26 research outputs found
THE RESULTS OF ENGLISH TEACHING AS A FOREIGN LANGUAGE FOR ACADEMIC STAFF IN THE ARTIFICIAL BILINGUALISM ENVIRONMENT
Introduction. In the conditions of the modern globalization, one of the most significant indicators of competitiveness of the universities is the academic mobility of students, graduate students, teachers and research associates that implies their free and competent enough foreign language skills, first of all English. Yet, until recently, comparatively little attention has been paid to foreign language skills of the Russian academic teaching staff. However, in recent years, with regard to the process acceleration of internationalization of the higher education to provide own effective functioning and remain a demanded one in education and training market, domestic higher education institutions are forced to quickly fill in the gaps of foreign language knowledge among academic teaching staff. The aim of this article is to analyse and describe the tuition outcomes for academic teaching staff based on the official exam results from Cambridge English Language Assessment for three years (2015β2017). Methodology and research methods. The research, which is grounded in interdisciplinary approach and lies at the intersection of psychology, linguistics and pedagogics, was conducted on the basis of the statistical analysis and generalization of mean scores of English language testing results, taking into account qualitative and quantitative standards of speech skills: reading, writing, listening, speaking and use of English (for levels B2, C1). Results and scientific novelty. The essential strengthening and development of the Cambridge English system for level increase of proficiency in English among the Russian academic teaching staff is proved. The data of external peer evaluation provided by exam centre Cambridge English Language Assessment including the foreign language training results of academic teaching staff are analysed. The results obtained show that contrary to the wide-spread opinion that productive skills (speaking and writing) take longer to develop and are difficult to acquire, university teachers demonstrate a different trend: the worst developed skill is listening, then comes reading, writing and speaking. Practical significance. The research provided in the article gives additional understanding of specifics of English training for adults, namely academic teaching staff, and features of their cognitive age processes when foreign language skills acquisition. The materials of the presented publication will be useful to teachers of a foreign language and higher education institution authorities while organizing additional learning foreign languages education in the conditions of artificial bilingualism, also, when teaching programmes updating for the purpose of strengthening of its efficiency.Β ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π²ΡΠ΅ΠΌΠΈΡΠ½ΠΎΠΉ Π³Π»ΠΎΠ±Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ΄Π½ΠΈΠΌ ΠΈΠ· Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΡΠΊΠΈΡ
ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² ΡΠ²Π»ΡΠ΅ΡΡΡ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², Π°ΡΠΏΠΈΡΠ°Π½ΡΠΎΠ², ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ ΠΈ Π½Π°ΡΡΠ½ΡΡ
ΡΠΎΡΡΡΠ΄Π½ΠΈΠΊΠΎΠ², ΠΏΠΎΠ΄ΡΠ°Π·ΡΠΌΠ΅Π²Π°ΡΡΠ°Ρ ΠΈΡ
Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ ΡΠ²ΠΎΠ±ΠΎΠ΄Π½ΠΎΠ΅ ΠΈ Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎΠ΅ Π²Π»Π°Π΄Π΅Π½ΠΈΠ΅ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌ ΡΠ·ΡΠΊΠΎΠΌ, ΠΏΡΠ΅ΠΆΠ΄Π΅ Π²ΡΠ΅Π³ΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΌ. ΠΠΎ Π½Π΅Π΄Π°Π²Π½Π΅Π³ΠΎ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ Π΄Π°Π½Π½ΠΎΠ΅ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠ΅ Π½Π΅ ΠΏΡΠ΅Π΄ΡΡΠ²Π»ΡΠ»ΠΎΡΡ ΠΊ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠΌ ΡΡΠ΅Π½ΡΠΌ. ΠΠ΄Π½Π°ΠΊΠΎ Π² ΠΏΠΎΡΠ»Π΅Π΄Π½ΠΈΠ΅ Π³ΠΎΠ΄Ρ Π² ΡΠ²ΡΠ·ΠΈ Ρ ΡΡΠΊΠΎΡΠ΅Π½ΠΈΠ΅ΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΈΠ½ΡΠ΅ΡΠ½Π°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΡΠΎΠ±Ρ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΡΡ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΠ΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ΅ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈ ΠΎΡΡΠ°ΡΡΡΡ Π²ΠΎΡΡΡΠ΅Π±ΠΎΠ²Π°Π½Π½ΡΠΌΠΈ Π½Π° ΡΡΠ½ΠΊΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΠ»ΡΠ³, ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ Π²ΡΠ·Ρ Π²ΡΠ½ΡΠΆΠ΄Π΅Π½Ρ ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠ²Π½ΠΎ Π²ΠΎΡΠΏΠΎΠ»Π½ΡΡΡ ΠΏΡΠΎΠ±Π΅Π»Ρ Π² Π·Π½Π°Π½ΠΈΠΈ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Ρ ΡΠ²ΠΎΠ΅Π³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΎΡΡΠΊΠΎ-ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π° (ΠΠΠ‘). Π¦Π΅Π»Ρ ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ β ΠΎΠΏΠΈΡΠ°ΡΡ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΠΈ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΡΡΠΎΠ²Π½Π΅Π²ΡΡ
ΡΠΊΠ·Π°ΠΌΠ΅Π½ΠΎΠ² Cambridge English Language Assessment Π½Π°ΠΊΠΎΠΏΠ»Π΅Π½Π½ΡΠΉ Π·Π° ΡΡΠΈ Π³ΠΎΠ΄Π° (2015β2017) ΠΎΠΏΡΡ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΠΠ‘ Π£ΡΠ°Π»ΡΡΠΊΠΎΠ³ΠΎ ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°. ΠΠ΅ΡΠΎΠ΄Ρ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅, ΠΊΠΎΡΠΎΡΠΎΠ΅ Π½ΠΎΡΠΈΡ ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ ΠΈ Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡΡ Π½Π° ΡΡΡΠΊΠ΅ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΠΈ, Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΠΊΠΈ ΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠΈ, ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠ»ΠΎΡΡ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΈ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΡ ΡΡΠ΅Π΄Π½ΠΈΡ
