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End table 2
7 The atmosphere of the lesson, creates development of abilities 40 10 -
8 I am satisfied with the content of training material. 36 14 -
9 The professor teaches me to work in a team 41 9 -
10 Whether you learned in the lesson 47 3 -
From questionnaire 1 shows that the question "I meet friendly teachers" answered Yes 30 students, partially - 20. Question 2 answer: Yes - 40 and no - 10. If you look at the result of question 2 "I love working at a lesson" questionnaire 1 you can see that 9 are not interested in the lessons, and entertaining lessons - all of them worked on the lesson. At the beginning of the educational process worked 21, and then 41. This suggests that the activity of the students depends on the effectiveness of training. To the question "Whether you learned in the lesson" almost all guys said Yes. Our practice shows that interesting material was interesting to students. The use of entertaining approach to practice is justified, students perceived and appreciated.
Results
In General, studies show that the process of development of modern education requires the application of different models of the lesson and methods of active development training. Non-traditional forms of lesson help in the formation of the basic concepts, to apply the received knowledge about life, develop intellect, knowledge, broaden their minds.The main characteristics of a graduate of any educational institution are competence and mobility. In this regard, the emphasis in the study of academic disciplines is layeol on the process of cognition, the effectiveness of which depends entirely on cognitive activity of the student. Empirically, we have proved that in the process of study professors need to use both traditional and entertaining form of practical lessons.
Works Cited
1. Bleher, F. N. Educational games and fun exercises / F. N. Bleher. - M.: Education, 2003. - 412 p.
2. Kozlov, O. A. Role of modern didactic games in development of cognitive interests and abilities in primary school // Primary school. - 2004. - № 11.
3. Kalinevich, S. V. Lucienne OTHER non-traditional lesson in primary school, 2 hours / S. V. Kalinevich. - Voronezh, 2002. - 530 p.
4. Podlasie, I. P. Pedagogy Tutorial Meters, 2006. - 324 p.
5. Fradkina, F. I. Psychological analysis and their role in teaching students // The Soviet pedagogy. - 1953. - № 4 -P. 43-245.
6. Shchedrovitsky, G. P. Methodological comments to the pedagogical research of the game // The psychology and pedagogy of the game preschoolers. Podrezat. - M., 1996. - P. 24.
УДК 378 ББК 74.200.55
Р. В. Зарубина КАК ПОВЫСИТЬ БЕЗОПАСНОСТЬ ЛИЧНОСТИ?
Аннотация. Вы знаете, что такое тип личности безопасного поведения? Существует множество определений, я лично склоняюсь больше к этому: «этот человек безопасен, прежде всего для себя, а во-вторых для окружающих». Мы занимаемся профессиональной подготовкой учителей, которые будут работать в школе и воспитывать личности безопасного поведения. Мы обнаружили, что большинство детей не думают о последствиях своего поведения. Это приводит к травмам, инвалидности и даже смерти. Мы планируем расширить наши исследования и обучать людей, которые думают так же.
Ключевые слова: безопасности жизнедеятельности, тип личности безопасного поведения, опасные и экстремальные ситуации, диагностика культуры безопасности, разумный риск, сохранение здоровья.
R. V. Zarubina HOW TO RAISE A SAFE PERSON?
Abstract. You know what personality type safe behavior is? There are various definitions, I personally tend more to this: «This person is safe, first to himself, and secondly to others». We are engaged in
professional training that will work in the school and to educate such persons. We found that the majority of children do not think about the consequences of their behavior. This leads to injury, disability and even death. We plan to expand our research and look for the people. The people who think the same.
Key words: life safety, identity safe type of behavior, dangerous and extreme situations, the diagnosis of a safety culture, reasonable risk, preservation of health.
Introduction
Questions concerning the safety of human life are recognized worldwide. UN calls this issue a priority in research. In the Russian Federation on the social, technological, and other natural disasters more than 300 thousand people, killed every year 100,000 people are disabled, more people lose their health. Protection against negative impacts of anthropogenic and natural origin, the improvement of living conditions is the main problem of our country [3].
Mankind is constantly concerned about the education and training of personality which develops harmoniously in society.
The ancient thinkers such as Plato and Aristotle studied the relationship of Man and Society.
They also determined the components of human behavior D. Locke and Rousseau have been attempting to secure spirituality of man [8].
Contemporary scholars such as P. Sula, O. Rusak, I. Batrakova, A. Tryapitsina based their research on the scientific discoveries made by known educators in the XVIII - XX century [4].
