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References
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2. Puzyrevskij A.I. Imperatorskoe Russkoe muzykal'noe obschestvo v pervye 50 let ego deyatel'nosti (1859-1909). Sankt-Peterburg: Tip. V.Ya. Mil'shtejna, 1909.
3. Sizova E.R. Tendencii strukturnoj integracii v sisteme klassicheskogo muzykal'nogo obrazovaniya nachala XXI veka. European Social Science Journal. 2014; 4. T. 1: 143 - 148.
4. Rol' istoriko-teoreticheskogo otdeleniya Ural'skoj konservatorii v stanovlenii kafedry istorii, teorii muzyki i kompozicii Yuzhno-Ural'skogo gosudarstvennogo instituta iskusstv imeni P.I. Chajkovskogo. Muzyka v sisteme kultury: Nauchnyj vestnik Ural'skoj konservatorii. 2018; 14: 102 - 111.
Статья поступила в редакцию 11.03.19
УДК 528.48
Solnyshkova O.V., Cand. of Sciences (Pedagogy), senior lecturer, Head of Department of Surveying Engineering, Novosibirsk State Ur>iversity 0f Architecture and
Civil Engineering (Novosibirsk, Russia), E-mail: o_sonen@mail.ru
Boyko E.N., Cand. of Sciences (Pedagogy), senior lecturer, Siberian Institute of Management, branch of RANEPA (Novosibirsk, Russia),
E-mail: ekaterina-boyko@mail.ru
THE WAYS OF MOTIVATION OF UNIVERSITY LECTURERS TO ENGAGE STUDENTS INTO SCIENTIFIC RESEARCH. Various ways to motivate university lecturers to attract students to scientific research are considered in the article. The article also describes reasons for the lack of students' scientific research. Different forms of students' scientific research under the university lecturers' guidance are described. A survey and an interviewing as methods of scientific research are analyzed in the article. The possibilities of activating the creation of scientific schools at university and significant ways of solving the main problems of developing student science are highlighted. The authors come to the conclusion that it is necessary to engage students into research work.
Key words: student science, higher education teaching personnel, incentive scheme, lecturer motivation, scientific schools.
О.В. Солнышкова, канд. пед. наук, зав. каф. «Инженерная геодезия», Новосибирский государственный архитектурно-строительный университет
(НГАСУ), доцент, г. Новосибирск, E-mail: o_sonen@mail.ru
Е.Н. Бойко, канд. пед. наук, доц. каф. иностранных языков, Сибирский институт управления - филиал РАНХиГС, г. Новосибирск,
E-mail: ekaterina-boyko@mail.ru
ПУТИ МОТИВАЦИИ ПРЕПОДАВАТЕЛЕЙ ВУЗОВ ПО ПРИВЛЕЧЕНИЮ СТУДЕНТОВ К НАУЧНО-ИССЛЕДОВАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ
В данной статье рассматриваются различные способы мотивации преподавателей вузов к привлечению студентов к научно-исследовательской деятельности. Рассматриваются причины отсутствия научной работы со студентами. Выделяются и описываются формы научной работы со студентами под руководством преподавателей вуза. В статье описаны следующие методы научного исследования - опрос и итервьюирование, позволяющие подробно рассмотреть проблему вовлеченности студентов в научную работу в вузе. Исследуются возможности активизации создания научных школ в стенах вуза. Выделяются значимые пути решения основных проблем развития студенческой науке в вузах. Авторы приходят к выводу о необходимости вовлечения студентов к научно-исследовательской работе.
Ключевые слова: студенческая наука, профессорско-преподавательский состав вуза, система материального стимулирования, мотивация преподавателя, научные школы.
At present, a huge number of requirements (the formation of universal, general professional, professional competencies) directly related to various types of professional activities, for example, communicative or project, must be mastered by university graduates, and it is connected with the transition to the new Federal State Educational Standards of Higher Education (henceforth, FSES HE) [1]. Therefore, in order to implement the future professional activity first-year students should be directed to scientific activities, because they learn how to think correctly, build their speech logically, develop ideas and implement them into projects during their writing scientific articles or reports. Moreover, students' training in scientific research is reflected in the FSES HE and is a significant part of the "model of a higher education specialist" [2, p. 134].
