Alliteration as linguistic phenomenon

Статья посвячена проблеме аллитерации в английском языке. Этот феномен изучаетсяв разделе “Фоностилистические средства стилістики”, но ему, как правило, не уделяется должного внимания. Представлен кратний обор проблемы на современном этапе развития самого термина”аллитерация”. Поскольку аллитерация как стилисический прием используется в английском языке на протяжении нескольких веков – от античності досовременности, история возникновения этого явления и основне модели аллитеративного стихотворения, раскрытые в статье, дают возможность понять популярность использования этого феномена в поэзии, прозе, газетних заголовках, названих книг, пословицах.Статтю присвячено проблемі алітерації в англійській мові. Цей феномен вивчається у розділі “Фоностилістичні засоби стилістики”, але йому, як правило, не приділяється належної уваги. Подано короткий огляд проблеми на сучасному етапі розвитку лінгвістики, висвітлено труднощі формулювання самого терміну”алітерація”. Оскільки алітерація як стилістичний прийом використовується в англійській мові протягом багатьох століть - від античності до сьогодення, то історія виникнення цього явища та основні моделі алітеративного вірша,розкриті в статті, дають можливість зрозуміти популярність використання даного феномену в поезії, прозі, газетних заголовках, назвах книг, прислів`ях тощоThe article is devoted to the problem of alliteration in English. This phenomenon is studied in the section “Photostylistic Means of Stylistics” but, as a rule, it`s not paid proper attention to. A brief view on the problem at the modern stage of development of Linguistics is presented the difficulties of defining the term “alliterations” are highlighted. As a stylistic device alliteration has been used in English during several centuries – beginning with the ancient times till nowadays, the history of the phenomenon emerging and main models of alliteration poem dwelled upon in the article make it possible to realise the popularity of the use of this phenomenon in poetry, prose, newspaper headlines, titles of books and proverb

Использование игровых платформ управления классом при онлайн-обучении для повышения качества образовательных результатов

Problem and purpose. Problems of social and environmental nature, requirements for providing high-quality support for online education have revealed new conditions for implementation, difficulties and prospects for learning at a distance. The authors suggest using game technologies for managing information interaction in the classroom to support motivation, activate cognition, involve students in collaborative work, and control attendance. Method of research. Theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control measures and the content of the ClassDojo service (forms, thank-you letters, stickers, posters) are used. The authors took into account the provisions of the system-activity, personality-oriented and communicative approaches. The pedagogical experiment involved 48 students (75% of girls and 25% of boys) from the "Lyceum of Natural Sciences", Kirov. The G-signs criterion was used as a statistical processing method. Results. The features of online learning based on game technologies for managing information interaction through the ClassDojo service are formulated: the content of the educational material is focused on the peculiarities of perception of the modern schoolchild, the inclusion of mobile services activates cognitive interest, supports research and communication practice, intensifies the process of mutual assistance in the group. The empirical value of Gemp=3 less than Gcr=8 (for p=0.01) confirms that the shift towards improving the quality of educational results after using the ClassDojo game service is not accidental. Conclusion. The inclusion of game technologies to support class management in online-learning will help improve the quality of educational results while providing a set of conditions: activation of knowledge, connecting students to information interaction in new ways, expanding the classroom beyond the school walls, changing the roles of participants in the didactic process, the use of mobile applications. © 2020 LLC Ecological Help. All rights reserved

Возможности интерактивных сервисов для совершенствования подготовки будущих педагогов цифровой школы

