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В данной статье нами была предпринята попытка раскрытия применения метода площадей на уроках математики. Проведённая работа показывает, что его применение при обучении математике, как одного из путей учета индивидуальных особенностей учащихся, необходимо и возможно. Возможность применения метода площадей, а также её эффективность, подтверждается проводимыми нами факультативными занятиями по математике в гимназии «Сахаб».
Метод площадей способствует более прочному и глубокому усвоению знаний, развитию индивидуальных способностей, развитию самостоятельного творческого мышления. Наблюдения и опытное преподавание показало, что данный
Библиографический список
метод решения геометрических задач имеет большее преимущество в сравнении с традиционной методикой обучения. От того, как учитель сможет реализовать данный метод, будет зависеть весь дальнейший ход обучения.
Выдвинутая в начале исследования гипотеза, что использование в учебном процессе метода площадей к решению геометрических задач на уроках математики позволит повысить эффективность и качество преподавания в области математического образования, в том числе и при подготовке к сдаче ЕГЭ по математике, подтвердилась.
Цели исследования достигнуты, задачи исследования решены.
1. Груденов Я.И. Совершенствование методики работы учителя математики. Книга для учителя. Москва Просвещение, 2010.
2. Федеральный государственный образовательный стандарт основного общего образования. М-во образования и науки Рос. Федерации. Москва. Просвещение, 2011.
3. Атанасян Л.С. Геометрия 7-9: учебник для общеобразовательных учреждений. Москва. Просвещение, 2000.
4. ЕГЭ 2016. Математика. Профильный уровень: типовые экзаменационные варианты: 36 вариантов. Под редакцией И.В. Ященко. Москва. Издательство «Национальное образование», 2016.
5. ЕГЭ 2019. Математика. Профильный уровень: типовые экзаменационные варианты: 36 вариантов. Под редакцией И.В. Ященко. Москва. Издательство «Национальное образование», 2019.
References
1. Grudenov Ya.I. Sovershenstvovanie metodikiraboty uchitelya matematiki. Kniga dlya uchitelya. Moskva Prosveschenie, 2010.
2. Federal'nyj gosudarstvennyj obrazovatel'nyj standart osnovnogo obschego obrazovaniya. M-vo obrazovaniya i nauki Ros. Federacii. Moskva. Prosveschenie, 2011.
3. Atanasyan L.S. Geometriya 7-9: uchebnik dlya obscheobrazovatel'nyh uchrezhdenij. Moskva. Prosveschenie, 2000.
4. EG'E 2016. Matematika. Profil'nyj uroven': tipovye 'ekzamenacionnye varianty: 36 variantov. Pod redakciej I.V. Yaschenko. Moskva. Izdatel'stvo «Nacional'noe obrazovanie», 2016.
5. EG'E 2019. Matematika. Profil'nyj uroven': tipovye 'ekzamenacionnye varianty: 36 variantov. Pod redakciej I.V. Yaschenko. Moskva. Izdatel'stvo «Nacional'noe obrazovanie», 2019.
Статья поступила в редакцию 30.07.19
УДК 371.134.02:004
Makaiikhina I.M., Cand. of Sciences (Pedagogy), senior lecturer, Novosibirsk State University of Architecture and Civil Engineering (Novosibirsk, Russia),
E-mail: michmacha@mail.ru
DEVELOPMENT OF EDUCATIONAL ACTIVITIES OF NOVOSIBIRSK STATE UNIVERSITY OF ARCHITECTURE AND CIVIL ENGINEERING (SIBSTRIN) IN THE INTERNATIONAL MARKET. The objective of the study is to substantiate an approach to creation of a professional foreign language educational environment in Novosibirsk State University of Architecture and Civil Engineering and to identify features of training multilingual specialists to solve problems of integrating the university into the international educational process. In order to achieve the goal, the following tasks are set and solved: to analyze existing educational universities activities in the international market; to study theoretical and methodological foundations and principles for the development of educational activities of Novosibirsk State University of Architecture and Civil Engineering in the international market; to develop educational activities of Sibstrin in the international market. The object of our study is foreign language educational activities of universities in the international market.
Key words: foreign language environment, Civil Engineering University, multilingual specialist, international educational process.
