#4 / 2021

The paper presents the results of study how full-time students on a paid basis perceived information on necessity of vaccination against COVID-19. The authors have revealed that in the effectiveness of the vaccination campaign, psychological features of the population's attitude to the administrative measures taken by the state, regional authorities and specific leaders, including the leaders of educational organizations, came to the fore. The presence of restrictions determined in people various reactions: from acceptance and support to non-acceptance, opposition and indignation as a result of the resistance phenomenon. The study was aimed at identifying the attitude of young people (full-time students on a paid basis at the age of 18-21) to the coercive nature of compulsory vaccination in late July - early August 2021 (i.e., at the time of receiving information about possible restrictions and the need for vaccination by the beginning of the school year to attend full-time training sessions). As a result, the study hypothesis was tested, which was based on the assumption of an association between the attitude of young people (18-21 years old) to the coercive nature of compulsory vaccination and the presence (absence) of antibodies in them. In general, the results of the study, implemented under the conditions of administrative measures, showed that if, from January 2021, awareness-raising work had been carried out with students about the pros and cons of Gam-KOVID-Va”, anti-inoculative stereotypes would have been refuted and vaccination measures were more effective and systematic.

doi: 10.53598/2410-3004-2021-4-288-15-27

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The paper substantiates that the socio-pedagogical support of the family is a highly organized educational practice, the formation of which is carried out in the logic of a social project. The family acts in a new capacity as the subject of designing the child's individual educational trajectory. Modern families regard the gaining quality education by children as a problem, the solution of which largely depends on the family itself. At the same time, the capabilities of the family as a subject of designing the child's individual educational trajectory depend on the quality of its interaction with external educational institutions, among which a special role is given to additional education. It is the needs associated with the development of the educational potential of the family that set the prospects for the formation of the institute of pedagogical support for the family as a social project and highly organized innovative educational practice. A new look at the mission of a teacher of additional education as a leader of a social project aimed at supporting the family acting as a subject of education and educational policy has been substantiated. The novelty of the presented results lies in the development of scientific ideas of the social and pedagogical support of the family in the process of subject-subject dialogue with external social and educational institutions, as well as pedagogical leadership based on the synthesis of the positions of the teacher of additional education and the organizer of teaching parents to the art of family education and management processes of development of its subjectness.

doi: 10.53598/2410-3004-2021-4-288-28-36

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The paper deals with the problem of Internet-addicted behavior, its spread among adolescents. Internet-dependent behavior is studied as the impossibility of adolescents' exercise of “subjective control” in the process of using the Internet, accompanied by the negative impact of this use on various aspects of their life. The formation of the personality of modern children and adolescents takes place under the influence of the Internet environment, which, on the one hand, following the trend of transformation of the usual way of life of modern people, creates new opportunities for communication, education, accessibility of information arrays, and on the other hand, entails negative consequences for the physical, mental and psychological health of children and adolescents due to the restriction of physical activity, “reality substitution”, the presence of possible online risks such as cyberbullying and all kinds of inappropriate content. The paper presents the results of an empirical study, which tested the hypothesis about the relationship between the severity of Internet-addicted behavior of adolescents and their ideas about parental attitudes towards them. The data were obtained that, in the perceptions of adolescents, their mothers often exercise power in relation to them, make them obey. At the same time, there is an alternation of pressure and concessions, trust and suspicion. The research shows that in the perceptions of adolescents with signs of Internet-addicted behavior, mothers more often show hostility towards them, which manifests itself in aggression, excessive severity, they are often inconsistent in their prohibitions, declaring responsibility for the fate of a teenager, and are guided to a greater extent to themselves. In conclusion, the need to focus on work with the family in the process of preventing Internet addiction is noted.

