The article is devoted to the characteristics of professional-communicative competence of teachers in bilingual education. Nowadays the society faces an urgent need to go beyond the paradigm of education, to expand the content not in quantitative, but in qualitative terms. The relevance of this work is connected with insufficient level of elaboration of the technology of improvement of professional-communicative competence of a teacher in conditions of bilingualism. The research objective is to identify and systematize the priority components of bilingual competence, its features, structure on the basis of functional analysis of knowledge resources of professional multifunctional activity of a teacher. The article gives a brief description of communicative-cultural bilingual teacher, considers indicators of bilingual competence, as well as the most appropriate means for its use to improve the quality of the educational process. The leading technologies of the research of this problem are the techniques of mastering the types of bilingual speech activity, the principles of aspect-integrated learning; self-motivation, student-oriented bilingual communication. The article reflected the results of this work, during which teachers gradually mastered the characteristics of bilingual vocational training as important indicators of the quality level of professional skills. The article can be useful for practical professional activity of teachers in secondary schools.
Year : 2016
Clinic for Childrens’ Mental Development and Technology of Training the Teachers to Work in a Multicultural Environment
RETRACTION
The following article from Education & Self Development, Valeryan Faritovich
Gabdulhakov, Alla Ibrahimovna Raff, Evgenia Alexandrovna Suntsova (2016) Clinic
of mental development of a child and technology of training teachers to work in a
mutilcultural environment. E&SD 11(1). pp 27-35
has been retracted by the authors, the Editor in Chief and the publishers Kazan Federal
University, due to the inclusion of significant passages of unattributed material from
a thesis and an earlier book written by V.I. Tyutyunnik.
REFERENCES
Valeryan Faritovich Gabdulhakov, Alla Ibrahimovna Raff, Evgenia Alexandrovna
Suntsova (2016) Clinic of mental development of a child and technology of training
teachers to work in a mutilcultural environment. E&SD 11(1). pp 27-35.
Валерьян Фаритович Габдулхаков, Алла Ибрагимовна Рафф, Евгения Алексан-
дровна Сунцова (2016) КЛИНИКА ПСИХИЧЕСКОГО РАЗВИТИЯ РЕБЕНКА
И ТЕХНОЛОГИЯ ПОДГОТОВКИ ПЕДАГОГОВ К РАБОТЕ В ПОЛИКУЛЬ-
ТУРНОЙ СРЕДЕ. E&SD 11(1). pp 27-35.
Тютюнник В.И. (2004) Психология труда (Tyutyunnik V.I. Labor psychology)
Тютюнник В.И. (2008) Основы психологических исследований: Учебное посо-
бие для студентов факультетов психологии высших учебных заведений по на-
правлению 521000 – «Психология». М.: УМК «Психология».
Изъятие статьи (Ретракция)
Статья «КЛИНИКА ПСИХИЧЕСКОГО РАЗВИТИЯ РЕБЕНКА И ТЕХНОЛОГИЯ ПОДГОТОВКИ ПЕДАГОГОВ К РАБОТЕ В ПОЛИКУЛЬТУРНОЙ СРЕДЕ» (2016). E&SD, 11(1), С. 27-35. (Авторы: Валерьян Фаритович Габдулхаков, Алла Ибрагимовна Рафф, Евгения Александровна Сунцова) отзывается главным редактором журнала и издательством Казанского Федерального Университета в виду того, что в ней были обнаружены существенные некорректные заимствования (плагиат) из диссертации Тютюнник В.И.
Ссылки
Валерьян Фаритович Габдулхаков, Алла Ибрагимовна Рафф, Евгения Александровна Сунцова (2016) КЛИНИКА ПСИХИЧЕСКОГО РАЗВИТИЯ РЕБЕНКА И ТЕХНОЛОГИЯ ПОДГОТОВКИ ПЕДАГОГОВ К РАБОТЕ В ПОЛИКУЛЬТУРНОЙ СРЕДЕ. E&SD 11(1), С. 27-35.
