ПСИХОЛОГИЧЕСКИЙ АНАЛИЗ СТЕРЕОТИПОВ ПОВЕДЕНИЯ ЧЕЛОВЕКА: ЭМПИРИЧЕСКОЕ ИССЛЕДОВАНИЕ СТУДЕНТОВ

Актуальность исследования связана с необходимостью обобщения и систематизации теоретических знаний и эмирических данных понимания стереотипности мышления и его влияния на поведение человека, в том числе, молодого поколения студентов. В статье проведен анализ понятия «стереотип» как феномена когнитивной и социальной психологии, приводится сравнение классификаций, видов и функций стереотипов; проведен литературный обзор современных исследований в странах СНГ (Содружество Независимых Государств) и Казахстане по влиянию стереотипов на межличностные отношения, стратегии поведения и др. Цель статьи – исследование стереотипности поведения и мышления студенческой молодежи и их психологическое осмысление, анализ и выявление особенностей стереотипного мышления и поведения студентов. Методы исследования – обобщение и анализ теории, опрос и методика оценки мифологем конформизма. В эмпирической части исследования был проведен опрос студентов 1-2 курса Казахского национального университета им.аль-Фараби разных факультетов на осмысление феномена стереотипа и их осознанности студентами. В опросе приняло участие 104 студента КазНУ им.аль-Фараби. По мнению студентов, стереотипы несут ограничивающую функцию в развитии, но в то же время согласно «методике пословиц» было выявлено, что более 90 % студентов выборки по своему восприятию подвержены стереотипному восприятию и мышлению. Осознанно большинство опрошенных студентов (69%) негативно относятся к стереотипам, а 31% опрошенных считают, что стереотипы помогают в жизни и на работе. Проведенное исследование внесет определенный вклад в рассмотрение этого феномена в контексте казахстанской психологической науки. Ключевые слова: стереотип, отношение студентов к стереотипам, позитивные и негативные стереотипы, стереотипное восприятие и мышление

Formation of students’ emotional-valuable relations in foreign language education

© 2016 by iSER, International Society of Educational Research. The relevance of the research problem is due to the fact that in foreign language education one-sidedness is viewed, because there is no fixed experience of emotional-valuable relations. As a consequence, their implementation in foreign language education occurs randomly and intuitively. The purpose of the article is to carry out the selection of elements contributing to the formation of students' emotional-valuable relations. The leading approach to the investigation is modelling. The article presents a selection of elements in the content of foreign language education, contributing to the formation of students' emotional-valuable the experience. It is revealed that their joint modelling and functioning allows to achieve the goal of forming a free, developed, educated person that holds the key competencies, man of culture, its creator. The model of formation of students' emotional-valuable relations in foreign language education is introduced. The article can be useful for training foreign language teachers in order to make the learning process on the subject student-oriented, and the content of foreign language education -emotional-valuable

Determination of the Proportion of Plant Materials in Whole Grain Wheat Flour

Recently, in developed countries, bakery products made from sprouted grains, whole grain flour and based on various raw materials are more in demand than bakery products made from premium flour. Whole grain wheat flour is flour made from unrefined grain from seeds, outer husks, and the outer layers of the endosperm. Without it, it is a refined flour with a high carbohydrate content. Products made from such highgrade flour are subject to obesity and other diseases that complicate the work of the gastrointestinal tract. The reason is that the nutritional value of products is given more attention than the organoleptic qualities. The effect of various vegetable raw materials on whole grain wheat flour, such as rosehip powder (2.5%), special gluten (2.5%) and flax flour (10%) and their compatible amounts, on the quality of whole wheat bread was determined. In general, bread with added vegetable raw materials had higher acidity, specific volume, viscosity, elasticity than control bread. Т7 processing (10% flax flour, 2.5% rose hips and 2.5% special gluten) to have the maximum specific volume. The results showed that the quality of wheat bread can be improved by adding different vegetable raw materials

Study the influence of rose hip extract on the functional and technological properties of a fermented dairy products

The need to develop new types of functional products is due to the increased demand of the population for the products of this group. The subject of the study was a fermented milk drink with rosehip extract. The article suggests the possibility of using an extract of plant origin - rosehip in the production of fermented milk drink in order to give it restorative, preventive properties. The technology of extraction of rosehip fruits growing in the territory of Zhambyl region is proposed, organoleptic, physico-chemical and microbiological quality indicators of finished syrups are presented, confirming the expediency of using the extract in the technology of obtaining enriched fermented milk products. On the basis of scientific experiments, the optimal dosages of the applied extract, recipes for a readymade fermented milk drink using rosehip extract were determined. The nutritional value was calculated and the storage capacity of the fermented milk drink was determined - 7 days at a temperature of (4±2)°C. Industrial approbation of a ready-made functional fermented milk drink with rosehip fruit extract was carried out at «Galenika» LLP, Taraz, Zhambyl region. The approbation confirmed the possibility of introducing the developed formulation, technology of fermented milk drink with rosehip extract in industrial production conditions. The quality indicators of the finished product meet the requirements of GOST

