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Timestamp: 2019-04-20 04:57:15+00:00

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Lysenkov A.Yu., Lysenkova L.F.. The Semantic Role of Architectural Drawing in the Creative Process of an Architect // Pedagogy and education. – 2016. – № 4. – P. 420-424. DOI: 10.7256/2306-434X.2016.4.21241.
Review: The subject of the research is the semantic role of architectural drawing in the creative process of an architect. The architectural drawing in the creative process carries different semantic load and performs different functional roles. This includes drawing as a travel sketch, drawing as a reconstruction, drawing as a theatrical scenery, drawing as a moment of formation of an architectural image, drawing as an illustration of an architectural project and example of a formal architectural composition, as an explanatory and auxiliary means for the transmission of an architectural project on paper, as a pastiche of the manners of an architectural image and as a projection of an architectural style of the image. The method of the research is drawing at different stages of designing an object. This may be the initial stage when the idea is just being formed, the appearance of a building is not clear but the hand is already making the first sketches on paper. Or it may be another stage when the object has already been formed and the architect wants to breathe life into the building. The special contribution of the authors is that they give a definition of the versatility of an architectural drawing, identify their common characteristics and goals. Many drawings serve to several purposes and different semantic roles. These semantic aspects of a drawing manifest themselves differently in each situation. The predominance of one of them, or a combination of several in conjunction with the individual graphical skills of an artist, gives a certain value and significance to a drawing both as a starting sketch when an artistic image of an architectural object is formed in general as well as independent works of graphic art in particular.
Lysenkov A.Yu. Arkhitekturnyy risunok: transformatsiya smyslovykh i graficheskikh poiskov / A.Yu. Lysenkov, L.F. Lysenkova. // Traditsii i innovatsii v stroitel'stve i arkhitekture. Arkhitektura i dizayn sbornik statey. pod redaktsiey: M.I. Bal'zannikova, K.S. Galitskova, E.A. Akhmedovoy; SGASU.-Samara: 2016.-S. 263-267.
Lysenkova L.F. Plasticheskie sredstva v arkhitekturnom proektirovanii: uchebno-metodicheskoe posobie / L.F. Lysenkova, A.Yu. Lysenkov.-Samara: SGASU,2016. S.-27-35.
Lysenkova L.F. Sposoby i osobennosti vyrazheniya plasticheskikh form. / Traditsii i innovatsii v stroitel'stve i arkhitekture. Arkhitektura i dizayn // Materialy 72-y Vserossiyskoy nauchno-tekhnicheskoy konferentsii. SGASU. – Samara: 2015.-S. 279-280.
Zemtsov S.M. Stanislav Noakovskiy / S.M. Zemtsov.-M.: Izobrazitel'noe iskusstvo. 1980. S. 32-40.
Piotrovskiy M.B. Dvortsy, ruiny i temnitsy. Dzhovanni Battista Piranezi i ital'yanskie arkhitekturnye fantazii 18 veka. – Sankt-Peterburg: Izdatel'stvo Gosudarstvennogo Ermitazha, 2011. S.12-25.
Rostovtsev N. N. Istoriya metodov obucheniya risovaniyu, zarubezhnaya shkola risunka.-M.: Prosveshchenie, 1981.S. 212-240.
Kuznetsov I.N. Sistemno-deyatel'nostnyy podkhod kak odin iz instrumentov formirovaniya samostoyatel'noy lichnosti obuchayushchikhsya Nauchnoe obozrenie: gumanitarnye issledovaniya. 2016. № 3. S. 118-124.
obrazy i smysly // Kul'tura i iskusstvo. - 2013. - 4. - C. 446 - 452. DOI: 10.7256/2222-1956.2013.4.9203.
Bukreeva A.N. Epistemologicheskie aspekty simvoliki vizual'nogo khudozhestvennogo obraza // Filosofiya i kul'tura. - 2014. - 12. - C. 1834 - 1844. DOI: 10.7256/1999-2793.2014.12.11374.