doi: 10.53598/2410-3004-2021-4-288-37-45

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The paper presents the results of monitoring the assessment of the quality of educational activities of a general education organization. Based on the results of previous research and analysis of existing pedagogical experience, the author conducted an experimental analysis of psycho-pedagogical conditions that ensure the quality of educational activities of a general education organization. As a guideline for assessing the quality of educational activity, the level of formation of social and personal viability of students is considered. Social and personal viability is considered by us as an integrative personal quality that characterizes an individual's readiness for self-determination (moral, personal, social, professional) according to his own life scenario, as well as readiness to manage this scenario and be responsible for the results of decisions on life self-determination. Social and personal viability can be formed at the following levels: the level of negative attitude to socio-cultural rules and norms of life; the level of neutral adaptive attitude to socio-cultural rules and norms of life; the level of incomplete (partial) acceptance of socio-cultural norms and rules of life; and the level of acceptance of socio-cultural norms and rules of life. The publication presents statistical data characterizing the quality of educational activities in a general education organization for the formation of social and personal viability of students, analyzes the results obtained and compares them with the results of obligatory annual self-examination by a general education organization. The presented materials will be of interest, first of all, to the heads of education management bodies and heads of general education organizations, because they can become an objective basis for making managerial decisions to improve the quality of educational activities of a general education organization. The presented materials can also become the basis for conducting a more in-depth and detailed study of the theory of pedagogical monitoring of the quality of general education.

doi: 10.53598/2410-3004-2021-4-288-46-55

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The paper describes a model for monitoring the educational process at a university by using the LMS “Practice”, taking into account the experience gained during the operation of the previously created LMS at the Volgograd State Socio-Pedagogical University, as well as analyzing the digital footprint of students' work. There is a description of the LMS system "Courses" at the Volgograd State Socio-Pedagogical University, which is widely used by university teachers. This system is free for them, but its capabilities and technical characteristics are not inferior to commercial LMS. The publication discloses the importance of pedagogical industrial practice in the system of training personnel for undergraduate programs, since it is an integral component of professional training for future work activities in educational organizations. These activities include teaching academic disciplines, organizing educational and extracurricular activities of children, skills for practical educational work, the formation of students' ability to design and implement the educational and correctional-developmental process, taking into account the peculiarities of the development of children, the development of the methodology of research activities in the field of general and special (defectological) education, the specific features of the methodology of psychological and pedagogical research. The authors disclose the possibilities of LMS when creating an information system for supporting the internship of students of pedagogical universities; creating conditions for active interaction and communication in the educational information space of participants of the educational process in on-line and off-line modes; placement in the closed part of the information system of reports on the passage of practice, which may contain personal data of children; monitoring the process of passing practice by students; availability of information from any workplace; and formation of reporting documentation. The advantages of LMS "Courses" are considered, including cross-platform, i.e., students have the opportunity to use various gadgets in the process of passing the practice. If necessary, the developer has the opportunity to correct or supplement the unified internal base of practice materials, inform students about the deadlines. LMS allows you to track the following elements of the internship based on the analysis of the student's digital footprint in the system: how often the student logged into the system; mastering the individual-thematic plan of the student's activities during the period of internship; which mistakes he made in the control and measuring materials.

doi: 10.53598/2410-3004-2021-4-288-56-64

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THEORY AND METHODOLOGY OF TEACHING AND EDUCATION

Issues of the level of study and proficiency in foreign languages in higher education do not lose their relevance. New times put forward absolutely new requirements for the process of language training of students. This problem is especially relevant for the education of foreign students. Over the past decade, there has been a significant influx of foreign students to Adyghea, among which students from Turkmenistan occupy a significant place. Foreign languages of Turkmen students are taught in trilingualism. In this regard, foreign language training is associated with the theory of language contacts and with the comparative typological characteristic of the contacting languages (Turkmen, Russian and English). As you know, the conceptual side of grammatical phenomena should be mastered adequately, fully, and not in simplified form. Therefore, we consider it advisable to realize the grammatical phenomena of the third language using the means of the mother tongue (Turkmen) in cases where the Russian language will have only interfering influence. To determine the nature of the difficulties in shaping the skills of constructing English sentences, we considered them in comparative terms with the analogical phenomena of the Russian and Turkmen languages. Differences in the languages in contact are the cause of numerous errors caused by interference between the native and Russian languages. The basis for the development of a methodology for teaching the structure of an English simple sentence is an ethnolinguodidactic approach, which allows you to prevent linguistic difficulties due to the peculiarities of the languages in contact. The effectiveness of teaching methodology of the English language structure depends on the technologies, means, forms, exercises and teaching techniques that should be aimed at neutralizing the interfering influence of Turkmen and Russian languages.

