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Эти загадочные сибиряки
These mysterious Siberians
Принято считать, что каждый народ имеет характерную внешность. На кого похожи русские? Многие представляют русских по-своему. Сибиряки отличаются мужественным и сильным характером. Это высокие и крепкие люди, светловолосые с голубыми и серыми глазами. Конечно, в Красноярске вы можете повстречать и «типичных русских», и людей совсем другой внешности. Дело в том, что в Красноярском крае проживают представители ста национальностей: русские, украинцы, белорусы, узбеки, таджики и многие другие.
Какой характер у русских, проживающих в Сибири? Конечно, климат и географическое положение наложили отпечаток на характер сибиряков. Раньше в Сибирь ссылали политических заключённых. Люди здесь смелые, свободолюбивые и трудолюбивые. Сибиряки также славятся своим гостеприимством.
Библиографический список
Таким образом, анализ концептуальных основ ФС позволяет сделать вывод, что фреймовый учебный словарь - это новый жанр учебного лексикографического произведения. Как было отмечено ранее, прототипом словаря послужил тематический словарь идеографического типа. Минимальная структурная единица словаря - фреймовая словарная статья. Она представлена как иерархическая фреймовая модель для представления знаний о стереотипной ситуации и служит обобщенным образом предметной ситуации, которая несет в себе специфичные особенности языковой и социальной культуры. ФС является актуальным как учебным словарным пособием для иностранных студентов, так и эффективным словарным пособием для самостоятельной работы, соответствующим современным методическим подходам в обучении иностранным языкам и позволяющим формировать ключевые языковые компетенции. Перспектива исследования заключается в разработке национально ориентированных фреймовых словарей.
1. Одинцова И.В. Коммуникативно-когнитивное направление современной методики обучения русскому языку иностранцев. Русский язык и культура во времени и пространстве: материалы XII МАПРЯЛ: сборник статей. Шанхай, 2011; Т. 1.
2. Морковкин В.В. Основные теории учебной лексикографии. Диссертация ... доктора филологических наук. Москва: Институт русского языка имени А.С. Пушкина, 1990: 8.
3. Кочнева Е.М., Морковкин В.В. Учебная лексикография и методика: характер взаимодействия. Русский язык за рубежом. 2003; № 2: 67.
4. Утебалиева ГЕ. Моделирование коммуникативно-когнитивной деятельности инофонов в лингводидактических целях. Русский язык и культура во времени и пространстве: материалы XII МАПРЯЛ. Шанхай. 2011.
5. Апресян Ю.Д. Концепция активного словаря. XII Конгресс МАПРЯЛ: пленарные доклады по направлениям. Санкт-Петербург, 2007: 54.
6. Пугачев И.А., Яркина Л.П. Лексика как один из главных компонентов содержания обучения иностранному языку на продвинутом этапе. Вестник РУДН. Вопросы образования: языки и специальность. 2010; № 1: 73.
References
1. Odincova I.V. Kommunikativno-kognitivnoe napravlenie sovremennoj metodiki obucheniya russkomu yazyku inostrancev. Russkij yazyk i kul'tura vo vremeni i prostranstve: materialy XII MAPRYaL: sbornik statej. Shanhaj, 2011; T. 1.
2. Morkovkin V.V. Osnovnye teorii uchebnojleksikografii. Dissertaciya ... doktora filologicheskih nauk. Moskva: Institut russkogo yazyka imeni A.S. Pushkina, 1990: 8.
3. Kochneva E.M., Morkovkin V.V. Uchebnaya leksikografiya i metodika: harakter vzaimodejstviya. Russkij yazyk za rubezhom. 2003; № 2: 67.
4. Utebalieva G.E. Modelirovanie kommunikativno-kognitivnoj deyatel'nosti inofonov v lingvodidakticheskih celyah. Russkij yazyk i kul'tura vo vremeni i prostranstve: materialy XII MAPRYaL. Shanhaj. 2011.
5. Apresyan Yu.D. Koncepciya aktivnogo slovarya. XII Kongress MAPRYaL: plenarnye doklady po napravleniyam. Sankt-Peterburg, 2007: 54.
