Integration of higher, general, additional pedagogical education

The modern development of society requires a new system of education – "innovative training", which would form the trainees' ability to projective determination of the future, responsibility for it, faith in themselves and their professional abilities. The main legislative documents "The UNESCO IITE Educational Program for the training and professional development of teaching staff", "The Strategy of innovative Development of the Russian Federation until 2024", "The Law on Education in the Russian Federation", "The Concept of the development of additional education", Federal State educational standards, local regulations of various subjects of the Russian Federation in the field of higher, general and additional education raises the problem of integration of these education systems into the category of important state tasks and at the same time determines its relevance. The article is based on the materials of a research on the use of general and additional education resources in the training of future teachers conducted at Shadrinsk State Pedagogical University. Online questionnaires, interviewing students, solving pedagogical problem situations and modified methods of Ehlers T., Klyueva N.V., as well as methods of studying communicative and organizational abilities (COA-2) were used as diagnostic tools. The conducted research made it possible to design a system of training future teachers in the conditions of integration of higher, general and additional education, including components: setting and goal-setting, organizational-activity, performance-evaluation. During the conducted experiment, the effectiveness of pedagogical conditions in the implementation of this system was proved. The result of the work done is the development of a model for training a future teacher in the conditions of integration of higher, pedagogical and additional education systems, which can be implemented in the practice of pedagogical universities

Features of adaptation of fifth graders at school

The article is devoted to the discussion of topical theoretical aspects of the problem of adaptation of fifth graders, the features of their development and the process of adaptation, diagnostics, and analysis of methods aimed at studying anxiety, self-esteem, state in the lesson. By creating adaptive situations, the school is the bearer of the richest social experience, including the adaptation of the student to the content and form of education. The analysis showed that the main task of the educational institution is to create conditions for the successful adaptation of students, which is the key to high-quality education of the individuals, their further improvement and self-development. For each stage of the research (theoretical, empirical, interpretative), its own group of methods is defined: theoretical: collection of information, generalization, systematization, analysis of scientific literature; empirical: ascertaining research, testing, questioning; psycho-diagnostic: testing according to the method of diagnosing the level of school anxiety by B.N. Phillips, questioning according to the method of studying the emotional state of students “Subject-feelings” by T.E. Kovina, A.K. Kolichenko and I.N. Agafonova, testing by the method of diagnostics of general self-esteem G.N. Kazantseva. A sample of 120 fifth grade students of the Municipal Autonomous Educational Institution Secondary School No. 138, Chelyabinsk, was formed. It was revealed that increased levels of anxiety are observed to a small extent, the majority of fifth-graders do not experience mental discomfort and anxiety, they are balanced and emotionally stable. The average value of the index of emotional positivity of fifth graders during class attendance is observed in 74 %, which indicates their satisfaction in most subjects, a fairly comfortable internal climate in the classroom. In general, the process of adaptation of fifth graders in the middle level can be considered satisfactory, but there are students who have low emotional positivity to learning – 26 % and low self-esteem – 19 %. The recommendations compiled based on the results of the study can contribute to the effective adaptation of fifth graders to study in a general education organization and can be useful to both parents and all subjects of educational relations

The study of value orientations among first-year students

For the purpose of theoretical and empirical study of the value orientations of students, the psychological and pedagogical literature on the topic of the article was analyzed, and it was found that scientists understand value orientations as one of the most important elements of the personality structure, an integral part of human life experience, they determine the significant and insignificant, essential and unessential for specific individual. The empirical study was conducted in three stages in three stages: search and preparatory, experimental, control and generalizing, 87 first-year students of the Faculty of Psychology participated in it. Two methods were used: “Value orientations” by M. Rokich and “Diagnostics of the real structure of value orientations of personality” by S. S. Bubnov. According to the results obtained by the method of “Value orientations” by M. Rokich, values such as “health” and “honesty” are the most significant for the subjects – 70 %; “public recognition”, “courage in defending one's opinion” and “love” – 67 %, “financially secure life” – 60 %; “productive life”, “self-confidence”, “entertainment” and “self-control” – 57 %; “cognition”, “beauty of nature and art” and “responsibility” – 50 %. The last places are occupied by “intransigence to shortcomings in oneself and others” – 80 %, “high demands” – 73 %. According to the results of the methodology “Diagnostics of the real structure of value orientations of personality” by Bubnov S. S. the leading value orientations for students are such values as “pleasant pastime, rest” – 60 % (18 people), “help, mercy to other people” – 57 %, “health” – 50 %. The list of values with an average level of significance included “love” – 67 %; “pleasant pastime, rest” and “communication” – 60 %; “social activity to achieve positive changes in society” and “high social status” – 50 %. Thus, a large part of students consider such values as “love” – 67 % and “financially secure life” – 60 % as significant. The data obtained made it possible to draw up the necessary methodological recommendations for students and teachers on the development of value orientations