Yaroslavl Pedagogical Bulletin最新文献

{"title":"The \"quantum mind\" concept by A. Mindell in the context of subject reality","authors":"G. S. Prygin","doi":"10.20323/1813-145x-2022-3-126-132-143","DOIUrl":"https://doi.org/10.20323/1813-145x-2022-3-126-132-143","url":null,"abstract":"","PeriodicalId":122230,"journal":{"name":"Yaroslavl Pedagogical Bulletin","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116896649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and transformation of mass culture","authors":"Vladimir N. Lipskiy","doi":"10.20323/1813-145x-2021-5-122-218-225","DOIUrl":"https://doi.org/10.20323/1813-145x-2021-5-122-218-225","url":null,"abstract":"The article shows that the phenomenon of mass culture in its current understanding is proceeded by a period of formation. Having begun its transformation with various kinds of mass spectacles even before our era, mass culture only by the middle of the XX century took shape into a modern kind of cultural practice. It is stated that for a long period, mass and «high» art were in opposition, since their value principles contradicted each other. At the same time, there comes a period in the development of mass culture when it needed «fresh» blood for its effective impact on the mass consciousness in the future, and in this situation its interested parties turned their eyes to «high» art. The article suggests that this metamorphosis had a commercial background, but at the same time this transformation marked a new stage in the formation of the analyzed phenomenon. It is shown that having entered into interaction with «high» art, mass culture not only transforms itself, under its influence, but also in a peculiar way initiates changes in the elite art itself. Attention is fixed on the fact that themovement of mass culture resembles a kind of pendulum fluctuations, which are influenced by the system of values that have developed within the framework of the social structure, and the course of the socio-historical process. Depending on this, the use of mechanisms embedded in mass media and mass communication media can transform it into a phenomenon that manifests itself in various ways. This is shown in the article on the material of the use of mass culture as an educational tool at various stages of development: both during the USSR and during the coronavirus pandemic in the 20s of the XXI century, as well as on the material of the use of mass culture mechanisms on political technologies to manipulate public consciousness.","PeriodicalId":122230,"journal":{"name":"Yaroslavl Pedagogical Bulletin","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127160248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formation of textual activity as a condition for the development of subjective cognitive activity of cadets of psychological specialty","authors":"Aleksey A. Dyachkov, A. S. Turchin","doi":"10.20323/1813-145x-2021-6-123-131-140","DOIUrl":"https://doi.org/10.20323/1813-145x-2021-6-123-131-140","url":null,"abstract":"In obtaining higher education, young people demonstrate a lack of educational and academic content, which, however, can change in senior courses of study. The purpose of the article is to consider the system of conditions under which it is possible to successfully form the cognitive subjectivity of the personality of trainees — future officers-psychologists. The article examines the problem of compensation for skills as important for the initial stage of training at a military institute as working with text. It is noted that the insufficient formation of this skill as a component of the instrumental basis of educational and academic activity can negatively affect the primary professional self-determination of cadets who have chosen the profession of a military psychologist. Educational and academic activity develops provided that students are given the freedom to choose means of cognition and encourage non-institutional (suprasituative) cognitive activity, however, the existing system of organizing school educational work does not fully contribute to such enrichment of the instrumental basis of educational activity. In the psychological structure of the activity, educational actions are determined by the corresponding goal, that is, the action must be completed by a verifiable result. All actions can not only be controlled by the subject, but must be formed in such a way as to be performed «immediately correctly» when solving typical educational tasks. The authors are presented with the learning process as a system of components beginning with its specific, that is, meaningful motivation, which implies the preservation and maintenance of a stable positive motivational attitude both to the educational discipline itself and to the process of its teaching. The formation of textual activity has a positive impact on the process of compensating for the lack of mastery of educational activities. The peculiarities of the influence of mastering the work with educational and scientific texts on the cognitive orientation of the personality of the trainees were revealed.","PeriodicalId":122230,"journal":{"name":"Yaroslavl Pedagogical Bulletin","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126172561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative analysis of deficits in formation of pedagogical values at different stages of professionalization","authors":"N. P. Ansimova","doi":"10.20323/1813-145x-2021-6-123-46-56","DOIUrl":"https://doi.org/10.20323/1813-145x-2021-6-123-46-56","url":null,"abstract":"The article is devoted to the analysis of the deficient development of pedagogical values of representatives of the pedagogical community who are at different levels of professionalization: students of pedagogical classes and pedagogical colleges, students and teachers of pedagogical universities, and the administration of educational institutions. The study used a questionnaire and a modified version of the Must-test. Values that have the last places in the ranking of all participants in the educational process have been identified. It was found out that values from all the identified groups fall into the deficit area: values — relationships, values — qualities, values — knowledge, values focused on the professional activities of the teacher, the educational environment and the child. For all categories of study participants, the most insignificant values turned out to be in the field of ensuring the effective development and education of students. Common values and values specific to different levels of professionalization were identified: for schoolchildren and students, information about the comfort and safety of the educational