This paper is intended to cover some major issues in the sphere of non-formal education in Russia and its validation. The ratio of “formal” and “non-formal learning” is the main aspect of solving the problems of the advanced development of public education systems. It is illuminated that the official education systems are slowly adjusting to socio-economic development, their own conservatism as well as the inertia of societies contributes to this fact. Modern society has already had the opportunity to make sure that non-formal education is stronger, as the formal education system is not able to reverse the result of non-formal human socialization. The aim of this paper is to present the relevance of this topic for Russia, as the creation of efficient model of non-formal validation will meet the needs of people of different ages, especially adults, to implement the so-called lifelong learning in life. The paper reviews international leading literature in this subject focusing on its practical application and including the results of Russian participation in international VALERU project.
Innovative education is a purposeful process of education and innovative training of a person, contributes to the development of his creative abilities, self-learning skills, self-improvement. The main objective of innovative education, formulated from the perspective of the mechanisms for the development of post-industrial civilization, is to ensure that the quality of human development is ahead of the way. As an important area of social activity, education outpaces other forms of social activity in its development. Innovative activity in education is a multi-component social activity. Innovations in professional education express the integrative content of technical and technological, pedagogical, organizational and managerial, socio-economic innovations. These innovations ensure the innovative development of not only professional education, but also science, production, economy, management and the social sphere. Innovative processes in vocational education are put into practice in innovative education. Pedagogical innovations involve a personal and creative process of organizing the educational process, they cover the entire field of education. The contradiction between the demand of society for the quality of vocational training of university graduates, able to purposefully and effectively carry out self-education and self-preparation for productive activities in the constantly changing external environment and the real practice of educational process in universities, actualizes the problem of self-education and self-training of students for innovative professional activities. Innovative process and innovation in connection with the implementation of new state educational standards in Russian secondary and higher education are gaining special status.
The study of the communicative structures of dialogic speech in the linguistic and pedagogical aspect remains a topical issue. The solution of the issue of organising guided dialogic communication of learners is directly linked to the task of taking into account the communicative needs underlying the implementation of the different principles of foreign language teaching. The sequence and way in which the tasks and exercises of teaching foreign-language dialogue are carried out are close to the process of real communication, which is facilitated by the use of speech situations and role-play elements. Elements of role-playing become factors of additional optimization of the process of impact on the participants of communication. The order of practicing dialogical structures containing the studied grammatical phenomena in the system of exercises differs by the sequence of deployment of situations in which they function and are presented in macrodialogues corresponding to the needs of real communication. The aim of the article is to show the possibilities of speech exercises used in teaching dialogues in the target language (Russian), to describe the principles of linguodidactics and to reveal the specifics of the initial stage of teaching foreign-language dialogical speech.
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