6. Pugachev I.A., Yarkina L.P. Leksika kak odin iz glavnyh komponentov soderzhaniya obucheniya inostrannomu yazyku na prodvinutom 'etape. Vestnik RUDN. Voprosy obrazovaniya: yazyki i special'nost'. 2010; № 1: 73.
Статья поступила в редакцию 29.11.20
УДК 378.172
Balachenkov D.A., postgraduate, Nosov Magnitogorsk State Technical University (Magnitogorsk, Russia), E-mail: [email protected] Zalavina T.Yu., Cand. of Sciences (Philology), senior lecturer, Nosov Magnitogorsk State Technical University (Magnitogorsk, Russia), E-mail: [email protected]
Gasanenko E.A., Cand. of Sciences (Pedagogy), senior teacher, Nosov Magnitogorsk State Technical University (Magnitogorsk, Russia), E-mail: [email protected]
Savva L.I., Doctor of Sciences (Pedagogy), Professor, Nosov Magnitogorsk State Technical University (Magnitogorsk, Russia), E-mail: [email protected]
INTEGRATION OF HEALTH-SAVING TECHNOLOGIES INTO THE PROCESS OF DEVELOPMENT OF HEALTHY LIFESTYLE SELF-ORGANIZATION AMONG STUDENTS BY MEANS OF PHYSICAL EDUCATION. The article discusses the urgent problem of integrating innovative technologies into the educational process with an emphasis on health saving. Special attention is paid to the development of a technical university students' healthy lifestyle self-organization by means of physical education. The specific features of the main health saving technologies components are highlighted and described. The important role of a technical university teacher, providing pedagogical support and motivation of students' self-organization focused on a healthy lifestyle, is considered. On the basis of this problem study, it has been established that the technical university students' healthy lifestyle self-organization is successfully implemented with the help of an educational and training tools complex on the example of the discipline "Physical Education".
Key words: health care, student self-organization, healthy lifestyle, physical education.
Д.А. Балаченков, аспирант, Магнитогорский государственный технический университет имени Г.И. Носова, г. Магнитогорск, E-mail: [email protected]
Т.Ю. Залавина, канд. филол. наук, доц., Магнитогорский государственный технический университет имени Г.И. Носова, г. Магнитогорск, E-mail: [email protected]
Е.А. Гасаненко, канд. пед. наук, ст. преп., Магнитогорский государственный технический университет имени Г.И. Носова, г. Магнитогорск, E-mail: [email protected]
Л.И. Савва, д-р пед. наук, проф., Магнитогорский государственный технический университет имени Г.И. Носова, г. Магнитогорск, E-mail: [email protected]
ИНТЕГРАЦИЯ ЗДОРОВЬЕСБЕРЕГАЮЩИХ ТЕХНОЛОГИЙ В ПРОЦЕСС ФОРМИРОВАНИЯ САМООРГАНИЗАЦИИ ЗДОРОВОГО ОБРАЗА ЖИЗНИ СТУДЕНТОВ СРЕДСТВАМИ ФИЗИЧЕСКОЙ КУЛЬТУРЫ
В данной статье рассматривается актуальная проблема включения в образовательный процесс инновационных технологий с акцентом на здоровьесбе-режение. Особое внимание уделено формированию самоорганизации здорового образа жизни студентов технического вуза средствами физической культуры. Выделяются и описываются характерные особенности основных компонентов здоровьесберегающих технологий. Прослеживается важная роль пре-
подавателя, обеспечивающего педагогическую поддержку и мотивацию студентов к самоорганизации, нацеленной на здоровый образ жизнедеятельности. На основе изучения данной проблемы установлено, что самоорганизация здорового образа жизни студентов технического вуза успешно реализуется при помощи комплекса учебных и воспитательных средств на примере изучаемой дисциплины «Физическая культура».
Ключевые слова: здоровьесбережение, самоорганизация студента, здоровый образ жизни, физическая культура.
The nation's health is one of the most important components of the Russian society prosperity, an inalienable human right, and a condition for successful social and economic development in any country. One of the priority fundamental principles aimed at preserving human health in the framework of the Russia's state policy in the field of education has been reflected in the system of regulatory documents and is aimed at implementation in all educational institutions. A special place is given to this actual problem in the higher education system.