И.М. Макарихина, канд. пед. наук, доц., Новосибирский государственный архтектурно-строительный университет (Сибстрин), г. Новосибирск,
E-mail: michmacha@mail.ru
РАЗВИТИЕ ОБРАЗОВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ НОВОСИБИРСКОГО ГОСУДАРСТВЕННОГО АРХИТЕКТУРНО-СТРОИТЕЛЬНОГО УНИВЕРСИТЕТА (СИБСТРИН) НА МЕЖДУНАРОДНОМ РЫНКЕ
В статье освещается подход к формированию профессиональной образовательной иноязычной среды в Новосибирском государственном архитектурно-строительном университете (Сибстрин) и выявлению особенностей подготовки мультиязычных специалистов для решения задач интеграции вуза в международный образовательных процесс. Объектом исследования является иноязычная образовательная деятельность вузов на международном рынке. Предмет исследования составляет совокупность теоретических, методических и практических вопросов, связанных с процессом развития образовательной деятельности НГАСУ (Сибстрин) на международном рынке.
Ключевые слова: иноязычная среда, строительный университет, мультиязычный специалист, международный образовательный процесс.
Introduction. Substantial modernization of higher education content in accordance with the requirements of society and the state to the level of specialists education, including in foreign languages is necessary in the conditions of the of economic, socio-political and social relations transformation. The revision of traditional paradigm in the general system of higher education is due to the objective need of society for an individual, aware and practically realizing his vocation and purpose in various types and international practice arising [1, p. 5].
Modern-day English is the language of world science and advanced technologies, global politics, economics, trade and transport. The prevalence of the English language in Russia and the level of its proficiency are markedly different from world indicators. Russia has consistently been included in the group of countries with a low level of English according to "Ef EPI Index" report of the international company Education First, compiled from the results of standardized testing, which was conducted in 72 countries around the world for the past six years. Studies show that many Russians do not have the need to speak foreign languages, about 54% of citizens do not feel the desire to study them, 13% are convinced that it is enough to know only Russian [1; 2].
But, world practice shows that about 80% of all information is stored in English, more than 50% of Internet websites are English-speaking. World science is considered monolingual, as up to 70% of scientific publications as a whole and 99% of publications on natural sciences are published in English by the EF EPI Index of the international company Education First. In 2016, the number of national English bilinguals is from 603,163.010 to 1 billion people, significantly exceeding the number of native speakers - 339,370,920 people, according to various estimates [1; 2].
English studding program is gaining momentum with increasing demand for English-language scientific products (English-language courses in disciplines, lectures, textbooks, books) [3].
The subject of the study is a set of theoretical, methodological and practical issues related to the educational activities Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) development in the international market.
The theoretical basis of the research work is the scientific works of well-known domestic and foreign scientists, which analyze theoretical and practice issues of the universities' educational activities development in the international market in the conditions of a scientific product commercialization.
Materials and methods of the research work. The study is carried out by analyzing the current problems of civil engineering education in the Novosibirsk State University of Architecture and Civil Engineering (Sibstrin), discussing current achievements, indicators and approach for the creation of a foreign language learning environment in the context of the university internationalization and the possibility of double diplomas agreement.
Modern higher education institutions increase their potential every year, expand the prospects for dialogue and cooperation within universities in other countries, cultural and professional horizons of faculties and students at all levels of education. The international educational activity of the university is the decisive vital resource in the achievement of a student's life well-being and competitive success. This is largely facilitated by the transition to a personality-oriented paradigm of higher education, which ensures the creation of conditions for the most comprehensive multicultural and multilingual personality development of the future specialist as a subject of social relations and professional activity [4; 5].
The need for the of educational activities of Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) development in the international market arises due to the need for fundamental changes in the content of vocational education, in the educational process internationalization, in the ways of interaction between educational main subjects, in the quality assurance of meaningful teaching, oriented towards the student as a multi-national and multicultural society.
During our research work implementation we solved the following tasks:
1. We analyzed the regulatory documents of the Ministry of Education and Science of the Russian Federation, which indicated targets for the higher education development: the conditions for international academic mobility of students and teachers implementation of joint educational programs with leading foreign universities and research centers in the educational process, the implementation will complement educational programs in a foreign language and (or) in partnership with foreign higher educational institutions and scientific organizations, indicators of teaching staff's publication activity, which constitutes the legal basis for the development of a university foreign language educational environment.
