No 3 (2015)

The specific socializing role of the family raises the question on how to maximize the positive and minimize the negative impact on the child's personality. Currently, the problem of psycho-physiological and social well-being of a child in the family becomes very topical as it acts as one of the most important components of the state policy in the sphere of education. The paper considers the main directions of socialization of a person in the family, the impact of interpersonal relations in the family on the social formation of a child. Based on the differentiated approach, the author discloses the peculiarities of mother and father education in the family and their impact on the social development of a person.

The issue of creating conditions for free access to education throughout a person's life is not only educational but also the general social problem, and its solution has lately become an important priority. The idea of "lifelong learning" meets the strategic objectives of Europe to become the most competitive society in the world based on competences. Lifelong learning and acquisition of the necessary competences are seen as responses to a rapidly growing competition and the use of new educational technologies. However, improving the content of the educational process in units of the continuing education system does not determine its effectiveness and efficiency. A lot of issues depend here on the regulatory foundation of the regional education system, mechanisms of coordination and cooperation between all parties of vocational training, labor market, employment center and other departments implementing programs of additional education. Such an approach in the educational system contributes to the competitiveness of a person, his professional and personal growth, as well as to the formation of stable professional mobility in the labor market. Implementation of this concept nationwide has a beneficial effect on the quality of the intellectual and human capital, and thus supports the development of the economy in general.

The implementation of school reform in the sphere of the educational process improvement cannot be limited only by the equipment of students with knowledge and skills. School reform, as well as all spheres of our public life, sets more comprehensive social objectives: to prepare young generations for life, to combine realistically learning and labour, to develop all-sided personality, to satisfy its cultural requirements, cognitive interests and personal habits, to identify and improve full potency of young people.

To be resolved, these challenges require not the disjointed efforts of talented and clever teachers-psychologists, circles and clubs instructors, but the purposeful work of teaching staff at schools and in out-of-school facilities. Personality development is a complex process that is facilitated by the people’s interests. It is a belonging of human factor in society. The origins of human factor are in school, out-of-school facilities, and family where the younger generations are being developed and a personality is being formed.

The development of cognitive interests of students are based on the study and generalization of values that are found in the best practices of out-of-school facilities teachers, on the one hand, and on the involvement of out-of-school facilities teaching staff into active and purposeful activity, on the other hand.

The paper covers the issue of use of an action role-play in preschool institutions in order to develop the communication skills and successful socialization of preschool children. The author describes the process of performing of experimental role-plays at the kindergarten and the results of this methodology implementation.  

The paper analyzes the main characteristics of methodological training of future biology teachers at the universities of the countries of Central and Southern Europe on the examples of Hungary, the Republic of Slovenia, the Republic of Bulgaria and Romania. The author describes the contents of biology textbooks and teaching guides and identifies the leading scientists-methodologists of each country. It was found out, that the Hungarian biologists-methodologists pay great attention to motivation in teaching biology, introduction of problem-based and e-learning, and using the Internet. The methodological training in the Republic of Slovenia involves the study of the following courses: “The didactics of biology”, “The practicum on biology didactics”, “The informational and communicative technologies in biology education” and “The supervision in the out-of-class activity”, as well as the teaching practice. In Bulgaria, when training future biology teachers, they apply active and interactive studying, portfolio, computer-based learning, and provide teaching of “The methods of teaching of biology” and a number of other methodically aimed disciplines. In Romania, when learning the biology didactics, the students study such issues as problem learning, e-learning, group work, alternative assessment methods (projects, portfolios, self-evaluation), as well as the role of a teacher in formal and non-formal education. The experience of European countries requires careful analysis, systematization and generalization, as well as the introduction of the best achievements into national education.

The paper considers the identifying of possibilities of students’ heuristic activity to use it in their creative activity while studying mathematics in secondary school.

