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12- родители достаточно высоко оценивают свою родительскую компетентность, но уровень социального развития детей говорит об обратном.
Все эти проблемы могут быть успешно решены, если компетентность родителей является важнейшим условием социализации и воспитания ребенка в семье.
Литература:
1. Голованова Н.Ф. Социализация и воспитание ребенка: учебное пособие для студентов высших учебных заведений / Н.Ф. Голованова. - Спб,: Речь, 2004. - 272 с. илл.
2. Геллер Г.А. Семья в системе факторов формирования этнокультурной идентичности личности ребенка / Этнокультурное образование в современном мире: Сб. науч. статей по материалам Всероссийской очно-заочной научно-методической конференции «Этнокультурное образование в современном мире» (г. Саратов, 18-20 апреля 2017) / Науч. ред. Е.А. Александрова; ред.-сост. И.В. Кошкина. - М.: Издательство «Перо», 2017. - 880 с. [Электронное издание]
3. Зверева О.Л. Семейная педагогика и домашнее воспитание детей раннего и дошкольного возраста: Учебное пособие / О.Л. Зверева, А.Н. Ганичева, Т.В. Кротова. - М.: ТЦ Сфера, 2009. - 256 с.
4. Коломийченко Л.В. Семейные ценности в воспитании детей 3-7 лет/ Л.В. Коломийченко, О.А. Воронова. - М., ТЦ СФЕРА, 2013. - 128 с.
5. Российская Федерация. Министерство образования и науки. О внесении изменений в Федеральный закон «Об образовании в Российской Федерации» по вопросам воспитания обучающихся [Электронный ресурс]: ФЗ от 31 июля 2020 г. N 304-Ф3 - Режим доступа: КонсультантПлюс. Законодательство. Версия Проф.
6. Российская Федерация. Министерство образования и науки. Стратегия развития воспитания в Российской Федерации на период до 2025 года [Электронный ресурс]: Распоряжение Правительства Российской Федерации от 29 мая 2015 г. N 996-р г. Москва - Режим доступа: КонсультантПлюс. Законодательство. Версия Проф.
7. Российская Федерация. Министерство образования и науки. Федеральный государственный образовательный стандарт дошкольного образования [Электронный ресурс]: приказ Министерства образования и науки Российской Федерации от 17.10.2013 № 1155 - Режим доступа: КонсультантПлюс. Законодательство. Версия Проф.
8. Российская Федерация. Министерство образования и науки. Федеральный государственный образовательный стандарт начального общего образования [Электронный ресурс]: приказ Министерства образования и науки Российской Федерации от 06.10.2009 № 373. - Режим доступа: КонсультантПлюс. Законодательство. Версия Проф.
9. Симакова Т.П. Формирование субъектной позиции семьи на основе социально-образовательного партнерства: дис. ... д-ра пед. наук/ Т. П. Симакова. - Томск, 2012. - 260 с.
Pedagogy
UDC 378.2
candidate of Philological Sciences, associate Professor Lomakina Yekaterina Alexandrovna
Nosov Magnitogorsk State Technical University (Magnitogorsk);
candidate of Pedagogical Sciences, associate Professor Picalova Elena Anatolievna
Nosov Magnitogorsk State Technical University (Magnitogorsk)
PROFESSIONAL TRAINING OF TECHNICAL UNIVERSITY STUDENTS: FEATURES OF REFLEXIVE ORGANISATION OF EDUCATIONAL AND COGNITIVE ACTIVITY
Аннотация. В статье рассматриваются рефлексивные процессы и определяется их роль в профессиональной подготовке студентов, также уточняется насколько реализуются рефлексивные возможности в практике профессионального образования. В результате исследования выявляется уровень знаний о сущности рефлексивной организации учебно-познавательной деятельности студентов и уровень сформированности профессиональной подготовки студентов вуза. Содержательный анализ полученных данных позволяет констатировать, что в основном студенты осознают себя самодостаточной, самостоятельной личностью, приоритетной целью их обучения в вузе является профессиональная подготовка. Наряду с самосознанием студентов подтверждается неудовлетворенность основной массы студентов организацией учебно-познавательной деятельности в плане их подготовки к профессиональной деятельности. Также была определена необходимость в создании рефлексивной модели организации учебно-познавательной деятельности студентов в процессе профессиональной подготовки.