Тютюнник В.И. (2004) Психология труда (Tyutyunnik V.I. Labor psychology)
Тютюнник В.И. (2008) Основы психологических исследований: Учебное пособие для студентов факультетов психологии высших учебных заведений по направлению 521000—«Психология». М.: УМК «Психология».
Abstract
The problem of the study is the contradiction, which is on the one hand, the presence of numerous clinical diagnostics of mental development of a child, as well as teacher training techniques for working with children, and on the other hand, in the absence of correlation (dependence) between the laws of mental development of children and technology in which these laws determine the content and the system of teachers training. The unwillingness of teachers to consider the clinic develops a wide variety of pathologies in children. In a multicultural environment these diseases become complicated.
Based on data analysis of 456 testees we show the features of mental development of children from 1 to 7 years old, prove that every mental function has a special rate and rhythm of development. For children of 1-2 years old speech, memory and thinking are one unit, while later these three functions localize. This tendency is one of the major in the development of the central nervous system. The formation of symbolization and association is taking place simultaneously. In order to integrate all functions into a single unit, the teacher has to strengthen the participation of the deeper nerve structures, which are dispersed in different structures. For example, in the first months of infancy the sense organs develop most intensively and later subject actions are formed on their basis. Preparing teachers for communication with children should be based on verbal and semantic level. This allows you to set the level of trust and communicate with the children in their native language. Accordingly, the technology of preparation of teachers to work with children of preschool age should include a reflective component. It should be aimed at supporting the sensual and later substantive actions. The next step anticipation component is allocated. It helps to predict a child’s interaction of perception, memory, thinking, behavior, possible development of psychopathy: memory is allocated from perception and becomes an independent mnemonic activity. The third step is releasing of cognitive component: the cognitive processes of the child after differentiation period establish relationships with each other at a higher level and to some extent neutralize the possible development of psychopathy. It was proved that considering the relationship of memory and speech and thinking help teachers to provide intellectualization of this relationship. As a result of the tests and mathematical processing of the data it was established that the technology provides a sufficiently high degree of readiness of teachers to work with the clinical features of preschool children.
Difficulties of Psychological Support in the Professional and Personal Formation of Teachers
The article presents the analysis of the difficulties of psychological support of professional and personal development of teachers, classified by the author as related to organizational factors and factors of co-resistance-failure. As the central reasons we described difficulties accompanying the most pronounced personality traits characteristic of teachers (rigidity, pessimism, social introversion, emotional lability). These properties are evaluated as giving rise to the resistance of teachers to provide them with psychological support.
The conclusion about expediency of integration of psychological work in the general system of professional and personal development of teachers on the basis of recognition of the objectives of this work as the real value of educational institution. It is noted that overcoming the difficulties related to teachers resistance is a long and delicate process, imposing both the strategic need to further improve the training of educational psychologists, practice-oriented work with older participants in the educational process and the implementation of the conditions of continuous selfdevelopment of the respective competence by a educational psychologist.
Failure characteristic of teachers in relation to his colleagues, in particular, to the educational psychologist. Educational psychologist for them is “support specialist”, he performs secondary to solving the major problems of educational function. The desire of teachers to maintain their image and status in the eyes of the team is not conducive to the formation of a trusting relationship. Trust relationship is one of the most important conditions for the effectiveness of support.
The Content and Essence of Smart Technology as a Didactic Concept
The relevance of the study is due to the pedagogical needs to improve the effectiveness of training on the established disciplines that implement the basic requirements of the standards of the third generation. The article reflects the adaptation of information and communication technologies in modern educational process. The author reveals the concept of technology in the etymological level, addresses the issue of occurrence of technology in the practice of students’ learning. The article presents every kind of the technology related to the type of information technologies in didactics and also focuses on the contents and scope of the smart – technology as a didactic concept. The aim of the article is to present the concept of “smart technologies” as a didactic concept and the selection of its essence and content. The author examines different points of view with respect to interactive learning tools, but we would also like to invite the reader attention to innovative tools. Examples of teaching tools, which are relevant today in “smart technologies” and are topical for the use in the classroom with students.