The following issues becoming increasingly important: the problem of introduction of new technologies and conceptual approaches to modernization of the system of successive continuous education of preschool children; formulation of goals and objectives; determination of the optimal content boundaries of preschool educational programs as well as their continuous links with school curricula; determination of the conditions to improve the quality and level of methodological support for successful implementation of the educational programs. In practice, such aspects of intellectual development are underestimated as the formation of preschoolers’ learning curiosity, inquisitiveness, independence – those personal qualities which are particularly necessary for preschooler’s emotional comprehension of the world, as well as the perception of the upcoming educational activities. These and other shortcomings in the educational system can be explained by unprofessional attitude of some teachers to the existing variable programs for preschool children which is caused by their lack of scientific and methodological expertise, especially in preschool psychology, a low level of communicative competence within the personality-oriented model of interaction with children.

The paper covers the theoretical aspects of the problem of quality of chemical training of the technical university students. The study showed that the successful activity of a specialist in any field will considerably depend on the quality of chemical training. However, today schools cut the time for the study of chemistry in the upper secondary school up to one hour per week, and, as a rule, in technical colleges, chemistry is studied as a general subject for one semester at the first years of study. Therefore, in such circumstances, the issue of practical organization of scientifically proved and objective system of assessment of chemical training of future specialists is relevant for successful learning of chemistry. The authors give their definition of “the quality of chemical training” and describe its content through the priority spheres of human personality – cognitive, emotional-motivational and activity spheres. Such approach allows following the level of quality assurance of subject training in higher school from the perspective of the “knowledge – feeling – behavior” triad. The authors analyzed various directions of development of the system of training quality indicators and present the authors approach focused on the comparison with the learning results standard. The criteria basis of this approach is the development of criteria for the full mastering of knowledge and skills through the description of this standard. The authors made the conclusion that it is necessary to use various forms of control, including the attainment tests, to improve the assessment of quality of chemical training of the students.

The paper considers the importance of history for the understanding of the future, the determination of forecasting methods even taking into account the insufficiently objective and true historical information. The author points out seven key positions concerning the future, including the positions of academics-historians, and says that the past experience learning is not enough, and the modern complex systems management is impossible without the advanced information perception, without the predicting regulating actions, as well as that for the effective management and safety future ensuring it is necessary “to see” far.   

The paper studies assessment of graduates training quality: it researches the structure, content, and criteria, presents the levels of professional competence development of university graduates. Some positive experience has been gained at Armavir State Pedagogical Academy.

The evaluation system of graduates’ professional competence development is an integral part of the quality management system of the educational process. It has a significant impact on the improvement of students’ activities, their professional and personal development, as is carried out in accordance with the culture of general quality management, which involves inclusion of all subjects of the educational process in continuous improvement activities.

The assessment process fosters assessment activities, improvement of assessment methods and tools. Assessment of students’ professional competence is designed and implemented as a workflow that includes a set of algorithms, methods, and means, which create conditions for improvement of administrative work and improve the quality of education.

The result of the analysis of the literature on the subject has been the author's understanding of the studied concepts. Professional competence is a personality and activity characteristics of the graduates, which is expressed in their ability to purposefully solve professional problems that arise in real situations of their pedagogical activities using a holistic system of special knowledge, skills, and reflexive monitoring of their actions on the basis of creative self-development. The results estimation is presented in the form of evaluation procedures.

The paper explains the importance of the arrangement of individual learning route as the most important direction of work within the research activity at a university. The authors give the review of approaches to the concept of “individual learning route” and suggest one of possible models of designing individual learning routes within the research activity of the university students.

Basing on the analysis of scientific sources and the ascertaining experiment data, the author described the educational conditions of professional responsibility development of future civil protection specialists: the promotion and the development of motivational principles of professional responsibility development of future civil protection specialists; special organization of activity and the development of experience of social behavior of future civil protection specialists; and the organization of independent activity of future civil protection specialists in the educational process of civil protection higher educational institution. It is proved that the promotion and development of motivational principles of professional responsibility development of future civil protection specialists involve the formation and development of motivational component of this professionally important quality, the accumulation of knowledge about the essence and the subject of responsibility, and the understanding of its objectives and significance in the future professional activity. Special organization of activity and development of social behavior experience of future civil protection specialists provides the accumulation and consolidation of practical skills of responsible behavior, the formation and development of activity component of professional responsibility of future civil protection specialists. The organization of independent activity of future civil protection specialists within the educational process of a civil protection higher educational institution includes the expansion of their independence, the activation of self-control, self-cognition, self-realization and self-education processes, the acquisition of sustainable skills of responsible behavior, skills to take responsibility and to make responsible decisions in difficult situations, to display perseverance and scrupulousness in their implementation.