The central issue of national didactics, which affects the technical university students' healthy lifestyle self-organization according to the works devoted to the development of a healthy lifestyle of such scientists as N.M. Amosov, P.K. Durkin, G.I. Kutsenko and others [1; 2, c. 51; 3] it is the search for means and technologies that encourage students to develop an active life position in understanding the process of health saving through mastering the skills of self-organization by means of the discipline "physical culture". The inclusion of students in such independent activity develops their cognitive interest in a healthy lifestyle, disposes them to active self-organizing activity, activates their work within the educational process.
Integration of health-saving technologies into the process of the technical university students' healthy lifestyle self-organization development is an important and complex process focused on the development of students' conscious position aimed to the development of students' conscious position on their physical level, physical fitness and attitude to health saving as components of the individual professional formation. Therefore, the issue of the future teachers of physical education self-organization remains quite relevant and is especially important in the subsequent professional pedagogical activity.
The given study requires determining the choice of a specific strategy for the development of self-organization of a healthy lifestyle for students of a technical university. This study aims to conduct an analytical review of scientific literature in this area of research, to identify health-saving educational technologies that develop the orientation of students towards the formation of self-organization of a healthy lifestyle.
The concept of self-organization refers directly to the pedagogical process, the purpose of which is realized in the field of the pedagogical system as a whole and consists of the person's development as a subject of learning or management in the process of developing such qualities as independence, the ability to self-organization, self-education, that is, to self-management generally. Self-organization is one of the main components of the personality structure of a university student, along with such components as orientation, motivation, experience, peculiarities of personality mental processes, self-organization presupposes the presence of the following components: a set of goals, tasks and motives for self-development of a student's personality, focus on self-organization, self-control skills, the ability for self-regulation and introspection, adequate self-assessment of oneself as a part of society. The self-organizing activity of the student takes place within the framework of the learning process at the university, which develops independently and purposefully [4, c. 105].
Based on the foregoing information, when considering the problem of the students' healthy lifestyle self-organization development, we define such pedagogical support from the teacher, which will contribute to the development of these skills, abilities or competencies in the field of the studied phenomenon. The implemented complex of pedagogical technologies provides an increase in the student's general personal self-esteem, forms a harmoniously developed personality, reveals the student's strengths, reveals existing potential of a technical university student, which is defined as self-organization of educational activities in the process of becoming a future specialist in the field of physical culture with an emphasis on health saving. Teacher's pedagogical support in our opinion is primarily a friendly atmosphere of communication created by the teacher, and various components of pedagogical support, such as values, motivational, developing, communicative and forming, which are necessary for students to gain new experience of communication, are used. In the educational process of students studying in the specialty "physical culture", education and upbringing are combined, which cover explanatory and prognostic functions, within which the educational technologies were tested in physical culture classes, aimed at the health saving development, which allow students to focus on achieving goals related to self-organization activity, acquiring skills and abilities to maintain and strengthen health. The implementation of the developed technology for the students' healthy lifestyle formation in the course of discipline "Physical Culture" was carried out in the framework of lectures, practical classes and during the independent activities of technical university students.
Technical university students were offered a theoretical course with an intensive program aimed to form a healthy lifestyle, which had to be studied in the process of joint activities with the teacher and independently at the lectures and practical classes. The theoretical course brought students to a new level of understanding the importance of correct attitude to their health and their educational activities. The students had to analyze theoretical material and come to the appropriate conclusions, build their own development strategy and improve their physical form. The initial and advanced levels of information assimilation and interpretation were determined during students' work under the course, providing students with knowledge, skills and abilities
in the field of a healthy lifestyle. After the initial level, students enrolled in the specialty "Physical culture" passed a questionnaire, they were tested and then moved to a more complex level, which assumed their involvement in the process of implementing the theoretical course in practice. In the course of practical classes, where the individual characteristics of students were taking into account, a methodology of students' healthy lifestyle development in the process of physical education was introduced, which included various types and forms of student activity. At practical lessons the students' ability to choose various types physical exercises was formed. This kind of activity was directed at the development of students' sustainable interest in physical training. Teachers introduced methodological recommendations on health savung problems, development of students' health and importance of a healthy lifestyle in life and professional activity. As part of practical work, students took part in a scientific-practical student conferences, where they prepared and published articles, made reports and presentations, which were devoted to the implementation of a healthy lifestyle through health saving technologies.