Here we also presented the multimedia content of the project "Development of Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) educational activities on the international market". In our opinion, it is necessary to create a foreign language information and communication educational environment in order to allow us forming the following professional competencies: 1) value-semantic, 2) special methodical , 3) linguistic, 4) educational and cognitive, 5) scientific and technological competence, 6) competence of personal self-improvement and achieving educational tasks, such as: taking into account the psychological characteristics of the individual, stimulating students' cognitive activity, strengthening learning motivation through individualization and differentiation [6].
2. We made a comparative analysis of the English-language educational programs' pricing policy at the undergraduate and graduate levels of leading universities in Russia, Turkey and China, analyzing the social context of participants in the educational process of Russian universities, the need in English lectures, foreign language motivational activity of students, undergraduates, graduate students and faculties of Novosibirsk State University of Architecture and Civil Engineering (Sibstrin), analysis of the internal and external environment "Development of educational activities of Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) on the international market ", its strengths and weaknesses [7; 8].
Therefore, we conclude that we should pay attention to the emergence of strong global universities - competitors (Turkey, China) in the educational services market; critically low number of overseas internships of a university faculty members, which negatively affects the image of Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) on the world market of educational services; the lack of multimedia classrooms with the necessary linguistic equipment, for the formation of students' language competence at a higher level; the lack of implemented educational programs of higher education in a foreign language and (or) in partnership with foreign higher educational organizations; the lack of additional educational programs implemented in a foreign language and (or) in partnership with foreign higher educational organizations.
Also, we must take into account that, the number of foreign students entering our university is growing precisely because of high-quality education, in spite of the weaknesses of foreign language educational activities in our University. Students save money, because education in Russia is cheaper than in English-speaking countries, but the requirements of students from far and near abroad to the quality of foreign language educational services provided grow every year.
3. We formulated the criteria for requirements for international activities, based on our analysis of the regulatory documents of the Ministry of Education and Science of the Russian Federation, the educational services market, both Russian universities and other countries of the world.
The results of the research. The requirements for international activities are made according to the following criteria:
• Sustainable and positive image of Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) foreign language learning environment on the educational international market.
• Increasing number of publications of international cited databases (Scopus, Web of Science, etc.), articles, respectively, should be created in English.
• International educational programs with partner universities (which materials must be in a foreign language).
• Academic mobility of teachers and students with the involvement of leading universities staff. Sufficient level of a foreign language is required in order to participate in mobility programs (as a rule, English).
• Publication of foreign scientists' works in foreign languages on digital media and E-books;
These indicators are based on the international component, respectively, reflecting the level of university internationalization. Russia's orientation towards the inclusion of its universities in international rankings suggests that the formation of a foreign language learning environment for the internationalization of universities will be a fundamental task of Russian university education in the coming decade.
For the Civil building university, one should constantly add the problem of creating a foreign language learning environment as an innovative component, because it is the demand for success of applied research at a university at the international level.
The specificity of Civil building university is the need to study a professionally-oriented foreign language, as well as the availability of a technical translation infrastructure to present the results of Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) research at the international level.
Solving this problem, it is proposed to create a laboratory for the preparation and commercialization of scientific and industrial products of scientists of Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) in English, including internationally, to create a foreign language learning environment, which will preserve the heritage of scientists of Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) through processing them works taking into account modern requirements and standards on digital media, including in foreign languages:
Undergraduate and graduate students' preparing:
• Translator in the field of professional business communication (traditional).
• Preparation for the international TOEFL exam for participation in academic mobility programs.
• The program "Professional interpreter (English for specific purposes)".
• Creating an English-speaking environment for students with advanced language training groups.
• Preparation for the foreign language learning environment creation in the context of the university internationalization tasks, including the formation of a joint educational program in a foreign language.
• Mobility of bachelors and undergraduates, up to 1 month, 1-2 semesters.
• Language internships for students and lecturers at partner universities.
• Students and lecturers exchange using joint garnet projects.
• Organization of joint events (conferences, seminars, Summer schools) with partner universities.
• Organization of sites for on-line training of foreign students.
Staff preparing:
• Publication activity of faculty in English.
• Presentation of scientific developments at conferences of any level in foreign languages (which is spelled out in any international agreement).
• Creation of the Rector's Staff reserve for the preparation and lecturing in English, publishing literature on digital media, including foreign languages to create a foreign language educational environment of the university.
• Staff participation in international mobility and commercialization of scientific products.