O.V. Sobakina V poiskakh garmonii: tvorchestvo Andzheya Panufnika // PHILHARMONICA. International Music Journal. - 2014. - 2. - C. 343 - 351. DOI: 10.7256/1339-4002.2014.2.13278.
Ovcharova T.N.. The Successful Education Triad: Solidity, Competence, and Personal Development // Pedagogy and education. – 2016. – № 3. – P. 317-326. DOI: 10.7256/2306-434X.2016.3.19768.
Review: The subject of the research is the efficiency of education when the integrated approach to teaching involves examining different aspects of and factors contributing to this efficiency. Replacement of the knowledge-based paradigm of national education with the competency approach is accompanied by underestimation of fundamental education which requires a detailed justification of education efficiency. The competence component of the successful education model is considered in terms of the rational content of the Soviet system of polytechnic education including close relations with labour upbringing which becomes especially important under the conditions of falling labour values demonstrated by today's youth. The autor analyzes two interrelated approaches to the formation of professional competences, personality approach and behavioral approach. In the article, particular attention is paid to a child-centred development component in the successful education triad which does not allow to become just a "one-dimensional professional". The author bases this research on dialectical methodology and supplementary scientific methods of theoretical research: analysis, comparison, synthesis, historical, systems and comprehensive approaches, and critical analysis of literature. The novelty of the research is caused by the fact that the author provides grounds for the system of successful components of the education which can be seen as a framework for evaluating the quality of education and achievements of students. The author concludes that characteristics of education, efficiency and quality are not fully disclosed by the market approach to education where there is a trend towards the "provision of services". Russians traditionally view education as a system which does not only educate but also teach morals which allows to speak about education as the process of enlightenment. Therefore, University performance indicators must be linked not only with the quality of knowledge but also with teaching good morals or so called character education.
Korneeva Ya.A., Simonova N.N., Khabarova O.V. Otsenka professional'nykh kompetentsiy ekonomistov vypusknikami finansovo-ekonomicheskogo profilya // Psikhologiya i Psikhotekhnika. 2015. № 3. C. 283 - 288. DOI: 10.7256/2070-8955.2015.3.14172.
Baksanskiy O.E. Rukovodstvo protsessom poznaniya: Knowledge Management // Filosofiya i kul'tura. 2013. № 3. C. 366 - 381. DOI: 10.7256/1999-2793.2013.03.10.
Koreshkova L.A. Razvitie intellektual'nykh sposobnostey sredstvami tekhnologii «IntellekT» // Psikhologiya i Psikhotekhnika. 2013. № 3. C. 283 - 287. DOI: 10.7256/2070-8955.2013.03.8.
Yanovskaya O.R. Rossiyskoe obrazovanie v kontekste «ekonomiki znaniy» / O.R. Yanovskaya, G.A. Rybina // Pedagogika i prosveshchenie. 2015. № 2. S. 108-119.
Gurevich P.S. Smysl chelovecheskogo bytiya i tsennosti obrazovaniya / P.S. Gurevich // Pedagogika i prosveshchenie. 2014. № 1. S. 4-9.
Prakhova M.Yu. Otsenka sformirovannosti professional'nykh kompetentsiy / M.Yu. Prakhova N.V. Zaichenko, A.N. Krasnov // Vysshee obrazovanie v Rossii. 2015. № 2. S. 21-28.
Malyshev E.N. Integratsiya sistem otsenki urovnya osvoeniya distsiplin i otsenki urovnya kompetentsiy / E.N. Malyshev, N.V. Vasil'ev // Vysshee obrazovanie v Rossii. 2015. № 7. S. 75-78.
Bolotov V.A Rossiyskaya sistema otsenki kachestva obrazovaniya: glavnye uroki / V.A. Bolotov, I.A. Val'dman, G.S. Kovaleva, M.A. Pinskaya // Kachestvo obrazovaniya v Evrazii. 2013. № 1. S. 85-121.
