The article contains a brief review of the concept «context» which is gaining its place among the key concepts in modern theoretical and empirical psychology. A comprehensive analysis of scientific literature leads the authors to distinguish two complementary conceptions of context-structural (which regards a fragment of a text as a semantic system) and functional (which treats it as a mental sensegenerating mechanism). The authors suggest an understanding of mentality as a recursive-contextual phenomenon, where each fragment of its subject matter exists in the context of other fragments-parallel, preceding or ensuing. Such understanding may form a basis for the contextual approach in psychology.
The article deals with foreign and Russian approaches to the maintenance of the concept "tolerance", the specific bounds between various components of tolerance. It was in studies revealing the tendencies to change criteria of tolerance which act as various steady Person`s characteristics. Proceeding from specific tolerance structure, the concept "cross-cultural tolerance" is separately considered. Due to the increase in number of foreign students and the problems experienced by them at a university, the idea of providing the additional support to international students is suggested. The article is aimed to find out and study problems of foreign students training at Russian universities in the context of international groups' mosaicity and tolerance of learning process agents. The statistical data analysis on the number of foreign citizens in the Astrakhan State Technical University allowed defining mosaicity of structure in international groups. We come to a conclusion that at design and introduction of education joint forms of international groups at universities the index of mosaicity has to be considered. Culture, tolerance and the relation are those constituents which are possible for changing and creating in the course of training and education of the personality. Formation of cross-cultural tolerance is one of strategic goals of a higher education institution, teachers and students in particular.
The article considers the problem how cognitive interest appears and develops in the contextual educational environment. Six psychological-didactical conditions were identified. They together with material components make up the context educational environment. The article also reveals the essence and principles of the contextual education.
The article deals with the problems of ensuring the continuous development of a student in the system of general secondary education. The authors see the solution to this problem in the substantiation and practical implementation of the competence-contextual concept of training and education. The theoretical and methodological core of the proposed concept is an integral combination of: 1) the ideas of lifelong education as a process of building the potential of an individual moving along its steps; 2) a competency-based approach that sets the requirements for the results of training and education; 3) the theory of contextual education, creatively adapted to the conditions of a comprehensive school. The relationships between the theoretical provisions of the competence-contextual concept of training and education are described. The necessity of using the “educational competence” invariant as a cognitive mechanism for the formation of competency-based education outcomes in high school, as well as at subsequent levels of lifelong education, is substantiated. The essence of the educational activity of schoolchildren of a competence-contextual type using educational competence, and the teacher’s activities to organize their activities are disclosed. The results of the analysis of the possibility of known pedagogical and psychological-pedagogical theories to become the basis for the implementation of the proposed concept are presented. It is concluded that the theory of contextual education, which has become widespread as the basis of competence education at the levels of professional and additional professional education, can serve as such a basis. The main provisions and principles of contextual education are adapted by the authors of the article to the conditions of a general education school and are used as the basis for the development of a competence-contextual model of teaching and upbringing in a general education school as a link of lifelong education, consisting of four interrelated components: target, content, organizational-procedural and reflective. The effectiveness of this model was tested for 10 years in a pedagogical experiment conducted in 12 secondary schools of the Samara region.
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