Π·Π½Π°ΡΠ΅Π½ΠΈΠΉ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΈ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΎΡΠ΅Π½ΠΎΠΊ ΡΠ΅ΡΠ΅Π²ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ²: ΡΡΠ΅Π½ΠΈΡ, ΠΏΠΈΡΡΠΌΠ°, Π°ΡΠ΄ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π³ΠΎΠ²ΠΎΡΠ΅Π½ΠΈΡ; Π° ΡΠ°ΠΊΠΆΠ΅ ΠΊΡΠΈΡΠ΅ΡΠΈΠ΅Π² Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΡ Π»Π΅ΠΊΡΠΈΠΊΠΎ-Π³ΡΠ°ΠΌΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ°ΡΡΠΈ ΡΠΊΠ·Π°ΠΌΠ΅Π½Π° (Π΄Π»Ρ ΡΡΠΎΠ²Π½Π΅ΠΉ Π2, Π‘1). Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠΊΠΎΡΠ΅Π½Π΅Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π² Π²ΡΠ·Π°Ρ
ΡΠΈΡΡΠ΅ΠΌΡ Cambridge English Π΄Π»Ρ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΡΡΠΎΠ²Π½Ρ Π²Π»Π°Π΄Π΅Π½ΠΈΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΈΠΌ ΡΠ·ΡΠΊΠΎΠΌ ΠΠΠ‘. ΠΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ Π΄Π°Π½Π½ΡΠ΅ Π²Π½Π΅ΡΠ½Π΅ΠΉ ΡΠΊΡΠΏΠ΅ ΡΠ½ΠΎΠΉ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΠΊΠ·Π°ΠΌΠ΅Π½Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΡΠ΅Π½ΡΡΠ° Cambridge English Language Assessment ΠΎΠ± ΠΈΡΠΎΠ³Π°Ρ
ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΡΠ΅Π»Π΅Π²ΠΎΠΉ Π°ΡΠ΄ΠΈΡΠΎΡΠΈΠΈ β Π²ΡΡΠΎΠΊΠΎΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠ»ΠΈΡΡ ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π²ΡΠ·Π°. ΠΠ΅ΡΠΌΠΎΡΡΡ Π½Π° ΠΎΠ±ΡΠ΅ΠΏΡΠΈΠ½ΡΡΠΎΠ΅ ΠΌΠ½Π΅Π½ΠΈΠ΅ ΠΎ ΡΠΎΠΌ, ΡΡΠΎ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΡΠ΅ Π½Π°Π²ΡΠΊΠΈ (ΠΏΠΈΡΡΠΌΠΎ ΠΈ Π³ΠΎΠ²ΠΎΡΠ΅Π½ΠΈΠ΅) ΡΠΎΡΠΌΠΈΡΡΡΡΡΡ Π΄ΠΎΠ»ΡΡΠ΅ ΠΈ ΡΠ»ΠΎΠΆΠ½Π΅Π΅, ΡΠ΅ΠΌ ΡΠ΅ΡΠ΅ΠΏΡΠΈΠ²Π½ΡΠ΅ (ΡΡΠ΅Π½ΠΈΠ΅ ΠΈ Π°ΡΠ΄ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅), Π²ΡΡΠ²Π»Π΅Π½ΠΎ, ΡΡΠΎ Π² ΡΡΠ΅Π΄Π΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»Π΅ΠΉ ΠΏΡΠΎΡΠ΅ΡΡΡΡΡ ΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΡΡΡΠ΅ΡΡΠ²ΡΠ΅Ρ ΠΏΡΠΎΡΠΈΠ²ΠΎΠΏΠΎΠ»ΠΎΠΆΠ½Π°Ρ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΡ: Π±ΠΎΠ»ΡΡΠ΅ Π²ΡΠ΅Π³ΠΎ ΡΡΡΠ΄Π½ΠΎΡΡΠ΅ΠΉ Π²ΠΎΠ·Π½ΠΈΠΊΠ°Π΅Ρ Ρ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΠ΅ΠΌ ΡΡΡΠ½ΡΡ
ΡΠ΅ΠΊΡΡΠΎΠ², ΠΌΠ΅Π½ΡΡΠ΅ β Ρ ΠΏΠΈΡΡΠΌΠΎΠΌ ΠΈ Π³ΠΎΠ²ΠΎΡΠ΅Π½ΠΈΠ΅ΠΌ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΠ·Π»ΠΎΠΆΠ΅Π½Π½ΠΎΠ΅ Π² ΡΡΠ°ΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π΄Π°Π΅Ρ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π²Π·ΡΠΎΡΠ»ΡΡ
, Π° ΠΈΠΌΠ΅Π½Π½ΠΎ ΡΠ»Π΅Π½ΠΎΠ² ΠΏΡΠΎΡΠ΅ΡΡΠΎΡΡΠΊΠΎ-ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ², ΠΈ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΈΡ
ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΠΏΡΠΈ ΡΡΠ²ΠΎΠ΅Π½ΠΈΠΈ Π½Π°Π²ΡΠΊΠΎΠ² Π²Π»Π°Π΄Π΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌ ΡΠ·ΡΠΊΠΎΠΌ. ΠΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ Π±ΡΠ΄ΡΡ ΠΏΠΎΠ»Π΅Π·Π½Ρ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΡΠΌ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ Π°Π΄ΠΌΠΈΠ½ΠΈΡΡΡΠ°ΡΠΎΡΠ°ΠΌ Π²ΡΠ·ΠΎΠ² ΠΏΡΠΈ ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π΄Π»Ρ ΠΈΠ·ΡΡΠ°ΡΡΠΈΡ
ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠ΅ ΡΠ·ΡΠΊΠΈ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΈΡΠΊΡΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π±ΠΈΠ»ΠΈΠ½Π³Π²ΠΈΠ·ΠΌΠ° ΠΈ ΠΏΡΠΈ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡΠΎΠ²ΠΊΠ΅ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ Ρ ΡΠ΅Π»ΡΡ ΡΡΠΈΠ»Π΅Π½ΠΈΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΡΠ°ΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ.