Ключевые слова: высшее профессиональное образование, рефлексия, учебно-познавательная деятельность, профессиональная подготовка.
Annotation. The article observes reflexive processes and defines their role in the professional training of students; it also clarifies the ways of how reflexive possibilities are realized in the practice of professional education. The results of the study reveal the level of knowledge about the essence of the reflexive organization of students' educational and cognitive activity and the level of formation of professional training of university students. A meaningful analysis of the data allows to state that, generally students are aware of themselves as a self-sufficient, independent person, the priority goal of their education at the university is professional training. Along with the self-awareness of students, the outcome of the work confirmes dissatisfaction of the students' majority with the organization of educational and cognitive activities in terms of their training for professional activity. It also identified the need to create a reflective model of organizing students' educational and cognitive activities in the process of professional training.
Keywords: higher professional education, reflection, educational and cognitive activities, professional training.
Introduction. Improving the efficiency of the system of higher professional education is one of the urgent tasks of the Rus.sian education in current period of global changes in all life spheres from state and financial to surely educational. In the context of reforming the vocational education system, it is important, both in theoretical and
practical terms, to pay more attention to the problems of reflexive support to the vocational training of future specialists as one of factors that would increase the effectiveness of a vocational higher education institution.
The essence of the reflexive organization of the process of students' professional training is to create conditions when education combines self-education and self-management. In this case, the problem of improving the effectiveness of training is solved by forming students' needs and abilities for self-development, introspection, and self-esteem.
For the coming years, the main goal of Russian educational policy on the modern high quality of education is based on the preservation of its fundamental nature and compliance with the current and future needs of the individual, society and the state, as well as through the introduction of new effective educational technologies.
The main body of the article. In the context of a rapidly changing content of knowledge, it is necessary to ensure continuity, fundamentality, integration; democratization, humanization, integration with science and industry, complete computerization and technologization of higher education [2].
The essence of all areas is determined by the concepts of a specialist's personality and activity (educational, cognitive and professional). In this regard, an important aspect of increasing the effectiveness of students' professional training at a technical university is finding solution to the problem of the reflexive organization of the future specialists activities.
For a specialist of any profile, the important components of training are:
1. Mastering knowledge of the basics of professional activity and the ability to apply this knowledge in professional practice in life.
2. Formation of readiness for innovative activity - foresight, modeling and modification of forms, methods and techniques of professional activity in relation to specific conditions.
3. Formation of readiness for creative professional activity - personal reflection, intellectual reflection, interpersonal (communicative) reflection.
4. Formation of professional interest, a high level of understanding the importance of creative solutions to professional problems and increasing the degree of professional independence and initiative.
Consequently, the professional training of a future specialist includes methodological, theoretical, methodical and practical professional and creative training. The unifying component is the reflective training of future specialists. Reflexive training of students is one of the factors of the effectiveness of professional education of future specialists in general [1].
The study of reflection is the subject of the works of V.V. Davydova, G.A. Golitsyn, A.Z. Zak, I.S. Kon, I.N. Semenova, S.Yu. Stepanova, B.D. Elkonin and others.
Common to all studies is the understanding of the direction of reflexive processes on the development of self-awareness, on the comprehension and orientation of the subject's actions (intellectual reflection). Reflection process presupposes self-organization, introspection of internal mental acts, forms and prerequisites of one's mental activity, an integral "I" (personal reflection). Reflection is also carried out through the understanding (analysis) by a person of the personality and activities of a partner in joint activities, mutual images of each other by persons (interpersonal reflection) [7].
