The purpose of the study: to identify the pedagogical conditions for patriotic education of future teachers in a university. Object of study: educational system of a university. Subject of research: patriotic education of future teachers in a university. In accordance with the purpose of the study, the following tasks were set: to identify the main theoretical aspects of patriotic education of future teachers and its features; to characterize the forms, methods and means conducive to patriotic education of future teachers; to identify pedagogical conditions for patriotic education of future teachers; to develop components for patriotic education of future teachers on the basis of the analysis of scientific literature. In this study, the following research methods were used: analysis, synthesis, analogy, abstraction, the study of psychological and pedagogical literature, questionnaires. The theoretical significance of the work is to comprehend and theoretically revise the problems devoted to patriotic education of future teachers in a university. The essence of patriotic education of young people in modern conditions is presented, which is understood as the formation of a patriotic consciousness (responsible attitude to nature, to oneself, as a whole with nature and society, to the world around and to the Motherland; focus on the value aspect of the formation of patriotism); patriotic behavior (activation of the activity aspect of future teachers), and patriotic feelings. The components of patriotic education are presented: motivational, cognitive, emotional, and activity components. It is concluded that the relevance of this problem is quite acute, and it is necessary to strengthen attention on patriotic education of youth. A survey conducted to study the level of patriotism of future teachers showed that negative qualities such as negativity towards modern political systems; negative attitude to their country; the desire of youth to leave Russia and live in Europe and the USA; highly developed individualism, egoism; disrespect for the older generation prevail in the minds of young people.
Being an artist is not enough to make a piece of historical art. This requires a study, the deliverables of which allow creating a scientifically reliable composition. To put it otherwise, an artwork brought into existence in such a way can be created on an interdisciplinary basis, and it is not until then that it becomes educational. A study used in the educational process considerably increases the degree of professional competence of students. The authors of this article, being professors at the Fine Arts and Folk Crafts Department, Moscow Region State University, have employed a range of research methods as the basic ones. These include war historical re-enactment, case review of its research and organization in modern social and cultural settings, modeling and forecasting deliverables of students‘ artistic activities when creating historical paintings, and the method of expert evaluation. In order to trial war historical re-enactment as an academic research method together with the Department‘s students, art and research project “Neuchatel‘s Battalion at the Battle of Wagram” has been launched across the curriculum. The project incorporates stages of joint research and artistic work of academicians and students. During the project, a mechanism of inter-knowledge interaction is formed in the minds of students, which allows students to acquire historical knowledge about the Neuchatel battalion, Battle of Wagram, uniforms worn during the Napoleonic Wars, and the work of battle painters. Based on the above, the students acquire metadisciplinary skills they employ to create themed art in terms of traditional battle paintings by Alexander Averyanov, Peter von Hess, and Louis-Francois Lejeune. We have summarized the experience of employing the war historical re-enactment method in teaching students historical painting. It is reflected in the study guide students use to study military garments worn in the early 19th century and create themed works of art. Its contents are recommended for both teachers and students studying art to create student artworks consistent with traditional battle paintings.
In the presented paper, the key problem of higher education pedagogy is updated, the solution of which allows the transfer of teacher education to a qualitatively new level in the context of inter-scientific interaction. Using the methods of comparative, factor analysis, inductive-deductive, hypothetical and synthetic methods, a model has been developed for the formation of an information-educational resource and its use in the educational process of a university. The originality of this model is characterized by the novelty of the methods for the formation and implementation of the developing potential of the numerous multilateral inter-scientific relations of pedagogy with other human sciences. It is established that the information and educational resource formed on an inter-scientific basis has a developing focus. Its implementation ensures the integration of the teacher education content, the development of a mechanism of inter-knowledge interaction, the formation of complete and holistic, metadisciplinary knowledge, universal professional skills and competencies of students. In accordance with this, the path of organizing integrative educational and cognitive activities through expert development and implementation of a database of people in the educational process of a pedagogical university is substantiated. The advantage and priority of using in the training of future teachers the developing potential of inter-scientific communication in comparison with the traditionally used simplest binary connections of pedagogy and other sciences is proved. The developed technology for teaching students of a pedagogical university in the context of inter-scientific communication using a developing educational resource can be useful to both teachers and masters, graduate students, doctoral students who have mastered the metalanguage culture of conducting educational and scientific research. It can be used in teaching undergraduate and graduate students in other areas and profiles of training.
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