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Статья поступила в редакцию 29.09.21
УДК 378.14
Ziyazieva L.R., postgraduate, Gorno-Altaisk State University (Gorno-Altaisk, Russia), senior teacher, Department of Business and Services,
KU n.a. Sh.Sh. Ualikhanov (Kokshetau, Kazakhstan), E-mail: liliyazr@mail.ru
Tyulegenova A.T., senior teacher, Department of Business and Services, KU n.a. Sh.Sh. Ualikhanov (Kokshetau, Kazakhstan)
Alpysbaeva Zh.Zh., senior teacher, Department of Business and Services, KU n.a. Sh.Sh. Ualikhanov (Kokshetau, Kazakhstan)
FORMATION OF ORIENTATION-MOTIVATIONAL COMPONENT OF STUDENTS' INDEPENDENT WORK. In the article, the authora pay attention to the dynamics in forming readiness for independent work by means of benchmarking technology using the organizational and motivational component in the educational process. The research is conducted in universities of Kazakhstan and Russia in order to determine the influence of mentality on the orientation-motivational factor of formation of university students' readiness for independent work by means of benchmarking-technology. The article is focused on the urgent problem of today - the dynamics of formation of orientation-motivational component of independent work by means of moral values. The author offers methodological material and pedagogical diagnostics in order to increase the level of formation of readiness for independent work. This problem has been little studied and requires further research.
Key words: independent work, moral values, life priorities, benchmarking-technology.
Л.Р. Зиязиееа, аспирант, ФГБОУ ВО «Горно-Алтайский государственный университет», г. Горно-Алтайск, ст. преп.,
КУ имени Ш.Ш. Уалиханова, г. Кокшетау, E-mail: liliyazr@mail.ru
А.Т. Тюлегеноеа, ст. преп., КУ имени Ш.Ш. Уалиханова, г. Кокшетау
Ж.Ж. Алпысбаееа, ст. преп., КУ имени Ш.Ш. Уалиханова, г. Кокшетау
ФОРМИРОВАНИЕ ОРИЕНТАЦИОННО-МОТИВАЦИОННОГО КОМПОНЕНТА САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ
В данной статье авторы уделяют внимание динамике готовности формирования к самостоятельной работе посредством бенчмаркинг-технологии с использованием в учебном процессе организационно-мотивационного компонента. Исследование проводится в университетах Казахстана и России с целью определения влияния менталитета на ориентационно-мотивационный фактор формирования готовности студентов вуза к самостоятельной работе посредством бенчмаркинг-технологии. Статья посвящена актуальной на сегодняшний день проблеме - динамике формирования ориентационно-мотивационного компонента самостоятельной работы посредством нравственных ценностей. Автором предложены методический материал и педагогическая диагностика с целью повышения уровня формирования готовности студентов к самостоятельной работе. Данная проблема мало изучена и требует дальнейших исследований.
Ключевые лва: самостоятельная работа, нравственные ценности, жизненные приоритеты, бенчмаркинг-технология.
Relevance.The formation of future specialist's readiness for targeted self-education, to use the methods and skills of self-educational activity is the modern tendency, connected, first of all, with the processes taking place in the society.
However, in our opinion, the actual topic of such discussions is not just the problems of modernization of higher education, but also rather the search for new principles of such modernization. It is quite obvious that at this time the matter is about the formation of an absolutely new paradigm of education.
The universal thesis is that the main task of higher education is to form a creative person of an expert capable of self-development, selfeducation, innovative activity, competitive, initiative, creative thinking, The main goal of the program is to provide the students with the knowledge and skills they need for a continuous professional growth and professional and social mobility.
This task requires, first of all, changes in the very conceptual framework of teaching, since the formation of such a person is hardly possible only through mechanical transfer of knowledge in the ready-made form from the teacher to the student.
In the new educational paradigm, the student must become an active subject who can competently formulate a problem, analyze possible ways to solve it, find the optimal result and prove its correctness. Therefore, in essence, it is about changing the paradigm of learning into a paradigm of education. From this perspective, students' self-study does not just become an important form of the educational process - it becomes its basis.