Flexible approach to learning a foreign language and professional translation skills is introduced to optimize the process [9]. Nowadays a number of e-learning courses in English on the preparation of engineering and environmental specialties, scientific and technical literature translators are being prepared for publication. In order to solve this problem, it is proposed to create a laboratory for the preparation and commercialization of the scientists' scientific and industrial works in Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) in English, including internationally, to create a foreign language learning environment, which will preserve the scientists' heritage in Novosibirsk State University of Architecture and Civil Engineering (Sibstrin) , taking into account modern requirements and standards on digital media, including in foreign languages.
We use flexible, individualized approaches to a foreign languages teaching and translation skills developing to successfully create a language environment at a university. Our students with a wide variation in age, level of proficiency in a foreign language and the main specialty, as well as limited time resources, are trained in programs of a foreign language environment.
We suggested using conditions, both within university and international grant programs, such as UNESCO Chair (Japan, Indonesia) and Erasmus + grants to solve the financing of projects for a foreign language environment formation as a whole. Institute of International Affairs can provide financial support for the creation of a foreign language learning environment, directing profits from organizing and conducting courses on multimedia equipments acquiring.
The study is carried out by analyzing modern problems of Civil Engineering education in NSUACE (Sibstrin), discussing current achievements, indicators and approach to the formation of a foreign language learning environment in the context of the
university internationalization, including the formation of a joint educational program in a foreign language.
The study of the results of the analysis of modern problems of construction education in NGASU (Sibstrin), a discussion of current achievements, indicators and approaches to the formation of Russian-language training in the framework of the tasks of internationalization throughout the world.
Библиографический список / References
The results of the foreign language training system at NSUACE (Sibstrin) internationalization would be to justify and introduce programs of a foreign language environment, which should include continuous language training for all categories of university staff - from students to administrators, as well as the creation and maintenance of a scientific database (articles) and educational (methodical documentation) materials in a foreign language.
1. "EF EPI Index" of international company Education First https://www.ef.ru/epi/
2. State program of the Russian Federation "Development of education for 2016-2020".
3. The concept of long-term socio-economic development of the Russian Federation for the period up to 2020.
4. Government Decree No. 211 of March 6, 2013.
5. Bezrukov A.N., Ziyatdinova Yu.N. Professional foreign language environment as a condition for the internationalization of engineering education // Modern problems of science and education. - 2015. - № 3. URL: http://science-education.ru/ru/article/view?id=19740.
6. Solnyshkova O.V., Temerbaeva Zh.A., Makarihina I.M. The manual "Development and Use of Electronic Educational Resources in Teaching Students and Schoolchildren." PSU them. S. PSU them. S. Toaigyrova - Pavlodar: Publishing House in Kereku - Pavlodar, 2018, 89s.
7. Makarikhina I.M. Improving the Didactic Competence of Teachers in The Process of Advanced Training (for example, the subject of English): author. dis. ... to-that ped. science. M. Makarikhina. - Barnaul, 2013 - 25 p.
8. Raisova A.B. Development of Foreign Language Competence Using Copyright E-Learning Courses in a Multilingual Educational Environment (on the example of training bachelor of engineering and technology of the Republic of Kazakhstan): author. dis. ... to-that ped. the science. B. Raisova - Barnaul, 2013 - 25 p.
9. Studies of the Federal educational portal ESM, http://ecsocman.hse.ru/expresspolls/results/24341150.html
Статья поступила в редакцию 06.08.19
УДК 372.882
Nikonova N.I., Cand. of Sciences (Pedagogy), senior lecturer, North-Eastern Federal Universit n.a. M.K. Ammosov (Yakutsk, Russia), E-mail: nikon_nad@mail.ru
Efimova E.A., MA student, North-Eastern Federal Universit n.a. M.K. Ammosov (Yakutsk, Russia), E-mail: efimova_ea95@mail.ru
COMPARATIVE STUDY OF LYRICAL WORKS IN HIGHER CLASSES: REGIONAL ASPECT. The article analyzes essential characteristics of comparison as a means of analyzing a literary text in a modern multicultural educational space. Comparative analysis of works is considered as a condition for the development of the student's personality in accordance with the requirements of the GEF of secondary (complete) general education, the Unified State Examination (literature) and as a way to comprehend the multiplicity of literatures, their identity and national identity. The system of studying a theme "Poet and Poetry" is described in the context of an analysis of lyrical works by Russian poets A.S. Pushkin, B. Akhmadulina, Russian-speaking Yakut poet A.K. Mikhailova in high school. The presented comparative system of study encourages students in the context of a dialogue to discover new semantic structures, artistic and cultural values.