Efremova N.F. K voprosu o sozdanii i funktsionirovanii fondov otsenochnykh sredstv v vuze / N.F. Efimova // Vysshee obrazovanie v Rossii. 2015. № 7. S. 63-67.
Pakina T.A. Trudovye tsennosti sovremennoy studencheskoy molodezhi / T.A. Pakina // Vestnik Nizhegorodskogo universiteta im. N.I. Lobachevskogo. Seriya: Sotsial'nye nauki. 2014. № 2. S. 162-168.
Chapaev N.K. Didaktika V.V. Davydova: Filosofsko-pedagogicheskie predposylki razrabotki metoda voskhozhdeniya ot abstraktnogo k konkretnomu / N.K. Chapaev // Innovatsionnye proekty i programmy v obrazovanii. 2014. № 3. S. 3-12.
Doklad o chelovecheskom razvitii v Rossiyskoy Federatsii za 2015 god / Pod red. L.M. Grigor'eva i S.N. Bobyleva. M.: Analiticheskiy tsentr pri Pravitel'stve Rossiyskoy Federatsii, 2015. 260 s.
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Pazukhina S.V.. The Model for Evaluating New Results of the Educational Process at the University // Pedagogy and education. – 2016. – № 2. – P. 218-229. DOI: 10.7256/2306-434X.2016.2.18889.
Review: The object of the research is the system aimed at evaluating new results of the educational process at the university. The subject of the research is the theoretical basis of evaluation components of such model that can be used in the process of implementing of the Federal State Educational Standards. The author examines such aspects of the topic as the most significant trends related to changes of the object and subjects, functions, and evaluation means at the University. Particular attention is paid to the justification of new methods and forms of assessment in the course of the current, intermediate and final certification. The main theoretical method is the method of modeling and survey. The methodological base of the research is the competency approach. The result of the research is creating the model for evaluating new results of the educational process at the University in the process of FSES implementation. The authors's model highlights the most significant trends related to changes in the object and subjects, functions, and evaluation means. The scope of application is the educational process at the University. The conclusion is that such a theoretically grounded model can serve as the basis for the development of evaluation of funds, algorithms, various means of assessment and forms of their implementation in the educational process at the University.
Shirshova I.A. Otsenivanie uchebnykh dostizheniy studentov: sovremennye tendentsii / I.A. Shirshova // Problemy pedagogiki sredney i vysshey shkoly. 2013. № 1. S. 205-215.
Ikonnikova A.N. Pedagogicheskie usloviya samorazvitiya lichnosti (v uchebnoy deyatel'nosti studentov yazykovogo vuza) / A.N. Ikonnikova // Psikhologiya i Psikhotekhnika. 2010. № 7. C. 82 - 85.
Federal'nyy gosudarstvennyy obrazovatel'nyy standart vysshego obrazovaniya po napravleniyu podgotovki 44.03.01 Pedagogicheskoe obrazovanie (uroven' bakalavriata). Utverzhden prikazom Ministerstva obrazovaniya i nauki RF ot 4 dekabrya 2015 g. № 1426 Zaregistrirovan Ministerstvom Yustitsii RF 11 yanvarya 2016 g. № 40536 [Elektronnyy resurs] // URL: http://www.garant.ru/products/ipo/prime/doc/71200970/#ixzz46Om6CzN3 (data obrashcheniya: 20.04.2016 g.).
Shalashova M.M. Novoe v otsenivanii obrazovatel'nykh dostizheniy uchashchikhsya na osnove kompetentnostnogo podkhoda: monografiya / M.M. Shalashova. Arzamas: AGPI, 2009. 173 s.
Pazukhina S.V. Samootsenochnaya deyatel'nost' studentov pedagogicheskogo vuza: uch. posobie / S.V. Pazukhina. Tula: Tul'skiy poligrafist, 2015. 152 s.
