Active and Interactive Methods of Pedagogical Interaction in System of Distance Learning

The results of the analysis of the role of active and interactive methods of pedagogical interaction in distance learning systems are presented. The research urgency is caused by necessity of designing the content of educational programs of vocational training using distance learning technologies in the context of the activity paradigm of education, focused on improving its efficiency and quality. The authors identified pedagogical conditions of distance learning systems for the implementation of active and interactive teaching methods. The roles of participants in distance learning are characterized from the point of view of an active type of pedagogical interaction. The essence of the most common active and interactive methods of pedagogical interaction is considered, their advantages and disadvantages are determined. The necessity of a comprehensive range of active and interactive methods of pedagogical interaction to implement effective polylogical relationship of students at a distance with teachers and with each other is revealed. It is proved that an effective model of distance learning provides an active position of all participants of pedagogical interaction, as otherwise the distance learning takes the form of the traditional model of extramural studies and self-study of material, the student becomes an autonomous and isolated figure in the educational process. In this regard, special training of teachers for implementation of active and interactive methods in a distance learning system through refresher courses is required

ASSESSMENT OF THE TEACHER'S MEDIA-CULTURE AS THE COMPONENT OF QUALIFICATION PORTRAIT

Introduction. Nowadays, there is a growing recognition of the role of media in life and educational practice of the person, determined by the development of media education and media educational activities. This requires that modern teachers must possess a media culture, to work effectively in a new media environment, to form media competence and media literacy among students. The aims of the present publication are the following: to consider the phenomenon “media culture” as an important part of the modern teacher’s professional portrait complied according to the professional standards for teachers; to form the basis for assessment toolkit for monitoring the teacher’s culture component. Methodology and research methods. Methodological framework of the research is based on the concepts of systematic, culturological, environmental and personal-activity approaches. Basic research methods involve: a theoretical analysis of psychological and pedagogical literature, generalization of practical experience in media education; diagnostic methods (questionnaire, survey, statistical data collection and processing), pedagogical experiment. Results and scientific novelty. In the authors’ view, media culture is understood as a determinant of a qualification portrait of the teacher at the present stage of education development. The authors state the positive role of this type of the teacher’s culture in formation of his/her professional qualities, such as critical rationality, independence of thinking, ability to cope with imposing by media of the certain points of view caused by external interests. It is shown that the high level of media culture allows the teacher: to be guided in the media environment as specifically organized sign-oriented visual and emotional environment; to design the professional activity in the field of media education, creating new information and knowledge by means of available tools and formats of the media; to choose effective strategies of individual training of school students in the media environment. Pedagogical conditions of formation of media culture of the teacher and the need for their diagnostics are denoted. The authors have scientifically reasoned the criteria and indicators for assessment of levels of the teacher’ media culture which had been successfully approved during the experiment on the advanced training courses for teachers of the Leningrad region. Practical significance. The proposed criteria and indicators have considerable practical scope of application in assessment of professional characteristics of the teacher in the context of the requirements of the professional standard for teachers.Введение. Существование и функционирование современного человека в насыщенной информационной медиасреде и неуклонно возрастающая роль медиа в жизни и образовательной практике человека актуализируют развитие медиаобразования и медиаобразовательной деятельности. В связи с этим требуется, чтобы учителя обладали высоким уровнем медиакультуры, которая позволит им эффективно работать с информацией и успешно развивать медиаграмотность и медиакомпетеность обучающихся.Цели исследования, итоги которого представлены в публикации, – рассмотреть феномен медиакультуры учителя как одной из характеристик «квалификационного портрета учителя», составленного согласно профессиональному стандарту «Педагог»; и создать основу инструментария оценки данного компонента культуры учителя. Методология и методики. Методологической базой работы явились идеи системного, культурологического, средового и личностно-деятельностного подходов. Ведущими методами исследования были теоретический анализ психолого-педагогической литературы, обобщение практического опыта медиаобразования; диагностические методы (анкетирование, опрос, наблюдение, сбор и обработка статистических данных педагогической активности педагогов в медиапространстве), педагогический эксперимент. Результаты и научная новизна. Медиакультура понимается авторами как детерминанта квалификационного портрета учителя на современном этапе развития образования. Отмечается позитивная роль этого вида культуры учителя в формировании его профессиональных качеств, таких как критическая рациональность, самостоятельность мышления, способность противостоять навязыванию средствами информации определенных точек зрения, обусловленных внешними интересами. Показано, что высокий уровень медиакультуры позволяет учителю ориентироваться в медиасреде как специфически организованном знаковом визуально-эмоциональном пространстве; проектировать свою профессиональную деятельность в области медиаобразования, создавая новые информацию и знания посредством доступных инструментов и форматов медиа; выбирать эффективные стратегии индивидуального обучения школьников в медиапространстве. Обозначены педагогические условия формирования медиакультуры учителя и необходимость ее диагностики. Научно обоснованы и разработаны критерии и показатели для определения уровня медиакультуры учителя, которые апробированы в ходе эксперимента на курсах повышения квалификации педагогов Ленинградской области. Практическая значимость. Предложенные критерии и показатели могут найти широкое практическое применение в оценке квалификационных характеристик учителя в контексте требований профессионального стандарта педагога

Multimedia as tutorial of activization of educational activity of pupils

This article is devoted to active training of pupils with multimedia technologies, which has various levels of interactivity

ASSESSMENT OF THE TEACHER'S MEDIA-CULTURE AS THE COMPONENT OF QUALIFICATION PORTRAIT

Introduction. Nowadays, there is a growing recognition of the role of media in life and educational practice of the person, determined by the development of media education and media educational activities. This requires that modern teachers must possess a media culture, to work effectively in a new media environment, to form media competence and media literacy among students. The aims of the present publication are the following: to consider the phenomenon “media culture” as an important part of the modern teacher’s professional portrait complied according to the professional standards for teachers; to form the basis for assessment toolkit for monitoring the teacher’s culture component. Methodology and research methods. Methodological framework of the research is based on the concepts of systematic, culturological, environmental and personal-activity approaches. Basic research methods involve: a theoretical analysis of psychological and pedagogical literature, generalization of practical experience in media education; diagnostic methods (questionnaire, survey, statistical data collection and processing), pedagogical experiment. Results and scientific novelty. In the authors’ view, media culture is understood as a determinant of a qualification portrait of the teacher at the present stage of education development. The authors state the positive role of this type of the teacher’s culture in formation of his/her professional qualities, such as critical rationality, independence of thinking, ability to cope with imposing by media of the certain points of view caused by external interests. It is shown that the high level of media culture allows the teacher: to be guided in the media environment as specifically organized sign-oriented visual and emotional environment; to design the professional activity in the field of media education, creating new information and knowledge by means of available tools and formats of the media; to choose effective strategies of individual training of school students in the media environment. Pedagogical conditions of formation of media culture of the teacher and the need for their diagnostics are denoted. The authors have scientifically reasoned the criteria and indicators for assessment of levels of the teacher’ media culture which had been successfully approved during the experiment on the advanced training courses for teachers of the Leningrad region. Practical significance. The proposed criteria and indicators have considerable practical scope of application in assessment of professional characteristics of the teacher in the context of the requirements of the professional standard for teachers

Current aspects of hormone replacement therapy application for cardiac embarrassment correction in women with climacteric syndrome

Hormone replacement therapy (HRT) has been widely used for reliving climacteric disorders. The purpose of present study is to evaluate myocardium function in case of HRT application. Application of hormone replacement therapy has enhanced microcirculation and myocardium metabolism if cardiac embarrassment was induced by pathology in endocrine and central nervous system