Reflection makes the most of the possibilities of thinking, creative work of consciousness with images and representations constructed by consciousness itself as it is (A.G. Asmolov, A.A. Bizyaeva, K.K. Mamardashvili, Yu.A. Shreider).
Reflexive processes are not only an indicator of a conscious attitude to the learning process, but also a tool to carry out the formation of a competitive specialist's personality in the course of professional training.
Reflection is defined as - a method of cognition, a form of theoretical activity, an internal dialogue, a principle of thinking, a type of thinking, a process of comprehension, the ability of consciousness. Such a multifaceted approach to defining the most important concept of professional training of students does not contribute to solving the problem of the research [8].
The common point of the above definitions is the activity approach to the definition of the concept of reflection.
In this case, the basic requirement to the process of students' professional training is to guarantee the reflective nature of this training. The essence of the requirement comes to the obligatory reflection, comprehension, or research upon the process of professional knowledge done by students.
The development of reflexive abilities as a mechanism for self-knowledge, self-determination, self-organization opens the way to student-centered learning. Reflection belongs to creative activity's ares (educational and cognitive or professional) - teachers and students possessing some pedagogical and psychological reflection, or a kind of foresight sense, are able to improvise in the process of professional training [5].
In cotext of the current work there has been adopted the most general definition within pedagogical research on the concept of reflection as a component of a student's thinking or intellectual activity, focused on the preson's awareness of oneself and one's own actions in the system of educational, cognitive, professional activity and interpersonal communication.
The process of professional training of students, the organization of their educational and cognitive activities become controllable with the inclusion of reflection mechanisms that characterize a person's self-awareness, understanding of the grounds for one's own actions and deeds.
The role of reflection in the educational, cognitive and professional activities of a university student, therefore, is as follows:
- reflection is the basis for the implementation of educational, cognitive and professional activities;
- basing on reflection, the student's educational and cognitive activity is being managed and monitored;
- reflection is one of the main mechanisms for the development of a student's educational and cognitive activity, as well as creative principles;
- reflection is necessary when describing the phenomenology and mechanisms of the student's activity for the subsequent translation and reproduction of preson's educational and cognitive activity [6].
Thus, reflection is an educational methodological means to shape a competitive specialist's personality out in the process of professional training.
Analyzing psychological and pedagogical research and modern society's requirements for specialists, it can be pointed out that the theoretical foundations of modern education include certain opportunities in the formation of students professional training in the reflexive organization of their educational and cognitive activities. In this regard, it becomes necessary to find out to what extent these opportunities are realized into the vocational education practice.
For this purpose, within the framework of the declaratory experiment, there has been made a questionnaire survey for teachers and students of a technical university. The teachers were offered questionnaires, the content of which made it possible to assess the following quality indicators:
• the nature and amount of theoretical knowledge about the essence of the reflexive organization of educational and cognitive activity of university students;
• personal teachers' attitude to the phenomenon of reflexive organization of educational and cognitive activity of university students and the need for its application in the process of their professional training;
• the level of proficiency in the process of formation of professional training of university students;
• the ability to diagnose the level of formation of professional training of university students.
The results of the questionnaire showed that teachers do not know enough the methodology of the reflexive organization of educational and cognitive activities of university students. So, defining the methods of organizing educational and cognitive activities that contribute to the formation of professional training of students, teachers noted among them "the formulation of problematic questions", "the inclusion of creative tasks", "the implementation of individual independent work." However, at the same time, the organization of the reflexive activity of students, aimed at the development of not only the intellectual sphere, but also the activation of the motivational and emotional-volitional sphere, which has a complex effect on the psyche of the student as a whole, was rarely named. The majority of teachers (about 60%) found it difficult to answer this question at all.
The survey results showed that among teachers there is a significant discrepancy in the motives, attitude and nature of understanding the essence of students professional training, as well as in the level of proficiency in the methodology of creating the necessary pedagogical conditions for the effective conducting of this practice within the educational process of the university [3]. Only a small number of teachers (8%) indicated that this concept should be understood both as a way of activity and an integrative characteristic of a person, which includes a block of knowledge and ideas, a block of motives and needs, and a block of skills.