Problem and purpose. The standard that characterizes the professional functions of a teacher in a digital school defines as necessary requirements: the ability to search, evaluate the quality and effective use of innovative technologies; support the information educational environment; design the trajectory of the student's personal development. The formation of appropriate skills in the framework of University training of teachers is complicated by a number of problems of a software and technical, user and methodological nature. The authors suggest using the capabilities of interactive universal services to improve the training of future digital school teachers and equip them with the necessary tools for implementing professional activities in accordance with the requirements of standards. Method of research. To obtain theoretical generalizations, we used the analysis of theoretical sources and normative documents in the field of education, processing of empirical data and survey materials. The author's questionnaire takes into account the professional, career guidance, and popularization labor functions of the teacher. The study was conducted among bachelors and masters of Vyatka state University in Kirov, Russia. 125 students were involved in the experiment during 2019-2020. the results of the experiment were Processed using Google services (Google class, tables, forms). Statistical verification of the reliability of the obtained results was performed using the Pearson's χ2 (chi-square) criterion. Results. The essence of the concept of "interactive service" and "digital skills" is clarified in the context of training future teachers of digital schools. The potential of interactive resources regarding the effectiveness of teachers 'professional activities is studied: universal opportunities for individualization of the educational process, taking into account the peculiarities of students' thinking; support for cognitive activity; organization of didactic material taking into account the specifics of the subject; accessible representation of fundamental concepts, etc. The formulats problems affecting the formation of digital skills, information competence of future teachers as conditions for a successful professional realization: the difficulty in assessing the quality of services; the need to improve skills; the resource-intensive, fast changing priorities of the digital environment regarding technology, etc. Opportunities of interactive services for the improvement of training of future teachers digital school described in example StudyStack resources and Formative. A qualitative assessment of their impact on the effectiveness of training was carried out in the course of a specially organized questionnaire in the framework of a bi-directional pedagogical experiment. Conclusion. The use of the allocated features of universal interactive services contributes to the formation of digital skills and information competence of future teachers of digital schools, creates additional conditions for increasing the level of ability and readiness of students of pedagogical specialties to carry out work in accordance with the requirements of the professional standard. © 2020 LLC Ecological Help. All rights reserved

The practical activity of development of a system of tasks as an important condition for training a future teacher for a digital school

The problem and the aim of the study. A teacher of a digital school, according to the requirements of the standard of professional activity, must possess such universal qualities related to information and communication technologies, formed communicative competence, the ability to work in a team. The formation of the relevant skills within the framework of university education is complicated by a number of problems of a different nature. The authors suggest organizing a practice of designing a system of specially selected tasks to improve the training of future teachers of a digital school. Research methods. The most important idea is the acquisition of new knowledge by creation and solving tasks. The solution of the system of educational, specially designed tasks supports the implementation of the provisions of the system-activity approach to learning. The pedagogical experiment involved 120 students of specialty 44.03.01 Pedagogical education (two training profiles, bachelor's degree level), Vyatka State University, Kirov, Russia Federation. Statistical verification of the obtained results was made using Fisher's criterion (angular transformation). Results. Students of the experimental group were involved in practical activities to design their own tasks on the example of studying the theory and methods of teaching Informatics (situational-motivational; support; border): self-determination of the plot, the development directions of intensification and extensification. Statistically significant differences were revealed between the experimental and control groups in terms of the level of professional training φcrit< φemp(1.64 < 2.558). In conclusion, the authors generalized the features of the organization of practical activity for the development of a system of own tasks for a digital school: the choice of the first task, the use of information sources of various nature, learning with and without a computer, group discussion of a result, resolving contradictions, "ignorance-knowledge-understanding-skill-proficiency", work in conditions of uncertainty, etc. © 2021 LLC Ecological Help. All rights reserved

Formation of digital literacy of future teachers by means of cloud technologies [Формирование цифровой грамотности будущих педагогов средствами облачных технологий]

The problem and the aim of the study. The implementation of tutoring ideas that are extremely popular in the modern socio-economic situation in the digital educational space requires the teacher to move to a new level of professional skills, communication and information culture, network etiquette and experience in using software and hardware. To ensure the appropriate training of teachers, the development of the necessary personal qualities, improving the quality of education in higher education, new digital technologies are actively used: cloud services, interactive resources, etc. The purpose of the article is to investigate the features of the formation of digital literacy of future teachers by means of cloud technologies. Research methods. Theoretical analysis and generalization of scientific literature were used to identify the features of the training of future teachers, to determine the components of digital literacy. The method of pedagogization of information technologies, group interaction, mutual assessment and self-assessment are used to design and fill the "virtual classroom" with cloud service tools. The experiment involved 64 students of the Vyatka State University of the training program 44.03.01 Pedagogical education (bachelor level). The software tool is Google Classroom. As a method of statistical processing of the experimental data, the Χ2(chi-square) Pearson test was used. Results. In the experimental group, future teachers used Google Classroom tools to differentiate user access rights to content, organize and manage learning in a "virtual classroom" environment. The assessment of the levels of digital literacy formation was made and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, Χ2obs. 2> Χ2crit0.05(7, 07 > 5, 99). In conclusion, the features of the design and use of "virtual classrooms" implemented by Google Classroom tools for the formation of digital literacy of future teachers are summarized. © 2021 LLC Ecological Help. All rights reserved