doi: 10.53598/2410-3004-2021-4-288-65-72

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The problem of the correctness of the typology of lessons proposed in modern private didactics is posed, in connection with which the concept of "general post-classical didactics" is introduced, such a need is justified. A short excursion is made into the history of the emergence of a typology of lessons in classical didactics, its formation and various modifications are considered. To justify the relevance of the problem, a campaign unfolded around a competent approach is described, in reality "producing" incompetence, and in this regard the thesis about the incorrectly proposed "new" typologies of lessons is justified. A thesis is put forward and substantiated on the superiority of the concepts of general post-classical didactics in the formation of competencies and the interpretation of the essence of the traditional typology of lessons over the proposed new types of lessons in private didactics. The essence of the fundamental theories of general post-classical didactics, which are the basis of a qualitative lesson and are necessary for the formation of not only competencies, but also other values, is revealed. Scientific and methodological (rhetorical) questions are put forward to the authors of new types of lessons, caused by the logic of discourses aimed at justifying the incorrectness of such a typology. The authors consider briefly the peculiarities of the interpretation of the essence of market relations in Russia by scientists, which gave rise to a competence approach, and in the light of this, the vision of the specifics of the relationship between the goals of learning and the problem of values in general post-classical didactics, the role of traditional types of lessons in solving goals-values in the interpretation of post-classical didactics. A number of examples from the practice of learning are given, testifying to the prevailing possibility of a traditional typology of a lesson in the formation of not only competencies, but also other values, its effectiveness is proved, and the conditions of this effectiveness put forward in general post-classical didactics are emphasized.

doi: 10.53598/2410-3004-2021-4-288-73-96

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Over the past decade, the processes of informatization and technologization have made it necessary to modernize the Russian education system, offering the introduction of remote technologies as one of the promising means of education, contributing to increasing the education accessibility to all segments of the population and reducing the cost of educational services. The COVID-19 pandemic updated the search for ways to introduce distance education technologies into the higher education system. The authors of the paper reveal a number of problems characteristic of the Russian higher education system, investigated in the context of the COVID-19 pandemic, and suggest ways to solve them. Among the problems studied are: insufficient development of methodological, technical and organizational aspects of the use of distance educational technologies for teaching students; the problem of students adapting to online learning using distance learning technologies; the problem of improving the quality of training of university teachers for the use of distance educational technologies through the development of their information and communication competencies. The aim of the study was to identify effective ways to organize student education in the context of the COVID-19 pandemic based on remote educational technologies. The basis of the study was the Faculty of Humanities at the Nevinnomyssk State Institute of Humanities and Technology. Experiments, organized and conducted during February-June 2021, were attended by 120 students training in programs of Pedagogical Education (44.03.01) and 22 teachers of the Faculty of Humanities. During the experiment, the authors used the following research methods: analysis of regulatory documents, theoretical analysis, study and synthesis of existing experience; questionnaire and survey, pedagogical observation, testing. During the experimental work, two main groups of difficulties in the development of remote educational technologies were identified by students and teachers: (a) of a technical nature, related to the lack of technical means of teaching; b) psychological, related to isolation, motivation, self-organization, self-discipline. Based on the analysis of the experience and results of the experimental work carried out, methods of organizing training and teaching based on remote technologies are proposed. Thus, today's realities show that, regardless of the epidemiological situation in the country and the obvious negative factors that reduce the level of vocational training, distance learning technologies are the only alternative to lockdown in higher education.