Self-organization development of students' educational activities involves formation and implementation of a daily routine optimal planning. It should be noted that during non-classroom activities students require the skills of self-organization to ful-fillof tasks independently, such as physical culture and sports activities, participation in sports competitions at various levels. Final testing showed positive changes in the students' ability to self-organized learning activities within the framework of a positive attitude towards health savung and an active lifestyle.
It has been proved that the innovative educational space is based on scientific theoretical and practical research and represents a harmonious ecosystem that enables a technical university student to carry out scientific activities, develop a world outlook, their professional skills and abilities during the whole process of study.
As it is known, the phenomenon of educational ecology arose from the ecological study of human behavior discovered by American scientists, who formulated the concept of "ecology of higher education. Of particular importance are those works in which the educational process is presented as an organic, complex, single ecosystem, all components of which are organically connected with each other. This concept has led to the emergence of a new concept of "education environment", which is understood as a process of interaction between educational institutions and broad public structures [5].
We note that the ecological educational environment in higher education, summarizing the main research of scientists in the field of this work, means the whole complex of conditions, methods and technologies for the formation and development of an ecological or healthy student's personality culture. The process of a technical university student's upbringing and development is determined by social, general cultural conditions of social interaction, environmental methods of interpersonal communication, innovative methods and technologies. It is emphasized that the development of an ecological educational environment is directly related to understanding that the educational ecosystem is a discrete unit of educational ecology, including the educational system, health-saving resources, natural and social ecosystems.
Within the framework of the ecological educational environment of a technical university, the main content of the educational process consists of obtaining the necessary knowledge by students, the acquisition of professional skills, the research work in an environmental field of education that contributes to the formation of a healthy, successful student personality.
It should be noted that health-saving technologies included in the educational process of a technical university are the basis components of a health-saving educational space. Thus, the goal of the technical university is to develop comprehensively the students while maintaining a balance between psychological and physical health, which is facilitated by the formation of a meaningful attitude towards their health culture. Health-saving educational technologies, according to the well know works of domestic and foreign scientists, are a complex of techniques and methods of pedagogical work that complements traditional educational technologies and integrates innovative health-saving technologies. In this regard, health saving is included in the qualitative characteristics of various educational technologies, demonstrating the implementation of the saving health tasks into the educational process [6, c. 67].
Among the health-saving educational technologies that deserve attention, a special role is given to organizational and pedagogical technologies that determine the structure of the educational process and help to prevent the state of students' over-fatigue, as well as educational technologies that are presented in the students' health programs, that contribute to the formation of their health culture.
For the successful implementation of health-saving technologies, the humanitarian disciplines fulfill their important and significant role. University humanitarian cycle gives the teacher the opportunity to reveal organically health saving principles sych as - healthy lifestyle, bad habits prevention, proper organization of work and rest, healthy eating, sports, disease prevention - in the educational process. One of the main areas of health saving is a healthy psychological climate in the classroom, that successfully increase students' interest in education, a healthy psychological climate determines the volume and complexity of educational material and home tasks in order to prevent overwork.
The accumulated pedagogical experience recommends a number of practical Therefore, the necessary elements of health-preserving technologies in the cy-
guidelines for the implementation of health-saving educational technologies and al- cle of humanitarian disciplines and physical culture are a change in the types of edu-
lows us to state that it is necessary to use game moments such as lesson-quizzes, cational and cognitive activity. The use of simple and accessible health-saving technol-
lesson-competitions at lessons of the humanitarian cycle and physical culture. Minutes ogies and their integration into the educational process of a technical university is of
of relaxation or short-time physical activity could also be included. great importance for the students' adaptation to the educational process. It should be
The implementation of students' pedagogical support is recommended to adhere noted that motivation for self-organization, aimed at a healthy lifestyle, is successfully
to a logically structured communication model, with a great attention given to the infor- developed in a complex study of healthy lifestyle foundations, ways of regulating physi-
mation about sport, healthy style of their life, ideals about healthy food. At the lessons cal activity and fostering a health culture. This complex of pedagogical and educational
sport game situations can be used that contribute to students' awareness of the cor- technologies contributes to students' positive attitude formation to physical culture can
rect physical development, look knowledge about sports and health-saving activities, become an important factor in the process of a healthy lifestyle development for a
optimal decisions in the health-saving process. This kind of activities encourages the future specialist in the field of physical culture. In the course of this research work,
emerging interest in a healthy lifestyle and develop students' self-organization in the it was concluded that self-organizing activity could be successfully developed in the
framework of a healthy lifestyle formation [7; 8, с. 60]. educational process of higher institutions.