Otsenivanie novykh rezul'tatov obrazovatel'nogo protsessa v vuze v kontekste kompetentnostnogo podkhoda: monogr. / Pod red. A.A. Orlova. 2-e izd., ster. M.-Berlin: Direkt-Media, 2015. 150 s.
Pazukhina S.V. Vozmozhnosti i ogranicheniya sub'ektov otsenivaniya rezul'tatov obrazovaniya v pedvuze / S.V. Pazukhina // Akmeologiya. 2015. № 3(55). Yubileynyy vypusk zhurnala: k 25-letiyu Moskovskoy akmeologicheskoy nauchnoy shkoly. S. 135-136.
Zolotareva S.S. Otsenivanie professional'nykh kompetentsiy v protsesse obucheniya studentov v pedagogicheskom vuze / S.S. Zolotareva // Yaroslavskiy ped. vestnik. 2014. № 3. T. II (Psikhologo-pedagogicheskie nauki). S. 116-121.
Mekhanizmy otsenivaniya rezul'tatov obrazovatel'nogo protsessa v vuze v kontekste kompetentnostnogo podkhoda: uchebno–metod. posobie dlya prepodavateley i studentov, obuchayushchikhsya po napravleniyam pedagogicheskogo obrazovaniya / Nauch. red. A.A. Orlov. Tula: Izd-vo TGPU im. L.N. Tolstogo, 2014. 111 s.
Metodologiya issledovaniya mekhanizmov otsenivaniya novykh rezul'tatov obrazovatel'nogo protsessa: monogr. / Pod red. A.A. Orlova. 2-e izd., ster. M. Berlin: Direkt-Media, 2016. 180 s.
Aktivnye i interaktivnye metody obucheniya v vuze: uchebno-metod. posobie / Sost. E.V. Zarukina, O.S. Akimova, M.M. Novik; pod red. I.I. Egorovoy. SPb.: SPbGEU, 2014. 259 s.
Mikhaylova E.R., Getskina I.B.. Personal Maturity of Adult Learners as the Factor of Motivation to Study Foreign Languages // Pedagogy and education. – 2016. – № 1. – P. 92-105. DOI: 10.7256/2306-434X.2016.1.17880.
Review: The article states the results of studying the personal maturity of adult learners and the features of their motivation to study foreign languages. The purpose of this work is to reveal the characteristics of personal maturity which are closely correlated with the level of motivation to study, and as a consequence to increase the effectiveness of teaching process. This research is very urgent as, on the one hand, it is necessary to improve the pedagogical effectiveness of teaching foreign languages of adult learners because cross-cultural interaction and international contacts between different states and nationalities are expanding today in the modern world. On the other hand, the issue of motivation to study foreign languages by adult learners has been studied insufficiently, there are practically no andragogical recommendations in the academic literature regarding how to teach foreign languages. To solve these tasks the authors of the article used different personal maturity tests developed by foreign psychologists and scientists of our country such as Yury Gilbukh's personal maturity inventory, self-actualization SAT test, Arthur Reana's and Vladimir Yakunin's questionnaire. To analyze the compared variables, the authors have applied the standard mathematical method of correlation analysis which is based on the calculation of Pearson correlation coefficient. The scientific novelty is caused by the fact that the authors conduct an empirical study of the relationshp between motivation to study demonstrated by adults and the level of their personal maturity (which, according to the authors, is the factor of their 'maturity'). The reasearch revealed a certain correlation between the motivation to study by adult learners and the level of their personal maturity. On the basis of these results, it is possible to give recommendations to teachers concerning the ways to increase the motivation to study foreign languages by adult learners.
Simakova A.A. Korporativnoe obrazovanie:praktiki rossiyskikh kompaniy // Politika i Obshchestvo.-2013.-4.-C. 461-464. DOI: 10.7256/1812-8696.2013.04.10.
Tolmacheva O.A. Problema lichnostnoy zrelosti i samoaktualizatsii. Gumanisticheskiy vzglyad. // Psikhologiya i Psikhotekhnika.-2015.-6.-C. 602-610. DOI: 10.7256/2070-8955.2015.6.15110.
