6 research outputs found
Comprehensive approach to the formulation of competences of higher education (on the example of professional-communicative compe
The article deals with the pedagogical potential of the integrated approach of formulating professional competences. The importance of establishing a correspondence between the professional standard of the teacher and the federal state educational standard of higher pedagogical education is shown to achieve the goal of modern educationΠ Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° ΠΊ ΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²ΠΊΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ. ΠΠΎΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ Π²Π°ΠΆΠ½ΠΎΡΡΡ ΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΡ ΠΌΠ΅ΠΆΠ΄Ρ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΌ ΡΡΠ°Π½Π΄Π°ΡΡΠΎΠΌ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π° ΠΈ ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΡΠΌ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΡΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΌ ΡΡΠ°Π½Π΄Π°ΡΡΠΎΠΌ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π΄Π»Ρ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΡΠ΅Π»ΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈ
Actualization of successiver connetions between the professional teacher standart and the federal state higher education standart in the process of training of graduates of higher pedagogical educational institution
The article deals with problem of successive connections between the professional teacher standard and the federal state higher education standard in order to achieve the aim of modern educationΠΠ±ΡΡΠ»ΠΎΠ²Π»ΠΈΠ²Π°Π΅ΡΡΡ Π²Π°ΠΆΠ½ΠΎΡΡΡ ΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΡ ΠΌΠ΅ΠΆΠ΄Ρ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΌ ΡΡΠ°Π½Π΄Π°ΡΡΠΎΠΌ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π° ΠΈ ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΡΠΌ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΡΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΌ ΡΡΠ°Π½Π΄Π°ΡΡΠΎΠΌ Π²ΡΡΡΠ΅Π³ΠΎ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π΄Π»Ρ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΡΠ΅Π»ΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈ
NETWORK COMMUNICATION OF THE UNIVERSITY DEPARTMENT AND MUNICIPAL RESOURCE CENTER AS A FORM OF CONTINUOUS PEDAGOGICAL EDUCATION
The article highlights the experience of cooperation between the Department of foreign languages of the pedagogical University and the municipal resource center for methodological support of foreign language education. The contribution of partner educational organizations to the provision of continuous professional education of teachers of secondary and higher educational institutions is shownΠ ΡΡΠ°ΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΠ΅ΡΡΡ ΠΎΠΏΡΡ ΡΠΎΡΡΡΠ΄Π½ΠΈΡΠ΅ΡΡΠ²Π° ΠΊΠ°ΡΠ΅Π΄ΡΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΠ·ΡΠΊΠΎΠ² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π²ΡΠ·Π° ΠΈ ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ΅ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΡΠ΅Π½ΡΡΠ° ΠΏΠΎ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠΌΡ ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΠ·ΡΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠΎΠΊΠ°Π·Π°Π½ Π²ΠΊΠ»Π°Π΄ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΉ-ΠΏΠ°ΡΡΠ½Π΅ΡΠΎΠ² Π² ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΠ΅ Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠ°Π΄ΡΠΎΠ² ΡΡΠ΅Π΄Π½ΠΈΡ
ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΈ Π²ΡΡΡΠΈΡ
ΡΡΠ΅Π±Π½ΡΡ
Π·Π°Π²Π΅Π΄Π΅Π½ΠΈΠΉ
Individual and collective: the sight through the prism of formation of national civil identity
The aim of the study is the analysis of causes of the problems of modern Russian upbringing and the search for solutions to these problems through regulation of categories correlation Β«individualΒ» and Β«collectiveΒ» in education of rising generations. Methods. Axiological and anthropological approaches put in the basis of methodology of the research have revealed the value and meaning and a focus on the person as the basic value and goal of upbringing. Theoretical analysis of government regulations and scientific literature on the study, and the empirical methods involving interview, observation, questioning are used in the research. Results. The article gives the general characteristic of the problems of modern Russian education and identifies the factors which have become their causes. The positive developments in this priority field of education; in particular, recently increased attention from the state and society to the issues of education and raising it to the rank of one of the key instruments of progressive socio-cultural development of the country. Scientific novelty. It is shown that Β«individualΒ» and Β«collectiveΒ» categories have the social importance and historical significance to meet the challenges of modern education and play the role in the formation of emotional and cognitive unity of the individual representations, own place in the world, in the system of interpersonal relations; approval of the social significance of the individual for conservation, reproduction and development of modern Russian society is pointed out. Practical significance. Perspective directions of the upbringing content that meet modern requirements of society, the state and the individual, are emphasizedΠ¦Π΅Π»Ρ ΡΡΠ°ΡΡΠΈ β Π°Π½Π°Π»ΠΈΠ· ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΠΈ ΠΏΡΠΈΡΠΈΠ½ ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ ΠΈ ΠΏΠΎΠΈΡΠΊ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π΄Π°Π½Π½ΡΡ
ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΠ΅ΡΠ΅Π· ΡΡΠ΅Π³ΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΉ Β«ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ΅Β» ΠΈ Β«ΠΊΠΎΠ»Π»Π΅ΠΊΡΠΈΠ²Π½ΠΎΠ΅Β» Π² Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΠΈ ΠΏΠΎΠ΄ΡΠ°ΡΡΠ°ΡΡΠΈΡ
ΠΏΠΎΠΊΠΎΠ»Π΅Π½ΠΈΠΉ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΡΠ½ΠΎΠ²ΠΎΠΉ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΡΠ»ΡΠΆΠΈΠ»ΠΈ Π°ΠΊΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ Π°Π½ΡΡΠΎΠΏΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ, ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ²ΡΠΈΠ΅ Π²ΡΡΠ²ΠΈΡΡ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΡΠ΅ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΡ ΠΏΡΠΎΡΠ΅ΡΡΠ° Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ ΠΈ ΡΠΊΠΎΠ½ΡΠ΅Π½ΡΡΠΈΡΠΎΠ²Π°ΡΡ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π½Π° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ΅ ΠΊΠ°ΠΊ Π±Π°Π·ΠΎΠ²ΠΎΠΉ ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΈ ΡΠ΅Π»ΠΈ ΡΡΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°. Π Ρ
ΠΎΠ΄Π΅ ΡΠ°Π±ΠΎΡΡ ΠΏΡΠΈΠΌΠ΅Π½ΡΠ»ΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΏΡΠ°Π²ΠΈΡΠ΅Π»ΡΡΡΠ²Π΅Π½Π½ΡΡ
ΠΏΠΎΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠΉ ΠΈ ΡΠΊΠ°Π·ΠΎΠ², Π½Π°ΡΡΠ½ΠΎΠΉ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ, ΠΊΠ°ΡΠ°ΡΡΠ΅ΠΉΡΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΠΎΠΉ ΡΠ΅ΠΌΡ; Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠ°ΠΊΠΈΠ΅ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ, ΠΊΠ°ΠΊ Π±Π΅ΡΠ΅Π΄Π°, Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅, Π°Π½ΠΊΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠ°Π½Π° ΠΎΠ±ΡΠ°Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ ΠΈ Π²ΡΡΠ²Π»Π΅Π½Ρ ΡΠ°ΠΊΡΠΎΡΡ, ΡΡΠ°Π²ΡΠΈΠ΅ ΠΈΡ
ΠΏΡΠΈΡΠΈΠ½Π°ΠΌΠΈ. ΠΡΠΌΠ΅ΡΠ΅Π½Ρ ΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½ΡΠ΅ ΡΠ΄Π²ΠΈΠ³ΠΈ Π² ΡΡΠΎΠΉ ΠΏΡΠΈΠΎΡΠΈΡΠ΅ΡΠ½ΠΎΠΉ ΡΡΠ΅ΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ ΡΡΠΈΠ»ΠΈΠ²ΡΠ΅Π΅ΡΡ Π·Π° ΠΏΠΎΡΠ»Π΅Π΄Π½Π΅Π΅ Π²ΡΠ΅ΠΌΡ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠΎ ΡΡΠΎΡΠΎΠ½Ρ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π° ΠΈ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°Β ΠΊ Π²ΠΎΠΏΡΠΎΡΠ°ΠΌ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ ΠΈ Π²ΠΎΠ·Π²Π΅Π΄Π΅Π½ΠΈΠ΅ Π΅Π³ΠΎ Π² ΡΠ°Π½Π³ ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΈΠ· ΠΊΠ»ΡΡΠ΅Π²ΡΡ
ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠΎΠ² ΠΏΡΠΎΠ³ΡΠ΅ΡΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΡΠ°Π½Ρ. ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠΎΠΊΠ°Π·Π°Π½Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½Π°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΠΈ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΡΠΌΡΡΠ» ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΉ Β«ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ΅Β» ΠΈ Β«ΠΊΠΎΠ»Π»Π΅ΠΊΡΠΈΠ²Π½ΠΎΠ΅Β» Π΄Π»Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π·Π°Π΄Π°Ρ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ, ΠΈΡ
ΡΠΎΠ»Ρ Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π΅Π΄ΠΈΠ½ΡΡΠ²Π° ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΎ ΡΠ°ΠΌΠΎΠΉ ΡΠ΅Π±Π΅, ΡΠ²ΠΎΠ΅ΠΌ ΠΌΠ΅ΡΡΠ΅ Π² ΠΌΠΈΡΠ΅, Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ; ΠΏΡΠΈ ΡΠ°ΠΌΠΎΡΡΠ²Π΅ΡΠΆΠ΄Π΅Π½ΠΈΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄Π° ΠΈ Π΄Π»Ρ ΡΠΎΡ
ΡΠ°Π½Π΅Π½ΠΈΡ, Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π° ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΡΠ΄Π΅Π»Π΅Π½Ρ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΡΠ΅ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ, ΠΎΡΠ²Π΅ΡΠ°ΡΡΠ΅Π³ΠΎ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡΠΌ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°, Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π° ΠΈ ΠΎΡΠ΄Π΅Π»ΡΠ½ΠΎ Π²Π·ΡΡΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡ
ΠΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠΉ ΡΡΠΈΠ»Ρ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ° ΠΠ’-ΡΡΠ΅ΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΊΠΎΠΌΠ°Π½Π΄Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ
Introduction. Training future specialists in information technology to work in a team has a great potential both for solving educational problems in the higher education and for further development of graduates as professionals in the labour market. The efficiency of the teamwork is largely determined by the effectiveness of the distribution of roles in the team. The distribution of roles depends on the individual cognitive characteristics of each team member. Individual enlightening characteristics of the ways of perception and processing of information, the choice of ways to solve problems are associated with the cognitive style of the individual. Aim. The present research aims to analyse the nature of the influence of the cognitive style of the personality of each member of the team on the results of solving a practice-oriented task in the field of information and communication technologies. Methodology and research methods. The work used a systematic approach (N. A. Astashova, S. L. Melnikova, A. P. Tonkikh, L. N. Shilenkova, A. Burger, L. Naude, F. D. Fernandez, J. L. Arco-Tirado, M. Hervas-Torres); practice-oriented approach (E. F. Fefilova, D. Bednarek, M. Krulis, J. Yaghob); project approach (L. I. Savva, E. A. Gasanenko, K. E. Shakhmaeva); cognitive approach (J. B. Watson, G. A. Kimble, J. Anderson, B. M. Velichkovsky, J. Kelly, J. Bruner, J. J. Goodnow, G. A. Austin, M. A. Kholodnaya), in the frames of which general scientific and statistical methods were used. The works by M. A. Kholodnaya, J. Parker, J. D. Bain, H. A. Witkin, S. A. Moore, D. R. Goodenough, P. W. Cox constituted the theoretical and methodological basis of the study, on the basis of which the characteristics of students with different cognitive styles were studied. The analysis of the dependence of the success rate of solving practice-oriented tasks by a team of students on the cognitive style of each member of this team was carried out. The success rate was calculated as the sum of the normalised values for each type of work. 250 undergraduate students of Nizhny Tagil State Socio-Pedagogical Institute (branch) of Russian State Vocational Pedagogical University and Nizhny Tagil Institute of Technology (branch) of Ural Federal University took part in the study. The used research methods: questionnaires, testing, the method of expert assessments, ranking, scaling, rationing, content analysis of documents, methods of mathematical statistics in data processing, methods of analysis, synthesis, generalisation, comparison, abstraction when interpreting research results. The βIncluded Figuresβ test was used to determine the field dependence / field independence of the subjects. The main statistical calculations were performed using the nonparametric statistical method βMann-Whitney U-testβ. To confirm the reliable difference in the proportion of teams that successfully coped with the task, the Fisher criterion was applied. The data sources are open source databases (websites of international and Russian government bodies), regulatory documents regulating the basics of training IT specialists, research by leading scientists in the field of cognitive personality style, statistical information. Results. The authors developed the criteria to evaluate the results of solving a practiceoriented task by a team of future IT specialists and defined the concept of a success indicator. The authors demonstrated the importance of taking into account cognitive personality styles when forming a team of IT specialists. The dependence of the success rate of solving a practice-oriented task on the type of cognitive style of the participants of the task was revealed. It is established that the highest results of the success rate in solving a practice-oriented task were noted in those teams that included students with different cognitive personality styles of field dependence / field independence, with a