Optimising Well-Being and Learning Through Participatory Processes and Practices::an International Comparative Analysis of Ten Groundwork Case-Studies in Schools

The paper presents a theory of participation in systems of learning that emerges from our evidence gathered through partnerships between schools and the academy. The theory identifies young people need to endorse common principles of participation to include and respect all. Educational leaders’ evidence informed intervention strategies can positively impact young people’s inclusive and respectful participation in the action-research. The theory of participation conceptualises young people’s need for opportunities to pursue their ambitions and interests. Leaders’ intervention strategies may develop young people’s participation in attaining target examination outcomes to achieve their ambitions. We then develop the theory of participation regarding young people pursuing independent interests and ambitions in association with the other, to enable them to be drivers of social change. To do this they need to understand their future identity as potential consumers, employees, employers, and entrepreneurs with Small and Medium Enterprises (SME) that challenge public corporations in a variety of ways. We theorise how young people are well situated to build capacity in Europe and globally using the social media networks they have already developed. Our evidence identified five participation principals of inclusion, respect, trust in the search for truth, constructive cross-cultural critique of alternative world views to arrive at a shared multicultural world view, and the generation of new knowledge to enable the re-imagining of new futures where young people are drivers of social change. From these principals we developed a theory of practice and four global standards as guidelines. First, a commitment to inclusionary partnerships and communities of practice. Second, distributed autonomy across stakeholders in the institution characterized by respect for individuals’ associated rights and responsibilities. Third, constructive cross-cultural criticism underpinned by trust in a search for truth, using different group’s constructed identity schema’s to develop a shared multicultural world view. Fourth, the generation of new knowledge through structures and mechanisms to optimize participation

Formation of students’ emotional-valuable relations in foreign language education

© 2016 by iSER, International Society of Educational Research. The relevance of the research problem is due to the fact that in foreign language education one-sidedness is viewed, because there is no fixed experience of emotional-valuable relations. As a consequence, their implementation in foreign language education occurs randomly and intuitively. The purpose of the article is to carry out the selection of elements contributing to the formation of students' emotional-valuable relations. The leading approach to the investigation is modelling. The article presents a selection of elements in the content of foreign language education, contributing to the formation of students' emotional-valuable the experience. It is revealed that their joint modelling and functioning allows to achieve the goal of forming a free, developed, educated person that holds the key competencies, man of culture, its creator. The model of formation of students' emotional-valuable relations in foreign language education is introduced. The article can be useful for training foreign language teachers in order to make the learning process on the subject student-oriented, and the content of foreign language education -emotional-valuable

Formation of students’ emotional-valuable relations in foreign language education

© 2016 by iSER, International Society of Educational Research. The relevance of the research problem is due to the fact that in foreign language education one-sidedness is viewed, because there is no fixed experience of emotional-valuable relations. As a consequence, their implementation in foreign language education occurs randomly and intuitively. The purpose of the article is to carry out the selection of elements contributing to the formation of students' emotional-valuable relations. The leading approach to the investigation is modelling. The article presents a selection of elements in the content of foreign language education, contributing to the formation of students' emotional-valuable the experience. It is revealed that their joint modelling and functioning allows to achieve the goal of forming a free, developed, educated person that holds the key competencies, man of culture, its creator. The model of formation of students' emotional-valuable relations in foreign language education is introduced. The article can be useful for training foreign language teachers in order to make the learning process on the subject student-oriented, and the content of foreign language education -emotional-valuable

Formation of students’ emotional-valuable relations in foreign language education

© 2016 by iSER, International Society of Educational Research. The relevance of the research problem is due to the fact that in foreign language education one-sidedness is viewed, because there is no fixed experience of emotional-valuable relations. As a consequence, their implementation in foreign language education occurs randomly and intuitively. The purpose of the article is to carry out the selection of elements contributing to the formation of students' emotional-valuable relations. The leading approach to the investigation is modelling. The article presents a selection of elements in the content of foreign language education, contributing to the formation of students' emotional-valuable the experience. It is revealed that their joint modelling and functioning allows to achieve the goal of forming a free, developed, educated person that holds the key competencies, man of culture, its creator. The model of formation of students' emotional-valuable relations in foreign language education is introduced. The article can be useful for training foreign language teachers in order to make the learning process on the subject student-oriented, and the content of foreign language education -emotional-valuable

Positive Opportunities of Use of Technology of Storytelling in Educational Process and Everyday Life

In the context of globalization has acquired a new form and new breathing, which actively used in teaching and educating of youth — “storytelling”. Storytelling implements modern approaches to constructivist education and narrative knowledge, personality-value education, contributes to the cultural and spiritual-moral development of the personality and its successful socialization in society.В условиях глобализации в образовании приобрела новую форму и новое дыхание активно используемая технология обучения и воспитания молодежи — «рассказывание историй». Сторителлинг реализует современные подходы конструктивистского образования и нарративности знания, личностно-ценностного образования, способствует повышению культурного и духовно-нравственного развития личности и успешной ее социализации в обществе