В начале 2020 года мир охватила пандемия COVID-19, которая затронула все сферы общественной жизни и привела к глобальному кризису. Одной из сфер, которая пострадала больше всего, стало школьное образование. Из-за высоких показателей инфицирования соискатели образования и преподаватели во всем мире были вынуждены перейти на дистанционную модель обучения, к которой большинство образовательных учреждений не было готово. По данным ООН, пандемия вызвала наибольший срыв образовательных систем в истории, затронув почти 1,6 миллиарда учащихся в более чем 190 странах. Резкий переход на дистанционную форму обучения не только нанес стресс участникам образовательного процесса, но и углубил образовательное неравенство в мире в целом и в России в частности. Ведь доступ семей к Интернету и технических устройств, необходимых для онлайн-обучения, существенно различается в зависимости от региона проживания и материального состояния. Кроме этого, в среднем образовании из-за ограниченного взаимодействия учащихся с учителями часть учебных обязанностей последних неизбежно ложится на родителей. Это также может вызвать значительные различия в усвоении учебного материала между школьниками в зависимости от культурного капитала семьи и от формы занятости родителей (очной или удаленной). Цель статьи целью выявить и обобщить проблемы, с которыми столкнулось мировое образовательное сообщество в течение прошлого года, выделить основные факторы образовательного неравенства в условиях пандемии и рассмотреть способы устранения неодинакового доступа к образованию на примере России и нескольких других стран. At the beginning of 2020, the COVID-19 pandemic swept the world, which affected all spheres of public life and led to a global crisis. One of the areas that suffered the most was school education. Due to high infection rates, education applicants and teachers around the world were forced to switch to a distance learning model, for which most educational institutions were not ready. According to the UN, the pandemic has caused the greatest disruption of educational systems in history, affecting almost 1.6 billion students in more than 190 countries. The abrupt transition to distance learning not only caused stress to participants in the educational process, but also deepened educational inequality in the world as a whole and in Russia in particular. After all, the access of families to the Internet and the technical devices necessary for online education varies significantly depending on the region of residence and financial condition. In addition, in secondary education, due to the limited interaction of students with teachers, part of the educational responsibilities of the latter inevitably falls on parents. It can also cause significant differences in the assimilation of educational material between schoolchildren, depending on the cultural capital of the family and on the form of employment of parents (fulltime or remote). The purpose of the article is to identify and summarize the problems faced by the world educational community over the past year, to identify the main factors of educational inequality in the context of the pandemic and to consider ways to eliminate unequal access to education on the example of Russia and several other countries.
Обоснована необходимость формирования компетенции учреждения высшего образования как современного конкурентного преимущества в условиях экономики знаний. Дано авторское определение компетенции учреждения высшего образования как уникальной совокупности знаний, навыков, опыта и организационных связей, которые в сочетании с ресурсами и технологиями создают конкурентные преимущества заведения высшего образования и обеспечивающих его рыночный успех. Сформирована классификация источников компетенции высших учебных заведений как совокупности разнообразных ресурсов знаний. На основе проведения экспертного опроса выявлены факторы высшего образования, учитывается в формировании компетенции. Определены ключевые признаки высшего образования. Раскрыт процесс идентификации источников компетенции учреждения высшего образования. Сформирована процедура идентификации источников компетенции учреждения высшего образования путем анализа движения знаний в цикле знаний. В экономике знаний знания и информация играют ведущую роль в развитии экономических систем любого уровня. Они лежат в основе формирования новых конкурентных преимуществ на основе создания продуктов, процессов и услуг с новыми потребительскими свойствами. The necessity of forming the competence of a higher education institution as a modern competitive advantage in the knowledge economy is substantiated. The author's definition of the competence of a higher education institution is given as a unique set of knowledge, skills, experience and organizational ties that, combined with resources and technologies, create competitive advantages of a higher education institution and ensure its market success. The classification of the sources of competence of higher educational institutions as a set of diverse knowledge resources has been formed. Based on the expert survey, the factors of higher education are identified, which are taken into account in the formation of competence. The key features of higher education are identified. The process of identifying the sources of competence of a higher education institution is disclosed. A procedure has been formed for identifying the sources of competence of a higher education institution by analyzing the movement of knowledge in the knowledge cycle. In the knowledge economy, knowledge and information play a leading role in the development of economic systems at any level. They underlie the formation of new competitive advantages based on the creation of products, processes and services with new consumer properties.