In foreign literature, self-study is often interpreted as «independent learning» and «self-regulated learning». Note that students who self-study often participate more actively in learning tasks, such as reading online learning materials, completing class
assignments, planning, and assessing learning milestones. Jossberger et al. (2010) noted that Self-Directed Learning (SDL) refers to the psychological processes of students who direct themselves to gain knowledge and understanding of how to solve problems [1].
The method of self-education formation as a personal quality is the organization of students' independent work in study process and education of independence [2].
Since students are at the core of learning process, a study tailored to their motivations and strategies and factors hindering their learning is imperative as students themselves play pivotal roles in shifting their own learning and acquiring enhanced academic achievement. Accordingly, Pintrich [3] acknowledged that research on student motivation is central to research in learning and teaching settings. Pintrich et al. have demonstrated that positive motivational beliefs positively related to higher levels of self-regulated learning. This study is critical because it delves into Liberi-an students' motivations and strategies as well as factors hampering their learning. Cognizant of this, Zimmerman [4] stresses that there is a growing pedagogical need to comprehend how students develop the capability and motivation to regulate their own learning. Zimmerman believes that when students monitor their responding and attribute outcomes to their strategies, their learning becomes self-regulated, and they exhibit increased self-efficacy, greater intrinsic motivation, and higher academic achievement. Gasco et al. [5] noted that motivation plays an important role in learning because it greatly explains academic performance. Students are supposedly capable of instigating, modifying, and sustaining information. Further, research showed that students' motivations and strategy use have some impact on student
performance. According to Schunk [6], Pintrich thinks students must monitor, regulate, and control their cognition, motivation, and behavior as part of self-regulated learning. According to Pintrich, Zimmerman has revealed that students who are self-regulating, who set goals or plans, and who try to monitor and control their own cognition, motivation, and behavior predicated upon these goals are more likely to do much better in school.
The aim of the research is to theoretically justify and experimentally test the effectiveness of the orientation-motivational component on the formation of university students' readiness to work independently through benchmarking-technology.
The aim of the study led to the formulation of the following research objective:
to determine the degree of influence of orientation-motivational component on the formation of university students' readiness for independent work by means of benchmarking-technology and verify its effectiveness in the experimental work.
Scientific novelty of the study lies in the fact that the essence and content of the formation of university students' readiness for independent work, which consists of the orientation-motivational, instructional-setting, procedural, corrective, control and evaluation components.
The practical relevance of the study is determined by the fact that created and implemented the technology of formation of university students' readiness for independent work, contributing to the effectiveness of this activity.
General conclusions on the results of the research, the extent of achieving the goal. Motivation is a fundamental recipe for academic success. It involves inte r-nal and external factors that stimulate desire and energy in people to be continually interested and committed to job, role, or subject, or to make an effort to attain a goal. Dornyei [7] argued that motivation explains why people decide to do something, how hard they are going to pursue it, and how long they are willing to sustain the activity. In order words, «motivation is what gets you going, keeps you going, and determines where you're trying to go». Alderman [8] indicates that those students who have optl-mum motivation have an edge because they have adaptive attitudes and strategies, such as maintaining intrinsic interest, goal setting, and self-monitoring. Besides, m o-tivational variables interact with cognitive, behavioral, and contextual factors to ups e-self-regulation.
The active independent work of students is possible only in case of serious and stable motivation. The strongest motivating factor is preparation for further effectives professional activity.
The influence of orientation-motivational component on the formation of university students' readiness for independent work is reflected in the works of V.A. Mamaeva [9], O.V. Nogovitsina [10], I.V. Georghe [11], G.N. Dinitz [12], etc. There are many points of view related to the formation of the orientation-motivational component; in the aspect of the problems of our study, the closest for us is the opinion of E.L. Pod-nebesnykh [13], who believes that certain life senses influence the educational values of students, and Rokeach [14], according to which everyone has a personal hierarchy of values. The most preferred value is central to an individual's life, and also has an important regulating function in educational life as well.
The orientation-motivational component of students' independent work is aimed at the awareness of students of a specific goal in their independent activity, oriented to perform individual work through benchmarking-technology, providing additional assignments and topics focused on future professional experience. Theoretical analysis of the literature allows us to identify a promising direction of development: the influence of students' moral values on the dynamics of formation of orientation-motivational component.
