Abstract-The article is devoted to the study of the lexicalsemantic representation of the mnemic memorization process in the continuum of the German language. Memory is considered as a dynamic structure, the essential properties of which are reflected in the semantics of verbal constituents. The theoretical basis of the study is represented by the provisions on the language taking part in the experience schematization, on the systemic nature and continuum organization of the language, continuity as an important factor in the language development. The material of the study includes verbal units that form the corresponding nominative and genetic paradigms. Applying complex of analysis methods within the framework of the synchronic semasiological and onomasiological approaches makes it possible to reveal the patterns of representing and the mechanisms of nominating memorization operations in modern German. Cognitive-oriented historical and semasiological analysis within the diachronic approach facilitates determining the original structures of knowledge and ways of semantic schematization of memorization situations. By comparing the obtained results, the constant features of this memory process representation in German are highlighted: the reflection of the units of the denotative situation model in semantics which includes the subject, the object and the process as the core elements; identification of memorization with movement or particular physical action, and memory with space; actualization of the value nature of memory; a high explication degree of this memory operation in the lexical system of the German language.
Abstract-Development of the educational establishments in Russia, evolution of the teacher's professional standards and integration of the national educational system into European academic space influence all educational participants dramatically.Students have to demonstrate their competitiveness, creativity, mobility, develop and attract their critical thinking and coordinate with the rest of the class and the teachers. As for teachers, their professional standards are being paid a lot of attention nowadays and are still being worked out to reflect and meet the needs of the local and international labour market. To achieve this goal, the authors consider further teacher training courses as an effective mass way to promote active teaching and increase teaching competences. This article considers forms of organizing teacher's professional development, types of training courses, discussion, questioning activities and techniques to prolong the discussion. The authors also define the qualities of discussion participants that are demanded by the lecturers. The selection of educational resources is also given a great deal of attention as an important issue of arranging a discussion.
The problem and goal. Modern economy needs engineers having necessary competencies, able to impart a positive impetus to the development of further competitiveness of enterprises located in Priority Social and Economic Development Areas (PSEDA) and throughout entire Russia. The technical higher educational institutions face the mission to secure not only full-value professional training of engineering personnel, but also retraining of the existing specialists within a short time. The purpose of the article is to substantiate the efficiency of the adaptive organisational/pedagogical system of supplementary professional education aimed at developing trainees’ supra-professional competencies within the system of supplementary professional education. Materials and methods. The study involved 146 various-level top managers of PSEDA resident enterprises and 840 persons who were trained under 19 supplementary professional programmes at 43 advanced training courses structured in accordance with the educational services plan of the Centre for supplementary professional education (SPE). The development of trainees’ supra-professional competencies was monitored through observation, questioning and interviewing. The Likert satisfaction scale was used to analyse the collected data. Results. It was established that employers highly appreciate supra-professional competencies as a necessary component of specialist’s qualification characteristics. Following the survey results, it was revealed that 83 % of specialists out of 1000 interviewed persons had not attended any courses of supplementary professional education over the previous 5 years. The efficiency of personnel retraining was determined by analysing the changes in the company’s performance, based on the results of interviewing the employers; the growth of quantitative and qualitative indicators was 62% in 2018, 74% in 2019 and 93% in 2020. Discussion and conclusion. The components of the adaptive organisational/pedagogical system proposed by the authors made it possible to increase the efficiency of educational activities in the system of supplementary professional education, which was confirmed by a pedagogical experiment. The efficiency was determined through numerical measurement tools allowing accurate diagnostics of the experiment participants’ success.
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