Source: https://www.iejme.com/article/formation-of-the-noxologic-educational-environment-in-elementary-school-application-of-moderation
Timestamp: 2019-04-25 14:57:23+00:00

Document:
Reference: Kayumova LR. Formation of the Noxologic Educational Environment in Elementary School: Application of Moderation Technology. Int Elect J Math Ed. 2016;11(4), 779-786.
Reference: Kayumova, L. R. (2016). Formation of the Noxologic Educational Environment in Elementary School: Application of Moderation Technology. International Electronic Journal of Mathematics Education, 11(4), 779-786.
Reference: Kayumova, Leysan R.. "Formation of the Noxologic Educational Environment in Elementary School: Application of Moderation Technology". International Electronic Journal of Mathematics Education 2016 11 no. 4 (2016): 779-786.
Reference: Kayumova, L. R. (2016). Formation of the Noxologic Educational Environment in Elementary School: Application of Moderation Technology. International Electronic Journal of Mathematics Education, 11(4), pp. 779-786.
Reference: Kayumova, Leysan R. "Formation of the Noxologic Educational Environment in Elementary School: Application of Moderation Technology". International Electronic Journal of Mathematics Education, vol. 11, no. 4, 2016, pp. 779-786.
Reference: Kayumova LR. Formation of the Noxologic Educational Environment in Elementary School: Application of Moderation Technology. Int Elect J Math Ed. 2016;11(4):779-86.
One of the pedagogical terms of noxologic educational environment formation within the competence-oriented approach implementation is the use of interactive training technologies. Moderation is an effective interactive technology of education subject’s interaction where the teacher is not only a knowledge translator, but rather a moderator of the training process, creating a safe and comfortable educational environment. Qualitative execution of this role is the basis of the whole educational process success and education goals achievement. In this connection the article is aimed to identify opportunities for the application of moderation technology in noxologic educational environment formation. The leading methods in the research of this problem are the comparative-contrastive and examinational-diagnostic (questionnaire, testing, conversations), allowed to reveal the educational environment risks. Students of the Institute of Psychology and Education of Kazan Federal University participated in research. The article deals with the content of concept, application problems in educational process of elementary school moderation technology, compiled recommendations for moderation technique implementation. The article can be used by teachers of higher educational institutions in the process of pedagogical specialties students training.
Abramova, I. G. (1996). The theory of pedagogical risk: Abstract PhD Thesis, St,Petersburg. 36p.
Arlamov, A. A. (2010). Pedagogical risk as the problem related to methodology of social pedagogy. Bulletin of the Adygei state university, 1, 121-136.
Bagachuk, A. V. Gavrilov, I. K. & Pilipchevskaya, N. V. (2008). Educational space of pedagogical high school as a condition of formation of key competences. TGPU Bulletin, 3 (77), 25-28.
Bagnetova, E. A. & Sharifullina, E. R. (2013). The occupational risks of the pedagogical environment. Basic researches, 1, 27-31.
Devisilov, V. А. (2011). Noxological aspects of education humanization. Higher education in Russia, 1, 129-132.
Golovanova, I. I. (2014). Interactive Learning Practices. Kazan, Kazan University, 288p.
Kashapov, M. M. (2011, July 7) Creative thinking of the teacher as a basis for effective self-realization in the profession. VII international scientific-practical conference "Actual problems of modern education: development, health, efficiency". Moscow, MGPPU, 33-36.
Khabibullin, E. R. (2008). Willingness to take risks as a factor of effective teaching activities in situations of uncertainty: Abstract PhD Thesis. Moscow, MSU,150p.
Kirij, N. V. & Verzunova, L. V. (2010). The moderation center as the infrastructure support of additional vocational education at the University. Up-to-date problems of science and education, 4, 43-47.
Kosolapova, M. A. (2007). Technological approaches in the organization of professional training for teaching activities in high school. Tomsk, TSU, 177p.
Lomakina, G. R. (2013). Federal state educational standard of elementary general education: realization problems and practical application. University proceedings. Volga region. Humanities, 3(27), 185-193.
Mihailova, E. N. (2010). Pedagogical risks in research and experimental activities: forcasting and mitigation. World of Science, Culture, Education, 3, 98-100.
Ovcharova, R. V. (2007). Psychological facilitation work of the school teacher: a manual. Moscow, Amaltea, 464p.
Panfilova, A. P. (2009). Innovative pedagogical technologies: Active training: a training manual. Moscow, Academy, 192p.
Panina, T. S. & Vavilova, L. N. (2008). Modern methods of activization of training. Moscow, Academy, 176p.
Panov V. I. (2007). Psychodidactics of educational systems: theory and practice. St.Petersburg, Peter, 352p.
Petrov, A. V. (2005). Discussion and decision-making in the group: moderation technology. St.Petersburg, Speech, 80p.
Plaksina, I. V. (2008). Psychological-acmeological support of pedagogical innovations. Vladimir, VSHU, 200p.
Polovneva, E. (2011). Professional Risk as the Pedagogical Category. Bulletin of the Trans-Baikal State University, 2, 71-74.
Reutova, E. A. (2012). The use of active and interactive teaching methods in high school educational process. Novosibirsk, NSAU, 58p.
Sabinina, N. N. (2011). Risks in innovative activity of the teacher and their preventive maintenance. World of Science, Culture, Education, 6(1), 85-89.
Sabirova, E. G., Vasyagina, N. N. & Imanov, A. K. (2016). The model of the professional and personal orientation of the teacher. Mathematics Education, 11(1), 291-301.
Slastenin, V. A., Belozertsev, E. P., Goneev, A. D., Pashkov, A. G. (2004). Pedagogics of professional education. Moscow, 272p.
Tsarapkina, Y. M & Vorobyova, K. P. (2014). The development of students social competencies using the moderation method. Historical, social and educational thought, 3, 148-157.
Zimnyaya, I. A. (2011). Social competence learning. Moscow, MPSI; Voronezh, MODEK, 592p.

References: V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V.