Summarizing the mentioned above, it can be noted that the evolutionary process of development of society defines the requirements to personal qualities of a person who lives harmoniously in society.
We are trying to find ways to foster the culture of safe behavior.
The main prerequisites of secure parenting of human behavior can be described inn three items:
a) first, the prediction of hazards that can influence a person;
b) secondly, the need to purchase and transfer the knowledge and skills of a person in various situations;
c) and thirdly, the need for ecologization of environment.
We take the view that it is important to teach to respond adequately and be able to behave in conditions of pressing social conflicts in society today.
It is also necessary to form the readiness of young people to defend the interests of the Fatherland.
We diagnosed safety culture learners in the educational process.
We found out at the level of preparedness of schoolchildren and in what types of threats and to what extent they are ready to act.
Overview of literature
Problems of modern Russian life safety are so sharp that no social phenomenon cannot be viewed in isolation from the cultural aspects of security. This requires not just to study the culture, but also to understand it, the concept of culture as a component of safe living [2].
Comprehend in culture as stable and the need to consolidate the fragmented transmission of spiritual experience is the way to ensure the safety of human life, society, the world's population to succeeding generations, as the need for self-improvement and self-identity itself as a safe type.
Provisions were analyzed as the main purpose of the foundation and backbone of the course OBG. As far as we know, there are very few studies on the formation of a safety culture of schoolchildren.
Despite the fact that the great thinkers of the XVI - XVII century, such as Montaigne and Com-enius tried to substantiate the principles of safe human activity, unfortunately nowadays their ideas are outdated [8, 9].
Helvetius, Diderot expressed thoughts on the introduction of school subjects that would teach the basics of morality, as well as form qualities of a person's safe behavior (18 century) [8].
We will not deny that these ideas are important, but have since changed because the moral values and a range of modern threats and dangers have expanded.
In sociological, educational and methodical literature the concept of «safety culture» is classified by different definitions.
For example, V. V. Cheban [11] determines its consciousness through the essence of culture of national security of the Russian Federation (1997).
Kuznetsov describes safety culture as a process of preservation goals, family and society values, social institutions, for their security and protection against risks, dangers, threats and challenges (2001) [5].
Consider the following description of a safety culture, which suggested P.I. Kaygorodov: «...aggregation of various material and spiritual models of life that make up the base making the personality, society, world population secure in situations of all forms of human enterprise» (2002) [7].
As repeatedly noted O.G. Grokhol'skii culture includes worldview degree of intellectual, highly moral and aesthetic becoming, methods and forms of communication [6]. Various authors argue about the safety culture of the personality (2001).
Generalizing ideas of scientists, we can say that culture embraces results of the work of people and is realized in human knowledge and skills.
Possible disadvantages of studies that have not always been taken into account are the relationship between the material and spiritual culture, the culture of the society and culture of the personality.
We hold the view of Naumenko Y. L. different forms and expressions of culture affect the personality traits schoolchildren (2009) [2].
Methodology
In the current investigation we used a questionnaire «Features of psychological readiness of pupils to Safety» proposed Moshkin Vladimir Nikolayevich (Altai Academy of Economics and Law) [10].
Participants were selected from the 9th grade school number 20 of Taganrog, where the disciples answered the questions.
A total of 24 people participated, including 11 boys and 13 girls.
Responding positively or negatively, the rupee's expressed their agreement or disagreement with the given statements.
After reading the statement rupee's answered the question affirmatively, if they agreed, negatively, if they disagreed, put a question mark if undecided.
Caution, prudence, readiness to daring deeds, decisive action, a reasonable risk is the basis of psychological readiness of pupils to safety. It includes motivational, communicative and intellectual willingness of a person to forecasting, prevention and resolution of harmful and dangerous factors.
Based on the responses of schoolboy to determine the level of how adolescents evaluate various risky factors.
In criminogenic situations they are willing to ask for help. Girls are more likely than boys to call for help. When confronted with bullies boys confidence is lower than girls confidence. There is high proportion of children who are not confident in the answers.
Schoolboy evaluate their own willingness to act in specific situations of physical risk more than with abstract assessing their own readiness to act at threat.
About one a third of schoolboys highly appreciate their intellectual abilities in dangerous situations. Girls assess their intellectual readiness to dangerous situations higher than boys.
About a fifth of schoolboys believe that they are trying not to repeat the mistakes of others, which leads to losses.
