this stage causes poor preparation of the first-year students of the Faculty of Pediatrics and the inability to correctly expressing themselves at the training-research stage. Each stage of organizing the independent work of the students aims at the progressive formation of particular competencies necessary to perform job functions and labor actions according to the occupational standard 02.008 District Pediatric Physician. The independent work of the students organized using new information technologies, at the second, practice-activity, stage, develops the students’ desire for independent cognitive activity, and promotes performance improvement.

The relevance of the study in regards to the science and theory is caused by the necessity of theoretical and pedagogical determination of the content of a new social and pedagogical reality developed due to the change of the place and status of religion in the public mind. The relevance of considering Orthodoxy in practice is caused by the search for ways for the spiritual revival of Russia as the society and the state desperately need educational models ensuring spiritual-moral components in the content of education. The paper analyzes the statistical data illustrating the dynamics of the Russians’ attitude to Orthodoxy. The author considers the legal and regulatory framework of Orthodox education. The author discusses the structure of Orthodox education in modern Russia. The paper describes the primary, secondary, vocational, and scientific training levels in Orthodox education and gives the typical forms of training for each level of education. The study shows that Orthodox learning uses both traditional and contemporary methods and techniques. In this respect, self-education is significant and necessary at all levels of Orthodox education. The main issues facing Orthodox education are associated with Orthodox education quality improvement, education forms and methods development, the training level of high-quality specialists for religious organizations, secondary and high school teachers, specialists in the sphere of inter-religious and church-state relations. One of the main problems at each level of learning is the specialization of education content and the selection of optimal ways of assessment and control for material retention. The author concludes that Russian people can get Orthodox education at any age, using various forms and methods of teaching.

The study reveals the problem of organizing the efficient educational process using distance learning technologies based on video content. The paper presents the characteristics of e-learning and distance learning technologies. The study shows that e-learning, being flexible and variable, requires updating the content of education. Teachers need to master new telecommunications technologies, improve digital and information competencies. The authors show that video content genres being the synthesis of various types of visualization allow best solving teaching objectives within the educational process using e-learning technologies. The relevance of the latter is particularly obvious at present. The authors describe such types of video genres as a webinar, video-case, fast, conversation, interview, documentary webinar, and scripted video clip. The paper reveals the process of creation of a learning webinar with the participation of a lecturer and a student, describes the stages of script development, content design, video shooting, and editing. The development and rendering of learning programs to eContent causes the change in the role of a teacher; communication opportunities extend. The lecturer needs to customize innovative technologies to his/her methodological activity. The student’s participation in the process of preparing the materials supporting the teacher’s lecture gives an opportunity both to broaden knowledge in subject matter and to learn the fundamental aesthetic and technological principles and procedures of eContent creation. The presented material allows concluding that joint participation in the development of teacher’s and student’s webinars is an efficient means of formation of a set of skills of eContent communication and processing highly demanded in the modern educational process.

The paper deals with the study of the mechanisms of the formation of the disabled students’ social intelligence that determine the development of psychological rehabilitation potential of professionalization (PRPP). The authors consider the PRPP development as a gradual deployment of the ability to analyze, predict, and implement the option of educational and vocational training that will provide a health-protecting way of mastering professional actions, i.e. preserving and stabilizing vital activity of a disabled person depending on the specifics of the disease.  The paper presents the formation of social intelligence as the maturation of a complex of special cognitive-personal systemic structures (depending on the specific and general trends in the course of the disease) determining the willingness to master professional actions within the educational environment of the university without aggravating the valeological (bio-medical-psychological) indicators of the disease. The authors specify two mechanisms (internal and external) that explain the formation of disabled students’ social intelligence. The internal mechanism reveals the relationship between the productive self-esteem of the valeological components of a particular disease and the acquisition of professional actions with the “involvement” in professional communication. The paper describes the external mechanism as the interdependence of an objective comparison of oneself with similar other subjects of vocational labor with the setting for implementing a favorable scenario of future professional life. The authors consider the general level of living meaningfulness as a significant condition for the formation of a disabled student’s social intelligence. The paper highlights value orientations associated with the focus on leading a lifestyle that stabilizes the underlying disease and long-term involvement in professional communities as an important condition for the development of the disabled student’s social intelligence. The authors carried out the modeling of three levels of formation of social intelligence and considered them as stages of the development of a disabled student.

Education is increasingly using various technologies: training management systems, different platforms, mobile devices, social networks, etc. In the conditions of distance learning, the requirements for the independence of students are increasing, learning activity is carried out based on self-regulation. The authors carried out the study in April-May of 2020 in the context of switching of full-time students to distant learning. The paper aims at the study of the interrelation between self-regulation and the acceptance of technologies by high school students. The hypothesis of the research: The respondents, who have high performance of the self-regulation level, will demonstrate a higher level of technology acceptance. By the time of collecting the materials, the students have been studying online for two months using distance training technologies. The authors carried out the study of the selected group of 75 students of higher education institutions. In general, according to the results, the authors noted low values on the Modeling, Assessment of Results, and Flexibility scales and higher values on the Programming scale. The study revealed differences between male and female groups on the Modeling, Reliability, and General Level of Self-regulation scales (p≤0.05). The respondents, who subjectively assess the quality of Internet connection as low, in general, are more loyal to the technologies and, to a greater extent, show their intention to use technologies in their training. The study identified negative correlations between the Reliability, General Level of Self-regulation, and Personal Utility scales of two techniques. In this case, the hypothesis was not confirmed: it turned out that the respondents with a high level of self-regulation tended to believe that technologies were not so useful in their activity as they did not promote its efficiency.