environment and a tolerant attitude to individual characteristics, as well as knowledge of the ways of targeting, planning and organizing their own independent activities turned out not to be important; teachers have the dominance of declared values over real ones, the ability to combine demanding and respect for the student, to create success situations for the student. Secondary school teachers do not consider it important to be able to motivate students and tolerate their originality. Higher school teachers do not place emphasis to modern types of professional activities (project, research and reflexive) and do not consider it important to involve students into them. Administrative staff of educational institutions pay little attention to cooperation with all participants in the educational process and actually deny the role of feedback in its organization","PeriodicalId":122230,"journal":{"name":"Yaroslavl Pedagogical Bulletin","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125312917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychological features of the relationship between the attitude to dangers and the attitude to people among students","authors":"V. Maralov, T. P. Maralova","doi":"10.20323/1813-145x-2022-2-125-96-105","DOIUrl":"https://doi.org/10.20323/1813-145x-2022-2-125-96-105","url":null,"abstract":"The urgency of the problem is due to the importance of identifying psychological factors that determine people's attitude to dangers. The purpose of the study was to identify the features of the relationship between the attitude to dangers and the attitude to people among students. The methodological basis of the work was the concept of relations by V. N. Myasishchev. As diagnostic tools, the author's questionnaires were used to identify sensitivity to threats, the choice of ways to respond in situations of danger, as well as sensitivity to humans. The results were processed using correlation analysis methods. 86 students of Cherepovets State University took part in the study, men — 10,47 % (9 people), women — 89,53 % (77 people), average age — 19.1 years. As a result, it was found out that sensitivity to threats positively correlates with all parameters of attitude towards people: interest in a person, empathy, understanding, help. The choice of adequate ways to respond is positively associated with interest in a person and willingness to help, exaggeration of dangers is negatively associated with understanding people and help, and ignoring dangers is associated with interest in a person and help. It is concluded that the types of attitude to dangers are the most important indicators of a person's socialization and are closely related to its attitude to other people. The obtained results can be used in the process of organizing security activities, as well as in the process of professional training of students of the socionomic (helping) sphere.","PeriodicalId":122230,"journal":{"name":"Yaroslavl Pedagogical Bulletin","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126747802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DIGITAL TRANSFORMATION OF HIGHER EDUCATION: A NEW LOOK AT THE CONFIGURATION OF THE EDUCATIONAL PROCESS AND INTERACTION","authors":"A. B. Razumova, T. I. Ritskova, Igor S. Sinitsyn","doi":"10.20323/1813-145X-2020-6-117-56-63","DOIUrl":"https://doi.org/10.20323/1813-145X-2020-6-117-56-63","url":null,"abstract":"Based on the analysis of the existing practice of organizing the educational process in the higher education system, the article examines the features of its transformation and restructuring in the context of digitalization as a global trend in the development of all spheres of human activity. At the same time, it is noted that digitalization allows a new approach to achieving the planned educational results, to implementing the content of education, methods and organizational forms of educational work, as well as evaluating the results achieved. The article emphasizes that digitalization, on the one hand, provides increased openness, flexibility of education, and greater involvement of students in the educational process. It is also noted that the education digitalization allows you to design new educational situations, involve new actors in the learning process, while transforming the configuration of relations between its main participants. Digitalization makes significant changes in the role of the teacher and the student in the learning process, which requires appropriate adaptation. Special attention is paid to clarifying the main definitions related to the process of education digitalization and the implementation of e-learning. The main requirements for designing e-learning components such as video lectures, webinars, and e-courses are considered. The roles of the teacher that allow implementing e-learning in the higher education system are identified separately. In conclusion, it is noted that the digital transformation of higher education provides a new round of its development in modern conditions and is expressed in the formation of a new – mixed – learning model that allows building a higher education system at a qualitatively different level, in which educational results are formed in digital conditions with a rational combination of classical and innovative didactic solutions.","PeriodicalId":122230,"journal":{"name":"Yaroslavl Pedagogical Bulletin","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114904754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CAREER SELF-DETERMINATION OF UNDERGRADUATE STUDENTS","authors":"E. Tarasova","doi":"10.20323/1813-145x-2020-5-116-148-154","DOIUrl":"https://doi.org/10.20323/1813-145x-2020-5-116-148-154","url":null,"abstract":"The article focuses on the problem of career self-determination of the individual, his readiness for rapid changes in career strategy in the conditions of super-dynamic transformations in the labor market. In theoretical terms, the phenomenon of career self-determination of an individual is considered in relation to the established category of «professional self-determination» in Russian science, the concepts «career», «career strategy», «career competence». The importance of the period of professional education as the basic stage of a career for the formation of the image of a future career and personal prerequisites for career self-determination is indicated. The results of the empirical study of some aspects of career self–determination of undergraduate students – future teacher-psychologists and psychologists are presented. In a local study, students recorded an average level of career self-determination with predominance of internal motivation for future professional