Shadrinsk State Pedagogical Institute

In 2024, our country celebrated the 200th anniversary of the birth of the outstanding Russian teacher Konstantin Dmitrievich Ushinsky. Russian President Vladimir Putin called 2024 the Year of Ushinsky. For several years we have been studying the invaluable creative legacy of the great Russian teacher. The chapter examines not only his views on school and university education in imperial Russia, but also the state of modern Russian education, including for the first time in pedagogy from the standpoint of the physiological doctrine of the dominant of the outstanding Russian physiologist academician A.A. Ukhtomsky. The specific results of studying the influence of the Ukhtomsky dominant on the respiratory function of students of a humanitarian university are presented.

This study provides a comprehensive analytical investigation of the bound and unbound motion of magnetized particles orbiting a Schwarzschild black hole immersed in an external asymptotically uniform magnetic field, which includes all conceivable types of bounded and unbounded orbits. In particular, for planetary orbits, we perform a comparative analysis of our findings with the observed position of the S2 star carrying magnetic dipole moment around Sagittarius A*. We found maximum and minimum values for the parameter of magnetic interaction between the magnetic dipole of the star and the external magnetic field, as well as the energy and angular momentum of the S2 star. As a result, we obtain estimations of the magnetic dipole of the star in the order of 106 G·cm3. Additionally, we explore deflecting trajectories akin to gravitational Rutherford scattering. In obtaining the solutions for the orbital equations, we articulate the elliptic integrals and Jacobi elliptic functions, and illustrative figures and simulations augment our study. Published by the American Physical Society 2024

General relativity (GR) theory modifications include different scalar, vector, and tensor fields with non-minimal gravitational coupling. Kalb–Ramond (KR) gravity is a modified theory formulated based on the presence of the bosonic field. One astrophysical way to test gravity is by studying the motion of test particles in the spacetime of black holes (BHs) using observational data. In the present work, we aimed to test KR gravity through theoretical studies of epicyclic frequencies of particle oscillations using quasi-periodic oscillation (QPO) frequency data from microquasars. First, we derive equations of motion and analyze the effective potential for circular orbits. Also, we studied the energy and angular momentum of particles corresponding to circular orbits. In addition, we analyze the stability of circular orbits. It is shown that the radius of the innermost stable circular orbits is inversely proportional to the KR parameter. We are also interested in how the energy and angular momentum of test particles at ISCO behave around the KR BHs. We found that the Keplerian frequency for the test particles in KR gravity is the same as that in GR. Finally, we study the QPOs by applying epicyclic oscillations in the relativistic precession (RP), warped disc (WD), and epicyclic resonance (ER) models. We also analyze QPO orbits in the resonance cases of upper and lower frequencies 3:2, 4:3, and 5:4 in the QPO as mentioned above models. We obtain constraints on the KR gravity parameter and BH mass using a Monte Carlo Markov Chain simulation in the multidimensional parameter space for the microquasars GRO J1655-40 & XTE J1550-564, M82 X-1, and Sgr A*.

Аннотация.Динамика происходящих в обществе процессов, интенсивно развивающейся практики инновационных процессов в образовании, требуют решения важнейших актуальных задач в сфере подготовки будущих педагогов в условиях вуза, связанных с необходимостью формирования готовности их к профессиональной деятельности.Возникает необходимость поиска путей и средств организации процесса подготовки будущих педагогов и рассмотрения возможности взаимодействия вуза и школы в практической подготовке, необходимой в профессиональной деятельности будущего педагога.В статье рассматриваются возможности создания практикоориентированной площадки взаимодействия вуза и школы, ее функциональных возможностей в усилении практико-ориентированного подхода

The relevance of the issue is due to the importance of studying the psychological mechanisms and factors of personal self-development. The goal of this research was to identify factors of students' choice of self-improvement strategies: acquisition, rejection, transformation, and restriction, depending on the students’ agency levels. Our study involved students from several universities in Russia and Kazakhstan, with a total of 271 people aged 17 to 27, mostly female, with an average a