SELF-ACTUALIZATION OF AN ADULT IN AN INTENSIVE GROUP WORK
Π ΡΡΠ°ΡΡΠ΅ ΠΎΡΡΠ°ΠΆΠ΅Π½Ρ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ Π°Π½Π°Π»ΠΈΠ·Π° ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΈ ΠΈΠ½ΡΠ΅Π½ΡΠΈΠ²Π½ΠΎΠΉ Π³ΡΡΠΏΠΏΠΎΠ²ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΡΠΎ Π²Π·ΡΠΎΡΠ»ΡΠΌΠΈ. Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Π° ΡΠΈΡΡΠ°ΡΠΈΡ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ°ΠΌΠΎΠ°ΠΊΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΊΠ°ΠΊ Π²Π΅ΠΊΡΠΎΡΠ° ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈ ΡΠ°ΠΌΠΎΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π²Π·ΡΠΎΡΠ»ΠΎΠ³ΠΎ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°.Π ΡΠ°ΠΌΠΊΠ°Ρ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π΄ΠΈΠ½Π°ΠΌΠΈΠΊΠΈ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π±Π°Π·ΠΎΠ²ΡΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ, ΡΠ°ΠΊΠΈΠ΅ ΠΊΠ°ΠΊ ΡΠ°ΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅, ΡΠ°ΠΌΠΎΠΎΡΠ΅Π½ΠΊΠ°, ΡΠ°ΠΌΠΎΠΏΡΠΈΠ½ΡΡΠΈΠ΅. Π ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΠ΅ Π΄Π°Π½Π½ΡΠ΅, ΡΡΡΠ°Π½Π°Π²Π»ΠΈΠ²Π°ΡΡΠΈΠ΅ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡΡΠ΅ΠΌΠΎΠ³ΠΎ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΡΠ°ΠΌΠΎΠ°ΠΊΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π²Π·ΡΠΎΡΠ»ΠΎΠ³ΠΎ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π°Π²ΡΠΎΡΡΠΊΠΈΡ
ΠΏΡΠΈΡ
ΠΎΡΠ΅Ρ
Π½ΠΈΠΊ.ΠΠ±ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠ°Ρ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΈΠ½ΡΠ΅Π½ΡΠΈΠ²Π½ΠΎΠΉ Π³ΡΡΠΏΠΏΠΎΠ²ΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°ΠΊ ΠΎΡΠΎΠ±ΠΎΠΉ ΡΠΎΡΠΌΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ, Π² ΠΊΠΎΡΠΎΡΠΎΠΉ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΈ Π·Π°Π½ΠΈΠΌΠ°ΡΡ Π°ΠΊΡΠΈΠ²Π½ΡΡ ΠΏΠΎΠ·ΠΈΡΠΈΡ, ΠΏΡΠΈ ΡΡΠΎΠΌ ΡΡΠ²ΠΎΠ΅Π½ΠΈΠ΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ Π»ΠΈΡΠ½ΠΎΡΡΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΏΡΠΎΠΆΠΈΠ²Π°Π½ΠΈΡ ΠΎΠΏΡΡΠ° Π½ΠΎΠ²ΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ, ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΡ ΡΠ΅Π°Π»ΡΠ½ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Π² ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ΅ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΠΉ.ΠΠΏΠΈΡΠ°Π½ΠΈΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΠΊΠ»ΡΡΠ°Π΅Ρ Π΄Π°Π½Π½ΡΠ΅ ΡΡΠ°Π²Π½ΠΈΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΠ΅Π·ΠΎΠ², ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠΌΡΡ
Π² Π³ΡΡΠΏΠΏΠ°Ρ
ΡΡΡΡΠΊΠΎΡΠ·ΡΡΠ½ΠΎΠ³ΠΎ Π½Π°ΡΠ΅Π»Π΅Π½ΠΈΡ Π² ΡΠ°Π·Π½ΡΡ
ΡΡΠ½ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
, Π° ΠΈΠΌΠ΅Π½Π½ΠΎ Π² ΠΠ°ΡΠ²ΠΈΠΈ, Π£ΠΊΡΠ°ΠΈΠ½Π΅, Π ΠΎΡΡΠΈΠΈ, Π Π΅ΡΠΏΡΠ±Π»ΠΈΠΊΠ΅ ΠΠ°Π·Π°Ρ
ΡΡΠ°Π½, ΠΠΎΡΠΎΠ»Π΅Π²ΡΡΠ²Π΅ ΠΠΈΠ΄Π΅ΡΠ»Π°Π½Π΄ΠΎΠ².The article presents the results of the analysis of the specifics of intensive group work with adults. Introducing the principles of the educational program adult education, through the development of personal competences, and on this basis β improving professional skills. Actualize the need for education programs to ensure self-knowledge and self-development of an adult.Substantiates the psychological-pedagogical technology based on intensive group training as a special form of interaction, in which the participants take an active role, and the assimilation of information takes place in the individual person living the experience of the new behavior, the integration of real interaction in a complex designed conditions.Description study includes comparative data slices carried out in groups of Russian-speaking population in the different ethno-cultural and socio-economic conditions, namely in Latvia, Ukraine, Russia, the Republic of Kazakhstan, Kingdom of the Netherlands
Personal mobility as an occupational health predictor in late age: research results and their use in the development of training programmes
Introduction. Pedagogical and psychological science and practice emphasize the importance of various modes of study for maintaining the health and psychological well-being of people in late age. Determining occupational health predictors makes it possible to predict adequate methods for including older people in the educational environment and develop effective learning technologies. The research purpose is to detail the relationship between occupational health in late age and personal mobility as its integral predictor. Materials and methods. The empirical study involved 355 residents of Yekaterinburg and the Sverdlovsk region (Russian Federation) aged 50 to 80. Three comparison groups were identified: non-working pensioners, working pensioners, a comparison group β working people