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Glushchenko V.V., Glushchenko I.I.. Paradigm of Improvement of Higher Education Quality // Pedagogy and education. – 2015. – № 4. – P. 413-425. DOI: 10.7256/2306-434X.2015.4.16828.
Review: The subject of the present research is the development of the paradigm of improving higher education quality including philosophy, ideology, policy, strategy and tactics for increasing the quality of higher vocational education. The object of the research is the educationology as the science about education and upbringing, building the system of education and managing the system of education. The authors of the article discuss the concepts and definitions of the quality of education from the point of view of various theories of education and formulate the scientific method, functions and role of educationology. They also discuss the definition, contents and structure of the paradigm of improving the quality of education, structural elements of this paradigm are also considered, the philosophy, ideology, policy, strategy and tactics of improvement of quality of education are developed, problems and technological aspects of improvement of quality of education are investigated, influence of civil society on the process of improvement of quality of education is discussed. The purpose of the present article is to develop the concept of educationology including the paradigm of improving the quality of higher education. The methods of research include analysis and synthesis, comparison, induction and deduction, comparative analysis, logical analysis and system approach. The scientific novelty of the article is caused by the fact that the authors establish the methodological basis of educationology including the research method, contents, functions and roles of educationology as the science about education and upbringing and the the system of education. The novelty of the article is also caused by the fact that the authors describe the paradigm of improving the quality of education as part of educationology and national innovation systems in economics as well as study the structural elements, educational technologies and the influence of the paradigm of improving the quality of education on the country's innovative development.
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Glazova Yu.V.. Technology of Writing Projects and Pedagogical Conditions for Its Successful Implementation in the Process of Improving Student's Educational Independence // Pedagogy and education. – 2015. – № 2. – P. 175-186. DOI: 10.7256/2306-434X.2015.2.13921.
Review: The object of the research is the development of educational independence of college students. The subject of the research is the pedagogical conditions for implementatino of the technology of writing projects for the purpose of improving educational independence of students. The author of the article differentiates between learning (only academic) and educational (academic and up-bringing) components of student's independence. Based on such division, the author offers to add new methods and means to encourage student's self-improvement and self-education. The technology of writing projects and pedagogical conditions described by the author in this article allow to develop student's educational independence taking into account moral values of the society. Such 'project' technology of developing student's educational independence was created by the author based on the activity, personality-oriented and axiological approaches. These approaches allow to describe subject-subject relations in the process of creating projects, moreover, axiological approach orients students at general human, national and personal values. The novelty of the research is caused by the fact that until now researchers have mostly viewed the academic aspect of student's independence. However, today the majority of students are capable of demonstrating a high level of educational activity and independence, for example, when working with information, and at the same time may be unable to differentiate between negative information and useful information. According to the author of the article, the aforesaid technology of writing projects considering the described pedagogical conditions allow to reduce the risks of negative consequences of student's independent activity when they focus only on academic achievements.
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Gatiatullina E.R.. «The Doctor of Captivating Sciences», or About Perelman’s Books in Terms of Modern Education Issues // Pedagogy and education. – 2015. – № 1. – P. 88-94. DOI: 10.7256/2306-434X.2015.1.14617.
Review: One of «eternal» problems of secondary and higher school is raising the level of students’ learning interest and consequently their motivation. What seems interesting and useful to them is remembered many times better than boring and dull things. How can learning material be made clear, useful and interesting? This is not such an easy question as it may look at first sight. Basing on wide pedagogical empiric data and analysis of different materials and texts, the author shows that how students and their teacher perceive the same material are two different worlds. Their meeting is the peak of teacher’s mastery. The article introduces readers to one of outstanding examples of such mastery – Y.I. Perelman’s works, who was famous for popularizing science, for being a talented teacher and an outstanding master of word. It may be useful for teachers as methodological instructions, didactic training or specific master-class. It may help students to improve their erudition and get to know a rare and wonderful genre of captivating science.