A qualitative analysis of the questionnaire material showed that the bulk of teachers share the idea that the main priorities of modern higher education include the task of focusing the educational process on the formation of students professional training, but they are poorly oriented in modern directions and technologies to achieve it. One of the reasons for this situation can be called the fact that 100% of the interviewed teachers, when asked about the availability of information on the research problem, especially of a methodological and technological nature, clearly noted the lack and insufficiency of information.
Another task, logically connected with the previous tasks of the ascertaining experiment, was to identify the level of formation of the professional training of university students. To solve the task, the following directions were identified:
• to reveal the personal attitude of students to the concepts of "professional training" and "professional activity";
• to determine the dynamics of the development of professional training of students in the traditional educational system of the university.
To solve the problem of that stage of the work experiment, the following methods were used: pedagogical observations, questionnaires, testing, implementing some independent tasks. The variety of methdologival application made it possible to obtain extensive material on the state of the formation of professional training of university students. A meaningful analysis of the data obtained allows us to state that, in general, students are aware of themselves as a self-sufficient, independent person, the priority goal of their education at a university is professional training. It also confirms the dissatisfaction of the bulk of students with the organization of educational and cognitive activities in terms of their preparation for professional activity [4]. Thus, 45% of students answered that educational activity does not contribute to solving this problem, 38% of respondents noted that it contributes only to a small extent, and only 17% of students were satisfied with the work of university teachers in general in this direction.
There have been diagnosed the level of formation of professional training of students on the basis of the Nosov Magnitogorsk State Technical University. At the stating stage of the experiment, we did not trace the changes for each criterion separately, the purpose of the suvey was to get the generalized result in order to obtain an objective view upon the levels of formation of students' professional training in modern practice.
Conclusion. A qualitative and quantitative analysis of the results obtained allows us to draw the following conclusions:
• the formation of professional training of university students in a modern educational institution is not implemented effectively enough;
• an increase in the level of professional training of university students can be ensured by developing a special model of this process and its implementation based on a set of pedagogical conditions that ensure its effective functioning in the educational system of the university.
Thus, the analysis of practice confirms the relevance of the problem of the formation the students' professional training with the help of the reflective organization of their educational and professional activities. At the same time, the data on the dynamics of the formation of students vocational training of a technical university, got in the course of the experiment, confirm that the organization of this process is represented insufficiently, often only fixed at the level of stating the problem or carried out by teachers without following a relevant methodoligival system.
So, the course of the experiment, revealed the urgent task for pedagogical practice: to determine effective ways and means of solving the problem, to generalize them, to create a reflexive-didactic model of organizing the educational and cognitive activity of students and to highlight the pedagogical conditions for its effective functioning in the educational process of the university.
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2. Kuliutkin Yu.N. Dialogue as a subject of pedagogical reflection / Yu.N. Kuliutkin. - St. Petersburg: SpetsLit. 2001. - 74 P.
3. Lomakina E.A. Kisel O.V. Approaches, Forms and Methods of Professionally Oriented Adult Education // Modern Engineering Education: Contemporary International Challenges and Perspectives. Conference Proceedings. Foreign Languages for Engineering Chair, Nosov Magnitogorsk State Technical University. 2019. P. 108-110.
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8. Shchedrovitsky G.P. Thinking. Understanding. Reflection / G.P. Shchedrovitsky. - Moscow: Eastern Literature, 2005 - 800 p.
9. Zotov V.V. Experience in implementing student business incubator in entrepreneurship education / Zotov V.V., Konyagina M.N., Shapkina E.A., Pikalova E.A., Stepanova D.I. // Journal of Entrepreneurship Education. 2019.V. 22(4) - P. 396.
