The article is devoted to the problem of intercultural communication and identifying the significance of bilingual practices in the context of globalization. A review of the research on this issue proposes to consider bilingual practices as a means of intercultural communication. A review of the research on this issue proposes to consider bilingual practices as a means of intercultural communication. It is proved that the basis of bilingual practices of students of the university is social action. The results of a theoretical analysis of the problem and practical activities in this area confirm the possibility of designing bilingual practices as an effective means of intercultural communication. The novelty of the research consists in substantiating the potential of bilingual practices for solving intercultural communications that are significant for students of the university. The bases of this study performed on the methodological foundations of the activity and socio-cultural approaches. The results of the inclusion of bilingual practices as educational and extracurricular events in the communicative activities of students through training on the educational programs of the university, organization of project activities aimed at developing their intercultural competence are formulated ResultsLet us consider bilingual practices as an example of the Ural Federal University named after the first President of SHS Web of Conferences 69, 00106 (2019)
Last changes in the education system impose certain requirements for the training of technical specialties students, taking into account individual – personal characteristics, social orders of regions, countries, as well as international integration processes. Due to such trends, the humanitarization of technical education can become multidimensional and predictive. The article is aimed at identifying and analyzing the dominant strategies for the humanitarization of higher education of technical students through the prism of universal competencies. The set of methods was used to the analysis of the humanitarization’s strategies of higher education of technical students: the case-study method, the object – Ural Federal University (Ekaterinburg, Russia); method for obtaining and analyzing primary and secondary data. Based on the system and structural-functional approaches, not only strategies are considered, but also such forms of their implementation as purposeful efforts (in educational activities) and spontaneous practices (in extracurricular activities). Research results: the ratio of "4 C's" competencies, the group of universal competencies and universal competencies in accordance with the Federal State Educational Standard for Higher Education (version 3++) is found; taking into account the data from the Atlas of new professions, the connection of the competence group "4 C's" with soft skills required in the professions of technical industries is revealed; effective strategies and practices are identified, including the mandatory bachelor's degree "core" of humanities studies for technical specialties; the role of the center for the universal competencies development as a university structural unit for the promotion of humanitarian minors is justified; the resource of the institute of mentoring and supervision, student scientific, social, and creative associations in the formation of the humanitarian environment of the university is revealed.
Introduction. The relevance of the study is caused by the development of digital technologies, their increasingly active influence on all aspects of society and human life and, consequently, the need of forming the individual’s legal culture using the media sphere’s resources. The purpose of the study is to analyze the main characteristics and quality of legal Instagram blog content as one of the dynamically developing applications with a multi-million audience of users. Materials and research methods. The research methodology consists of an integrative approach. Information and target analysis of texts and discourse analysis were used to interpret blog content in the context of specific cultural and historical factors. The results of the study and the discussion. The Top Instagram bloggers was compiled using the hashtag #lawyer, blog content studied. Based on the development of quality content criteria – relevance, social significance, completeness, accessibility, practice orientation, personalization, infoesthetics, multi-factor, literacy, and subscriber response-were developed, according to which the analysis of legal content was carried out. The study identified the content of bloggers who position themselves on Instagram as legal experts, analyzed the content of bloggers with more than ten thousand subscribers based on the developed quality criteria. It is identified that high-quality content causes an adequate reaction of users, contains a knowledge component endowed with legal content and aimed at improving the legal culture of the individual. Conclusions. Despite the fact that Instagram, like other apps, has more entertainment content, however, users feel the need for knowledges that will let them to constructively solve situation in the legal sphere. It was revealed that high-quality content as socially significant knowledge has an adequate response of Instagram users. This contributes to the development of the individual’s legal culture in the context of socio-cultural transformations, when a modern person increasingly has to solve non-standard objectives in a dynamically developing environment, including changes in the legal framework in various fields of activity.
Образовательный потенциал блогосферы как фактор формирования правовой культуры человека Введение. Актуальность исследования вызвана, с одной стороны, динамичным развитием блогосферы, а, с другой, недостаточным теоретическим осмыслением блогосферы и ее роли в формировании правовой культуры современного человека. Цель исследования состоит в выявлении образовательного ресурса блогосферы, его востребованности, обосновании необходимости его использования в формировании правовой культуры личности. Материалы и методы. Многообразие исследовательских методологий, связанных с рассмотрением образовательного ресурса блогосферы как фактора формирования правовой культуры, обусловлено разнообразием подходов-культурно-исторического, контекстуального, компетентностного, личностно-ориентированного, нацеленных на достижение цели исследования. Результаты исследования. В результате мониторинга составленного нами перечня хэштегов, соотнесенных с теоретическим конструктом «правовая культура», проведенного по поисковым запросам в социальных сетях, на платформах и в приложениях-ВКонтакте, Twitter, Instagram, YouTube, TikTok, получена статистика по показателям «mention», «engagement», «sentiment», выстроен рейтинг хэштегов «ТОП-10». Полученные данные свидетельствует о высокой востребованности у пользователей контента правового характера, правовой информации, эффективных практик поведения в ситуациях правового характера. Обосновано, что интерес к правовому образовательному контенту в блогосфере связан с актуальной ситуацией жизнедеятельности людей, характеризуемой изменчивостью, нестандартностью, неопределенностью, активным развитием правотворческой практики, предполагающей непрерывное обновление знания законодательства. Обсуждение результатов и выводы. Медиасфера представлена множеством сред, одной из которых выступает блогосфера как динамично развивающееся Internet-пространство, имеющее образовательный потенциал, значимый в формировании правовой культуры личности, ее когнитивной и деятельностной составляющих.
This article is devoted to the study of methods of forming the students' rational scientific approach to religious phenomena. Religious component is present at all levels of the Russian educational system. The religious component is included in the educational programs of secondary and higher education of different directions and levels of training in the form of an individual discipline, a structural component in social and humanitarian courses, or as an independent area of training. Religious training of students is part of the process of formation of professional competences of a university graduate. The result of religious studies is the student's ability and willingness to use the acquired knowledge, skills, and personal characteristics in professional activities, in the communication on religious issues and in the analysis of events and processes occurring in the religious sphere. Graduates with intercultural competences will be less likely to use discriminatory and exclusionary practices in their professional activities. In a global sense, the development of intercultural competences in students will contribute to the transformation of social institutions, whose activities will also be subject to the principles of inclusion, recognition of the diversity of traditions, and respect for human dignity.
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