The Structure Of Multi-Dimensional Thinking
The relevance of the work consists in the need of development of the form the individual, who is able to find effective and different solutions of professional and life tasks. The purpose of the article is to characterize features of a multi-dimensional thinking and to describe its structure. The work presents modern conditions of process of development and formation of professional identity. The author also defines the terms “critical thinking”, “reflexive thinking”, “creative thinking”, “prognostic thinking”, “system thinking”, “Multi-dimensional thinking” and its structure are formed from these terms.
The article describes the results of the research that were made from post-graduated students of Kazan(Volga region) federal university. This research describes knowledge of students about 5 types of thinking and also ways of its development.
If you are using different methods and techniques for the development of this or that kind of thinking, we also employ other types of thinking. However, concrete thinking actively manifested in dealing with a particular type of task. Furthermore, in the process for solving a problem in different stages of its possible use of different types of thinking. Depending on the purpose to solve problems selected the necessary methods and techniques. The solution of any problems and challenges currently not without multidimensional thinking, it is based on a systematic, creative, critical, reflective and forward-looking thinking.
Makhmutov’s Didactics
The article aims to show the Makhmutov’s contribution in learning theory. The analysis of scientific literature and best teaching experience shows that M.I.Mahmutov formulated the types of learning from the dogmatic, explanatory and illustrative to the problem and showed the dialectic of the transformation of quantity of students’ knowledge learned in their quality awareness, he showed them the dialectical relationship, he proved that student as a teaching subject should be prepared. M.I.Mahmutovu’s idea of distinguishing skill of a teacher in the degree of development of his system of problem-based learning methods. Kazan and the republic in general have become a major springboard for dialectical transition to a problematic type of training.
Kazan and the republic as a whole has become the main staging area of transition to problematic type of training. This is a very significant impact on educational outcomes. This was evidenced by the pupils winning places in Tatarstan and the Soviet Union. Makhmutov scientific school was continued in the work of practicing teachers. Therefore, many teachers still use methods of problem-developmental education. They feel these methods are an obligatory attribute of quality education.
Academician Makhmutov: National Property
The purpose of the article is to show the place of problem-based teaching/learning in the modern theory of education. Academician Mirza Ismailovich Makhmutov is considered a founder of the holistic concept of problem-based teaching/ learning in the 60-80s of the twentieth century. According to Mahkmutov, problem-based teaching/learning is a didactic system. This system is based on the principles of learning and its definition, combination of techniques and methods of teaching and learning. Methods and techniques are reminiscent of scientific inquiry.
Makhmutov emphasized two major elements of his system: problem-based teaching and problem- based learning. Problem-based teaching is defined as a classroom activity of teacher to deliberate the implementation of successive problem-based situations and to facilitate the process of student learning. Whereas problem-based learningis defined as learners’ cognitive activity acquiring new knowledge and skills through involvement in analysis of problem situations, statement of a problem, and solving a problem by posing hypotheses, providing rationale and collecting evidence, as well as by checking the correctness and reasonableness of the solution. Therefore, the development of problem-based situations to engage learners in independent decision making is an essence of the problem-based teaching/ learning. And a problem-based situation serves an instrumental role in the theory of problem-based teaching/ learning situation appears as a cognitive conflict between learners’ prior experience and new knowledge, and/or between practical/applied and theoretical/generalized knowledge.
Modern educational theories (at pre-school, secondary school, higher education levels) take into account both theoretical and practical experiences in the implementation of problem-based teaching/ learning. Problem-based teaching/learning’s methods and techniques are applicable in the early childhood education, to the development of variety of learning and instructional technologies including but not limited to modular-based education and distance learning, to the development of students’ critical thinking, to name a few. The theory of problem-based teaching/learning developed by Makhmutov is a leading theory in the perspective development of modern education.
Individual Approach in Chemistry Studies
The scientific problem is connected with significant variation in elementary theoretical knowledge levels among students in academic groups, which creates difficulties during training in high school. The purpose of this study is to provide optimal conditions for students’ cognitive activity and the alignment of the knowledge level in the academic groups on the basis of the development of the differentiated tasks in chemistry considering individual differences in students’ educational abilities.