The orientation-motivational component is aimed at stimulating the motivational attitude of students to the performance of independent work, awareness of its importance for future professional activity. The formation of motivational readiness for independent work through benchmarking technology gives an opportunity for self-improvement, the desire to become a highly qualified specialist.
In our opinion, in order to observe the dynamics of formation of orientation-m Oe tivational component of independent work, it is necessary to initially determine In students their life and moral values, which in turn will affect the orientation-mot I-vational component. Since the research is conducted at the intersection of the two countries, applying the methodology of M. Rokeach, we conducted questionnai re survey among students of NAO «Kokshetau University named after Sh. Ualikhanov» and students of Gorno-Altaisk State University (GASU), in order to determine the influence of mentality and the university on motivation to prepare individual work of students. The survey involved 114 university students, as well as one teacher of the Gorno-Altai State University and three teachers of the NJSC «Kokshetau University named after Sh.Sh. Ualikhanov». The survey was conducted through the survey administration software Google Forms.
According to M. Rokeach, he divides values into two categories:
Terminal Values M. Rokeach defines «as beliefs that the ultimate goal of an individual coincides not only with his personal point of view, but also with the opinion of society (for example, happy families, world peace); instrumental values - as beliefs that a certain way of action (for instance, decency) is undeniably true both in society and in an individual».
In the experiment we conducted, students were asked to prioritize among the 18 suggested categories of values based on their life principles. The results of the survey are presented in Diagram 1.
035 030 025 020 015 010 005
development (work self-confidence (inner on oneself, constant harmony, freedom physical andspiritual from internal improvement) contradictions,
doubts)
health (physical and hav mental)
rig good and loyal love (spiritual and friends physical closeness
with a loved one)
Fig. 1. Relevant terminal values In the experimental group among students of Kokshetau University
Thestracture oftermina IvaluesoS atudentsofbothuninarsiSlen shnwed th at the most sgnifisavt valuus are taf^y famyy bve mall Itsmanifeatefisnn, hns|tp| fiends, aarl othgrva.una ere fpe leaaUmpartantfor tuem- benutycrevtivity, tappness of ofSern. etti
Vvluabla for us la M. Rakevuh'sU-finiriogetinstrumvntalvaluvs,we nptee with hirrucotn-ering rhatoustaseofUaeds vh^dfiontsl'rvh^u^^lsy^^, Virtdt^itari)^ pref-srsb'u for ag ¡naivlVuel In all situatiansfrom thvpainforvlewof his/her social position.
Resuits of tstliefe nHhe interviewed ressondentr are ftresented in the Diagram 2.lngtrumental tea I uvs en n te ground |nt<t sMcol va ^en, eommunivativo va.es, busi-neun va^tm1 seu|sh andunptirraplvd ha1 uaSg unsc-^ valuer; se^affl rmatbnvalues andacceptenco values.
Inouunase instrumental values were grouped into values of self-affirmation and valued ofaccepfan ce ofothers.
28% of respondents believe that honesty and truthfulness is one of the important and °riorify valuun h Itfe, where fjorsonal enul puMic pointofu.ewwflbeequel in any sitsatiun; 18%prevethetheofyefne|f-anse.'f¡on| Mngie tfinmseh/nettecourage to le fend their opinion.
030 025 020 015 010 005
a sense of duty, the truthfulness, ability to keep your sincerity word
good manners
the ability to understand someone else's point of view, respect other tastes, customs, traditions
courage in defending one's opinion, views
Fig.2. Relevant instrumental valuesintheexperimentalgrouf) amongstudents of Kokshetau University
Intte eepecV ofthe studyanalezlegtUe.neiuencn of lifevaluesos taeVe-m ation oi orisotatloo-motlvatierial somponest, it Is imeortaut tfet in the flee important values respondents note the broadening of the horizons, intelligence, education, which are the nomponerts o° t.e inroeess of organizing ¡antef-endent work of stederts .rough beuchme rkieg-techrotogy
I35 030 025 020 015 010 005
33 %
13 %
love (spiritual happy family life and physical closeness with a loved one)
life wisdom (maturity of judgment and
cognition (the possibility of expanding one's education, horizons, common sense, general culture, achieved by life intellectual development)
entertainment (pleasant, easy pastime, no responsibilities)
experience)
Fig.3. Terminalvaluesofstudentsinthemonitoringgroup of Gorno-Altaisk State University
28 %
L4 %
15 %
9 %
The result of Gorno-Altaisk State University student survey is presented in Diagram 3. The first 5 positions are occupied by the following terminal values:
According to the results of the survey among the five basic values of the students of Gorno-Altaisk University, as well as among the students of the experimental group of Kokshetau University, 33% of respondents chose such value gradation as "cognition" (the opportunity to broaden the horizon of education, erudition, general development, mental, spiritual development), which is important in the context of our study, and confirms the importance of independent work in the educational process.