A change of requirements for graduation has an increasingly important influence on the growth of higher education level and its productivity growth. The change in the social and financial circumstances of lecturers' teaching practice has caused some changes in their motivation at the university.
It is known that the lecturer's motivation is connected with encouraging professional activities to improve the quality of education, achieve professional goals and self-improvement [3]. And the possibilities to qualitatively perform only the teaching functions are not enough for the success of the career path. The responsibilities of the lecturer include not only teaching students, but also their motivation to scientific research, self-improvement in the professional sphere and to creativity. Speaking about the motivation of university lecturers, it is necessary to pay attention to students' scientific research as one of the effective means of improving the quality of training, that is able to be creatively applied the latest achievements of scientific and technological advance in professional activity [4]. To achieve this goal, it is also necessary to motivate the lecturers, which is a challenge. Therefore, they should be strongly motivated for engaging students into scientific activity. E-learning, the development of various interactive e-courses and learning environments are also gaining momentum [5, 6]. This process requires the lecturer to activate innovative skills of continuous self-studying.
The purpose of the research.
Many scholars note the consenescence of the higher education teaching personnel of universities' departments, the insufficient number of scientific schools in universities, low degree-credit enrollment. This is largely due to the reformation of higher education in general and the opaque entity of the incentive scheme for the higher education teaching personnel for undergraduates and postgraduates' preparation. The
introduction of the quality management system in higher education contributes to lecturers' motivation and offers various ways to promote not only young scholars, but also lecturers and professors, and encourage them to scientific research. The lecturer's interest in science takes roots in students' years, when there are the first incentives and elements of scientific research [7]. At this point, one of the most important issues of succession of research areas is to engage students and postgraduates into scientific research for their recommendations for admission into a postgraduate program and involvement in teaching. It is important to determine the opportunities of the higher education institution in order to start this process.
The results of the research.
To do so, the survey of professors at NSACU (Sibstrin) has been conducted in the number of 48 respondents to determine the state of students' scientific research from the viewpoint of the higher education teaching personnel. Among the respondents were full-time professors, external part-time professors, internal part-time professors and executives (deans, vice-rectors, heads of departments and divisions of the university). The distribution by the personnel is shown in Fig. 1.
• Full-time lecturer
• External part-time lecturer Internal part-time lecturer
I Executive
Fig. 1. Higher education teaching personnel taken the survey
All participantswereasked9 questions Thefirstquestionis "Do youdo the research with your students?" According to the survey the results are the following:
58.3% of respondents are engaged in scientific research with students, but at the same time27.1%of respondents are not engaged in it, but would liketo do It, and 14.6% of respondents are not engaged in sdendOp reooorcawdn Oielt students The distribution of the results to the first question Is shown In Fig. 2.
27,11^
L 58,3%
f
• Yes
• No
No, but I would like to do the research
Hg.
2. This distribution oft he results to the question about the sclentlSc researchwi t hstudents
The second question was answered only by those lecturers who do scientific research with steyents. uhs qcectios in "ecw qo nu do nolenttfic rencstch wMstofteoto (eelect ut tse îshh-<tetis^^ abcetotc nromtne lint sndUor point ¡cntnteer o|bticn)?" qbn -he majority of the responaeuts, ^bs snisnt iflc reœsi'ch incluhen nneparsg sUSur-s tor cerr fef^nrri^Si M s reeenn otooti do% c? respon he nhu ftuft|is tn adlnlsrs toqdthnt frritdi suudents in jdsmolq ede-ed e RSCe eAdU osU onis ose shtfie -esnonSantc hos euserionoe arh shs^^t^qUs articles togettios wift studonte e jnusnate rndon^t0 is Wo^CO^S °eso î^uso (0% oftderecsdsdents teve trie exnenence qndnsa?lng nruCentclntothoimple-
mentation of grants or contracts. The results of the answers to the proposed question nre sdown in fie fl!Jtttam .n Fig. 3. According to the results of the respondents, the following conclusion can be drawn: the students' scientific research under the lecturer's guidance are rather pilot studies and cannot end with a commercial product, a scientific patent or an invention. And this is due to the fact that the lecturer sets himself more formal than fundamental tasks: preparing students for the conference, writing an article in coauthorship. As a result it can give poor motivation to a student for deep research activities as the fast and often the intermediate result of the scientific research has no continuation.