The experience of the development of a differentiated book of Problem Exercises in chemistry for technical universities’ students is brought. The tasks, differentiated by levels of difficulty, can be used during practical classes, laboratory works, tests and for students’ self-study. It is shown that the main purpose of the differentiated approach to training is to provide optimal learning conditions for students with different initial levels of knowledge of the discipline, individualization of training and alignment of knowledge level in groups.
On the basis of discipline “Chemistry” problems and tasks differentiation by the levels of difficulty and existence of creative aspect it is possible to reach:
– the increase of efficiency and quality of training due to fast alignment of level of theoretical knowledge and abilities to solve problems in the academic groups;
– the optimal conditions for cognitive activity of students;
– the individualization of training providing profound knowledge;
– the developed skills of individual activity;
The developed book of Problem Exercises in chemistry belongs to methodical textbooks of the new generation and can be used in different types of educational activity. As the result the criteria of its efficiency is the use of various training techniques, the differentiated approach in a material statement, the development of students’ individual thinking and skills, possibility of integration of the gained knowledge in professional activity.
Education and Self Development Issue 47
This is the complete Journal Issue 47 with all of the articles and contents pages.
CONTENTS
Valerian Faritovich Gabdulсhakov, Aydar Minimansurovich Kalimullin
THE UNIVERSITY CENTER OF EXCELLENCE pp122-123
Alina Nikolaevna Lunina, Svetlana Georgievna Dobrotvorskaya
THE STRUCTURE OF MULTI-DIMENSIONAL THINKING p124
Louise Albertovna Plotnikova
THE CONTENT AND ESSENCE OF SMART TECHNOLOGY AS A DIDACTIC CONCEPT p125
Roman Victorovich Demyanchuk
DIFFICULTIES OF PSYCHOLOGICAL SUPPORT IN THE PROFESSIONAL AND PERSONAL FORMATION OF TEACHERS p126
Valerian Faritovich Gabdulсhakov, Alla Ibragimovna Raff, Evgeny Aleksandrovna Suntsova
CLINIC OF CHILDREN MENTAL DEVELOPMENT AND TECHNOLOGY OF TRAINING THE TEACHERS TO WORK IN A MULTICULTURAL ENVIRONMENT pp127-128
Gulnara Ilyasovna Yarullina
FEATURES OF THE DEVELOPMENT OF PROFESSIONAL, BILINGUAL COMMUNICATIVE COMPETENCE OF THE TEACHER p129
Galina Savelevna Samigullina
CREATIVE ECO-EDUCATIONAL ACTIVITIES IN THE PROCESS OF TEACHER TRAINING IN NATURAL-GEOGRAPHICAL DISCIPLINES pp130-131
Edgard Eduardovich Mozhaev, Eduard Lyutsianovich Mozhaev
ORGANISING THE LEARNING PROCESS OF STUDENTS IN PHYSICAL EDUCATION AND SPORT UNIVERSITIES IN USA p132
Edward Ramilevich Haditov
PROFESSIONAL-PERSONAL FORMATION OF TEACHERS p133
Rashida Gabdrakhmanovna Gabdrakhmanova, Rezeda Munirovna Khusainova, Svetlana Evgenyevna Chirkina
ON THE ACADEMIC MOBILITY OF STUDENTS IN NETWORKING ENVIRONMENTS pp134-135
Rina Samatovna Kamakhina, Lyudmila Alexandrovna Lochotskaya