doi: 10.53598/2410-3004-2021-4-288-97-107

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PHYSICAL EDUCATION AND VOCATIONAL PHYSICAL TRAINING

Physical culture and active leisure is an important indicator of a healthy lifestyle, an effective way to maintain and strengthen health. It ensures the maintenance of good physical and socio-psychological well-being, primarily due to the optimization of the motor regime. The organization of physical culture and recreational activity of the individual, thus, is a factor of health preservation of the population. However, since this activity is carried out in free time, it must be voluntary and determined by personal needs. For this, the content, organizational characteristics of physical culture and recreational activities must meet the interests of a particular person, correspond to his expectations, preferences, etc. This article presents the results of an empirical study devoted to determining the expectations and preferences of adolescents involved in sports as the basis for building a system for organizing physical culture and recreational activities of this group of students. Among the characteristics of this system are: target guidelines for recreational physical education (maintaining a sports form, indicators of physical development and physical fitness; rich, motor-active rest; entertainment, pleasure from spectacles and own activity; communication with friends, expanding the sphere of communication; full-fledged rest, etc.); forms of health-improving and recreational physical education (health tourism; sports games; outdoor games and games on the ground; mass physical culture and sports events, etc.); organizational foundations of recreational activities (joint rest during the study period, one day a week and on Sundays; during the holidays, once every three days; the composition of the recreational group is 10-15 people, familiar with each other, etc.); substantive foundations of recreational activities (the inclusion of elements of games and competitions, relay races, demonstration performances, etc.; joint content planning to take into account individual wishes; the availability of tasks in terms of complexity and amount of physical activity).

doi: 10.53598/2410-3004-2021-4-288-108-115

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The paper discloses the results of an empirical study devoted to the definition of the demanded directions of a coach's activity, aimed at the formation and maintenance of sports motivation of pupils. For this purpose, the ascertaining element was carried out, including questionnaires, conversations, pedagogical observation; the number of respondents included children and adolescents who go in for sports (at different stages of sports training) and who have stopped playing sports. The factors that induce children and adolescents to engage in sports activities and to stop playing sports were empirically determined. The authors studied the characteristics of the educational-training process, extra-training factors, the characteristics of the coach's personality, the peculiarities of communication with him, etc., which are attractive for young athletes or, on the contrary, acting as the reasons for the termination of a sports career. The publication identified three leading directions of the coach’s activities related to the support of the process of formation of stable motivation in children and adolescents to go in for sports. As a result of the analysis of empirical data, it is concluded that for the effective organization of the process of forming a stable motivation in children and adolescents to go in for sports, it is important, firstly, the coach's use of his own personality as an educational (motivational) means, secondly, the competent construction of the educational-training process, and thirdly, the organization of the work of a sports teacher with parents in order to fully use the positive and prevent the manifestation of a negative impact on the motivation of children. This makes it important for coaches to have motivational, theoretical and practical readiness to form and maintain motivation in their pupils to go in for sports and to form appropriate knowledge, skills, and desire among the parents of young athletes.

doi: 10.53598/2410-3004-2021-4-288-116-124

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METHODOLOGY AND TECHNOLOGY OF VOCATIONAL EDUCATION

Issues relevant at the current stage of development of the system of secondary vocational education are revealed to check the level of formation of professional competencies of students in accordance with WorldSkills Standards. The authors have made an attempt to study comprehensively the problem of introducing a new form of certification - a demonstrational exam in accordance with WorldSkills Standards. The work analyzes various aspects (advantages, disadvantages, risks and opportunities) of the introduction of WorldSkills technologies in the form of a demonstrational exam in the educational practice of secondary vocational education organizations. In conducting the study, the authors relied on the SWOT analysis method. This method, based on the identification of advantages, disadvantages, emerging risks and opportunities for further development, made it possible to identify issues that need to be addressed as a matter of priority, as well as formulate a general strategy for the further development (with minimization of weaknesses and prevention of possible risks) of the practice of conducting certification tests in the format of a demonstrational exam in accordance with WorldSkills Standards. To this end, at the initial stage of the study, the scientific materials currently available on the problem under consideration were analyzed, various factors of the process of introducing certification tests in professional educational organizations in the format of a demonstrational exam in accordance with WorldSkills Standards were identified and systematized, on the basis of which questionnaires for conducting a survey on the problem of research were developed. The next phase of the study involved conducting a questionnaire using the expert survey method. The respondents were teachers of secondary vocational education organizations of the Stavropol Territory, including certified WorldSkills experts, WorldSkills experts-masters, experts with the right to hold WorldSkills championships, experts with the right to participate in the evaluation of the demonstrational exam. The results of the questionnaire made it possible to analyze various aspects of the performance tests in the format of a demonstrational exam in order to identify strategic directions for its development.