The third question of the questionnaire was as follows "If you are not engaged in science with students, point the reasons". The question assumed some of the most important answers. There are three main reasons why lecturers cannot or do not want to be engaged in scientific work with students: there is no time (50%); there are no students with necessary qualifications (40.9%); scientific activities with students are not paid or paid very poorly (27.3%). The results are shown in the diagram in Fig. 4. AnOtheeahowtdat halfaf the ledureroaannetfindtime tone e ngaged in science with sstudisnts. Perhaps this is due to the increase in a lot of paperwork at the university and tde |treparef|on ofiat.aus datimetta^nectetlwith tlieeducational process.
In addition, the search for students with sufficient qualifications to do a scientific resaeteh inAne taed eHdo lecturer nvfo laannheea soterrtffieschool. The payment for studente'scieer¡f¡cres68121111.^31^ mode on the tesuitsed contractual activities, so tie seard far funda to erry boPh the lecturer and the students is a task for the lecturer, net the2mioetsitn oahageme2t. Bueneverthelass, te maaagement of universities leys tde meteriel meane fotawarding the most successful heads of scientific schools. Seml2or2l torume and 2thstnnieW¡fi6eventsdre otoanlzet ter scholars and their stu-°erite1 Cnnei2eraule snme art allocated at the state level for grant support of scientific resentd,
u d
e
n_____________
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
■ Students' preparation and participation in intramural conferences, seminars, schools
Students' preparation and participation in regional, national, international conferences, symposia, schools Collaborative publications of abstr acts and conference materials wilh the students
■ Students' engagement in research projects conducted at the department
■ Collaborative publications with the student in journals indexed in Russian science citation index, HAC
■ Collaborative work in patent applications, invention, computer programs
■ Students' engagement to accommodate work under' 1he economic contr acts or scholarship
■ Collobarative publication of articles in journals indexed in WoS/SCOPUS
Fig. 3. The forms of students' scientific research under lecturers' guidance in higher education
0% 10% 20% 30% 40% 50% 60%
No time
No students with necessary qualifications
Scientific activities with students are not paid or paid very poor ly
■ Personal problems
■ Student is not sure in their capabilities
No construction materials or equipment for experiments
■ Students are not interested
■ Lack of iiifrasctructure
Fig. 4. The reasons of lack of students' scientific work
Then there was a lecturers' interviewing and open questions were asked. The respondents were asked the following question "If you have experience of a joint scientific research with students, what positive aspects can you note?" Classifying the most common answers, we can note the following positive points:
1. The most important thing is that students get experience of scientific research, having a positive effect on their competence in the profession, as well as improves their skills (85.3% of respondents);
2. Students engaged in research activities under the guidance of a lecturer are motivated to undertake a master's degree or enter a PhD programme (70.6% of respondents);
3. Students who are involved in scientific research master the current curriculum easier (52.9%);
4. The lecturer gets great moral satisfaction from working with the best students on interesting scientific topics (50%);
5. Students make a great contribution to the scientific research; assist the scholar group, often performing studies that require multiple repetitions (23.5%).
Further, the respondents were asked to highlight the negative aspects of the experience of students' scientific research. The negative aspects hindering the success of scientific research of the lecturer and students at the higher educational institution are the following:
1. Students have a low level of training, lecturers have to work with them a lot (44.1%);
2. Students rarely choose a career in science or executives (due to their weak financial interest) cannot offer anything to students after graduation in this area (29.4%);
3. Science among students is of a formal nature, which is engaged only for indicators (11.8%).
Conclusion.