of pre-retirement age. A complex of 15 psychodiagnostic methods was implemented, describing as follows: 1) personal mobility as an individual property, life strategy, readiness for mobile behavior; 2) the emotional, reflective, value-motivational, activity components of occupational health; 3) psychological well-being. The methods of descriptive and comparative statistics, the correlation, cluster, factorial, regression, dispersion analysis were used for data processing. Results. A three-component structure of occupational health at a late age and an eight-component structure of personal mobility are described (the share of explained dispersion of factor models is 0.42 and 0.51, respectively). The initial theoretical model of contingency between the occupational health of older people and personal mobility as its predictor was empirically verified and clarified: a list of mobility characteristics was determined that affects each of the three components of occupational health β the activity, emotional-reflexive components and psychological well-being (the coefficient of determination of regression models is 0.42, 0.29 and 0.28 respectively). Discussion and conclusions. The research results made it possible to recommend the principles for developing technologies for teaching to preserve occupational health: complexity and universality, reliance on the free choice of the content and modes of study by an older person. Methods that meet these principles were defined: the formation of personal mobility as an integral occupational health predictor, work with life experience, dynamic learning, the use of reflection as a development mechanism in late age. Β© 2022 LLC Ecological Help. All rights reserved
Personal mobility as a predictor of professional health and well-being in old age
Pension reform and the extension of the period of active work affect the physical and psychological properties of a person, his professional health and well-being. The role of personal determinants in ensuring professional development in old age, including personal mobility, is increasing, which initiates the need for its scientific analysis. The methodological basis of the study is an integrative approach. The content and structure of the phenomena studied were determined by the inductive conceptualization of empirical data. As a result of the study, a theoretical model of conjugacy of personal mobility and professional health is constructed. Based on the results obtained, it is proved that mobility can be considered as a predictor of maintaining professional health because, due to the multidimensionality of its structure, it covers the individual psychological characteristics of an elderly persons, and their manifestations in activity and life satisfaction in general. Variants of this conjugation depend on the period of late adulthood, on the characteristics of professional status and social conditions of life. Β© 2019 LLC Ecological Help. All rights reserved
Research of Entrepreneurship Potential and Development of Business' Behavior on a Labour Market
We are working on development of entrepreneurship potential of contemporary youth through creation special educational programs on the basis of conducted research data
Psychological characteristics of human's tolerance to uncertainty
The results of the study of psychological characteristics of tolerance to uncertainty are discussed in the article. The authors have used an analytical and integrative approach that is usually applied to empirical psychology to identify signs of mental phenomena. Cognitive styles and personal characteristics of tolerance to uncertainty have been set. It was found that tolerance to uncertainty is associated with the processes of information processing, where the mechanism of involuntary predictive control is a mental resource for uncertainty overcoming
Cultural Context of Modern Theatre Education in Russia
Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΡΡΠΏΠΈΠ»Π° Π² ΡΠ΅Π΄Π°ΠΊΡΠΈΡ 23.01.2020 Π³.Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ΅ ΡΠ΅Π°ΡΡΠ°Π»ΡΠ½ΠΎΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ Π² Π ΠΎΡΡΠΈΠΈ Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡΡ ΠΏΠΎΠ΄ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ΠΌ ΡΡΠ΄Π° ΡΠ°ΠΊΡΠΎΡΠΎΠ², ΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡΠΈΡ
Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π° ΠΏΡΠΎΡΠ΅ΡΡ Π²ΠΎΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΡ ΡΠ΅Π°ΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΌΠΈΡΠ°, ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΠΌΡΠΉ Π² ΡΠ΅Π°ΡΡΠ°Π»ΡΠ½ΡΡ
ΡΠΊΠΎΠ»Π°Ρ
Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. Π ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌ ΡΠ°ΠΊΠΈΠΌ ΡΠ°ΠΊΡΠΎΡΠ°ΠΌ ΠΎΡΠ½ΠΎΡΡΡΡΡ ΡΠΎΡΠΌΠ°Π»ΠΈΠ·Π°ΡΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠ΅Π»ΠΎΠΌ, ΡΠ°Π·ΠΌΡΠ²Π°Π½ΠΈΠ΅ Π³ΡΠ°Π½ΠΈΡ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠ΅Π°ΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ»Ρ, ΡΠ²ΡΠ·Π°Π½Π½ΠΎΠ΅ Ρ ΡΡ
ΠΎΠ΄ΠΎΠΌ ΡΡΠ°ΡΡΠ΅Π³ΠΎ ΠΏΠΎΠΊΠΎΠ»Π΅Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ²,ΠΏΠΎΠΈΡΠΊΠΈ Π½ΠΎΠ²ΡΡ
ΡΠΎΡΠΌ ΡΠ΅Π°ΡΡΠ°Π»ΡΠ½ΠΎΠΉ Π²ΡΡΠ°Π·ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π² ΠΊΡΠ»ΡΡΡΡΠ΅. ΠΠΎΠ½ΡΠ΅ΠΊΡΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΡΠ΅Π°ΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅Ρ ΠΊΠ°ΠΊ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ Π²Π½Π΅ΡΠ½ΠΈΡ
ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΡΠ°ΠΊΡΠΎΡΠΎΠ² Π½Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΈ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΈΠΉ ΠΏΡΠΎΡΠ΅ΡΡΡ, ΡΠ°ΠΊ ΠΈ Π½Π΅ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΡΠ΅ΠΊΡΡΠΎΠ²ΡΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΡ, Π²ΡΡΠ°ΠΆΠ΅Π½Π½ΡΠ΅ Π² ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΡΡ
, ΡΡΠ΅Π½ΠΈΡΠ΅ΡΠΊΠΈΡ
Π΄Π΅ΠΉΡΡΠ²ΠΈΡΡ
, ΡΠ΅Π°ΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΎΠ±ΡΡΠΈΠΉΠ½ΠΎΡΡΠΈ. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΡΠ΅ Π² ΡΡΠ°ΡΡΠ΅ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΡΠΎΡΠ΅ΡΠ°ΡΡ Π°Π½Π°Π»ΠΈΠ· ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ² ΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ ΡΠ΅Π°ΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Ρ ΡΠΎΡΠΊΠΈ Π·ΡΠ΅Π½ΠΈΡ ΠΈΡ
ΡΠΎΠΎΡΠ½Π΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ Ρ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΌ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠΌ ΠΊΡΠ»ΡΡΡΡΠ½ΡΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠΎΠΌ. Π ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½Ρ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ Π²ΡΡΡΠ΅ΠΉ ΡΠ΅Π°ΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ»Ρ Π² Π ΠΎΡΡΠΈΠΈ β ΡΠ΅Π»Π΅Π²Π°Ρ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΡΡΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ Π΅Π³ΠΎ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ° ΠΈ ΡΠΎΡΠ΅ΡΠ°Π½ΠΈΠ΅ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΠ΅Π°ΡΡΠ°Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅.Modern theatre education in Russia is influenced by a number of factors that determine the process of replenishment of the theatrical world, implemented in theatre schools. The main factors include the formalization of the higher education system as a whole, the erosion of the boundaries of the traditional theatre school associated with the departure of the older generation of teachers, and the search for new forms of theatrical expressiveness in culture. The contextuality of theatrical education presupposes both the influence of external sociocultural factors on the educational and creative processes, as well as direct textual decisions expressed in publications, stage acts, and theatre events. The materials presented in the article combine the analysis of theoretical sources and the practice of theatre education in terms of their relevance to the contemporary Russian cultural context. As a result of the study, the most urgent problems of the higher theatre school in Russia are identified β its target orientation, qualitative characteristics of the learning outcome and the combination of traditional and innovative in the modern theatre space
Youth and Religion in the Educational Environment: American Experience
Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ Π°Π½Π°Π»ΠΈΠ· ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΠΊΠΈΡ
ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ ΠΈ ΡΠ΅Π»ΠΈΠ³ΠΈΠΈ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
. ΠΡΠΈΠ²Π΅Π΄Π΅Π½Ρ Π΄Π°Π½Π½ΡΠ΅ Π°Π²ΡΠΎΡΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΠ΅ΠΊΡΠ° ΠΏΠΎ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·ΠΈ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ ΠΈ ΡΠ΅Π»ΠΈΠ³ΠΈΠΎΠ·Π½ΡΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΉ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅ Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΠ°ΡΠΈΠ½Π³ΡΠΎΠ½ (University of Washington), Π‘ΠΈΡΡΠ», Π‘Π¨Π.The paper analyses the results of American theoretical and empirical research of the interaction of youth and religion in the contemporary world, the data of cooperation between youth and religious organizations in the educational environment of University of Washington, Seattle, the USA presented