No 3 (2018)

The relevance of the research topic is caused by the wide possibilities of problem-based teaching while training a specialist having competencies formulated by FSES. The problem-based training during lectures and practical classes in higher mathematics is a method of improvement of the effectiveness of training and the development of a student’s personality. The goal of the study is to develop the methodological materials for lectures and practical classes using the problem-based teaching while studying higher mathematics by the university students. The paper highlights the main blocks of implementation of problem-based learning during the classes with the students. The first block is related to the creation of a problem-based situation in a lecture or practical class. This block includes the elements of problem-based learning directly related to a problem situation. The second block is related to the delivering a problem lecture or a problem practical class in higher mathematics. This block includes the elements of problem-based learning directly related to the organization and carrying out of a training session.

The paper presents the fragments of lectures organized with the application of problem-based training on the following topics: “Primitive” (the creation of a problem situation through a practical task); “Multiplication of matrices” (the creation of a problem situation on the basis of generalization of available particular knowledge); “Determinants” (the creation of a problem situation through identifying and analyzing different points of view on the same issue); “Systems of linear algebraic equations” (the creation of a problem situation through the search for new ways of practical application of this fact); “Improper integral of the second kind” (the situations that arise when the students perform the supportive learning tasks are used as the problem ones).

The issue of familiarizing of children with the traditional folk crafts of Russia is one of the most urgent today. Familiarization of young Russian citizens with the traditional folk crafts helps to form their interest and respect for the traditions and culture of the peoples living nearby, in particular, in such a multicultural region as the Orenburg region.

The paper presents the analysis of recent studies and publications indicating the growing interest of nations for the historical and cultural heritage. The authors characterize the vision of preschool children living in a multicultural region on the traditional folk crafts of Russia (Gzhel, Gorodets painting, Russian matryoshka, Dymkovo toy), show the peculiarities of the formation of preschool children’s vision in a multicultural region.

The authors offer the diagnostic tools and describe the diagnostics of vision of the senior preschool children on the traditional folk crafts. Based on the theoretical analysis, the authors identify the criteria, indicators, and the levels of the formedness of vision on the traditional folk crafts of Russia; present the criteria characteristics of the preschool children vision using the material of folk crafts (Russian matryoshka, Gzhel, Gorodets painting, Dymkovo toy); carry out the diagnostic study; analyze the results of the quantitative and qualitative indicators of the diagnostic research of the preschool children vision on the traditional folk crafts of Russia.

The results of the diagnostics indicate the possibility of the formation of children’s vision on the traditional folk crafts in the conditions of a preschool educational organization in a multicultural region and the growth of level of children’s vision on the traditional folk crafts.

The authors offer the further stage of the work with the preschool children on the study of children’s vision on the folk crafts using the material of Turkic ornament.

The study was carried out in order to establish the practices of daily direct social interaction preferred by the student-age population, as well as the interrelations between these practices and such moral standards as confidence, honesty, and solidarity. The sample included the students of a Moscow region University studying in the Humanities (N=88).

The diagnostics of the everyday social interaction practices was carried out with the help of the diagnostic interviews, the stimulus material of which is the description of the problem situations of social life. The subject determines the significance of the proposed situation and implements the solution of the problem by choosing from the fan of options of a social interaction strategy/practice. The evaluation of moral standards was carried out by means of test-questionnaires allowing measuring the level of formedness of different aspects of confidence and solidarity, as well as the degree of the legitimization of different manifestations of dishonesty.

Pairwise correlation analysis showed that the active strategies were the preferred social interaction practices of the students. It was found that the degree of their preference depended on the level of independence of a subject within the interaction and, as a consequence, on the level of responsibility for the after-effects of these actions. Based on the correlation analysis, the authors identified the contribution of certain standards to the implementation of specific social activity practices of the students. It is found that the standard of citizenship is characterized by the total impact on the social activity of young people. The results have the applied significance as they identify the “targets” of the educational work carried out at the university.

Further prospects of the research are related to the identification of the types of the students characterized by the certain social interaction practices and moral regulators of behavior and the determination of their representation in the sample.

