Succession of Primary and Basic School in the Formation of Universal Educational Activities (Based on the Experience of the Joint Activity School)

Поздеева, Светлана Ивановна; Румбешта, Е. А.

doi:10.23951/2307-6127-2017-3-32-39

Cited by 2 publications

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“…Для оценки деятельностного и когнитивного компонентов проводились диагностические работы по предметам. Для оценки мотивационного компонента использовалась методика изучения мотивации учения подростков, старших подростков и старшеклассников (М. Лукьянова) 2 .…”

Section: методология и методы исследованияunclassified

“…Введение нового образовательного стандарта стимулирует учителя к профессиональному и методическому росту. Современные подростки очень активны, любознательны и информационно насыщены, поэтому основной задачей учителя, по мнению С. И. Поздеевой и Е. А. Румбешта, становится поиск необходимых приемов и методов, способствующих не только развитию универсальных учебных действий, но и повышению мотивации учения школьников [2].…”

Section: Introductionunclassified

“…С. 87-111 2. Калинина Н. В. Психолого-педагогические показатели результативности образовательного процесса: методическое пособие.…”

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Educational and research activities of students: creating effective pedagogical conditions during the pandemic

Zhanburbayeva

Breitigam

2022

Obraz. nauka

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Introduction. The rapidly growing pace of updating the content of education, informatisation and humanisation of the learning process are also changing the approaches to organising the educational activities of students. This problem became especially acute during the 2020 COVID-19 pandemic, when general education schools began to massively switch to distance learning.Aim. The research aims to analyse the effectiveness of the pedagogical conditions for the formation of educational and research activities of students in schools in Kazakhstan during the pandemic.Methodology and research methods. To achieve this goal, the authors conducted an experimental study, which involved 196 students and 20 teachers of secondary schools of the Altai district of the East Kazakhstan region of the Republic of Kazakhstan. The research methodological framework is based on the following approaches: personality-oriented and activity-based (B .G. Ananiev, L. S. Vygotsky, S. L. Rubinshtein), systemic (V. G. Afanasiev, V. N. Sadovsky, E. G. Yudin) and axiological (K. A. Abulkhanova, A. G. Asmolov, A. A. Derkach). The leading theoretical research methods were the analysis of psychological and pedagogical literature, advanced pedagogical experience, dissertations and scientific research. The main empirical research methods were a pedagogical experiment, survey and observation. Diagnostic and statistical methods were used to evaluate the results of the study.Results. The pedagogical conditions for the formation of educational and research activities of students are determined (complex use of methods for solving educational and research problems; creation of problem situations; application of the project method; use of means for the development of critical thinking (special questions, situation analysis, reflective essay); organisation of students’ activities at the lesson in the following order: joint activity → independent activity and independent activity → joint activity, organisation of special intellectual games, study of special courses). Motivational, cognitive, activity and personal components of educational and research activities were identified. The authors presented the analysis of the results of the experimental study (the increase in the level of development of motivational, cognitive, activity and personal components of educational and research activities). The criteria for evaluating the effectiveness of the process of formation of educational and research activities of students were formulated. The criteria for evaluating the motivational component were determined as the leading motives of learning: from external and social to cognitive motives. The criteria for evaluating the cognitive component determined students’ understanding of the text of the educational and research task, as well as understanding the issue, the correct and rational way of solving it. The criteria for evaluating the activity component were the skills and abilities of students acquired as a result of educational and research activities. The criteria for assessing the development of the personal component determined the ratio of the levels of self-regulation, self-organisation, self-education and self-development of students.Scientific novelty. The pedagogical conditions for the formation of educational and research activities have been identified, theoretically substantiated, and their effectiveness during the pandemic period has been proven.Practical significance. The research results are interdisciplinary in nature and can be used to organise the learning process among students in grades 5–11 of general education schools, as well as to improve teacher methodology training.