The problem of motivation is considered by the scientists who have studied human for decades; and it does not lose its relevance for several reasons. Based on well-established theory of motivation researchers of the humanities and social sciences offer certain organizational conditions (depending on the professional activity) to motivate employees. In this study, we have developed and substantiated motivation model of professional activity of the teaching staff in a higher institution. First, we have considered the concepts of «model» and «modeling» in the context of the various sciences, and formulated these concepts within the subject. Then we turned to the study of modeling in pedagogy, noting that this method is successfully used in pedagogical experiments. We have considered the types and functions of the models applied to the educational environment, have determined the principles which form the basis for constructing a model of professional activity motivation of higher school teachers. We have identified and formulated stages of model constructing. In the end, we have presented a model of professional activity motivation at higher education institutions, which is based on the automated information system of rating among the higher school teachers (motivator is the essence of the rating).

In the period of intensive social and economic transformations in the society, it is necessary to search new ways of improvement of teaching aimed at the creative development of each student’s personality. Creativity is the integral component of human activity, and the personality development is performed during creativity. The paper shows that there are several approaches to the students’ creativity and its display, but, at the present stage of the education development, the application of the problem chemical experiment in the educational activity of school students becomes relevant. Chemical experiment performing various didactic functions can be used in various forms and should be combined with other methods and educational tools. The possibility of carrying out various problem experiments in classes influences the increase of interest of school students in the subject, promotes the increase of the students’ development level, as well as promotes the solution of the issues of the training process individualization.

The authors made the conclusion that systematic application of the problem and research experiment in training chemistry brings actual results in formation of chemical competences of the students and their creative potential.

The paper studies the opportunities for application of problems with practical content in teaching physics at school. The research emphasizes the importance and effectiveness of use of such problems as a tool for formation of theoretical knowledge and practical skills development. The rules for selection and sample physical problems with practical content are presented.

In modern conditions, the traditional approach to teaching foreign languages is undergoing fundamental changes. The status of foreign languages in the higher education system has significantly increased owing to constantly improving information and communication technologies. The focus moves from the traditional forms of learning a foreign language to the development of technological resources and distant learning techniques. It is based on the real communicative situation performed by means of written and oral interaction between communicants. The students need to get a set of language skills which is a conglomerate of knowledge in all areas of the chosen specialty in combination with a foreign language, and apart from the common vocabulary includes the study of special terminology – the so-called thesaurus. Like any innovation, distant learning has advantages and disadvantages. The approach to the system of distant education in the mode of «pro» and «contra» (“pros” and “cons”) involves monitoring of the positive aspects and shortcomings in the field of teaching foreign languages that allows adjusting the process itself and achieving maximum efficiency of its functioning.

The most important task of modern Russian school is to develop the high sense of patriotism and culture of inter-ethnic and inter-national relations. The process of formation of civil identity and patriotism of the present high school students occurred against the background of sharpened social and political processes in Russia, which caused the necessity to develop the conscious patriotic idea on the multicultural basis taking into account special aspects of its implementation in different regions of the federation and under the conditions of various ethnic groups interaction. As a result, the formation and development of a sense of patriotism and civic position with the young generation were reduced to one-time individual activities that were often deprived of motivation, meaning content and structure, and the internal logic, not taking into consideration the absence of scientific evidence. Therefore, the importance of studying the problem of patriotic education of the youth is determined by the devaluation of personal priorities, major directions of patriotic education of the younger generation in the current context.