SPECIFICS OF LEARNING TECHNOLOGIES IN RURAL SMALL SCHOOLS pp136-137
Talent Duysenuly Bimahanov, Meyrambek Kazbekovich Murzabekov
PEDAGOGICAL CONDITIONS OF PATRIOTIC EDUCATION OF STUDENTS ON THE BASIS OF TRADITIONS OF THE PHYSICAL DEVELOPMENT OF THE KAZAKH NATIONAL PEDAGOGICS P138
Alfiya Nikolaevna Valiahmetova
DEVELOPING SPIRITUAL AND MORAL VALUES OF STUDENTS BY MEANS OF MUSIC ART p139
Valerian Faritovich Gabdulchakov, Eugene Olegovna Shishova
CROSS-CULTURAL RESEARCH ON ETHNIC TENSIONS IN RUSSIA AND WESTERN EUROPE pp140-141
Maria Petrovna Zhigalova
PSYCHOLOGICAL ANALYSIS OF EPIC WORKS IN STUDYING MONOGRAPHIC PRINCIPLES p142
Elina Borysovna Khobotova, Marina Ivanovna Ignatenko, Yuliia Sergeevna Kalmykova
INDIVIDUAL APPROACH IN CHEMISTRY STUDIES pp143-144
Valerian Faritovich Gabdulchakov, Dilara Mansurovna Shakirova, Mourat Ashirovich Tchoshanov
ACADEMICIAN MAKHMUTOV – NATIONAL PROPERTY pp145-146
Valery Gеоrgievith Katashov
MAKHMUTOV‘S DIDACTICS p147
Содержание
Айдар Минимансурович Калимуллин , Валерьян Фаритович Габдулхаков
УНИВЕРСИТЕТСКИЙ ЦЕНТР ПРЕВОСХОДСТВА страницы 3-12
Алина Николаевна Лунина, Светлана Георгиевна Добротворская страницы 13-19
О СТРУКТУРЕ МНОГОМЕРНОГО МЫШЛЕНИЯ
Луиза Альбертовна Плотникова
СОДЕРЖАНИЕ И СУЩНОСТЬ СМАРТ-ТЕХНОЛОГИЙ КАК ДИДАКТИЧЕСКОГО ПОНЯТИЯ страницы 20-23
Роман Викторович Демьянчук
ТРУДНОСТИ ПСИХОЛОГИЧЕСКОГО СОПРОВОЖДЕНИЯ ПРОФЕССИОНАЛЬНО-ЛИЧНОСТНОГО РАЗВИТИЯ ПЕДАГОГОВ страницы24-26
Валерьян Фаритович Габдулхаков , Алла Ибрагимовна Рафф, Евгения Александровна Сунцова
КЛИНИКА ПСИХИЧЕСКОГО РАЗВИТИЯ РЕБЕНКА И ТЕХНОЛОГИЯ ПОДГОТОВКИ ПЕДАГОГОВ К РАБОТЕ В ПОЛИКУЛЬТУРНОЙ СРЕДЕ страницы 27-35
Гульнара Ильясовна Яруллина
ОСОБЕННОСТИ РАЗВИТИЯ ПРОФЕССИОНАЛЬНОЙ, БИЛИНГВАЛЬНО-КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ УЧИТЕЛЯ страницы 36-40
Галина Савельевна Самигуллина
ТВОРЧЕСКАЯ ЭКОЛОГО-ПЕДАГОГИЧЕСКАЯ ДЕЯТЕЛЬНОСТЬ В ПРОЦЕССЕ ПОВЫШЕНИЯ КВАЛИФИКАЦИИ УЧИТЕЛЕЙ ЕСТЕСТВЕННО-ГЕОГРАФИЧЕСКИХ ДИСЦИПЛИН страницы 41-46
Эдгард Эдуардович Можаев , Эдуард Люцианович Можаев
ОРГАНИЗАЦИЯ ПРОЦЕССА ОБУЧЕНИЯ СТУДЕНТОВ ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЙ ФИЗКУЛЬТУРНО- СПОРТИВНОЙ НАПРАВЛЕННОСТИ В США страницы 47-51
Эдуард Рамилевич Хадитов
ПРЕДПОСЫЛКИ К ПРОФЕССИОНАЛЬНО-ЛИЧНОСТНОМУ СТАНОВЛЕНИЮ УЧИТЕЛЯ страницы 52-57
Рашида Габдрахмановна, Габдрахманова , Резеда Мунировна Хусаинова , Светлана Евгеньевна Чиркина
ОБ АКАДЕМИЧЕСКОЙ МОБИЛЬНОСТИ СТУДЕНТОВ В УСЛОВИЯХ СЕТЕВОГО ВЗАИМОДЕЙСТВИЯ страницы 58-64
Рина Саматовна Камахина, Людмила Александровна Лохотская
СПЕЦИФИКА ТЕХНОЛОГИЙ ОБУЧЕНИЯ В УСЛОВИЯХ СЕЛЬСКОЙ МАЛОКОМПЛЕКТНОЙ ШКОЛЫ страницы 65-72
Талант Дуйсенулы Бимаханов, Мейрамбек Казбекович Мурзабеков
ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ СТУДЕНТОВ НА ОСНОВЕ ТРАДИЦИЙ ФИЗИЧЕСКОГО РАЗВИТИЯ КАЗАХСКОЙ НАРОДНОЙ ПЕДАГОГИКИ страницы 73-79
Альфия Николаевна Валиахметова
ВОСПИТАНИЕ ДУХОВНО-НРАВСТВЕННЫХ ЦЕННОСТЕЙ УЧАЩЕЙСЯ МОЛОДЕЖИ СРЕДСТВАМИ МУЗЫКАЛЬНОГО ИСКУССТВА страницы 80-84