ПРОЦЕДУРА ПРОЕКТИРОВАНИЯ ПАКЕТА ЗАДАНИЙ ДЛЯ РАЗВИТИЯ КРЕАТИВНОГО МЫШЛЕНИЯ МЛАДШИХ ШКОЛЬНИКОВ (

В статье рассматриваются пути формирования читательской грамотности на уроках русского языка в средней школе. В последнее время школьные учителя активно показывают заинтересованность в решении этой проблемы, однако в научной и методической литературе нет точной схемы работы в данном направлении. В Федеральных стандартах 3-го поколения особое место в числе метапредметных навыков отводится чтению. Материалом для исследования послужили теоретические положения и практические задания в УМК по русскому языку для 6-го класса (УМК М. М. Разумовской, УМК Т. А. Ладыженской и др., УМК Л. М. Рыбченковой). Использовались методы: описательно-аналитический, контекстуально-логический, экспериментальный. Особое внимание обращается на смысловое чтение, на читательские умения, формирование которых является приоритетным направлением развития современной системы образования. Авторы анализируют различные виды работы со сплошным текстом на уроках развития речи. Исследование показало, что до применения рекомендованных авторами заданий учащиеся воспринимали сплошной текст с большими затруднениями. В результате использования различных заданий к текстам разных видов значительно улучшилось их восприятие: учащиеся стали быстрее ориентироваться в тексте, определять его тему и идею, отвечать на поставленные вопросы. The article considers the ways of forming reader’s literacy at Russian Language lessons in secondary school. Recently, school teachers have been actively showing interest in solving this problem, but in the scientific and methodological works there is no exact scheme of work of how to do it. In the Federal standards of the 3rd generation, reading is paid special attention to among the meta-subject skills. The material for the study was the theoretical provisions and practical tasks in the training package on the Russian language for the 6th grade (training packages by M. M. Razumovskaya, by T. A. Ladyzhenskaya, by L. M. Rybchenkova). The methods employed in the work are descriptive-analytical, contextual-logical, experimental. Particular attention is paid to semantic reading, reading skills, the formation of which is a priority in the development of modern education system. The authors analyze various types of work with continuous text at the lessons of speech development. The study showed that before using the tasks recommended by the authors, pupils perceived a continuous text with great difficulty. As a result of using various tasks for texts of different types, their perception has significantly improved: pupils began to quickly navigate throughout the text, determine its topic and idea, and answer the questions.

Introduction. The need for a multiprofessional team is critical for the preschool stage where problems of individualization of education for children with disabilities and gifted children with behavioral deviations are solved. Despite the large number of publications on multiprofessional education, there are almost no researches into the readiness to multiprofessional interaction of preschool education specialists. The aim of the article is to present the results and methods for revealing the level of multiprofessional team building competence of students – future preschool education workers, to analyze the differences between the groups with high level of multiprofessional team building competence and the groups with low effectiveness of team interaction. Materials and Methods. Research sample: students of Shadrinsk State Pedagogical University (Russia) and Kazakh National Womenʼs Pedagogical University (Kazakhstan). Methods: expert observation (teachers competent in the fields of knowledge that students should operate in the research process were involved) using “field notes” and video recordings (qualitative and quantitative assessment according to the methodology of V.I. Zagvyazinsky, R. Atakhanov); questionnaires; interviews in focus groups; testing; expert evaluation of the effectiveness of team interaction; statistical criteria: Kolmogorova-Smirnova (single-sample) to determine the normality of distribution; Mann-Whitney U-criterion to identify the reliability of differences in groups with high levels of formation multiprofessional competencies from groups with low efficiency of team interaction. Results. It is proved that the formation of competence of multiprofessional team building is significant for the effectiveness of team interaction. The problems of multiprofessional interaction of preschool education workers are revealed: lack of willingness to conduct a dialogue with each other, weak or low degree of team-building and co-organizing activity, an attempt to associate the problem with the activity of one specialist, the desire to find the culprit in the situation. Discussion and Conclusion. The obtained results contribute to the development of the issue of readiness for interaction of specialists in defectological and non-defectological areas of training. In the future, it is advisable to investigate the issues of designing and evaluating the effectiveness of courses that develop the competencies of multiprofessional team building. The materials of the article can be useful in the developing standards of higher education of a new generation in terms of designing the planned learning outcomes of the academic programs and international recommendations on education.