The relevance of the problem of arranging the educational process in modern university using design technology remains one of the most demanded in educating the future experts for modern production. Therefore, the objective of this article is to submit a scientific rationale for the didactic construct of design technologies in higher educational process as a productive educational model focused on educating a student's personality -a future professional demanded by today's job market. The paper submits theoretic and methodological foundations for designing and implementing project technologies into the university educational process, the nature and structure of the didactic construct of these technologies as a system category (the learning objectives, syllabus, the means of pedagogical partnership including motivation and teaching tools, arrangement of the educational process, the subjects of the learning process, the results of the activity and the level of professional proficiency). The article submissions may be useful for the teachers of educational institutions in the system of continuing professional education, young scientists, post graduate students, the university counselors, the attendants of the advanced training and retraining courses. It is also recommended for undergraduates and students participating in the research work.
The purpose of this paper is aimed at studying the issue of formation of learning content based on its fundamentalization and professionalization under the competence approach. The presented paper demonstrates the process of professionalization and fundamentalization of training as a conceptual framework of shaping the content of disciplines in higher education. The basis of the presented work is the ideas of the competence approach, theory of fundamentalization and professionalization of vocational education. The paper presents the principles and mechanisms of fundamentalization and professionalization of the discipline's content and the algorithm of formation of fundamental and applied discipline content under the competence approach. This article is intended for teachers, researchers, heads of educational institutions involved in the formation and selection of the content of disciplines in higher education.
The importance of the problem presented in the article is determined by the complex of educational strategies, goals and objectives of liberal education of the student -a tomorrow 's professional
The relevance of the investigated problem is due to insufficient knowledge about the impact of parent-child relationship features on the development of the adequate teenager gender identity. The purpose of the article is to study the effect of the family socialization on the formation of gender features of modern teenagers. The leading approach to the study of this problem is the system-activity approach. In the course of empirical study it was found that the formation of masculine features of modern teenagers during the family socialization is associated with a positive attitude on the part of the father, and the formation of feminine traits is due to a positive attitude on the part of the mother and too rigid and inconsistent attitude on the part of the father. The article's materials may be useful for psychologists, teaching staff, social workers.
The need to consolidate multi-ethnic, multi-confessional society, taking place in the context of intensified international interaction, makes it important to implement the strategy of forming a personality as a representative of an ethnic group, civil society and the world community. The formation of such qualities as citizenship, patriotism, social responsibility is closely associated with the formation of ideas about the socio-cultural values of the native people, about the dialogue of cultures, tolerance, and respect for the multinational, multicultural composition of the society. The ethnocultural approach, which defines ethnic culture as a source of personality development, requires special attention, considering upbringing and education as its most important component and main channel of translation, due to which the process of studying and appropriating ethnocultural experience in its symbolism and meanings contributes to the formation of a person's personality, as a carrier, keeper and creator of ethnic culture. Based on the foregoing, the aim of the study is: to reveal the essential content of the civic identity of a personality, to substantiate the significance of the ethnocultural approach in its formation, to identify and experimentally verify the positive effects of the ethnocultural orientation of education. Research methods: theoretical methods, among which the analysis of the subject of research on the basis of the study of philosophical, psychological and pedagogical literature; reflective-system analysis of the justified organization of pedagogical activity. As empirical methods, questionnaires and testing of students were used. The study involved 200 students of I. Yakovlev Chuvash State Pedagogical University. The study allows us to conclude that there is a significant presence of an ethnocultural component in the structure of the civic identity of an individual (the ethnic, All-Russian, and universal components of the cognitive, emotional-evaluative, value-orientational, and activity components), the importance of the ethnocultural approach in its formation (the use of ethnocultural pedagogical technologies, a characteristic feature which is a focus on the study of various aspects of traditional folk culture different ethnic groups and which may be personality-oriented technologies, design technologies, information and communication technologies, problem-dialogue technologies, game technologies, ethnopedagogical technologies, etc.), the effectiveness of the ethnocultural orientation of education. The results of the study can be used in the development of programs of civil, patriotic education of students in higher education, the organization of educational work with students, in the preparation of curators and mentors of educational groups.
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