Students’ development in different educational systems

El artículo revela las conclusiones del trabajo experimental que se ha realizado para comparar tres sistemas educativos rusos (sistema tradicional, sistema de Zankov y el sistema de Elkonin-Davidov) en sus potencialidades para desarrollar las capacidades intelectuales y los rasgos de personalidad de los jóvenes estudiantes. El complejo de índices (habilidades intelectuales y rasgos de personalidad) ha sido identificado para examinar los sistemas educativos. Son los índices de atención, memoria, pensamiento, imaginación y rasgos de personalidad (motivo de logro, motivos de aprendizaje y empatía). Como resultado del experimento realizado del desarrollo de los estudiantes en los diferentes sistemas educativos se ha identificado que cada uno de estos sistemas examinados desarrolla diferentes funciones mentales y operaciones.The article reveals the findings of the experimental work that has been done in order to compare three Russian educational systems (traditional system, Zankov’s system and the system of Elkonin-Davidov) in their potentials to develop the junior schoolchild intellectual abilities and personality traits. The complex of indices (intellectual abilities and personality traits) has been identified to examine the educational systems. They are the indices of attention, memory, thinking, imagination and personality traits (achievement motive, learning motives and empathy). As a result of conducted experiment of the students’ development in different educational systems it has been identified that each of examined systems are ‘developmental’ however each develops different mental functions and operations.peerReviewe

The role of reflection and reflexivity in the development of students’ abilities

This article analyzes different approaches to defining reflection and reflexivity. The mastery of intellectual operations reveals the role of reflexivity in the development of abilities. The operational aspect of reflection is emphasized in the article. The study is premised on the expectation that the effective realization of intellectual activities and the development of abilities determined by these activities are conditioned by adequate reflection on conscious acts directed toward the performance of educational-cognitive tasks. The data from the experiment show that reflexivity as a personality trait is highly developed in students with high indexes of general intellectual operations. The research findings indicate the role of reflexive mechanisms in students’ acquisition of intellectual abilities. The implications of these findings are discussed

Students’ development in the learning process

A system genetics approach has been employed to study students’ mental development.Ability development is considered in terms of mastering of intellectualoperations. The study endeavors to identify the components of certain abilitiesconsciously acquired by a student in the process of learning. The study was arrangedin two directions: the teaching of students to master intellectual operationsand use them in their work with training materials, and psychological testingof control and experimental student groups before and after training tests todiagnose the level of intellectual development. The study involved teachers andstudents of primary and secondary school

METHODS OF IMPROVEMENT OF PEDAGOGICAL THESIS

The article addresses tools that can tangibly improve the quality of theses on pedagogical sciences. First, we point out that no repressive measures taken by the Higher Attestation Commission (HAC) and dissertation councils can affect the quality of theses, because they regard thesis that have j ust been written. As the main problem the authors mark out social inertia. Overcoming of a formed tradition requires more than administrative measures but the formation of social and scientific mechanisms providing scientific rigor and relevance of a study. These are three mechanisms: a system of specialized scientific conferences (in the worst case - within HAC specialty, but differentiated thematically is more desirable), the system of specialized scientific seminars and the system of specialized scientific journals. All three systems work effectively in other sciences, both natural and human, and ensure the formation of investigator's adequate ideas about the obj ectives, goals, and problems of his research at the stage of its beginning, and not when it is already completed. Formation of the first two of these systems at least requires no additional resources except self-organization and volition of scientific community