doi: 10.53598/2410-3004-2021-4-288-125-135

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The relevance of the research is determined by the fact that electronic educational resources (EER) are a new means of teaching at school. It is important for graduate students - future teachers to know the didactic possibilities of EER and the methodology for using them in the context of the digitalization of education. Research problem: the place and importance of electronic educational resources in the system of professional training of master students at Adyghe State University. Purpose of the study: identifying the possibilities of information technology for the design of the main educational programs of training courses by future teachers. Research methods: analysis, synthesis, abstraction, generalization. Results of the research: the publication discloses the methodological foundations of the formation of skills in the use of EER among master students of the direction of training "Pedagogical Education" in the study of disciplines of the natural and mathematical cycle under the master's program "Modern educational technologies in primary school". As part of the fund of assessment tools for the current certification of master students, tasks of a creative nature are considered, aimed at the practical use of EER (electronic textbooks, electronic reference books, EBS catalogs; multimedia presentations, website builders). The organization of independent work with EER in the conditions of distance learning for master students at the Adyghe State University is carried out on the platform of the MOODLE SDO. The results of experimental approbation of the methodology of using EER in the study of the disciplines of the natural-mathematical cycle by master students of Adyghe State University are presented. Conclusions of the research: the use of electronic educational resources in the professional training of future teachers contributes to the development of subject-pedagogical and general pedagogical ICT competences. For the effective use of EER, it is necessary to focus on the organizational and methodological aspects: modernization of the curriculum, structuring of educational material, the use of interactive forms of work.

doi: 10.53598/2410-3004-2021-4-288-136-144

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The paper presents the description of the technology of formation of organizational and professional competence of the student in the process of realization of higher university education. Approaches and basic grounds of development of organizational and professional competence from the standpoint of modern requirements in the perspective of integration of theory and practice of education as the basis of preparation of graduates for professional future are disclosed. The content of the teacher's organizational activity is presented, which is considered as a system of an interconnected set of actions, including setting goals and specifying tasks; creating conditions for understanding and acceptance of the tasks of the group and each participant; selection of ways, forms and means of interaction between the actors of the event and verification of effective conditions of its effective course; the use of techniques to stimulate student activity; methods of constant feedback and actual adjustment of the educational process. In addition, the publication justifies the fundamentally significant stages and possibilities of modeling the technology of organizational and professional competence, taking into account the creation of an environment in which students would be immersed in events that enrich the life of a student group, diverse and rich in terms of professionalization, and at the same time contribute to the achievement of educational goals. The author separately focuses on the possibility of participation of students in the process of intensifying intensive thought activity and value-oriented activity on the created technology, as well as developing skills in interpersonal relations of interaction and providing feedback. Structural technology is presented in the totality of pedagogical tools that ensure increasing the level of competence of future teachers, which included blocks and components of targeted interaction between teachers and students.

doi: 10.53598/2410-3004-2021-4-288-145-152

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The paper examines the relationship between attribution and communication as the most important psycho-pedagogical foundations of cognitive activity of a person. Mandatory conditions for the development of cognitive activity of a person are initiative, the ability to find the necessary information in a short time to solve educational problems. Given the collective nature of the educational process, effective communication and social perception play a special role in solving the problems of cognitive activity. Attribution as the process of attributing the causes of behavior to others and communication as interaction and dialogue are connected by one common denominator as activity and motivation of the individual. A comparative analysis of research on the problems of attribution and communication allowed us to determine the following patterns, namely: the dependence of attribution and communication on the psycho-pedagogical characteristics of a person and need of a person to explain social interaction; correlation of external and internal attribution factors with the mental and socially-oriented nature of communication; implementation of productive communication through optimal attribution. Effective implementation of the relationship and interdependence of attribution and communication as the psycho-pedagogical foundations of cognitive activity makes it possible to launch the mechanism of self-learning, self-education and self-development of the individual.

doi: 10.53598/2410-3004-2021-4-288-153-159

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