“A First Look at Communication Theory” by Em Griffin: methodology of the formation of competencies
// Modern Education. – 2016. – ¹ 4.
– P. 97-102.
Read the article
Abstract: The subject of this article is the book “A First Look at Communication Theory” by Em Griffin, which is claimed as a scientific overviews and systematization of the communication theories, and aimed at «helping to see the order in the field of communication theory which may seem chaotic». The conducted expertise, however, demonstrated that in the course of rendition the goal of scientific systematization of the theories, according with the suggested by the author foundations, moves to the background, and the main attention becomes focused on the practical recommendations pertaining to the formation of communicative competencies of the students. Familiarization with the text showed that the author supports the pragmatic approach in rendering the material, which signifies not the description of a theory or comprehensive overview, but rather applicability of one or another theory for the formation of communicative competencies among students. The book gains great importance as the theoretically substantiated methodological guidebook on teaching the ways of structuring the efficient communication and attainment of the corresponding skills.
Keywords: competence, competence approach, communicator competencies, systematization of theories, pragmatic approach, textbook, teaching, communication theory, communication, Em Griffin
Terin V. P. Massovaya kommunikatsiya (issledovanie opyta Zapada). [Elektronnyy resurs]. URL: http://www.gumer.info/bibliotek_Buks/Polit/Terin/
Sharkov F. I. Kommunikologiya: osnovy teorii kommunikatsii: Uchebnik. M.: Izdatel'sko-torgovaya korporatsiya «Dashkov i K», 2010. 592 s.
Pocheptsov G. Teoriya i praktika kommunikatsii (ot rechey prezidentov do peregovorov s terroristami) [Elektronnyy resurs]. URL: http://www.gumer.info/bibliotek_Buks/Psihol/Pochep/01.php
Nazarov M. M. Massovaya kommunikatsiya v sovremennom mire: metodologiya analiza i praktika issledovaniya. M.: Editorial URSS, 2000. 240 s.
Panfilova A. P. Teoriya i praktika obshcheniya. Ucheb, posobie dlya stud. sred. ucheb. zavedeniy. M.: Izdatel'skiy tsentr Akademiya, 2007. 288 s.
Griffin E. Kommunikatsiya: teorii i praktiki. Kh.: Izd-vo «Gumanitarnyy tsentr», Naumenko A. A., 2015. 688s.
Bakulev G. P. Massovaya kommunikatsiya: Zapadnye teorii i kontseptsii. M.: Aspekt Press, 2005. 176 s.
Mezhlichnostnaya kommunikatsiya: teoriya i zhizn' / O. I. Matyash, V. M. Pogol'sha, N. V. K
The attitude of the deaf and hearing-impaired people towards inclusive education
// Modern Education. – 2016. – ¹ 3.
– P. 94-100.
Read the article
Abstract: This article examined the problem of inclusive education from the perspective of sociology of education. An attempt to implement the inclusive education is considered a zone of social controversy. The transformation of specialized educational facilities into the inclusive is rather rapid and does not take into account that the educational facilities are not ready to provide a quality learning process. Especially there are multiple flaws in providing education for the deaf and hearing-impaired students. The subject of this work is the opinion of the deaf and hearing-impaired students, pedagogues and sign language interpreters working in educational facilities for the deaf, with regards to the modern status and prospects of the inclusive education. Among the positive features of inclusions the respondents consider the increase of social adaptation of the deaf and hearing-impaired, as well as the tolerance of society towards people with disabilities. However, the prospects of acquiring a quality education are assessed as negative if compared with specialized education. The majority of the respondents voted for the ability to make choice between the two educational systems. The opinions of the targeted audience adequately reflect the discourse among pedagogues: the schools are not ready for the inclusion; and currently such technique is rather inclined towards socialization, which in many ways contradicts the quality of education.
Keywords: hearing limitations, surdopedagogy, disabled, hard of hearing, deaf, problems of inclusive education, public opinion, inclusive education, social adaptation, educational sociology
Alekhina S. V. Osnovnoy vopros razvitiya inklyuzivnogo obrazovaniya na sovremennom etape // inklyuzivnoe obrazovanie: rezul'taty, opyt i perspektivy: sbornik materialov III Mezhdunarodnoy nauchno-prakticheskoy konferentsii / pod red. S.V. Alekhinoy.-M.: MGPPU 2015. S. 20-24
Andikyan B. D. Inklyuzivnoe obrazovanie: osobennosti i tendentsii razvitiya // Chelovek. Obshchestvo. Inklyuziya. 2012. ¹ 2 (10). S. 56-62.
Bazoev V., Palenyy V., Chelovek iz mira tishiny / V. Bazoev, V. Palenyy / M.: Akademkniga, 2000. 560 s.
Berezhnaya M. S. Razvitie tolerantnogo soznaniya lichnosti v sotsiokul'turnom prostranstve obrazovaniya i iskusstva // Filosofskie nauki. 2008. ¹ 4. S. 58-68.
Inklyuzivnoe obrazovanie v Rossii / M.: Yunisef. 2011. 88s.
Kostyuk N.V. Pozitivnaya motivatsiya k obucheniyu: ponyatie, zakonomernosti, faktory razvitiya // Vestnik Kemerovskogo gosudarstvennogo universiteta. 2005. ¹ 1 (21). S. 96-97.
Kosheleva A. D. «Inklyuzivnoe obrazovanie»: obrazovanie ili sotsializatsiya? Zametki k diskussii // Novaya nauka: Ot idei k rezul'tatu
To the Question of Rhetorical Culture of a Higher School Teacher
// Modern Education. – 2015. – ¹ 2.
– P. 141-176.