We concluded, based on the theory of G. S. Cheurin in respect of people with different psycho types to security issues [12]. Among schoolboys dominate estimates indicating the highest prevalence northern psycho as the ideological foundations of safety.
West psycho (with predominant of role survival equipment), East psycho (in survival dominated by the use of knowledge) and northern psycho (for survival prevails reliance on creativity).
Summarizing the results of diagnostics of safety culture, we found out what level of readiness is the students to what types of threats, and to what extent they are prepared, the dynamics of their readiness weaknesses preparation for security gaps.
Let us formulate conclusions about the most common trends in the safety culture of schoolchildren. Adolescents reduced assessment of the role of reading books, watching TV, sports clubs, reading newspapers and magazines, educational process (except OBG), computer games in learning the basics of security. Teens are not always careful on the carriageway. They do not have enough attention on the road.
Many schoolchildren doubt whether to help other people with the risk to themselves. Although they are willing to risk acquitted of the crime situation. Pupils appreciate their abilities at danger and understanding of security issues.
Most teens agree with the philosophical views on the role of errors and slack of the person in contact with a dangerous situation. Where is a very low percentage of those who rely on the help of adults as the main sours of help in danger.
Reduced the proportion of adolescents who agreed with the view that there are many good people from whom you can get help. Also few beliefs the necessity and possibility of self- solving problem security. If you compare boys to girls, they differ from with the girls to a greater extent:
□ Prone to risk themselves to help others.
□ For the sake of safety are willing to sacrifice others.
□ often overestimate human capabilities in case of danger.
□ Show courage and determination.
□ Prone to unwarranted risk.
□ In resolving security situation count of their mental functions.
□ Their willingness to assess the dangers on the roads is very high.
Derived from survey the data reflect the characteristics of a particular group of learners fun in Ascension School. Also, the data say about the general trends and characteristics of the formation of a safety culture of senior schoolchildren.
Discussion
Diagnosis of safety culture gives information on whether the schoolchildren ready for safe life. It identifies:
- At what level of preparedness is a schoolchild?
- To what types of threats and the extent to which ready.
- What is dynamics readiness there?
- If there are weaknesses in his preparation for the security there.
- If any gaps they have.
We present the results of the survey of schoolchildren, recognizing the role of various factors in learning the basics of security in the form of a table (table 1).
Table 1
These self-assessment shows the role of various factors in learning the basics of security in%
Factors Boys Girls
Books 11 % 7 %
TV shows 16 % 27 %
Sports section 20 % 16 %
Newspapers and magazines 5 % 22 %
OBG 33 % 42 %
Other subjects 16 % 20 %
Movies 19 % 20 %
Computer Games 7 % 8 %
The dynamics is the following: life safety, sports clubs, movies, television, newspapers, magazines and other subjects, books, computer games.
Teacher receives the necessary information, watching the students in the classroom, talking with them after school, during testing, model situations in games, based on a study of behavior of teenagers, in interviews with parents and their questioning.
The most accurate information can be obtained by watching the schoolchildren in real dangerous situations. Through questionnaires and interviews it is less reliable information about the readiness for life safety. For various reasons, in a real situation of risk schoolchildren cannot show their weaknesses or strengths [1].
For example, the humanities are more suitable for the diagnosis of moral, legal, and psychological readiness for life safety. Natural science subjects can be used to diagnose medical, valeologic readiness. Identify emotional, aesthetic willingness to help aesthetic objects, artistic direction. Determine the level of physical fitness lessons allow students of physical culture.
The ability to act successfully in dangerous and extreme situations, namely, a willingness to brave actions, decisive action, a reasonable risk, caution, prudence, is the basis of psychological readiness of students to safety.
The results of diagnosis suggest that the proportion of adolescent autonomy in understanding security problems is increasing. And the fact that the majority of adolescents simultaneously confirm the correctness of the assertions opposite in meaning, shows the contradictory ideological views of teenagers on the human role in ensuring security.
Worldview readiness encompasses attitudes and beliefs of students in the role in prevention and management of hazards of life, as well as the causes of the origin of dangerous situations for basic safety factors.
Pupils correctly perceive the probability to protect them self in all situations. Part of the students admit both statements are true, the opposite in content. This suggests contradictory worldviews students: of the respondents simultaneously confirm the presence of an imminent threat and agree that people can protect themselves against any threat and in all conditions. Teens are more likely to recognize the true philosophical view that there is imminent danger.