So we can conclude that the positive aspects of this experience prevail over the negative ones, but at the same time the low level of students' training leads to a large time-consuming work, as the part of the respondents has noted that it is difficult to interest students and engage them into science. This is directly due to the fact that students rarely choose a career in science or we cannot offer them anything after graduation in this field.
To involve a lecturer in engaging students into their scientific research topics, it is necessary to understand the teacher's capabilities in stimulating this activity in higher education institutions. Only 15% of the respondents have a clear idea of the system of employees' motivation in students' scientific research. 35% of the respondents have approximate information about it and only 50% of the respondents do not understand the principle of this system.
From the main proposals for additions to the employees' incentive scheme material incentives, reducing the classroom hours and allocating hours for scientific research can be identified. It also makes sense to work out the student incentive programme, and namely: material incentives, evaluation system incentives, expenses for the trip with the research purpose, etc. Cultivating science should be not only interesting, but also profitable. The activity of students in scientific research largely depends on the organization of scientific work, the forms of stimulation of both students and their research supervisors. Professors and lecturers are obliged to combine learning activities with scientific work. And the lecturers' answers show there is not enough time for such work. The individual education plan of any lecturer includes a section related to scientific activities. It is especially important in our time because of the rapid change of production technologies, the introduction of innovative developments in the enterprise performance. When the pedagogical activity is not supported by scientific work, the professionalism can be lost, the lecturers' knowledge and experience become irrelevant. The incentive programme for professors and lecturers in NSACU (Sibstrin) is based on effective performance-based contract of employment and rating system mechanisms, which can be executed by any lecturer or professor. Having undertaken these obligations provided by the performance-based contract of employment, the
Библиографический список
lecturer is interested in the performance of a number of publications and research papers. Moreover, the engagement of students into their scientific research enables the lecturer not only to receive incentive payments under the performance-based contract of employment, but also to receive monthly pay rises throughout the year. Such measures can allow not only the lecturer to get interested in engaging students into scientific research, but also to provide students with a wider choice of topics for their research. The lecturers are given not only the provision of incentives, but the most successful lecturers are provided with the photography on "The wall of honor" located next to "The wall of students' honor" having succeeded in scientific research.
In another Novosibirsk university, students' scientific research is also motivated quite effectively. We give an example of motivation of lecturers from the Siberian Institute of management - the branch of RANEPA (henceforth, SIM RANEPA).
Over the past five years, the Institute Personnel Achievements database has been actively operating (henceforth, the database "Achievements") at SIM RANEPA, aimed at motivating lecturers to positive and effective work not only at the departments, but also in working with students. Every lecturer has a user account in DB "Achievements" and the database includes the following sections: the lecturer's accumulated potential, the academic load, educational and methodical work, scientific and organizational and methodical work, improving scientific and pedagogical skills, extracurricular work with students.
Special attention from the institute administration is paid to the section related to research work. According to the individual development plan every lecturer needs to perform a load of extracurricular work in the amount of 100 hours for research work and 50 hours for organizational and methodological work. Therefore, the lecturer is interested in performing this type of load, because all the results are inserted into the database with certain reward points, which can be seen after filling it.
Having such a system, lecturers are initially interested in active work with students, and namely: in preparing students for writing scientific articles, for presentations at scientific conferences and filling grants, etc. Moreover, students are mostly motivated by inserting some points by a lecturer into the rating system which has operated successfully for already 10 years at SIM RANEPA. They can get these points for a well-written and published article, a good participation at the conference with a report or an article, etc. This system allows students to be more motivated, interested and engaged not only in extracurricular activity of the institute, but also in scientific research.
It can be concluded that the database" Achievements", as a personnel incentive system of SIM RANEPA, allows identifying the most engaged lecturers into scientific research with students and their good grounding. Consequently, the institute has well-motivated lecturers, which is reflected in the high rate of scientific research with students. For example, according to the report of scientific research with students for 2018, the number of abstracts written by lecturers and students amounted to 47 works, the number of articles-17. Moreover, the students of SIM RANEPA under the guidance of the lecturers of the foreign languages department performed 134 times orally.