Key words: comparative analysis, lyrical text, theme of poet and poetry, multicultural learning environment, personality development conditions.
Н.И. Никонова, канд. пед. наук, доц. ФЛФ, ФГАОУ ВО «Северо-Восточный федеральный университет им. М.К. Аммосова», г. Якутск,
E-mail: nikon_nad@mail.ru
Е.А. Ефимова, магистрант ФЛФ, ФГАОУ ВО «Северо-Восточный федеральный университет им. М.К. Аммосова», г. Якутск,
E-mail: efimova_ea95@mail.ru
СОПОСТАВИТЕЛЬНОЕ ИЗУЧЕНИЕ ЛИРИЧЕСКИХ ПРОИЗВЕДЕНИЙ В СТАРШИХ КЛАССАХ: РЕГИОНАЛЬНЫЙ АСПЕКТ
В статье анализируются существенные характеристики сопоставления как средства анализа художественного текста в современном поликультурном образовательном пространстве. Сопоставительный анализ произведений рассматривается как условие развития личности школьника в соответствии с требованиями ФГОС среднего (полного) общего образования, ЕГЭ по литературе и как путь к постижению множественности литератур, их самобытности и национальной идентичности. Описывается система изучения темы «Поэт и поэзия» в контексте анализа лирических произведений русских поэтов А.С. Пушкина, Б. Ахмадулиной, русскоязычного якутского поэта А.К. Михайлова в старших классах. Представленная сопоставительная система изучения лирики побуждает обучающихся в условиях диалога открывать новые смысловые структуры, художественные и культурные ценности.
Ключевые слова: сопоставительный анализ, лирический текст, тема поэта и поэзии, поликультурная среда обучения, условия развития личности.
С глобализацией современного мира, с расширением информационного поля особое значение приобретает умение анализировать, квалифицировать, систематизировать полученные знания. Понимание художественного мира формируется на уроках литературы, где сопоставление становится основой работы с текстом и представляет собой «сопоставление различных фактов и реалий с целью выявления в них общего и различного» [1, с. 441].
Необходимость разработки данного метода анализа художественного произведения обусловлена не только требованиями, предъявляемыми выпускникам [2], но и особенностями Единого государственного экзамена по литературе, где обучающиеся должны продемонстрировать «владение навыками сопоставления, классификации, ранжирования объектов по одному или нескольким предложенным основаниям и критериям; самостоятельного определения оснований для сопоставления и аргументации позиций сопоставления» [3, с. 51]. Анализ экзаменационных работ выпускников Республики Саха (Якутия) показывает, что старшеклассники хуже всего справляются с заданием 16 (сопоставление лирических произведений), особенно трудно подобрать им второе стихотворение для сопоставления. Основными причинами невысоких результатов выполнения задания 16 являются узкий читательский кругозор школьников (невозможность подбора второго аргумента), непопулярность лирических произведений в самостоятельном чтении школьников, родо-жанровая специфика лирики, субъективность читательского восприятия, отсутствие навыков аспектного сравнения, при всем этом стандарты диктуют свои правила:
«владение навыками анализа художественных произведений с учетом жанро-во-родовой специфики» [2, с. 8].
Сопоставительное изучение произведений русской и родной литератур способствует активизации и углублению читательских интересов, правильному и глубокому пониманию различных текстов, чтение становится средством «постижения других культур, уважительного отношения к ним» [2, с. 8]. Значимость обучения сопоставления художественных произведений в контексте диалога литератур подтверждается исследованиями таких авторов, как М.М. Бахтин [4], И.Г Неупокоева [5], М.В. Черкезова [6] и других, которые указывали в своих трудах на актуальность и необходимость сопоставительного изучения художественных текстов.
В целях преодоления трудностей, возникающих у обучающихся при изучении произведений русской литературы, важно устанавливать взаимосвязь между русской и родной литературой, сравнивать быт и культуру русского, якутского народов, выявлять сходства и различия в произведениях писателей не только на уровне содержания, но и на уровне формы. Схожие мотивы, темы, концепты можно найти в любой литературе. Однако при сопоставлении мы больше говорим об идентичности той или иной культуры. В своем исследовании мы опираемся на классификацию школьного сопоставительного анализа С.А. Зинина, который выделил внутритекстовые, межтекстовые, интерпретационные сопоставления [7]. Подобная типологизация способствует использованию сопоставления как приема обучения, предполагающего параллельное изучение двух или нескольких художественных произведений.