Moral readiness of schoolchildren to life safety is determined by the number of those wishing to help a person to become critical to life-threatening situations. Willingness to risk their life for another person in minimum. Girls are more willing to call for help, rather than boys. Some teens are at the same time ready to help the victim alone, but also agree that will call adults for help. This suggests contradictory moral views of almost all pupils on security problems.
In addition to improve the knowledge of basic life safety methods and means of influencing culture BZhDintroduced, is to increase the moral and ethical judgments of schoolboy. More attention should be paid to the psychological and patriotic education of adolescents. To limit the number of threats and risks we need to pay attention to the family, spiritual and moral education. We should engage in aesthetic development, labor education, self-education and self-education.
Conclusions
Questions to preserve the security and health of schoolchildren in the learning process are relevant in connection with an increase in dangers to livelihoods. School age is a major stage in the establishment of health and safety skills development.
To date, the cause of accidents and deaths of children is a low training of schoolchildren on safe behavior. Mass media have a powerful influence on daily adolescents. They contribute to the formation of ideals and values, attitudes to reality, knowledge, and emotional states. Therefore, it is necessary that these communications should call for kindness and moral behavior.
To improve the safety culture of schoolchildren we need to instill in them a set of rules, norms and actions to ensure safety.
Culture of safe behavior will allow schoolchildren to promote health, improve safety, assess and build the work from the standpoint of personal safety and security of society.
As we have said before, safety culture is a component of universal culture and it should be one of the main goals of the process of education. Formed without changing the outlook of each person cannot be sustainable in the development of society and the country.
We agree with L. A. Mikhailov, O. N. Rusak, L. P. Makarov that schoolchildren is personality traits are affected by forms and expressions of culture. Questions to preserve the security and health of students in the learning process are relevant in connection with an increase in threats to livelihoods.
School age is a major stage in the establishment of health and safety skills development. To date, the cause of accidents and deaths of children is a low training schoolchildren on safe behavior. To improve the safety culture of pupils we need to instill in them a set of rules, norms and actions to ensure safety. Culture of safe behavior will allow students to promote health, improve safety, assess and build the work from the standpoint of personal safety and security of society.
The world of things is formed by man, has its own safety laws. Grokhol'skii O. G. says that the outlook of each person formed without changing cannot be sustainable for the development f society and the state. To build the culture of safety its effectively necessary to evaluate its readiness for creativity and self-control in dangerous situations.
The course is focused on creating life safety culture of human behavior in the modern community. Currently, the education system is responsible for preparing students for life safety, developing a culture of safe behavior and the development of healthy habits. It was the subject of "Security Essentials Life", introduced in schools since 1991 helps to solve the mentioned above problems.
In academic subjects which are taught at school, there are various potential formation of diagnostic safety culture. For example, the humanities are more suitable for the diagnosis of moral, legal, and psychological readiness for safe living. Natural science subjects can be used to diagnose medical, valeologi-cal readiness. Definite emotions, aesthetic willingness to help aesthetic objects, determine the level of physical fitness of lessons which allow students of physical culture.
Based on the foregoing, we conclude that the process of preparing people to work in dangerous and extreme situations should include classroom training, mastery of professional knowledge and skills in the subject, psychological training, development of qualities. A safety culture diagnostic provides information about whether the student is ready to secure livelihoods. It identifies:
- the level at which they are ready;
- to what types of threats, and to what extent they are;
- what is their dynamics readiness;
- whether there are weaknesses in their preparation for the security;
- are there any gaps.
Our results are similar to the percentage of the results by Moshkina Vladimir Nikolayevich (Altai Academy of Economics and Law).
Many adolescents and young people lack knowledge and a clear delineation of what is good and what is bad. Many have no idea how to act in an emergency. All this indicates a lack of safety culture.
Works Cited
1. Артёмов, А. К. Теоретические основы методики обучения ОБЖ в средней школе: пособие для студ. ф-та подготовки учителей / А. К. Артемов. - М.: Институт практической психологии; Воронеж: НПО «МО-ДЭК», 2006. - 224 с.
2. Аюбов, Э. Н. Культура безопасности жизнедеятельности как ключевой фактор снижения рисков / Э. Н. Аюбов, Р. А. Дурнев // Проблемы безопасности при чрезвычайных ситуациях. - 2005. - Вып. 2.
3. Воробьев, Ю. Л. Основы формирования культуры безопасности жизнедеятельности / Ю. Л. Воробьев. - М., 2006.