Thus, it is necessary to identify the following ways to solve the main problems of development of student science in universities on the basis of the analysis:
- creating a transparent employees' incentive scheme to engage students into their scientific research;
- implementing the Institute Personnel Achievements database, which will be used to view all the results for a certain period of time and to stimulate the work performed;
- reducing the classroom hours of a lecturer who has his own scientific school at the expense of lecturers who are not engaged in science with students;
- changing the system of informing both lecturers and students about the government support of some scientific areas by creating a university information portal.
To perform its main function -the acquisition of professional competencies, as well as to perform fundamental and applied innovative research - it is necessary to create conditions for a successful combination of both scientific and higher education teaching personnel's research.
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7. Гаврин А.С., Ребышева Л.В. Развитие студенческой науки в современных условиях. Современные проблемы науки и образования. 2015; 1-1. Available at: http://www. science-education.ru/ru/article/view?id=18848
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3. Kaveshnikova L.A., Agafonova M.S. Motivaciya prepodavatelej kak osnova kachestva vysshego obrazovaniya. Nauchnoe obozrenie. 'Ekonomicheskie nauki. 2016; 2: 78 - 81. Available at: https://science-economy.ru/ru/article/view?id=793
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Статья поступила в редакцию 11.03.19
УДК 378.147
Gorshkov E.A., Cand. of Sciences (Psychology), senior lecturer, Lobachevsky State University of Nizhny Novgorod (Arzamas, Russia), E-mail: eugenegorshkov@mail.ru
Atroshchenko S.A., Cand. of Sciences (Pedagogy), senior lecturer, Lobachevsky State University of Nizhny Novgorod (Arzamas, Russia), St. Tikhon's Orthodox University (Moscow, Russia), E-mail: atrochshenko_s@mail.ru
Pervushkina E.A., Cand. of Sciences (Pedagogy), senior lecturer, Lobachevsky State University of Nizhny Novgorod (Arzamas, Russia), E-mail: pervushkina@narod.ru
FEATURES OF ORGANIZATION OF TRAINING FOR FOREIGN STUDENTS IN MIXED GROUPS. The purpose of the article is to study a problem of organizing the educational process for foreign students. They are taught from the first course together in groups with Russian students on the same educational trajectory. Foreign students have difficulties in understanding, perception and assimilation of subject matter content, as there is no continuity of programs and textbooks of pre-university training with the content of the disciplines of the corresponding university program. The article reveals an attempted solution to the problem with the involvement of the psychological and pedagogical service of the university. A psychodiagnostic study of the readiness of foreign students to learn was conducted. For this purpose, the authors' techniques, projective techniques, and the method of socio-psychological training were used. Recommendations are made following the results of the study to the organizational and educational department and subject teachers. The recommendations are aimed at increasing the level of comfort of the educational environment. New teaching methods were applied, which contributed to the creation of a semantic support in the direction of the mental activity of foreign students, and also contributed to reducing the influence of the language barrier in the availability of scientific information. As a result, the "adaptation" of foreign students was formed. Because of that fact, the independence of students increased significantly, the level of personal anxiety decreased by the end of the second semester of study. Key words: foreign students, university studies, adaptation, mathematical training.