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Section: методология и методы исследованияunclassified

Section: Introductionunclassified

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Educational and research activities of students: creating effective pedagogical conditions during the pandemic

Zhanburbayeva

Breitigam

2022

Obraz. nauka

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Elena A. Rumbeshta – educator, teacher, the first Tomsk specialist in the field of theory and methods of teaching physics

Власова,

Червонный

2023

Tomsk State Pedagogical University Bulletin

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В статье приводится описание профессионального пути доктора педагогических наук, профессора Томского государственного педагогического университета Румбешта Елены Анатольевны. Освещена научная деятельность ученого-педагога в области теории и методики преподавания физики. Представлена деятельность талантливого педагога, проявившего себя как учитель-наставник по отношению к студентам и к учителям физики. Более 40 лет Е. А. Румбешта являлась ведущим преподавателем методических дисциплин инновационных курсов по обучению физике в вузе и школе. Работала учителем физики, руководила педагогическими исследованиями на базе школ и вузов г. Томска. Подключала студентов к исследовательской деятельности, результатом которой становились практико-ориентированные курсовые, дипломные работы и научные статьи по методике обучения физике. Е. А. Румбешта обновлен учебно-методический комплекс основной дисциплины «Методика обучения физике»: разработана система методической подготовки студентов по изучению школьного физического эксперимента, изданы лекции с общими и частными вопросами, опубликовано множество научных и учебно-методических работ по результатам работы педагога-исследователя. Отражена активная позиция Елены Анатольевны в отношении совершенствования подготовки учительских кадров и кадров высшей квалификации, приведены ее инициативы, получившие развитие в образовательной среде Томска. Раскрыта активная деятельность в научно-образовательном центре педагогических исследований в физико-математическом образовании, описано научное сотрудничество с коллегами из российских и зарубежных университетов. Представлены результаты деятельности Елены Анатольевны как ученого и организатора в Центре дополнительного физико-математического и естественно-научного образования в подготовке учителей-исследователей в рамках работы с проблемно-творческими группами учителей; организации и проведении всероссийской научно-практической конференции «Преподавание естественных наук, математики и информатики в вузе и школе». The article provides a description of the professional path of the Doctor of Pedagogical Sciences, Professor of the Tomsk State Pedagogical University Rumbeshta Elena Anatolyevna. The scientific activity of the scientist-teacher in the field of theory and methods of teaching physics is covered. The activity of a talented teacher, who proved himself as a teacher-mentor in relation to students and teachers of physics, is presented. For more than forty years Rumbeshta E. A. was a leading teacher of methodological disciplines of innovative courses in teaching physics at a university and school. She worked as a physics teacher, supervised pedagogical research at schools and universities in Tomsk. She connected students to research activities, the result of which was practice-oriented term papers, theses and scientific articles on the methodology of teaching physics. Rumbeshta E. A. the educational and methodological complex of the main discipline “Methods of teaching physics” was updated: a system of methodological training of students in studying a school physical experiment was developed, lectures with general and particular questions were published, many scientific and educational works were published based on the results of the work of a teacher-researcher. The active position of Elena Anatolyevna regarding the improvement of the training of teachers and highly qualified personnel is reflected, her initiatives that have been developed in the educational environment of Tomsk are given. Active activity in the scientific and educational center of pedagogical research in physics and mathematics education is revealed, scientific cooperation with colleagues from Russian and foreign universities is described. The results of the activities of Elena Anatolyevna as a scientist and organizer at the Center of the DFMiENO in the preparation of teacher-researchers in the framework of work with problem-creative groups of teachers are presented; organization and holding of the All-Russian scientific-practical conference “Teaching natural sciences, mathematics and informatics at the university and school.”

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Succession of Primary and Basic School in the Formation of Universal Educational Activities (Based on the Experience of the Joint Activity School)

Cited by 2 publications

References 0 publications

Educational and research activities of students: creating effective pedagogical conditions during the pandemic

Educational and research activities of students: creating effective pedagogical conditions during the pandemic

Elena A. Rumbeshta – educator, teacher, the first Tomsk specialist in the field of theory and methods of teaching physics

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