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The Bulletin of the Adyghe State University. Series «Pedagogy and Psychology» |
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#1 / 2024GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATIONDagbaeva N.Zh., Liu XiaowenDEMOCRATIZATION PROCESS IN MODERN UNIVERSITIES OF CHINA: PROBLEMS AND PROSPECTS
This article examines the features of the development of the democratization process in modern universities in China. The study analyses the democratization development strategy, its impact on the evolution of society in general and the education system in particular. Moreover, it investigates the expansion of democratic freedoms for students, which as a result leads to positive changes at all levels of the education system. Modern researchers believe that comprehending and resolving the complex relationships between universities, society and the government, alongside a steadfast commitment to a human-centered approach and active promotion of democratization in higher education, form a stable foundation for the advancement of the education system and the stimulation of research and development achievements.
Democratization in China has its own history. The authors identify two important stages in the development of democratization in the country. The first stage begins with the formation of the state in 1949 and the second stage begins in 1999, and continues to the present day. The process of democratization implies the granting of academic freedom and management, the establishment of subjective relationships between teachers and students, and the possibility for students to enjoy freedom in their lives and studies. This also entails engaging in scientific research under the guidance of a certain teacher and pursuing independent study of individual courses.
The article analyzes the complex path of the formation of democratic foundations in the education system, its main content and mechanisms, and outlines possible ways of development. One of the development strategies is to expand communication channels at all levels of government and within various university groups, to expand the mechanism for implementing the democratic rights of teachers and students through representation.
REFORMING IDEOLOGICAL AND POLITICAL EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS IN CHINA
The relevance of the research topic lies in the fact that multiculturalism and globalization influence the development of Chinese socialist higher education.This calls for reforms that take into account its specificities. Fundamental changes in the higher education system in China concern the improvement of the political and ideological education of students. It is planned to establish a new approach to teaching a number of humanities disciplines (philosophy and social sciences), which is said to strengthen the country's cultural soft power. The purpose of the study is to analyze the ideological and political education reforms in higher educational institutions in China. The methodological basis of the study determined the methods of analyzing information. The author used the method of collecting facts and statistical observation; survey methods and questionnaires were used as research methods. The author examines the implicit approach to the political and ideological education of students in China. Ideological education is inseparable from pedagogical education. It is concluded that it is possible to impart ideological and political knowledge only together with the professional one, however, the effectiveness of this activity in universities depends mainly on the leaders and teachers of specialized courses who understand the essence of implicit education within the framework of ideological work. The author proposes measures of improving the strategy of implicit political and ideological education of Chinese students. These measures include the formation of ideals and beliefs of Chinese students through the study of traditional Chinese culture and specialized humanities courses, updating methods of ideological and political training and education, and treating political and ideological education as an educational project.
THEORETICAL ANALYSIS OF CONTEMPORARY RUSSIAN EXTREMIST CRIME IN THE ADOLESCENT-YOUTH ENVIRONMENT
The paper provides a theoretical analysis of contemporary Russian extremist crime in the adolescent-youth environment. Modern society is facing an increase in manifestations of extremism, which are becoming more professional and brutal. Special attention is paid to extremist behavior among adolescents and young people, which is associated with violent actions. Extremist activity represents the activity of various religious and social organizations and associations, mass media and individuals aimed at planning, preparation, organization and implementation of activities focused on undermining state security. These actions also involve forcible change of the constitutional system, appropriation or seizure of power, humiliation of national dignity, organization of armed and terrorist activities. Additionally, extremist activity may involve propaganda of Nazi symbolism or attributes or similar to Nazi to the point of merging; calls for public execution of such activities and their financing. The aim of the research is to provide a theoretical analysis of the essence of extremism, the causes and factors of its manifestation in the adolescent-youth environment.