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Статья поступила в редакцию 29.11.20
УДК 378.016
Ivanova A.V., Doctor of Sciences (Pedagogy), Professor, Primary Education Department, North-Eastern Federal University n.a. M.K. Ammosov (Yakutsk, Russia), E-mail: [email protected]
Skriabina A.G., Cand. of Sciences (Pedagogy), senior teacher, Teaching Mathematics Methods Department, North-Eastern Federal University n.a. M.K. Ammosov (Yakutsk, Russia), E-mail: [email protected]
DEVELOPMENT OF FUTURE MATHEMATICS TEACHERS' STOCHASTIC COMPETENCE. The article presents one of the ways to eliminate the difficulty of learning the section "Probability theory and statistics" in secondary school. The aim of the article is to reveal the development of future mathematics teachers' stochastic competence with the help of optional subjects in higher school. The objectives are: 1) to get acquainted with the list of compulsory subjects, basic bachelors education program for directions of "Pedagogical Education", "Mathematics"; 2) to develop an optional subject promoting stochastic competence development in future mathematics teachers; 3) to result the received conclusions. Theoretical methods of research as examining, analysis of specialized literature, textbooks of school mathematics, empirical methods as monitoring, conversation and tests are used. Problems and possibilities of the development of future mathematics teachers' stochastic competence are identified based on the study of specialized literature. The content, introduction of an optional subject "Study on Stochastic Probability Line of School Mathematics Course" and the textbook used in teaching this discipline are described. The following conclusion is drawn: the given optional subject promotes the process of developing future mathematics teachers' stochastic competence.
Key words: stochastics, competence, formation, mathematics teacher, secondary school, stochastic competence.
А.В. Иванова, д-р пед. наук, проф., педагогический институт ФГАОУ ВО «Северо-Восточный федеральный университет имени М.К. Аммосова», г. Якутск, E-mail: [email protected]
А.Г. Скрябина, канд. пед. наук, ст. преп., институт математики и информатики ФГАОУ ВО «Северо-Восточный федеральный университет имени М.К. Аммосова», г. Якутск, E-mail: [email protected]
ФОРМИРОВАНИЕ СТОХАСТИЧЕСКОЙ КОМПЕТЕНТНОСТИ БУДУЩИХ УЧИТЕЛЕЙ МАТЕМАТИКИ
В статье представлен один из способов устранения затруднения обучению раздела «Теория вероятностей и статистика» в общеобразовательной школе. Целью статьи является раскрытие формирования стохастической компетентности будущих учителей математики с помощью дисциплины по выбору в высшей школе. Задачи: 1) ознакомиться с перечнем дисциплин обязательного изучения основной образовательной программы подготовки бакалавров по направлению «Педагогическое образование», направленность «Математика»; 2) разработать дисциплину по выбору, способствующую формированию стохастической компетентности будущих учителей математики; 3) представить полученные выводы. Использованы теоретические методы исследования -изучение, анализ специальной литературы, учебников школьной математики, эмпирические методы - наблюдение, беседа, проведение контрольных работ. На основе изучения специальной литературы выделены проблемы и возможности формирования стохастической компетентности будущих учителей математики. Описаны содержание, организация введения дисциплины по выбору «Изучение вероятностно-стохастической линии школьного курса математики» и учебное пособие, используемое при обучении данной дисциплине. В заключение представлены полученные выводы, что указанная дисциплина по выбору способствует процессу формирования стохастической компетентности будущих учителей математики.
Ключевые слова: стохастика, компетентность, формирование, учитель математики, общеобразовательная школа, стохастическая компетентность.
