Semantic Features of Students’ Attitude to Interaction in the Digital Educational Environment

Abstract

The characteristics of the main content of the resources and risks of the digital educational environment are considered. The features of understanding the nature and determinants of the success of the interaction of future specialists in the digital educational environment are shown. The article deals with the use of information resources and interaction in the network as a factor of professional and personal growth of students. An idea is given about the features of the semanticization of relations in the digital educational environment. The role of an adequate understanding of the semantic core of the problem in the productivity of students ‘ project activities is shown. The conditions and ways of achieving success in interaction in the information space within the framework of educational and professional activities are described. The relationship of success with information competence and semantic features of the attitude to interaction in the information space, the motivation of achievement and the expression of the desire for self-development is shown. The results of an empirical study of the peculiarities of students ‘ attitudes to interaction in the digital environment are described, and their ideas about the limitations and risks of this format of activity are shown. The article presents the material describing the main content of students ‘ ideas about the characteristics of a successful teacher and a successful student as subjects of interaction in the digital educational environment.

The student as a subject of transformative activity in the period of professional training

“…Today, there is also a question of strengthening the psychological component of training specialists in the field of not only humanitarian, but also technical areas of training. The risks and entropy of sociorealism set the task of expanding the individual psychological resources of future specialists in terms of increasing tolerance to uncertainty and the ability to preadapt [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15]. The current conditions of psychological realization of professional activity require a specialist to be more creative in thinking, dynamic and mobile attitudes, psychoemotional stability, tolerance to stress and frustration, ability to subject analysis and improvisation, flexibility and mobility of behavioral models, ability to set and successfully solve different levels of "tasks for meaning", decisiveness in decision-making, productive semantic and educational strategies [4] In psychology today, the study of the possibilities of external and internal transforming activity of a person takes one of the priority places.…”

“…The multilayered problem situations of the modern socio-cultural situation of the development of a modern young person require special attention to the use of their resources as a subject of successful adaptation. In this regard, the issues of studying psychological neoplasms that provide high adaptability and personal negentropy in the entropy environment are being updated, which allows for successful development and effective interaction in the social space, showing psychological security [14]. As shown by the results of research by psychologists, an important role in the successful adaptation of the future specialist to the psychological and pedagogical conditions of professional training at the University is played by the existing level of social competence and the harmonization of the individual system of subjective control.…”