The essence of extremism lies in its ideology, which nourishes and directs extremist activities, the main goal of which is to unite extremist organizations. A full understanding of extremist ideology requires more than a list of individual ideas. It is expressed in concepts such as the idea of racial, social, and national inequality, as well as the idea of genocide and physical violence against social opponents. A mature understanding and a more comprehensive view of extremism require a deeper analysis and awareness of the internal causes and consequences of such ideology. The article discusses various manifestations of extremism: national extremism, national-ethnic extremism, racial-ethnic extremism, religious extremism, political extremism, religious-political extremism, environmental extremism, religious-ideological extremism, and social extremism. The analysis of the causes and factors of extremism in the adolescent-youth environment is provided. In our country, adolescent extremism is represented by a three-level system: organizational level, mental level and behavioral level. Adolescents exhibit certain characteristics that are inherent in extremist thinking, such as projecting negative traits from individuals onto the entire religious, social or national group, and dividing the world into two opposing groups, "they" and "us".
THEORY AND METHODOLOGY OF TEACHING AND EDUCATIONKoch K.I., Kryakhtunova O.V.FEATURES OF TEACHING RUSSIAN GRAMMAR TO TURKISH STUDENTS AT THE INITIAL STAGE OF TEACHING
The study analyzes the features of teaching Turkish students and identifies the grammar mistakes occurring in Russian speech among Turkish students as a result of interlanguage interference. The study suggests the implementation of specialized exercises and methods aimed at correcting these particular mistakes. Recommendations are provided to enhance the initial stage of grammar learning. Lack of grammatical skills at the initial stage of studying can lead to typical errors in the future and complicate the process of mastering the Russian language.
Recommendations are given for selecting materials for learning grammar. The importance of considering the peculiarities of the native language of Turkish students is emphasized, which can help avoid numerous typical errors and effectively organize the process of teaching Russian grammar. Special attention is paid to the main principles and factors contributing to the creation of an effective educational process.
THE USE OF IMMERSIVE TECHNOLOGIES IN MODERN EDUCATION
The article explores the possibilities and prospects for using virtual and augmented reality technologies in modern higher education. The relevance of this topic stems from the fact that computer-generated technologies simulate reality; enhance it with digital elements, and the advancement of these technologies leads to a transformation of the educational process. The study was based on phenomenological approach to generalization of research and teaching experience, namely, the analysis of Internet resources and scientific publications. The study aims to define immersive technologies as modern teaching methods that model realistic 3D environments and situations, where students are put to master educational disciplines. The article presents a classification of immersive technologies by type. It justifies the fact that the introduction of immersive technologies correlates with modern constructivist approaches in education. Virtual and augmented reality technologies open up new opportunities for practice-oriented learning, increasing motivation and sensory perception of educational material in an educational discipline. One promising application of immersive technologies is the development of virtual workshops, simulators, and training tools for specific professional operations. At the same time, barriers to the implementation of virtual and augmented reality technologies have been identified, including the costs of equipping and training students, as well as potential risks for users. It is concluded that further expansion of virtual and augmented reality technologies in education is inevitable, despite existing difficulties. Their constructive use can take the quality of learning to a fundamentally new level.
THE USE OF REFLEXIVE EDUCATIONAL TECHNOLOGIES IN THE FORMATION OF COGNITIVE AND METACOGNITIVE STRATEGIES
The rapid pace of social development makes it necessary for the education system to train highly qualified professionals who are able to solve tasks efficiently by means of reflective mechanisms. Cognitive and metacognitive strategies play an important role in the way an individual thinks, makes decisions and acts in specific situations. The Federal Educational Standards include in the List of planned learning outcomes the formation of cognitive and regulatory universal educational actions aimed at metacognitive regulation of students' activities. Reflective educational technologies are proposed to achieve this goal. After studying the psychological and pedagogical literature, the author formulated criteria for developing and introducing technologies into the educational process. Additionally, the author highlighted rules for organizing the educational process that contribute to the successful formation of cognitive and metacognitive strategies for students' educational actions.