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Savina O.N.. New Methodological Approaches to Arranging Project Activities As a Part of the Educational Process in the Master’s Degree Program // Pedagogy and education. – 2014. – № 4. – P. 82-90. DOI: 10.7256/2306-434X.2014.4.14008.
Review: The article describes a new method of project activities applied during implementation of the educational process in the Master’s degree program and contributing to the effective implementation of the competence- based approach in the education process there. Within the given context, the crowdsourcing method is veiwed as the ‘co-creation of beneϔits’. The purpose of the method is to develop innotative thinking skills of students studying for a Master’s degree, the kind of skills that would allow them to design and build the social environment for education, the ability to adapt to modern socio-economic conditions, to ϔind organizational and managerial solutions and be responsible for them. The research is based on the materials tested and effectively realized at the Faculty of Taxes and Taxation at Financial University under the Government of the Russian Federation.The author emphasized the priority of implementation of project activities in the educational process and improvement of adaptive abilities of students to the current economic situation of the country; teamwork skills; readiness for cooperation with colleagues; the ability to take into account the interests of others, select and use adequate solutions of communication tasks taking into account the age, psychological and physiological characteristics of students; an effective independent work on the implementation of the individual educational plans in cooperation with teachers and fellow students.
Keywords: Master’s degree programs, crowdsourcing, collective intelligence, project activity, competence, innovative methods, modern approaches, research project, Ideas Fairy, collective cooperation.
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Savina O.N., P'yanova M.V. Kraudsorsing kak novaya forma povysheniya effektivnosti sovremennogo obrazovatel'nogo protsessa / Pedagogika i prosveshchenie*. Moskva, 2012, № 5. S. 64 – 70.
Savina O.N., P'yanova M.V. Innovatsionnye instrumenty povysheniya effektivnosti sovremennogo obrazovatel'nogo protsessa kak sposob realizatsii kompetentnostnogo podkhoda v obrazovanii / Nalogi i nalogooblozhenie. Moskva, 2013, № 4. S. 269-274.
Savina O.N., Ramenskaya P.Yu. Problemy formirovaniya nalogovoy kul'tury v sovremennom rossiyskom obshchestve i puti ikh resheniya / Pedagogika i prosveshchenie. Moskva, 2011, № 4. S. 78 – 87.
Goncharenko L.I. Osobennosti nauchno-issledovatel'skoy raboty studentov magistratury v Rossii / Sbornik dokladov rossiyskikh uchastnikov II Mezhdunarodnoy nauchno-prakticheskoy kon-ferentsii «Sovremennye informatsionnye i kommunikatsionnye tekhnologii v vysshem obrazovanii: novye obrazovatel'nye pro-grammy, pedagogika ispol'zovaniem e-learning i povyshenie kachestva obrazovaniya», 9-10 aprelya 2014g., Rimskiy universitet La Sapienza.-M.: NNOU «MIPK», 2014.
Veselova Istoricheskie aspekty stanovleniya sinergeticheskogo podkhoda v izuchenii samorazvivayushchikhsya sistem // Psikhologiya i Psikhotekhnika.-2011.-10.-C. 49-56.
Goncharenko L.I. Magisterskie programmy: shag v nauku ili praktiku / Strategiya razvitiya vysshego i srednego pro-fessional'nogo obrazovaniya v Rossii: v 3ch. Ch.2: materialy ezhegodnoy mezhdunarodnoy nauchno-metodicheskoy konferentsii i vyezd-nykh zasedaniy uchebno-metodicheskoy konfe-rentsii i vyezdnykh zasedaniy uchebno-metodicheskikh sovetov UMO po spetsial'no-styam (profilyam podgotovki) «Mirovaya ekonomika», «Nalogi i nalogooblozhenie» «Analiz i upravlenie riskami» / pod red. d.e.n., prof. L.I. Goncharenko, k. ped. n. N.L. Gunyavinoy. – M. Finansovyy universitet, 2014 g.

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