The implementation of Federal Target Program “Russia without orphans” for 2013–2020 aimed at the reduction of social orphanhood is a serious stage in the solution of the problems of family and infant ill-being prevention, in the provision of the improved status of orphans and children without parental support in all regions of our country. However, along with the high degree of importance of solving this issue for public authorities and Russian society as a whole, in the process of this activity, a number of difficulties arise related to one of the forms of implementation of the program – the integration of orphaned children into general education schools.

The paper considers the issue of school adaptation of adolescent inmates of an orphanage in the classroom in the context of their integration into mainstream schools where they study together with children from birth families.

The author describes in detail the indicators of school adaptation and communicative characteristics of orphaned children, determine the relationship between the quality of adaptation to the conditions of schooling and the level of development of the communicative sphere of adolescents from an orphanage.

The gender specificity of the communicative characteristics of orphaned children is determined in connection with the indicators of their school adaptation.

It is specified that the most adaptive styles of communication with peers in the adolescence are the gender-specific styles allowing a teenager to organize his or her behavior in accordance with the expectations of others, to be more understandable for them. Through the prism of gender specificity of interaction, the author considers in detail the styles of communication actively used by teenagers from an orphanage in the process of establishing the relations with their classmates.

The paper presents the recommendations on the psychological and pedagogical support for the orphaned adolescents within their adaptation to the conditions of studying in the general education school.

The paper covers the review and analysis of the theoretical concepts concerning the psychological mechanisms of development of addictive behavior of an individual that is caused largely by the impact of early emotional-cognitive maladaptive schemas. The purpose of the paper is to identify and describe, in the result of the theoretical analysis, the specific arguments highlighting the influence of the specificity of the psychic phenomenon of an individual, in particular, early maladaptive schemas, on the occurrence of its addictive behavior. The importance and relevance of the concepts examined are primarily caused by the rapid growth of the dependent forms of the population’s behavior, especially of the young people, what not only destroys the physical and mental health of the future generation but also poses a serious threat to the national security of the country. These theoretical works, including the results of the foreign empirical studies of early maladaptive schemas of addicts, allow analyzing a complex of distinctive nonadaptive characteristics and qualities of the dependent individuals that violate the optimal functionality of an individual in the society, what is primarily caused by the violation of the child-parent system of relations. The results and conclusions of the empirical and theoretical studies of the researchers devoted their research activity to the study of the addictive personalities and the individual characteristics of their emotional, cognitive and behavioral spheres allowed concluding about the role of the influence of nonadaptive beliefs and affective reactions on the genesis of addictive behavior as the developed strategy for coping of a person with the subjectively intolerable, intense impressions and experiences.

The paper considers the problem of a harmonious personality of the students. The authors substantiate theoretically the content of the concept of the harmonious personality within the integral approach and determine empirically the psychological characteristics of a harmonious personality of the students. A harmonious personality is a personality with the optimally integrated inner dynamic structure, optimal conformity with the surrounding environment and with the current life activity. It has been empirically determined that the harmonious personality of the university students is represented at a low and medium levels, which is caused by the age peculiarities, the formation of the processes of the personality self-actualization and self-fulfillment. Among the predominant harmony indicators of the students, the authors identify such components as “independence”, “personality self-harmonization” and “communication constructiveness”, while the low level of manifestation has been recorded on such scales as “life self-determination”, “life self-fulfillment” and “positive self-esteem”.

The research considered both the objective indicators of integral harmony and the subjective self-awareness of harmony, as well as psychological well-being of the students’ personality. The interrelations between these versatile indicators of general harmony of the students are determined and the following conclusions are made. The students’ harmony is determined by the high level of their independence, set life goals, and by the development of the goal-setting process. Both the decrease in the locus of focus on the interpersonal relations between people and the reduction of egocentrism and isolation increase the level of the harmonious personality of the students. High indices of self-satisfaction hamper the development of students’ harmonious personality within the selected group.

When the level of the students’ harmonious personality development is not sufficiently formed, positive dynamics is observed in the changes of its indicators throughout the university years for such components as: “positive self-esteem”, “personality self-harmonization”, “personal self-determination”, and “independence”. In terms of “personal self-fulfillment” indicator, no changes are recorded in its development, and the most numerous group of students with the low development of this characteristic is registered. The results of the study identify the problem of determination of the reasons for such stagnation, as well as the conditions and approaches of psychological support of the students for the development of integrative harmony and its certain components throughout the university life.