PHYSICAL EDUCATION AND VOCATIONAL PHYSICAL TRAININGKhazova S.A., Sundareva D.M.METHODOLOGY FOR ORGANIZING AND CONDUCTING AQUA FITNESS CLASSES FOR CHILDREN OF PRIMARY SCHOOL AGE
The deterioration of children`s health in recent years has emphasized the significance of health-enhancing physical education. The selection and use of its means vary depending on factors such as age-related psychological and physiological characteristics, interests, needs, and physical abilities. Aqua fitness has a high health potential for children of primary school age. However, the lack of an effective methodology for implementing aqua fitness classes for this age group poses significant challenges. Therefore, the aim of this study is to develop a comprehensive methodology for conducting aqua fitness classes targeting primary school-aged children. The formulated methodology aimed to enhance physical activity levels, maintain and strengthen the health of this specific group. It was designed to adhere to the principles of health promotion, accessibility, systematic training and continuity. Moreover, the methodology caters to individual health conditions and physical fitness levels and integrates game-based teaching methods to sustain children's interest. The incorporation of musical accompaniment aims to establish a positive emotional atmosphere in classes.
The study clarified the reasons for using aqua fitness to organize health-improving physical education classes for primary school children. These reasons include psychological age characteristics, interests in different types of health-improving fitness, and indicators of physiological and physical condition. Additionally, a methodology for conducting aqua fitness classes for primary school children has been developed. This methodology includes target guidelines for organizing aqua fitness classes and differentiated sets of exercises in water. The study outlines the general principles and methods of organization, rules for conducting classes and distributing the load, rules for providing musical accompaniment to classes, program content classes and safety rules. The effectiveness of these principles and methods has been proven through experimental testing, which has resulted in improved indicators of functional state, physical development, physical and swimming readiness.
METHODOLOGY AND TECHNOLOGY OF VOCATIONAL EDUCATIONMakarova E.A., Illarionov A.A.FACTORS OF ADULTS’ EMOTIONAL AND BEHAVIORAL IMMATURITY
In today's age of information insecurity, rapid technological advancement, societal change and geopolitical instability, the prevalence of infantilization among modern youth is particularly evident. Infantilization can manifest in behavioural, psychological and emotional ways. This article examines emotional immaturity in individuals of various ages and the factors contributing to its development. Emotional immaturity is not a psychological disorder but can be a symptom of disorders such as attention deficit hyperactivity disorder, autism spectrum disorder, and problems with self-control, self-esteem and self-identity. The factors contributing to the formation and development of emotional immaturity are diverse and require further research. This article focuses on several factors that can impact personality development, including negative life experiences, childhood trauma, authoritarian parenting, and social and interpersonal behaviour patterns. Additionally, the article explores how the development of emotional intelligence can aid in overcoming the consequences of infantilization in both family and professional surrounding. A diagnostic study was conducted with groups of the respondents of different ages to identify the reasons why adults may demonstrate emotional and behavioural immaturity. Based on the findings, recommendations were identified to overcome this problem or mitigate the consequences of such behaviour. The study also found that a person's level of emotional maturity may be related to their ability to effectively cope with difficult situations or stress and choose the right coping strategies.
STRUCTURAL COMPONENTS OF THE QUALITY MANAGEMENT SYSTEM OF PROFESSIONAL AND PEDAGOGICAL ACTIVITIES OF A MILITARY UNIVERSITY TEACHER
The quality of teachers' activities plays a crucial role in the quality of education and military professional education in particular. Therefore, managing this phenomenon is of utmost importance. The concept of control involves exerting targeted influences on a specific system to transform it into the desired state. These impacts are exerted by the control object on the internal and external environment of the control subject. The specifics of the management system, including the tools and methods used, organizational stages and content of the management process, are determined by the characteristics of the managed and control systems, as well as the achieved indicators. Our study focuses on the management of the quality of professional and pedagogical activities of teachers in military universities. The managed system is the subject of management, and the results of management are the improvement of quality indicators in accordance with criterion indicators. The internal environment of military universities comprises the quality of professional and pedagogical activities of teachers. The external environment, on the other hand, pertains to the conditions that affect the provision of these activities. These conditions operate by updating the internal factors.
To ensure quality management of these phenomena, it is necessary to clarify and specify their substantive and procedural foundations. The aim of this study is to determine the structure and specific content of the components of the quality management system for professional and pedagogical activities of teachers at military universities. The author identified the management actions required, which include organizational, pedagogical, socio-psychological and monitoring activities. These actions are reflected in all components of the management system. At the same time, organizational, pedagogical, and socio-psychological actions, implemented through their own methods, improve the quality of activity according to criterion indicators. Monitoring actions provide information support for management.
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