As mentioned above, in determining the instrumental values it is important to organize them into a certain group. In the control group among SAGU students instrumental values were grouped into values of self-affirmation and values of acceptance of others (Diagram 4).
040 035 030 025 020 015 010 005
16%"
30 %
10 %
11 %
happiness of others (well-being, development and improvement of other people, the whole nation, humanity as a whole
self-control rationalism (the efficiency in courage in (restraint, self- ability to think business (hard defending one's discipline) sensibly and work, productivity opinion, views logically, make at work) deliberate, rational decisions)
035 030 025 020 015 010 005
30%
25 %
20 %
12,5 %
12,5°%
development (work on self-confidence (inner health (physical and having good and loyal love (spiritual and
oneself, constant harmony, freedom from mental) friends physical closeness with a
physical and spiritual internal contradictions, loved one) improvement) doubts)
Fig. 5. Terminal values of students in the experimental group of Kokshetau University
Instrumentalvalues ofstudentsin thecontrol groupofKokshetau University by the results of the study were grouped into ethical values as well as values of self-affir-motion anVvalsesof acceptance of others (Figure 6).
030 025 020 015 010 005
25 %
responsibility (sense of duty, ability to keep one's word)
honesty breadth of views good manners
(truthfulness, sincerity)
(the ability to understand someone else's point of view, respect other tastes, customs, habits)
accuracy (cleanliness), the ability to keep things in order, order in affairs
Fig. 4. Instrumental values of students in the monitoring group of Gorno-Altaisk State University
36% of respondents believe that the happiness of others and their welfare is one of the most important values in their lives, 30% are of the opinion that self-control, restraint, self-discipline are an important character trait. For 13% of respondents rationality (the ability to think sensibly and logically, to make deliberate and rational decisions) isavaluethat rankedamong the fivemostimportant.10%areoftheopinionthateffi -ciency inOuuinessfdiligence, effiaiepcy otworh)will ellow themlopchieoe theiegoals, audin fiftlt irtece in 11% tefte ctiterion of «pouoageto defead theiropinioa.views^
Accprdiugto tie ceaults ofqoestionina of ooohrel orouy oh otudentsef Kokchetau University among the five most important terminal values 30% of respondents chose lercheal value «dcoelopment (work octeemsoioes.eonstantpOysiccI and cciritual im -provement)». Drawing a parallel between this value and independent work it is possi-We to tot cAir)tarfo|at¡on oHheoc two com|ltonentSi2s%of«esp ondeutoconuidehas a priority life phndple t<sel^confi0esce (Intee dofmonuIfreeaomfromintomal contrad^-tions, doubts)», which is also an important trait of a self-educated, competitive gradu-atowco moetsthereqsiromostuof)Semo dern labor market (Figure 20).
Fig. 6. Instrumental values of monitoring students of Kokshetau University
Thus, summarizing the results of diagnostics of terminal and instrumental values of university students (according to M. Rokeach methodology) we have revealed an insignificant difference in the choice of priority values:
the choice of Gorno-Altaisk State University students: love (closeness in all its understandings with the beloved person); happy family life; knowledge (the possibility of expanding the horizon of education, erudition, general development, mental, spiritual development); life wise (values acquired in the process of life experience); entertainment (pleasure, joy, pleasure, pleasant, unencumbered pastime, absence of duties);
- the choice of students in the control group of Kokshetau University: development (work on themselves, constant physical and spiritual improvement); self-confidence (self-acceptance, freedom from internal contradictions, doubts); health (physical and mental); having good and faithful friends; love ( closeness with the beloved person in all its understandings);
- the choice of students in the experimental group of Kokshetau University: happy family life; active life (emotional satisfaction and richness of life); love (spiritual and physical closeness with the beloved person); health (physical and mental); cognition (the possibility of expanding the horizon of education, erudition, general development, mental, spiritual development).