Педагогика
УДК 37.033
кандидат педагогических наук Лощилова Анна Александровна
Федеральное государственное бюджетное образовательное учреждение высшего образования «Нижегородский государственный педагогический университет имени Козьмы Минина» (Мининский университет) (г. Нижний Новгород); аспирант Рыжечкина Лариса Игоревна
Федеральное государственное бюджетное образовательное учреждение высшего образования «Нижегородский государственный педагогический университет имени Козьмы Минина» (Мининский университет) (г. Нижний Новгород)
ФОРМИРОВАНИЕ ИССЛЕДОВАТЕЛЬСКОЙ КОМПЕТЕНТНОСТИ ШКОЛЬНИКОВ В УСЛОВИЯХ
ЭКОЛОГИЧЕСКОГО КЛУБА
Аннотация. Статья посвящена проблеме формирования исследовательской компетентности обучающихся в условиях экологического клуба. Её актуальность обусловлена личностно-деятельностной парадигмой современного образования, его экологизацией и гуманизацией, целевыми ориентирами современных ФГОС. В статье представлена и обоснована методическая система формирования исследовательской компетентности в условиях экологического клуба, базирующаяся на двух уровнях: теоретико-методологическом и методическом. Методический уровень раскрыт в единстве целевого, содержательного, процессуального, технологического и результативно-оценочного компонентов. Показана сопряжённость этапов и технологий формирования исследовательской компетентности.
Ключевые слова: исследовательская компетентность, экологический клуб, исследовательская деятельность, субъектная позиция, внеурочная деятельность.
Annotation. The article is devoted to the problem of the formation of research competence of students in the conditions of an ecological club. Its relevance is due to the personality-activity paradigm of modern education, its ecologization and humanization, the target guidelines of modern FSES. The article presents and substantiates a methodological system for the formation of research competence in an ecological club, based on two levels: theoretical-methodological and methodological. The methodological level is disclosed in the unity of the target, substantive, procedural, technological and effective-evaluative components. The conjugation of the stages and technologies of the formation of research competence is shown.
Keywords: research competence, ecological club, research activity, subject position, extracurricular activities.
Исследование выполнено при финансовой поддержке РФФИ в рамках научного проекта № 19-013-00749 Код конкурса А «Исследование теоретических основ развития эколого-ориентированной жизнедеятельности школьников в культурном ландшафте»
Введение. В условиях неопределённости и масштабной трансформации современного общества основными вектором модернизации образования является личностно-деятельностная парадигма. Она задаёт новые целевые ориентиры учебно-воспитательному процессу в направлении развития личности, акцентирует внимание на результатах образования, отражающих ключевые компетенции. Воспитание компетентного гражданина России становится одной важнейших целей образования и одной из приоритетных задач общества и государства, что нашло отражение во ФГОС основного общего образования.
Данные положения актуализируют необходимость формирования исследовательской компетентности как интегрального личностного качества, выражающегося в готовности и способности к учебно-исследовательской деятельности, самостоятельному поиску знаний и применению их при решении стандартных и нестандартных задач.
Важность становления исследовательской компетентности у обучающихся отмечали А.В. Хуторской, И.И. Холодцева, Дж. Равен, И.А Зимняя, В.И. Андреев, А.В. Леонтович, А.И. Савенков, Л.А. Казарина, Н.М. Соловьёва.
Значительным потенциалом по формированию у школьников исследовательской компетентности обладает школьный экологический клуб. Он позволяет объединить разновозрастных детей по интересам, сплотить их вокруг общих исследовательских целей и задач, ценностей и традиций, превратить работу над исследованием в интересное приключение. Особенности его содержания создают предпосылки для включения школьников в исследовательскую деятельность по решению экологических проблем, прогнозирование последствий собственной деятельности в окружающей среде.
Анализ школьной практики показал, что члены детского экологического клуба проявляют интерес к исследовательской деятельности, но вместе с тем испытывают затруднения в проведении исследований и оформлении их результатов. Педагоги, в свою очередь, отмечая необходимость и важность формирования
