No 2 (2023)

The paper focuses on the issue of using interdisciplinary connections in teacher education to reduce the gap between the content of the professional teacher training and the requirements of the teaching practice. Its effective solution is impossible without consideration of the national pedagogical experience and the ideas of well-known educators. For this purpose, the author analyzes the ideas of P.F. Kapterev about special training of teachers to help them implement interdisciplinary connections, and the activity of the scientific and methodological section of the State Academic Council in the first third of the 20th century. The author also examines benefits and drawbacks of the system of concenters and complex programs widely used in that period in national pedagogical universities. The works of famous Russian teachers and pedagogical journals of the 1930s served as the source for the historical and pedagogical research. This research of approaches to the implementation of the idea of interdisciplinary connections in the national teacher education in the first third of the 20th century made it possible to identify both the factors that influenced the selection of the subjects as centers of interdisciplinary interaction, and the mistakes made in the process of implementing interdisciplinary connections in pedagogical universities of that period. The study proves that the choice of the options for implementation of interdisciplinary connections in teacher education in Russia is closely related to the requirements for the personality of a teacher in a specific historical period. The historic analysis of the scientific works and teaching practices lead to the conclusion that interdisciplinary connections with pedagogical component of professional training as a dominant factor become an effective tool for shaping a holistic view of the future professional activity.

At the current level of development of the methodology of teaching Russian as a foreign language for special purposes, insufficient attention is paid to the professionally oriented teaching, which allows modeling imaginary professional situations of communication and forming the skills necessary for real professional communication. The problem is especially noticeable in teaching creative disciplines (including art criticism) where thematic discourse plays an important role. The paper describes an experiment of teaching art history discourse to Uzbek students in the Russian language classes. A model for studying art history discourse was experimentally introduced into practice of teaching Russian as a foreign language at the level of professional communication. The purpose of the study was to develop a technology for teaching art history discourse based on professionally oriented authentic texts in classes of Russian as a foreign language for future specialists in art. The experiment was described in detail with the allocation of experimental and control groups. The experimental group studied the language for professional purposes with the use of the teaching materials developed by the university professors. Most of the tasks of the training package are based on the information from the website of the Belgorod State Art Museum, which updates the educational material and implements the principle of professional orientation of education. The control group followed the traditional program of Russian as a foreign language for future artists. Upon completion of the experimental training, both groups had to do a creative task. Further assessment of the task demonstrated the effectiveness of the use of authentic art history texts and creative tasks in teaching the Russian language for professional purposes to Uzbek students. The study revealed that the students of the experimental group made greater progress compared to the control group in developing such a professional skill as “following art history strategies when creating a text”.

The paper reflects the results of a formative experiment aimed at increasing the readiness of adolescent athletes to take responsibility by reducing the psychological barriers that make it difficult. Responsibility as a personal quality is relevant in any activity, and adolescence is a sensitive period of its manifestation. This demonstrates the resource component of adolescence for the transition to adulthood and accompanies success in determining one’s place in activity and socialization. The development of responsibility occurs due to its formation from childhood, in the process of learning by example and the transfer of freedom of action in feasible matters, which often contradicts our habitual paternalistic position of upbringing and involuntary support of infantilism of youth. The study of the literature and the earlier ascertaining stage of the study made it possible to identify personality qualities that act as barriers to the manifestation of responsibility in adolescence; they are: anxiety, low level of motivation and self-management, negative coping strategies (escaping or distancing), blaming other people or circumstances. This made it possible to select diagnostic material for evaluating the results of the formative experiment, based on the following six methods: determining the level of responsibility, motivation, self-regulation, coping strategies, anxiety, the level of group development, assessing the relationship between the coach and athletes. The longitudinal study involved 16 adolescent athletes from Krasnodar. The formative experiment of responsibility development was carried out using the methodology of psychological training in a youth handball team for a year. The effectiveness of the training was evaluated by three diagnostic sections. Changes in the absolute values of the measured indicators and correlations between them were taken into account. The results of the study showed that the factor preventing the removal of psychological barriers to accept responsibility is excessive anxiety of young athletes. The study demonstrates the need and importance for longitudinal psychological work with athletes.

The issue of parent-child relationships in adolescence is rarely researched. The period of adolescence is a crisis stage of active restructuring of the internal behaviors of a person and the transformation of external environments, including the social situation of development, the stage when the loneliness phenomenon acquires special significance. A person of adolescence both faces the age-specific task of forming intimacy and finds a resource in the state of being alone with oneself. When studying this phenomenon, researchers rarely consider it in relation to the actively changing parent-child relationships. A hypothesis of the study is that children of parents, who demonstrate hypoprotection as the leading type of upbringing, experience more severe loneliness in adolescence. An empirical study of the relationship between the experience of loneliness and the characteristics of parent-child relations was carried out on a sample of 96 “parent – child” diads, Mx=19.6 years, σ=1.9. To collect psychodiagnostic material, the authors used the “Analysis of Family Relationships technique” by E.G. Eydemiller and V.V. Yustitskis and the “Differential Questionnaire for Experiencing Loneliness” (short version) by D.A. Leontiev and E.N. Osin. As a result of statistical analysis, the authors identified a number of regularities expressed in reliable interrelations between such disharmonious tendencies in parent-child relationships as hyperprotection, insufficiency of requirements-duties, insufficiency of requirements-prohibitions, immaturity of parental feelings, the projection of one’s own undesirable qualities onto a child, and the subjective experience of loneliness, communication addiction. Using the analysis of differences, the study revealed that parents of children demonstrating a relatively low level of communication addiction, show tendencies for excessive requirements-duties, minimal sanctions, and a low level of educatory uncertainty.