predominant number of participants with a field-independent personality style. The findings indicate the need to take into account the cognitive styles of individuals when forming the composition of teams for IT projects. Scientific novelty. The results of the study expand the scientific facts that cognitive styles are predictors of studentsβ achievements in solving practical tasks in teamwork. Practical significance. The data obtained can be used to develop a strategy for training future IT specialists aimed at improving the effectiveness of teamwork in higher education institutions. The proposed calculations of the success rate of solving practice-oriented tasks can be employed to evaluate the results of educational practices and final qualifying works.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠ±ΡΡΠ΅Π½ΠΈΠ΅ Π±ΡΠ΄ΡΡΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² ΠΠ’-ΡΡΠ΅ΡΡ ΡΠ°Π±ΠΎΡΠ΅ Π² ΠΊΠΎΠΌΠ°Π½Π΄Π΅ ΠΈΠΌΠ΅Π΅Ρ Π±ΠΎΠ»ΡΡΠΎΠΉ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» Π΄Π»Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
Π·Π°Π΄Π°Ρ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅Π³ΠΎ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ² ΠΊΠ°ΠΊ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² Π½Π° ΡΡΠ½ΠΊΠ΅ ΡΡΡΠ΄Π°. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎΡΡΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΊΠΎΠΌΠ°Π½Π΄Ρ Π²ΠΎ ΠΌΠ½ΠΎΠ³ΠΎΠΌ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡΡ ΡΠ°ΡΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΡΠΎΠ»Π΅ΠΉ, ΠΊΠΎΡΠΎΡΠΎΠ΅ Π·Π°Π²ΠΈΡΠΈΡ ΠΎΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΡ
ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ ΡΠ»Π΅Π½Π° ΠΊΠΎΠΌΠ°Π½Π΄Ρ (ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ ΠΈ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, Π²ΡΠ±ΠΎΡΠ° ΡΠΏΠΎΡΠΎΠ±Π° ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌ), ΡΠ²ΡΠ·Π°Π½Π½ΡΡ
Ρ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠΌ ΡΡΠΈΠ»Π΅ΠΌ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. Π¦Π΅Π»Ρ ΡΡΠ°ΡΡΠΈ β Π°Π½Π°Π»ΠΈΠ· Π²Π»ΠΈΡΠ½ΠΈΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΡΠΈΠ»Ρ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ ΡΠ»Π΅Π½Π° ΠΊΠΎΠΌΠ°Π½Π΄Ρ Π½Π° ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. Π ΡΠ°Π±ΠΎΡΠ΅ ΠΏΡΠΈΠΌΠ΅Π½ΡΠ»ΠΈΡΡ ΡΠΈΡΡΠ΅ΠΌΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ (Π. Π. ΠΡΡΠ°ΡΠΎΠ²Π°, Π‘. Π. ΠΠ΅Π»ΡΠ½ΠΈΠΊΠΎΠ²Π°, Π. Π. Π’ΠΎΠ½ΠΊΠΈΡ
, Π. Π. Π¨ΠΈΠ»Π΅Π½ΠΊΠΎΠ²Π°, A. Burger, L. Naude, F. D. Fernandez, J. L. Arco-Tirado, M. Hervas-Torres); ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ (E. F. Fefilova, D. Bednarek, M. Krulis, J. Yaghob); ΠΏΡΠΎΠ΅ΠΊΡΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, (L. I. Savva, E. A. Gasanenko, K. E. Shakhmaeva); ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ (J. B. Watson, G. A. Kimble, J. Anderson, B. M. Velichkovsky, J. Kelly, J. Bruner, J. J. Goodnow, G. A. Austin, M. A. Kholodnaya), Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΠΊΠΎΡΠΎΡΡΡ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΠΎΠ±ΡΠ΅Π½Π°ΡΡΠ½ΡΠ΅ ΠΈ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ. Π’Π΅ΠΎΡΠ΅ΡΠΈΠΊΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΡΡ ΠΎΡΠ½ΠΎΠ²Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΡΠ°Π²ΠΈΠ»ΠΈ ΡΠ°Π±ΠΎΡΡ M. A. Kholodnaya, J. Parker, J. D. Bain, H. A. Witkin, Π‘. A. Moore, D. R. Goodenough, P. W. Cox, Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΊΠΎΡΠΎΡΡΡ
Π±ΡΠ»ΠΈ ΠΈΠ·ΡΡΠ΅Π½Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΡΠ°Π·Π½ΡΠΌΠΈ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠΌΠΈ ΡΡΠΈΠ»ΡΠΌΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. ΠΡΠΎΠ²Π΅Π΄Π΅Π½ Π°Π½Π°Π»ΠΈΠ· Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Ρ ΡΡΠΏΠ΅ΡΠ½ΠΎΡΡΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ ΠΊΠΎΠΌΠ°Π½Π΄ΠΎΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΎΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΡΠΈΠ»Ρ ΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ ΡΠ»Π΅Π½Π° ΡΡΠΎΠΉ ΠΊΠΎΠΌΠ°Π½Π΄Ρ. ΠΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Ρ ΡΡΠΏΠ΅ΡΠ½ΠΎΡΡΠΈ ΡΠ°ΡΡΡΠΈΡΡΠ²Π°Π»ΡΡ ΠΊΠ°ΠΊ ΡΡΠΌΠΌΠ° Π½ΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π·Π½Π°ΡΠ΅Π½ΠΈΠΉ Π·Π° ΠΊΠ°ΠΆΠ΄ΡΠΉ Π²ΠΈΠ΄ ΡΠ°Π±ΠΎΡΡ. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΡΡΠ°ΡΡΠΈΠ΅ 250 ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π±Π°ΠΊΠ°Π»Π°Π²ΡΠΈΠ°ΡΠ° ΡΠΈΠ»ΠΈΠ°Π»Π° Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° Π² Π³. ΠΠΈΠΆΠ½Π΅ΠΌ Π’Π°Π³ΠΈΠ»Π΅ ΠΈ ΠΠΈΠΆΠ½Π΅ΡΠ°Π³ΠΈΠ»ΡΡΠΊΠΎΠ³ΠΎ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΠ½ΡΡΠΈΡΡΡΠ° (ΡΠΈΠ»ΠΈΠ°Π»Π°) Π£ΡΠ°Π»ΡΡΠΊΠΎΠ³ΠΎ ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°. ΠΡΠ»ΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: Π°Π½ΠΊΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΠΌΠ΅ΡΠΎΠ΄ ΡΠΊΡΠΏΠ΅ΡΡΠ½ΡΡ
ΠΎΡΠ΅Π½ΠΎΠΊ, ΡΠ°Π½ΠΆΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΡΠΊΠ°Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, Π½ΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΠΊΠΎΠ½ΡΠ΅Π½Ρ-Π°Π½Π°Π»ΠΈΠ· Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΠΎΠ², ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°ΡΠΈΡΡΠΈΠΊΠΈ ΠΏΡΠΈ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠ΅ Π΄Π°Π½Π½ΡΡ
, ΠΌΠ΅ΡΠΎΠ΄Ρ Π°Π½Π°Π»ΠΈΠ·Π°, ΡΠΈΠ½ΡΠ΅Π·Π°, ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΡ, ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ, Π°Π±ΡΡΡΠ°Π³ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΈ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ»Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΠΏΠΎΠ»Π΅Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ/ΠΏΠΎΠ»Π΅Π½Π΅Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΈΡΠΏΡΡΡΠ΅ΠΌΡΡ
ΠΏΡΠΈΠΌΠ΅Π½ΡΠ»ΡΡ ΡΠ΅ΡΡ Β«ΠΠΊΠ»ΡΡΠ΅Π½Π½ΡΠ΅ ΡΠΈΠ³ΡΡΡΒ». ΠΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ°ΡΡΠ΅ΡΡ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈΠ»ΠΈΡΡ Ρ ΠΏΠΎΠΌΠΎΡΡΡ Π½Π΅ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΠ΅ΡΠΎΠ΄Π° Β«U-ΠΊΡΠΈΡΠ΅ΡΠΈΠΉ ΠΠ°Π½Π½Π° β Π£ΠΈΡΠ½ΠΈΒ». ΠΠ»Ρ ΠΏΠΎΠ΄ΡΠ²Π΅ΡΠΆΠ΄Π΅Π½ΠΈΡ Π΄ΠΎΡΡΠΎΠ²Π΅ΡΠ½ΠΎΠ³ΠΎ ΠΎΡΠ»ΠΈΡΠΈΡ Π² Π΄ΠΎΠ»Π΅ ΠΊΠΎΠΌΠ°Π½Π΄, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΡΠΏΠ΅ΡΠ½ΠΎ ΡΠΏΡΠ°Π²ΠΈΠ»ΠΈΡΡ Ρ ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠΉ Π·Π°Π΄Π°ΡΠ΅ΠΉ, ΠΏΡΠΈΠΌΠ΅Π½ΡΠ»ΡΡ ΠΊΡΠΈΡΠ΅ΡΠΈΠΉ Π€ΠΈΡΠ΅ΡΠ°. ΠΡΡΠΎΡΠ½ΠΈΠΊΠ°ΠΌΠΈ Π΄Π°Π½Π½ΡΡ
ΡΠ²Π»ΡΡΡΡΡ Π±Π°Π·Ρ ΠΎΡΠΊΡΡΡΡΡ
ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ² (ΡΠ°ΠΉΡΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΡ
ΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΠΎΡΠ³Π°Π½ΠΎΠ² ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ), Π½ΠΎΡΠΌΠ°ΡΠΈΠ²Π½ΡΠ΅ Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΡ, ΡΠ΅Π³Π»Π°ΠΌΠ΅Π½ΡΠΈΡΡΡΡΠΈΠ΅ ΠΎΡΠ½ΠΎΠ²Ρ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΠ’-ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ², ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²Π΅Π΄ΡΡΠΈΡ
ΡΡΠ΅Π½ΡΡ
Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΡΠΈΠ»Ρ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ°. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΠ»ΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Ρ ΠΊΡΠΈΡΠ΅ΡΠΈΠΈ Π΄Π»Ρ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ ΠΊΠΎΠΌΠ°Π½Π΄ΠΎΠΉ Π±ΡΠ΄ΡΡΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² ΠΠ’-ΡΡΠ΅ΡΡ, ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΎ ΠΏΠΎΠ½ΡΡΠΈΠ΅ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Ρ ΡΡΠΏΠ΅ΡΠ½ΠΎΡΡΠΈ. ΠΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π½Π° Π²Π°ΠΆΠ½ΠΎΡΡΡ ΡΡΠ΅ΡΠ° ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΡΠΈΠ»Π΅ΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΏΡΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΠΊΠΎΠΌΠ°Π½Π΄Ρ ΠΠ’-ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ². ΠΡΡΠ²Π»Π΅Π½Π° Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΡ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Ρ ΡΡΠΏΠ΅ΡΠ½ΠΎΡΡΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ ΠΎΡ ΡΠΈΠΏΠ° ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΡΠΈΠ»Ρ ΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠ° ΠΊΠΎΠΌΠ°Π½Π΄Ρ. Π£ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΎ, ΡΡΠΎ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ Π²ΡΡΠΎΠΊΠΈΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½ΡΠ° ΡΡΠΏΠ΅ΡΠ½ΠΎΡΡΠΈ Π² ΡΠ΅ΡΠ΅Π½ΠΈΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ ΠΎΡΠΌΠ΅ΡΠ°ΡΡΡΡ Π² ΡΠ΅Ρ
ΠΊΠΎΠΌΠ°Π½Π΄Π°Ρ
, Π² ΡΠΎΡΡΠ°Π² ΠΊΠΎΡΠΎΡΡΡ
Π²Ρ
ΠΎΠ΄ΠΈΠ»ΠΈ ΡΡΡΠ΄Π΅Π½ΡΡ Ρ ΡΠ°Π·Π½ΡΠΌΠΈ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠΌΠΈ ΡΡΠΈΠ»ΡΠΌΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Ρ ΠΏΡΠ΅ΠΎΠ±Π»Π°Π΄Π°ΡΡΠΈΠΌ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎΠΌ ΠΏΠΎΠ»Π΅Π½Π΅Π·Π°Π²ΠΈΡΠΈΠΌΡΡ
ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ². ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ Π²ΡΠ²ΠΎΠ΄Ρ ΡΠΊΠ°Π·ΡΠ²Π°ΡΡ Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΡΠ΅ΡΠ° ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΡΠΈΠ»Π΅ΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΡΠΎΡΡΠ°Π²Π° ΠΊΠΎΠΌΠ°Π½Π΄ Π΄Π»Ρ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΡ ΠΠ’-ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ². ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ°ΡΡΠΈΡΡΡΡ Π½Π°ΡΡΠ½ΡΠ΅ ΡΠ°ΠΊΡΡ ΠΎ ΡΠΎΠΌ, ΡΡΠΎ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠ΅ ΡΡΠΈΠ»ΠΈ ΡΠ²Π»ΡΡΡΡΡ ΠΏΡΠ΅Π΄ΠΈΠΊΡΠΎΡΠ°ΠΌΠΈ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΡΠ΅ΡΠ΅Π½ΠΈΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π·Π°Π΄Π°Ρ Π² ΠΊΠΎΠΌΠ°Π½Π΄Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΠ΅. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ Π΄Π°Π½Π½ΡΠ΅ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ Π΄Π»Ρ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π±ΡΠ΄ΡΡΠΈΡ
ΠΠ’-ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ², ΡΠ΅Π»ΡΡ ΠΊΠΎΡΠΎΡΠΎΠΉ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΊΠΎΠΌΠ°Π½Π΄Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ Π² Π²ΡΡΡΠΈΡ
ΡΡΠ΅Π±Π½ΡΡ
Π·Π°Π²Π΅Π΄Π΅Π½ΠΈΡΡ
. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Π½ΡΠ΅ ΡΠ°ΡΡΠ΅ΡΡ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Ρ ΡΡΠΏΠ΅ΡΠ½ΠΎΡΡΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π·Π°Π΄Π°Ρ ΠΌΠΎΠ³ΡΡ ΠΏΡΠΈΠΌΠ΅Π½ΡΡΡΡΡ Π΄Π»Ρ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΡΡΠ΅Π±Π½ΡΡ
ΠΏΡΠ°ΠΊΡΠΈΠΊ ΠΈ Π²ΡΠΏΡΡΠΊΠ½ΡΡ
ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠ°Π±ΠΎΡ