No 2 (2020)

The paper studies the problem of professional ethics formation when teaching foreign languages and particularly the feasibility of updating the potential of created poly-cultural space for the more effective solution to this task. The relevance of the study is caused by the necessity of ethization of various professional spheres intended to ensure their focus on the satisfaction of interests and demands of the society, as well as by the necessity to study the feasibility of humanitarian potential of certain disciplines, in particular, foreign language for the successful introduction of students to the professional ethics. The proposed approach to the formation of professional ethics when teaching foreign languages presupposes the educational process arrangement based on the idea of a dialogue of cultures through the inclusion of values and principles of professional ethics in the actual socio-cultural context of a target-language country. This can be reached through the positioning of professional ethics as a valuable basis of the professional culture of the foreign professional community, as well as through considering it in the context of the nationwide sociocultural experience of a target-language country. Consequently, the suggested approach is more in keeping with the logic of modern methods of teaching foreign languages than the traditional ones, which deal with professional ethics values as with something world-wide or “devoid of any ethnicity”. It sees the possibility of qualitative language acquisition in the learning language in the continuity with the culture of the target-language country. The author explains the efficiency of the developed approach from the perspective of solving specific tasks of the Foreign Language discipline and from the perspective of solving the problem of professional ethics formation.

The paper describes the experience of implementing project-based learning in the course of teaching bachelors a foreign language. The appropriateness of its application is due to the lack of traditional areas, forms, and technologies for the training of future specialists in compelled conditions of distance learning. The implementation of this pedagogical technology aims to stimulate cognitive interest and enhance students' communicative abilities in the process of developing their intercultural competence. A survey of teachers and students was conducted to identify the difficulties encountered in the course of distance learning. The paper describes an example of the implementation of an orientation project that was carried out in three stages: preparatory, technological, and final. A detailed description of all stages of the project activity is given; the forms of intermediate and final reporting are presented. As a result of the implementation of project-based learning, students created a video about the British Museum. The criteria for evaluating project activities are described; a mechanism for its evaluation is presented. The following criteria were selected to evaluate pedagogical activity: knowledge of the basic facts on the problem under consideration and the ability to use them when presenting the project; knowledge of a foreign language within the framework of a given topic (lexical, grammatical, phonetic aspects); participation in group discussions, as well as the independence of judgments and conclusions; ability to analyze and generalize the studied material; quality of performance. The results of monitoring the level of students' awareness within the framework of cultural studies are presented before the start of the described project-based activity and on its completion. Conclusions are drawn about the effectiveness of using the applied pedagogical technology to promote the cognitive interest of students, maintaining communicative skills at the right level in the process of intercultural competence development in compelled conditions of distance learning.

Currently, the necessity of training students-engineers for innovative engineering activities is out of the question as there is a direct interrelation between the innovative and economic development of the country. The task is to select an optimal method of training for this activity. To the opinion of various scientists, the project training method is currently preferred. The paper describes the understanding of the project training method, which should necessarily contain an objective, the problems, and the means for solution. The project method is implemented through the collaboration (teamwork) on the solution of socially significant tasks. The paper describes the difficulties of teamwork and the necessity to train for it. The author gives an example of the integration of active training methods (business game “Company”, project method, case study) as a single group training method within the implementation for training students for IEA when teaching discipline Fundamentals of Innovative Engineering. The paper presents the scenarios of business games “Company 1” and “Company 2” as the component of the project method of teaching this discipline. The author developed the scenario of the business game “Company 1” to be implemented during in-class learning; it combines patent research solving different tasks and the development of a new engineering solution using the methods of thinking activation. The author developed the scenario of the business game “Company 2” to be implemented during on-site summer scientific schools and supplemented it with didactical means (3-D printers) and scenarios of creative competitions and sports games aimed at the formation of teamwork competence. The paper analyzes one case from the “Company 1” business game scenario using the inventive problem-solving method “Inventive Problem Solving Algorithm” of G.S. Altshuller.

The orientation of the time transspective characterizes the attitude towards oneself in time and is associated with the experience of a crisis. The attitude towards time acts as one of the elements of the Self-concept of a personality. For young people, the acquisition of professional and personal identity of development in the process of living successive phases is the age-related tasks. The study shows that each phase of the identity crisis is characterized by a certain time orientation. The authors tested the hypothesis of change in the intensity of experiences and the orientation of the time transspective at the beginning, the crisis apogee, and the phase of recovery from the crisis. For the pre-critical stage of the crisis of a personality, the low intensity of experiences is characteristic, and for the critical stage - high intensity. Due to different identity statuses and different intensity of experiences (high and low), a certain time orientation will be characteristic in a crisis. The study involved 222 first-year students from Novosibirsk. The average age of the study participants was 18.3±1.1 years, including 56 boys and 166 girls. The results of the study show that students with a high intensity of crisis experiences are significantly more likely to focus on the negative past, fatalistic present, and hedonistic present. The respondents with low intensity of crisis experiences are more likely to focus on the future. It is worth noting that the focus on the future is not always a positive aspect when living through a crisis. Thus, orientation to the future may indicate the formation of a predetermined identity, that is, the acceptance of identity without going through all the stages of the crisis. As the crisis of adolescence is a normative phenomenon, its untimely experiencing may lead to the situation when a person should solve tasks not implemented during the adolescence period at a later age.

The paper presents the analysis of the results of an experimental study of the correlation between self-efficacy indicators and parameters of an individual life position conducted among the students of Orenburg State Pedagogical University. The psychodiagnostic complex was composed based on the following standardized methods: “Self-efficacy scale” (R. Schwarzer, M. Jerusalem, adaptation of V. Romek), “Questionnaire of an individual’s position in life (IPL)” (D.A. Leontiev, A.E. Shilmanskaya). In the course of the experimental study, the level of youth’s self-efficacy was assessed, as well as the attitude to their own life through the severity of the parameters of harmony, consciousness (awareness), and activity. Checking the correlation between the stated parameters based on the Pearson contingent coefficient revealed a relation between the parameters of self-efficacy and harmony, as well as between self-efficacy and consciousness (p≤0.01), while the relation with activity was not statically confirmed. The Pearson-Chuprov coefficient of contingency made it possible to establish the presence of a strong connection between the indicated parameters. The analysis of the results of the study revealed the following: a subjective assessment of personal effectiveness is a psychological prerequisite allowing determining the space and scale of life self-determination of an individual; it is an important prerequisite for choosing a reference point for life prospects and transformations. Reducing the indicators of a subjective assessment of the young people's potential and resources acts as a limiting cognitive attitude that blocks the possibility of choosing an authentic and significant direction for a person to develop and implement their life plans. These conditions lay the groundwork for building a simplified, stereotyped subjective image of the future, devoid of resources to effectively overcome the daily challenges of modern times. A peculiar psychological result of this is a sense of subjective distress, disharmony between the individual and the surrounding environment.