The paper analyzes the issues of modernization of higher education in Ukraine in the context of Bologna process. The authors present national trends in the development of vocational training of the pharmaceutical industry specialists in Ukraine at the turn of the XXI century and consider the issues of implementation of pharmaceutical university-wide informational and educational environment that will allow changing the educational process structure by creating a new training technology. The authors also consider the issues of reforming the content of vocational training of the pharmaceutical industry specialists at the beginning of the XXI century as well as the dynamics of vocational training of foreign citizens in higher medical (pharmaceutical) educational institutions of Ukraine during the period from 2006 to 2014.

The paper interprets the content of the concepts of “design”, “project activities” and presents the authors’ definition of the project activities and the basic principles of arrangement of the given type of activity in the educational process of higher education institution. The authors note the changes taking place within the “teacher – student” relations while implementing the project technology, as well as make the conclusion that the project activities help students to form an independent work skill, practical skills for decision making at different stages of the project preparation, develop social skills, sense of community, will to results achievement that promotes the student’s formation as a subject of educational process.

While analyzing Vasily Sukhomlinskiy heritage and modern scientists’ experience, the author defined the imperatives that are in agreement with and remain relevant to the construction of modern competence and activity literature lesson according to the valeological strategy of cooperation of the members of educational (teaching) process.

The object of the research has become the emerging paradigmality of inclusive approach to objective reality, which is promoted today in the Russian socio-cultural environment. The inclusive approach is based on the principles of humanism and tolerance, cultural participation/implication and creativity to facilitate socialization, adaptation and self-realization of Different/non-typical people – especially children and adolescents. One of the key elements contributing to the implementation of the inclusive paradigm nowadays is a secondary school. Among the varieties of such institutions, sometimes operating unofficially, there is an elite school, which role in modern Russian reality has been distorted. Among elite institutions today there are the schools where not mostly gifted or talented children study but those whose parents are top-level officials, have access to government authorities or possess great amount of money. This situation throws discredit upon the fact that elite schools are ready for implementation of the inclusive approach to the objective reality and/or inclusive education of exceptional children (with physical, psychological, cultural or other deviance). To remedy this situation, it is necessary to form the elite schools of open type that will admit talented and gifted children, including those with disabilities.

The current Federal State Educational Standard places high demands to university graduates. A communicative competence is important and necessary for future teaching activity. The issue of students’ communicative competence is important because a lot of higher institutions train their graduates to work with people. The educational process at institutions of higher education should be aimed at development of students’ communicative competence as a personal feature and professional characteristics. For a person to become a subject of communication, a number of external conditions and internal prerequisites are required. Student age is sensitive to development of communicative competence. The educational process at educational institutions should focus on the personality of each student. Formation of communicative competence depends on the activity: cognitive, playing or working. The paper presents the results of experimental studies of the effectiveness of the program for psychological and pedagogical support of students in the course of educational process. An important role in this program is given to the organization of educational process, the work of psychologists with students and teachers, the training activities and business games. While developing communicative competence, the students should get support in development of their social intelligence, practical solution of interpersonal communication problems, as well as satisfaction of the need for self-awareness.

The paper considers the topical issue of psycho-emotional health of teenagers and early recognition of teenagers belonging to a suicidal behavior risk group. The paper covers the problems of prophylaxis, psychological correction and psycho-emotional health of the risk group teenagers and such issues of awareness-building activities among adults, parents and teaching staff as the psychological markers of adolescence age, the relationship between parents and children. The authors provide recommendations on prophylaxis of suicides among teenagers.

Inadequate attention to the problem of emotional well-being at the early stages of a personality development leads to the risk of teenagers’ disadaptation. Early and high quality diagnostics of psycho-emotional health of children allows taking adequate corrective actions to prevent undesirable tendencies in a personality development, various abnormal behavior forms, and the problems in school and out-of-school activities of teenagers, including suicidal behavior. For the purpose of early recognition of teenagers bent on self-destruction, the authors carried out an experiment that is considered in this paper. The received experience will be useful for the experts in developmental psychology and pedagogy, parents and supervising teachers.