The revealed values in students of Gorno-Altaisk and Kokshetau universities will allow to motivate students to independent work by means of benchmarking-technology.
The level of formation of orientation-motivational component of independent work was conducted among students by questionnaire method by means of Google Forms.
■36,5%-
U 7/i ькгл il va
ss empirical ¿reproductive = transformative
КГ Kokshetau КГ GAGU University
Fig. 7.Resultsof level of formation oforientation-motivationalcomponent offormation of readlnen sto SRSofhighnr educationinstitutlonbym e ans of Inenahmaukivg-tecfino^y
18
13 %
According to the results of diagnostics of orientation-motivational component students of experimental group show 54,5% empirical level of component, and students of control group of KU named after Sh. Ualikhanov 58,5% (24 of 41), students of Gorno-Altaisk State University - 28% (7 of 25). Nevertheless, the orientation-motivational component was formed in 52% (13 out of 25) students of Gorno-Altaisk State University at the reproductive level, which indicates the interest of students in the readiness to SRS of university through benchmarking-technology. Students of control group of Kokshetau University demonstrated 36.5% (15 from 41) of formation of orientation-motivational component at reproductive level. The clear aspiration showed 20% (5 of 25) students of SASU; 5% (2 of 41) students of control group of Kokshetau University and 14.5% (7 of 48) students of the experimental group.
Theoretical and practical significance of the results of the work. With the correct pedagogical approach and competent organization, independent work through benchmarking technology develops the ability to search for information on the Internet, forms the ability to plan and allocate personal time for self-study. Students discover in themselves the possibilities to make the most of and develop strong personality traits, learn to calculate the time correctly, choose ways and methods of work.
The novelty of the research lies in the fact that the essence of the orientation-motivational component in the formation of university students' readiness for independent work is defined. The effectiveness of benchmarking-technology in the formation of university students' readiness for independent work is proved experimentally.
Библиографический список
The practical significance of the study is determined by the fact that created and implemented the technology of forming university students' readiness for independent work, contributing to the effectiveness of this activity.
Overall conclusions. With the right pedagogical approach and competent organization, independent work through benchmarking-technology develops the ability to search for information on the Internet, shapes the ability to plan and distribute personal time for self-study. Students discover opportunities to maximize and develop strong personal qualities, learn to properly manage time, choose ways and methods of activities.
Thus, having studied information about students' life priorities, a teacher has an opportunity to motivate students for self-education and self-study more effectively. Knowing the life values of the students will make it possible to work more effectively and productively in groups.
Perspective for further research. The performed research has made a certain contribution to the solution of the problem of formation of readiness to independent work of university students by means of benchmarking-technologies. At the same time, it does not exhaust the variety of the stated problem. The study of such a complex phenomenon as formation of readiness to independent work of university students through benchmarking-technologies can be continued in the direction of finding other ways to contribute to this process at different stages of education, and mechanisms for the development of the culture of independent work of university students.
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Статья поступила в редакцию 01.10.21
УДК 004.652.4
Lagokha A.S., Cand. of Sciences (Pedagogy), senior lecturer, Department of Information Technologies of the Institute of Information Technologies and Physics and Mathematics Education, Altai State Pedagogical University (Barnaul, Russia), E-mail: ldakas@mail.ru
CONCEPTUAL MODELING AS A TOOL FOR THE DEVELOPMENT OF ABSTRACT THINKING IN THE STUDY OF DATABASE THEORY. The article discusses possibilities for the development of abstract thinking of students, the future sphere of professional activity of which is related to the design of information systems based on databases. A consistent characteristic of the educational program is given, within the framework of which the algorithm for the development of abstract thinking is implemented using the technology of conceptual modeling, modeling tools are described according to the "entity-relationship" scheme, the features of the application of technology, the possibilities of developing basic forms of abstract thinking at the main stages of the implementation of the algorithm of conceptual model-