Е.А. Горшков, канд. психол. наук, доц., Национальный исследовательский Нижегородский государственный университет имени Н.И. Лобачевского, г. Арзамас, E-mail: eugenegorshkov@mail.ru
С.А. Атрощенко, канд. пед. наук, доц., Национальный исследовательский Нижегородский государственный университет
имени Н.И. Лобачевского, г. Арзамас; Православный Свято-Тихоновский гуманитарный университет, г. Москва, E-mail:atrochshenko_s@mail.ru
Е.А. Переушкина, канд. пед. наук, доц., Национальный исследовательский Нижегородский государственный университет
имени Н.И. Лобачевского, г. Арзамас, E-mail: pervushkina@narod.ru
ОСОБЕННОСТИ ОРГАНИЗАЦИИ ОБУЧЕНИЯ ИНОСТРАННЫХ СТУДЕНТОВ В СМЕШАННЫХ ГРУППАХ
Целью статьи является изучение проблемы организации учебно-воспитательного процесса для иностранных студентов, обучающихся совместно в группах с российскими студентами по одной образовательной траектории, начиная с первого курса. Отсутствие преемственности программ и пособий предвузовской подготовки с содержанием дисциплин соответствующей программы вуза создаёт дополнительные трудности для иностранцев в понимании, восприятии и усвоении учебного материала. В статье раскрывается предпринятая попытка решения названной проблемы с привлечением психолого-педагогической службы вуза. При проведении психодиагностического исследования готовности иностранных студентов к обучению использовались авторские, проективные методики, метод социально-психологического тренинга. По итогам исследования предложены рекомендации организационно-воспитательному отделу и преподавателям-предметникам, нацеленные на повышение уровня комфортности образовательной среды. Применяемые методические подходы способствовали созданию смысловой опоры в направлении мыслительной деятельности иностранных обучающихся и снижению влияния языкового барьера в доступности научной информации. Главным результатом их внедрения стало формирование такого интегративного качества иностранных студентов как «адаптированность», вследствие чего, к окончанию второго семестра обучения существенно возросла самостоятельность студентов, снизился уровень личностной тревожности.
Ключевые слова: иностранные студенты, вузовское обучение, адаптация, математическая подготовка.
Современные реалии мирового сообщества характеризуются интенсификацией и углублением международных образовательных контактов. Одним из критериев эффективности Российских вузов стало наличие и доля обучающихся иностранных студентов [1].
Советская высшая школа накопила значительный опыт обучения иностранных студентов в отдельных от русских студентов потоках на русском языке, который переняли современные Российские вузы. Преподаватели, работающие в группах, состоящих только из иностранных студентов, могли читать лекции в медленном темпе, останавливаться на разъяснение терминологии, трудных для понимания фраз русского языка.
Последней тенденцией в организации учебного процесса для иностранных студентов является их обучение совместно с русскими студентами, начиная с первого курса. Считается, что такой подход даст возможность иностранным студентам быстрее накопить словарный запас разговорного русского языка и научных терминов. Это будет способствовать лучшему пониманию русской речи на лекциях и занятиях семинарского типа при обучении на старших курсах.
На физико-математическом факультете Арзамасского филиала Национального исследовательского Нижегородского государственного университета имени Н.И. Лобачевского с 2017 года начато обучение иностранных студентов - представителей Южно-Африканской Республики по направлению подготовки
«Педагогическое образование» профилей «Математика и физика», а в 2018 году представители Афганистана поступили на образовательную программу «Прикладная информатика в экономике».
В отличие от большинства вузов, в которых обучение иностранных студентов ведётся по индивидуальным образовательным планам, соответствующим программам подготовки Университета, в АФ ННГУ им была предложена та же образовательная траектория, что и у российских студентов.
Предполагается, что основы качества обучения иностранных студентов в российских вузах закладываются на этапе предвузовской подготовки. Иностранные студенты АФ ННГУ проходили предвузовскую подготовку, которая включала изучение русского языка и ряд общеобразовательных предметов, в частности математику, в течение 8 месяцев в различных университетах. Такая практика показала отсутствие преемственности программ предвузовской подготовки с содержанием дисциплин соответствующей образовательной программы вуза. Это создаёт дополнительные трудности для иностранцев в понимании материала учебных пособий изучаемых дисциплин на русском языке; студенты-иностранцы не могут одновременно слушать и записывать лекции, не воспринимают темп и научный стиль речи преподавателя. Причинами возникновения названых затруднений являются языковой барьер, уровень базовой подготовки, полученный на родине, различие в системах образования и организации учебно-воспитательно-