activity. Contrary to the opinion about the dominance of utilitarian motivation for work among young people, the perspective reflection of psychology students shows a small amount of «high income» and «vertical career type» (official promotion), they are rather aimed at a «horizontal career» – promotion to professionalism. The analysis of data obtained from the samples of the 1st and 4th years of training did not reveal statistically significant differences, but the indicators of 4-year students at the average level of the sample are higher in certain parameters (certainty of professional choice, satisfaction with professional choice, desire to build a career in the chosen professional field, the presence of personal meanings in future professional activities, stability of career orientations). However, data from a sample of 4-year students indicate a lack of internal consistency of personal and professional perspectives and difficulties in making career decisions.","PeriodicalId":122230,"journal":{"name":"Yaroslavl Pedagogical Bulletin","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122423436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Scientific psychology in search of its subject","authors":"V. Mazilov","doi":"10.20323/1813-145x-2022-3-126-89-104","DOIUrl":"https://doi.org/10.20323/1813-145x-2022-3-126-89-104","url":null,"abstract":"","PeriodicalId":122230,"journal":{"name":"Yaroslavl Pedagogical Bulletin","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114140431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FEEDBACK TYPOLOGY FOR FORMATIVE ASSESSMENT PURPOSES","authors":"Marina A. Bodonii","doi":"10.20323/1813-145x-2020-5-116-39-45","DOIUrl":"https://doi.org/10.20323/1813-145x-2020-5-116-39-45","url":null,"abstract":"The article is devoted to the study of the types and characteristics of feedback as a component of formative assessment. The research problem is associated with a variety of approaches to the classification of feedback types and the presence of a significant number of typologies which causes difficulties in developing effective strategies for its implementation for the purposes of formative assessment. An analysis of the feedback classifications proposed by researchers in the context of the educational process made it possible to distinguish the following approaches: a general approach, considered feedback as a component of the educational process; a special approach focused on the development of feedback types in relation to a specific academic subject; instrumental approach, differentiating types of feedback depending on the means used for its implementation – both technical and non-technical. The considered classifications of feedback are focused on the allocation of one classification basis and, therefore, allow us to consider feedback in the only selected aspect. To determine the effectiveness of feedback strategies, it seems insufficient to use one parameter and, accordingly, make separately taken typologies. The aim of the study is to identify types of feedback based on the analysis of the components of the assessment situation and being based on them to create a multidimensional classification of feedback types. Feedback characteristics were determined due to the influence of the subject, object, scope and basis of the assessment, as well as the assessment tool. We came to the conclusion that feedback characteristics during the implementation of formative assessment can be referred to different levels of information use obtained during the assessment. Feedback, therefore, may include information on the current situation, the planned learning outcomes and effective techniques for achieving educational goals.","PeriodicalId":122230,"journal":{"name":"Yaroslavl Pedagogical Bulletin","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114499940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research of mnemic abilities of children of primary school age by the method of activity deployment","authors":"Larisa A. Ogorodnikova","doi":"10.20323/1813-145x-2021-3-120-145-154","DOIUrl":"https://doi.org/10.20323/1813-145x-2021-3-120-145-154","url":null,"abstract":"The article is devoted to the analysis of methods of research of memory and mnemic abilities of children of primary school age, comparison of informativeness of the methods used. The article substantiates the prospects of using the method of deployment of activity for the qualitative analysis of the specifics of the development of mnemic abilities of younger schoolchildren. The method allows us to give a detailed description of the features of the development of mnemic abilities in primary school age makes it possible to study the procedural, productive, genetic aspects of mnemic abilities and allows us to characterize their structure. This method was used by us in the development of methods for the diagnosis of mnemic abilities of children 7 – 10 years, which allowed to characterize the specifics of the development of mnemic abilities of children in primary school age, to identify qualitative and quantitative characteristics of mnemic processes of children, features of the development of structural components of mnemic abilities, and also to establish the presence of a specific trend, which is that the beginning of the formation of regulatory mechanisms of mnemic abilities as well as the beginning of the formation of operational mechanisms and their inclusion in mnemic processes can reduce the productivity of mnemic activity in younger schoolchildren. The results of an empirical study are presented. As a result of qualitative and quantitative analysis, 3 groups of subjects were identified, and it was found that the subjects of the 1st subgroups of each of the 3 groups are at the stageof pre-activity memory. The subjects of group 2 of the 2nd and 3rd subgroups use techniques for processing memorized information, we can talk about the formation of operational mechanisms of mnemic abilities, which can be characteristic of the transition stage of the genesis of mnemic abilities): from pre-activity memory to mnemic activity. The subjects of the 3rd subgroup of 3 groups are the most perfect in the whole sample, the control of mnemonic processes close to that of internal control and the formation of regulatory mechanisms of mnemonic abilities, along with the formation of the operating mechanisms and their incorporation into the MNEMIC processes reduces the productivity of the latter, due to lack of development and efficiency.","PeriodicalId":122230,"journal":{"name":"Yaroslavl Pedagogical Bulletin","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128542382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}