В статье рассмотрены понятия «виртуальная реальность» и «дополненная реальность». Раскрыто формирование истоков виртуальной реальности, аргументировано отличие виртуальной реальности от дополненной. Охарактеризованы мировые экспериментальные исследования использования виртуальной и дополненной реальности в современном образовательном процессе и их результаты. Эти и другие особенности виртуальной и дополненной реальностей демонстрируют свои преимущества по сравнению с традиционными методами организации учебной деятельности. В статье приведены разновидности элементов виртуальной реальности, их влияние на образовательный процесс. Определены типы систем виртуальной реальности, разграничение которых лежит в плоскости способов и режимов их взаимодействия с пользователем. Рассмотрены преимущества и недостатки и проблемы применения виртуальной и дополненной реальностей в современном образовательном процессе. Приведены примеры образовательных приложений виртуальной и дополненной реальностей, что делает обучение более эффективным, а именно: Google Expeditions, Second Life, Melchemistry, New Horizon, Project Glass, Atom Visualizer, CreatorAVR, School in the Park, AR-экскурсии. В Европе самым популярным стал проект «ClassVR», с помощью которого можно осуществлять обучение, используя технологии виртуальной реальности, не только в небольших группах, но и в настоящих учебных классах с большим количеством студентов, что, собственно, и начали массово внедрять в современных европейских университетах. The article discusses the concepts of "virtual reality" and "augmented reality". The formation of the origins of virtual reality is revealed, the difference between virtual reality and augmented reality is argued. The world experimental studies of the use of virtual and augmented reality in the modern educational process and their results are characterized. These and other features of virtual and augmented reality demonstrate their advantages over traditional methods of organizing educational activities. The article presents the varieties of virtual reality elements, their impact on the educational process. The types of virtual reality systems are defined, the differentiation of which lies in the plane of the methods and modes of their interaction with the self-interest. The advantages and disadvantages and problems of using virtual and augmented realities in the modern educational process are considered. Examples of virtual and augmented reality educational applications are given, which makes learning more effective, namely: Google Expeditions, Second Life, Melchemistry, New Horizon, Project Glass, Atom Visualizer, CreatorAVR, School in the Park, AR excursions. In Europe, the most popular project has become "ClassVR", with the help of which it is possible to carry out training using virtual reality technologies, not only in small groups, but also in real classrooms with a large number of students, which, in fact, began to be massively implemented in modern European universities.
Introduction. The state of health and the level of physical development of modern youth is updated as the steady balance of environmental factors is disturbed. Issues of ecology and human survival are included in the line of priority world problems. The purpose of the study was a comparative study of the somatotypological features of boys and girls from different radioecological places of residence. Material and methods. The study involved 396 young men and 320 girls from radioecologically disadvantaged regions (REDR) of the Bryansk region and 970 young men and 962 girls from radio-ecologically safe regions, the age of cases varied from 17 to 22 years. There were determined following main somatometric indices: length and body weight, chest circumference (CC). There was calculated a Pignet index (PI), characterizing the strong-built and body mass index (BMI, kg/m2). Information was processed using the Statistika 6.0 application package. Results. According to the results of the work, the somatotypological features of the organism largely were shown to depend on the living conditions in which the genetic program of the individual’s development was installed. The calculated data showed the total dose of radiation during their stay in radioecologically to contaminate areas in the range from 35.7 mSv to 43.52 mSv. Low doses of radiation along with socio-economic factors influence the growth and development of the organism, which is manifested by a change in the number of boys and girls with “extreme” variants of somatotypes. In REDR the number of asthenics and hypersthenics increased by 2 times a decrease by 2 correspondingly. Boys have an increase in body weight, a decrease in CC, and presented short stature. Regardless of the somatotype, the index of body strength and BMI decreases. In girls, the number of asthenics increased by 1.4 times and the number of hypersthenics decreased by 1.5 times. The disharmony of development is manifested in an increase in body length with a decrease in CC. The weight varies in different directions. Body strength and BMI are reduced unidirectionally. In general, the dynamics of indices of physical development in girls indicates a more pronounced resistance of the female body to the effects of low doses of radiation. Conclusion. The results of the study showed that small doses of radiation along with other social and economic factors influence the level of metabolic processes in the growing organism of young men and women, which is accompanied by changes in the morphological characteristics that underlie the somatotypological features.
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