Read the article
Abstract: The article is dedicated to one of the topical issues of rhetorical culture of the teacher. The degree of efficiency of educational process is largely related to the level of rhetorical culture, or the culture of public speaking in teaching. One of the main reasons for the lack of motivation of students, their disinterest and neglect, poor performance training, ill-digested knowledge, underdeveloped skills, etc. is not a high level of the culture of teacher's public speaking, which prevents him from properly building and properly applying the learning material, making it clear and intelligible, lively and interesting, meaningful and useful for students. Frequently a complex and confusing way of teaching, his inconsistency and confusion, together with the dryness and dullness is a direct consequence of the lack of adequate level of rhetorical culture of the teacher. As a result, the training becomes ineffective, difficult and thankless process both for students and for teachers. This article defines the concept of rhetorical culture, discusses its criteria, most of which are in compliance with the professional activity of the teacher of the basic public speaking law - harmonizing dialogue; and the basic principles of its implementation, including the portrait of the audience, the principle of proximity of the proposed material, the principles of specificity, clarity, correctness of the public speaking, his speech richness and expressiveness, principles of the motion, emotion, pleasure, and the main parameters of the effective techniques of speech. Due to the relevance raised in the paper it can be interesting and useful to teachers of higher and secondary educational institutions both in theoretical and in practical aspects.
Keywords: the principle of movement, rhetorical culture of teacher, the law of harmonizing dialogue, public speaking, scholar and teacher, portrait of audience, the principle of clarity, the principle of proximity, the principle of correctness, the principle of emotion
Aleshinskaya E.V. Teoretiko-metodologicheskie osnovy razgranicheniya zhanrov professional'nogo diskursa // Vestnik Tomskogo gosudarstvennogo universiteta. Filologiya. 2014. ¹ 5(31). S. 5-23.
Flerov O.V. Osobennosti prepodavaniya vtorogo inostrannogo yazyka v nelingvisticheskom vuze // Sovremennoe obrazovanie. 2015. ¹ 1. S. 1-25.
Aniol A.V. Mezhkul'turnaya kommunikatsiya i ee rol' v protsesse obucheniya bakalavrov i magistrov // Obrazovatel'nye resursy i tekhnologii. 2014. ¹ 4 (7). S. 54-61.
Aleshinskaaya E.V. Sovremennyy amerikanskiy muzykal'nyy termin: lingvisticheskiy status i spetsifika // Vestnik Chuvashskogo universiteta. 2007. ¹ 4. S. 128-132.
Gusev D.A. Logicheskaya kul'tura v prepodavatel'skoy deyatel'nosti // Prepodavatel' XXI vek. 2005. ¹ 1. S. 15-21.
Flerov O.V. Osobennosti prepodavaniya angliyskogo yazyka studentam s vysokim urovnem yazykovoy podgotovki // Sovremennoe obrazovanie. 2015. ¹ 1. S. 100-123.
Shelkovnikov A.Yu. Filosofiya obrazovaniya v kontekste semiotiki // Filosofiya obrazovaniya. 2007. ¹ 1. S. 268-2
Information and Psychological Security of Schoolers On the Internet
// Modern Education. – 2014. – ¹ 1.
– P. 73-96.
Read the article
Abstract: The article is devoted to the problem of information and psychological security of schoolers on the Internet. The author of the article analyzes the general condition of information and psychological security in Russia and provides the facts arguing 'for' using the Internet in the educational enviromment of a modern school. The author underlines that the modern academic process often involves an active search for information by schoolers on the Internet. At the same time, the author describes psychological 'threats' which can arise if schoolers use the Internet without their parents' control.
Methodological grounds of the present research include the theories of information and psychological security that were developed by Russian scientists in the XX century. Those theories were initially applied to the psychology of propaganda, advertising and political psychology. The author defines the cognitive, behavioral and emotional factors of personal psychological security. In this particular article, the author analyzes the cognitive factor. The author makes an assumption that schooler's cognitive abilities are closely connected with his information and psychological security on the Internet. The author also touches upon the role of the Internet in the educational process at school as well as possible threats of the World Wide Web and analyzes existing recommendations on safety on the Internet for parents and schoolers from the point of view of the cognitive factor.
Keywords: pedagogy, educational environment, Internet, World Wide Web, information and psychological security, schoolers, parents, recommendations, threats, defence
Sedykh N.S. Terrorizm v kontekste informatsionno-psikhologicheskikh ugroz sovremennosti // NB: Natsional'naya bezopasnost'.-2012.-1.-C. 182-212. DOI: 10.7256/2306-0417.2012.1.163. [Elektronnyy resurs]-URL: http://www.e-notabene.ru/nb/article_163.html
Vladimirova T.V. K sotsial'noy prirode ponyatiya «informatsionnaya bezopasnost'» // NB: Natsional'naya bezopasnost'.-2013.-4.-C. 78-95. [Elektronnyy resurs]-URL: http://www.e-notabene.ru/nb/article_596.html
"Effekt Google": my zapominaem ne informatsiyu, a put' k ney .// [Elektronnyy resurs]-URL: http://www.akavita.com/content/effekt-google-my-zapominaem-ne-informatsiyu-put-k-nei
Bronnikov I.A. Internet kak resurs gosudarstva // NB: Problemy obshchestva i politiki.-2013.-8.-C. 210-248. [Elektronnyy resurs]-URL: http://www.e-notabene.ru/pr/article_8999.html
Googling Your Health: Why Some Suffer More Anxiety // [Elektronnyy resurs]-URL: http://www.livescience.com/40361-uncertainty-fuels-cyberchondria.html
Selivanova O. V., Ivanova I. Yu., Primakova E. A., Krivopalova