Practically-Oriented Technologies in Professional Education

Vaganova, Olga I.; Smirnova, Zhanna V.; Kaznacheeva, Svetlana N.; Kutepova, Lyubov I.; Kutepov, Maxim M.

doi:10.1007/978-3-030-15160-7_44

Cited by 10 publications

(9 citation statements)

References 4 publications

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“…The competence approach makes us both master knowledge, skills, and abilities and gain experience in their application starting with the university training when performing practical tasks, that is, to be ready for productive activities in various socially significant situations. Practical orientation is the content basis of the competence approach, which also correlates with the personal-activity and interdisciplinary approaches to the design of the educational process in higher education [7]. The interdisciplinary essence of the competence approach, in our opinion, is clearly expressed, since the content of any competence, as a result of training, integrates the content aspects of several disciplines that are mastered in the computer learning environment of the modern university.…”

Section: Introductionmentioning

confidence: 93%

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

Odynokaya¹,

Popova²,

Almazova³

et al. 2020

Preprint

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This article presents a quantitative assessment of pedagogical support aimed at improving collaborative education at a modern technical university. The article analyzes the structural composition of the universal communicative competence in a foreign language to identify the advantages of the proposed content detailization. An algorithm for constructing educational and speech actions of students with the use of collaborative digital technology, regarding the monitoring and control of tools, is developed and theoretically justified. Microsoft Teams is offered as a platform for implementing digital collaborative learning technology. The didactic possibilities and methodological functions of Microsoft Teams in foreign language teaching are revealed. The digital technology of the collaborative learning algorithm is relevant for building collaborative actions is relevant, since it contributes to the development of the ability to solve common professional tasks. The algorithm of the dialogic communication, including problem, contradiction, conflict, intellectual difficulty, having general professional context as a stimulus to enhance the interaction in pair work is proposed as pedagogical support. The analysis and quantitative assessment of students' oral responses showed that the dialogue in a foreign language, based on the algorithmic component, is more structured and stimulates students' communication on relevant professional-oriented topics.

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Section: Introductionmentioning

confidence: 93%

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

Odynokaya¹,

Popova²,

Almazova³

et al. 2020

Preprint

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“…Kutepova, M.M. Kutepov distinguish: improving the quality of education, creating a mobile, diversified development personality, capable of adapting to the rapidly changing realities of the world, including in the software and technical field [15]. The implementation of this requires a global restructuring of the entire didactic process and communication between its participants.…”

Section: Literature Reviewmentioning

confidence: 99%

Cyber quest as a means of supporting cognitive activity when teaching a foreign language online

Lozhkina¹,

Rubleva²,

Tyutyunnik³

et al. 2020

P Sci Edu

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The problem and the aim of the study. The transformation of the educational space has identified as priorities for online teaching: improving the quality of the materials provided, supporting cognitive activity and students’ independence, preparing teachers for the active use of web technologies. To implement these requirements, the authors propose the use of cyber quests, which in a game form allow providing additional resources for formation of the foreign language communicative competence. Research methods. To obtain theoretical generalizations, the analysis of scientific works on the problem of gamification of learning, formation of cognitive activity and foreign-language communicative competence was used. The cyber quest was implemented in the Quandary software environment. The study involved 90 first-year students of the Russian State Agrarian University – Moscow Timiryazev Agricultural Academy. The Pearson χ2 (chi-square) criterion was used in the experiment. Results. The essence of the concept «cyber quest», its functions and capabilities are investigated. The stages of developing cyber quests based on virtual worlds for learning a foreign language in the online format are defined. The mechanics of cyber quests in the Quandary program environment are described in detail (implementation options “Assembling the parts of the whole”; “Experience rating”; “Maintenance of an interactive object”; “Successive activation”). The cyber quest is focused on solving future professional problems in the direction of preparing “Agricultural Engineering” and includes two organization strategies: “Control” and “Training”. The main difficulties of software implementation (for example, the ambiguity of using open-type assignments) and methodological support (the need to maintain balance between the game and learning) are highlighted. The dynamics was assessed according to the levels of formation of the cognitive activity and statistically significant differences were revealed on the qualitative changes that occurred in the pedagogical system χ2obs. 2 > χ2crit.0.05 (6,70 > 5,99). In conclusion factors that ensure the effective use of the cyber quest to support the cognitive activity of students when learning a foreign language in the online format are summarized: non-linear motion paths; resolution of problematic situations of the practice-oriented nature; combination of entertaining and cognitive components, etc.

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“…In the conditions of a preschool educational organization the implementation of these conditions is ensured through methodological support, including active forms and methods SHS Web of Conferences 87, 00059 (2020) ICTP 2020 https://doi.org/10.1051/shsconf/20208700059 of work [18][19][20][21][22][23][24][25]. Examples of recommended forms and methods for the development of the legal competence of teachers are given in Table 2.…”

Section: Reflexive-evaluativementioning

confidence: 99%

The competence of a teacher in the field of preschool legal education as an important component of professional competence

2020

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The article discusses the relevance of the development of the teacher’s competence in solving the problems of preschool legal education. The necessity to develop the competence of teachers in the field of preschool legal education is justified by the importance of implementing the requirements determined by the Federal State Educational Standard of Preschool Education in the field of legal education and social training of the child. The authors determined the structure of the teachers’ competence in the field of preschool legal education, presented the characteristics of the components, described the levels of their formation. A model for the development of the teacher`s competence in the field of preschool legal education is proposed, the pedagogical conditions for its implementation are disclosed. There are examples of the recommended forms and methods for the development of the teacher`s competence in the field of preschool legal education which can be implemented in a preschool educational organization.

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Practically-Oriented Technologies in Professional Education

Cited by 10 publications

References 4 publications

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

Cyber quest as a means of supporting cognitive activity when teaching a foreign language online

The competence of a teacher in the field of preschool legal education as an important component of professional competence

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