4. Власова, Л. М. Безопасность жизнедеятельности. Современный комплекс проблем безопасности: учебно-метод. пособие для общеобр. учр. / Л. М. Власова; под ред. В. В. Сапронова. - М., 2009. - 200 с.
5. Кузнецов, В. Н. Геокультурная энциклопедия 2009: культура развития через культуру безопасности / В. Н. Кузнецов. - М.: Книга и бизнес, 2009. - 700 с.
6. Грохольская, О. Г. О культуре безопасности личности и ее формировании // Высшее образование для XXI века. -2005. - № 4.
7. Кайгородов, П. И. Педагогические средства проектирования интегративного курса «Основы культуры безопасной жизнедеятельности»: автореф. дис. ... канд. пед. наук / П. И. Кайгородов. - Ростов н/Д., 2002. -24 с.
8. Кларин, В. М. Я. А. Коменский, Д. Локк, Ж. Ж. Руссо, И. Г. Песталоцци / В. М. Кларин, А. Н. Джуринский. - М.: Педагогика, 1988.
9. Монтень, М. Опыты / М. Монтень. - М.: Правда, 1991.
10. Мошкин, В. Н. Воспитание готовности к успеху и безопасности / В. Н. Мошкин. - Барнаул: АОА «Алтайский полиграфический комбинат», 2009.
11. Чебан, В. В. Культура национальной безопасности России: история и современность (социально-философский анализ): автореф. дис. ... д-ра филос. наук / В. В. Чебан. - М.: Изд-во Москов. пед. ун-та, 1997. - 40 с.
12. Чеурин, Г. С. Самоспасение без снаряжения / Г. С. Чеурин. - М.: Русский журнал, 2000. - 194 с.
УДК 372.881.111.1 ББК 74.262.21
Ю. М. Демонова
ДУМАЮ, ЧТО НИКОГДА НЕ НАПИШУ СТАТЬЮ НА АНГЛИЙСКОМ ЯЗЫКЕ (НЕКОТОРЫЕ СПОСОБЫ ОПРОВЕРГНУТЬ ЭТО УТВЕРЖДЕНИЕ)
Аннотация. В данной статье автор описывает некоторые методы обучения устному и письменному вариантам научного дискурса на английском языке учащихся с разным уровнем знания языка. Автор дает детальное описание разработанной программы, методов и достигнутых результатов.
Ключевые слова: научный дискурс, устный вариант, письменный вариант, научно-исследовательская статья, секция, презентация, упражнение, метод.
Yu. M. Demonova
I THINK I WILL NEVER WRITE RESEARCH PAPER IN ENGLISH (SOME WAYS TO PROVE THIS ASSUMTION WRONG)
Abstract. In the given research paper the author describes some ways and methods as to how to teach oral and written forms of scientific discourse to attendees with a different level of English. The author gives a detailed analysis of the classes, the methods applied and the achieved results.
Key words: scientific discourse, oral form, written form, research paper, section, presentation, exercise, method.
Summary
It has always been a common knowledge to those who teach languages in general and foreign languages in particular that different types of discourse require different skills. In other words, Technical English, for example is as different from Business or Medical English as one language may be different from another. The aim of this particular study was to prove that Scientific type of discourse of English can be mastered by any person of science with some experience in doing scientific research in their field and even scanty knowledge of English. To prove this point an experimental group of scientists of different investigation fields was gathered. They were taught Scientific English twice a week for three months after which they were supposed to publish a research paper in English. We predicted that the type of discourse under study implies not so much having the skills of natural talk but knowing the principles of carrying out research activity as well as a number of clichés and special vocabulary.
Introduction
The importance of studying English has not been discussed for a long time now simply because that it has already become a universal truth. Moreover, the fact that now Russia is in the process of adapting the whole bulk of its higher education to the international standards demands that Masters and PhDs should perform "up to scratch". To put it in other words there has recently appeared a considerable need for the lectures and professors of the institutions of higher education to be well able to write their research papers in English as well as to present them at International conferences. There two problems appear. First, almost all the mentioned above educators, unless they teach English, have rather scanty knowledge of the language. Second, even if the paper is fist written in Russian and then translated with the help of some on-line application, the fact doesn't make it look like a nice research paper in English. So, what was exactly needed was some systematic training of only several aspects of English which made up the essence of scientific discourse. However it occurred pretty hard to carry out without a tutor's help just because nearly all the textbooks dedicated to the matter were written by English and American writers and required a rather high level of English. One way to overcome the difficulty was to interpret the information given in the textbooks during practical group seminars. The general idea was not to stick to tradition-