Валерьян Фаритович Габдулхаков, Евгения Олеговна Шишова
КРОССКУЛЬТУРНОЕ ИССЛЕДОВАНИЕ НАЦИОНАЛЬНОГО САМОСОЗНАНИЯ В УСЛОВИЯХ МЕЖЭТНИЧЕСКОЙ НАПРЯЖЕННОСТИ страницы 85-93
Мария Петровна Жигалова
ПСИХОЛОГИЧЕСКИЙ АНАЛИЗ КАК ЭФФЕКТИВНЫЙ ПУТЬ РАЗБОРА ЭПИЧЕСКИХ ПРОИЗВЕДЕНИЙ И СПОСОБ ФОРМИРОВАНИЯ ЛИЧНОСТИ страницы 94-105
Элина Борисовна Хоботова, Марина Ивановна Игнатенко , Юлия Сергеевна Калмыкова
ИНДИВИДУАЛЬНЫЙ ПОДХОД ПРИ ОБУЧЕНИИ ХИМИИ страницы 106-109
Валерьян Фаритович Габдулхаков , Диляра Мансуровна Шакирова, Мурат Аширович Чошанов
АКАДЕМИК МАХМУТОВ – НАЦИОНАЛЬНОЕ ДОСТОЯНИЕ страницы 110-116
Валерий Георгиевич Каташев
ДИДАКТИКА МАХМУТОВА страницы 117-121
The University Center of Excellence
To design the effective model of the center of excellence we must take into account that the following play an important role for them: external sources (links to the competencies sources), interaction within the business unit, the effectiveness of the center’s activities (profitability and competitiveness, innovativeness, transfer of knowledge) and the investment of the parent company. The article proves that advancing education and training at a high level of difficulty (while creating psychological and pedagogical conditions of personal growth of students) enables school leavers to win national competitions, organized by the ranked universities and, accordingly, to enter those universities out of competition. Therefore, modern lyceums for gifted children may be not for really gifted, but for more or less cable pupils. And whether or not they become talented, depends on many factors, including reasons related to the preparation special teachers for them. Moreover, daily experience shows that often they become gifted not thanks to but in spite of the education, which is considered as profile or in-depth (for gifted only).
The creation of centers of excellence as innovative structures of university science and education should include: development and support of its own structure, and then search for and justification of the idea of innovation; the creation of innovations, ready for sale; the promotion of innovation in the economy and the market of educational services. Of particular importance in this case are the mechanisms and methods of reasoning the ideas, economic evaluation of innovations, market research, evaluation of innovative projects, creativity motivation and economic incentive to stimulate the personnel initiative, the target program management, promotion of innovations. For the senior staff of universities strategic task-oriented management should be of higher priority: management should be directed at identifying and ranking specific problems, determination of scale and direction of their impact, and the possible consequences and the strategy of behavior under standard conditions.
Of great importance is the creation of conditions for the transfer of knowledge. Properly constructed educational trajectory from pre-school to university is a prerequisite for a scientific breakthrough.