PROBLEMS OF MODERN EDUCATION
№ 1-2015
CONTENTS
| MODERNIZATION OF EDUCATION |
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Comparative Analysis of the Experience Using National Educational Achievement Monitoring Results in Australia, USA and Chile |
| Valdman I.A. |
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| The article examines key questions relating to the use of national students’ educational achievement monitoring results using the examples of such programs in Australia, USA and Chile. The author discusses the specifics of using the assessment results in each country, including interpretation and assessment data presentation for different user groups. |
Keywords: monitoring of educational achievements, national assessment, assessment of education quality, testing, using assessment results.
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P. 5–28
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“Life-Long” Education in Germany: Basis of Creation and Problems of Development |
| Pisareva L.I. |
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| Global social, economic and culturological changes, increasing educational and professional training requirements lead to the international development of the European «Life-Long Education» program. The article examines its realization in Germany. In view of the peculiarities of its historical development, the implementation of the program in Germany was associated with more complex problems than in other European countries. |
| Keywords: educational system, problems of development, lifelong learning, national features, transformations. |
| P. 29–40 |
| THEORY OF MODERN EDUCATION |
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Culture and Civilization from a Logic Model Standpoint |
| Butov A.Y. |
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| The article analyzes the interconnection between the nature of civilization and the institute of education, depending on the implementation of inductive and deductive approaches. The analysis of antiquity traces the process of formation of education on the basis of the principle and method of induction and formal logic and its common ideological meaning and significance. The process of cultural development into a civilization presumes a transition from a dominant of a deductive approach to worldview formation to the implementation of induction. |
| Keywords: logic, philosophy, education, antiquity, values, culture, individuality, development, evolution, civilization. |
| P. 41–63 |
| HISTORY OF PEDAGOGY AND EDUCATION |
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Axiological Basis of Immanuel Kant's Pedagogics |
| Aksyonova E.A. |
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| The article examines the pedagogical theory and practice of I. Kant, his fundamental thoughts on upbringing and education. I. Kant emphasized the importance of upbringing as the most "complex human invention" the main function of which is to produce a “citizen of the world”, a highly moral person, having solely a good-hearted purpose and mindset, rational sense of responsibility and enlightened general intelligence, promoting human perfection. |
| Keywords: I. Kant, axiological basis of pedagogics, idea of personal improvement, art of upbringing, moral maturity, freedom of personality, Socrates' teaching method, independence of thinking, enlightened general intelligence. |
| P. 64–73 |
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First Attempt of Mathematical Education Reform (1937) and Modernity |
| Kostenko I.P. |
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| The article presents excerpts from the stenograph of the scientific mathematics program discussion between teachers and methodologists that took place on May 9, 1937. The critical argumentation by the teachers is highlighted. The author makes the conclusion that the main obstacle in the way of successful modernization of educational content in modern Russia is the preservation of reform “scientific” principles, which contradict the pedagogical principles of comprehensible and effective education, which were derived in 1937. |
| Keywords: programs, professors, teachers, overloading, inaccessibility, abstractness. |
| P. 74–81 |
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Tendencies in the Development of National Education (1920s – 1970s) |
| Uman A.I. |
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| The article examines the history of national education development from elimination of illiteracy to the highest level of education throughout the country. The author demonstrates periods of separation and reconnection of school with life, introduction of a universal primary, seven-year and eight-year education programs, transition to a national secondary education program. The implications and prospects of the didactic principle of connection between life and education for the development of national school are analyzed. |
| Keywords: education, universal seven-year education, universal eight-year education, universal secondary education, vocational guidance, subject structure of the curriculum, interdisciplinary communication, scientific picture of the world, the principle of connection between education and life. |
P. 82–88
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| NEW RESEARCHES IN EDUCATION |
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Continuity of Economic Conception Formation in Elementary and Middle Schools |
| Korneyeva O.S. |
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| The article presents the results of a study of continuity of elementary and middle schools. The author assessess the state of continuity of primary and basic education on the basis of performance criteria, developed in accordance with the elements of methodical system: content, forms of organization of learning, training facilitiy accessibility and dynamics of ECU formation in elementary and middle schools. |
| Keywords: economic performance, continuity of elementary and middle schools, Environment, Social Studies. |
| P. 89–105 |
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Realizing Ecological Ideas in a Social Studies Course (Spiritual and Moral Culture) |
| Korostelyova A.A. |
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| The article is devoted to the concept of realization of ecological ideas in Russian pedagogics. The author considers their inclusion into the Social Studies course essential. As an example the experience of realization of ecological ideas in European (German, French, Finnish) pedagogics is considered. |
| Keywords: autoecology, culture, silvicultural schools, pedagogics of the environment, synecology, ecology, ecological pedagogics, aesthetics, ethics. |
P. 106–115
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| IN THE WORLD OF PEDAGOGICAL JOURNALS |
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Magazin «National and Foreign Pedagogy» No 6(21) 2014 |
P. 116–117
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