Модель развития математической компетенции студентов среднего профессионального образования посредством мобильных технологий

Цель работы заключается в исследовании аспектов формирования технического мышления у студентов как результата образовательного процесса в системе среднего профессионального образования (СПО). Основными задачами исследования являются: анализ факторов, оказывающих влияние на развитие технического мышления у студентов СПО, оценка методов и подходов, способствующих формированию технического мышления у обучающихся СПО при преподавании общеобразовательных дисциплин и поиск наиболее действенных из них, отвечающих тенденциям глобальной трансформации процессов в сфере образования Российской Федерации. Гипотеза исследований состоит в предположении, что эффективное формирование технического мышления у студентов СПО будет обеспечено, если при преподавании общеобразовательных дисциплин в профессиональной деятельности педагоги будут использовать обновленные и эффективные методики подготовки обучающихся. Для решения поставленных задач были использованы такие методы, как сравнение, теоретический анализ, обобщение информации из открытых источников, синтез исследования и обобщения психолого-педагогической, научной, методической и учебной литературы; изучение материалов конференций по внедрению новых педагогических технологий в обучение; анализ учебно-методической литературы, аналитические методы. Результаты исследований: проблема формирования технического мышления у студентов СПО при преподавании общеобразовательных дисциплин на сегодняшний день актуальна. Решение указанной проблемы является одним из путей развития творческого и критического мышления, выступает механизмом развития мотивации обучающихся для расширения практических навыков, фактором, обеспечивающим более глубокое изучение студентами учебных дисциплин и формирование требуемых профессиональных навыков – компетенций XXI века. The purpose of the work is to research the aspects of formation of technical thinking in secondary vocational education students as a result of education process in the secondary vocational education system. The principal objects of the research are as follows: analysis of factors influencing the development of technical thinking in secondary vocational education students, estimation of methods and approaches promoting formation of technical thinking in secondary vocational education students while teaching general education disciplines and search of the most efficient ones responding the trends of global transformation processes in the field of education of the Russian Federation. The assumption of the research is that the efficient formation of technical thinking in secondary vocational education students can be ensured provided that the teachers in the their professional activity use updated and efficient students’ training methods in the process of general education disciplines teaching. To resolve the set objects such methods as comparison, theoretical analysis, generalization of information from the open sources, synthesis of research and generalization of psychological and pedagogical, scientific, methodological and study literature; study of conferences’ materials on introduction of new pedagogical technologies in education, analysis of learning and teaching literature, analytic methods are used. The research results are as follows: the issue of formation of technical thinking in secondary vocational education students while teaching general education disciplines is currently urgent, its resolution is one of the ways to develop the creative and critical thinking, being the mechanism for promoting the student’s motivation for broadening practical skills, being the factor to ensure more profound study of the educational disciplines by the students and formation of professional skills fully complying with the requirements of formation of modern skills in secondary vocational education graduates – expertise of XXI century dictated by the need of professional training aimed at communication, cooperation, creativity, innovations, critical and analytical thinking, and ability to efficiently resolve the real-life problems that will altogether allow to build an efficient strategy on improvement of current and future specialists’ training.

While much is known about the achievement of high ability students, much less research has focused on their lower ability peers. In addition, although academic self-concept, locus of control and learning approaches have been demonstrated to be important personal variables that influence learning outcomes, less effort has been made to integrate these variables simultaneously to understand the complexity of low-achievement. The present research aimed to not only identify key causes of the low-achievement of academically disadvantaged students, but also provide appropriate and productive enhancement approaches to foster low-achieving students’ school success by conducting a pioneering longitudinal experimental study particularly in mainland China.\n\n\n\nThe participants were low-achieving junior secondary students who had recently enrolled in Secondary Vocational Education (SVE) in mainland China (total N = 724). It was found that compared with normal- and high-achieving students in mainstream secondary education, students in SVE were characterized with less achieving motives, less internal-oriented control beliefs and particularly lower academic self-concepts. In addition, the academic self-concept of SVE students was found to be the most significant predictor of their academic achievement (p＜ .001) compared with achieving approach (p＜ .05) and locus of control (p＞ .05). These findings, in light of the 3P learning model, revealed the likely major role of academic self-concept in affecting academic achievement among adolescent students in SVE. In particular, Study 2, a comparative study, confirmed that vocational students had the lowest English self-concept of the groups studied. Hence, the focus of Study 3 (a longitudinal intervention) was on English self-concept.\n\n\n\nBy incorporating recent advances in Western feedback enhancement approaches and the construct-validity approach to fully explore the intervention effects, Study 3 demonstrated that the researcher-administered treatments (performance feedback and combined feedback) in natural classroom settings successfully enhanced participants’ English self-concept, the targeted facet. Importantly, both the competence and affect components within the English self-concept of targeted students also gained statistically significant improvements from the two feedback treatments, compared with those of students who received no particular treatment. An interesting finding was that the two feedback treatments appeared similarly significant in changing the competence component of English self-concept. However, the internally-focused performance feedback was less effective in changing the affect component of English self-concept compared with the combined feedback. Non-significant transfer effects were found on untargeted facets of academic self-concept among participants receiving only the performance feedback. A slightly significant transfer effect was found on Chinese self-concept (one control facet) among participants receiving the combined feedback, indicating the power of the combined feedback to influence a facet that is closely related to the targeted facet. The present findings provided important cross-cultural empirical evidence to support sound within-network validity of the feedback intervention in a vocational setting. Impressively, the English achievements of students in both experimental classes also gained statistically significant improvements. Based on key research designs of the present intervention, future implications of the two feedback treatments to cultivate positive academic self-beliefs and enhance learning among vocational and non-vocational secondary school students are discussed.

Авторы анализируют ожидания студентов среднего профессионального образования от общения с родителями и на основе данного анализа выявляют структурную модель ожиданий студентов. Цель статьи - определить ожидания участников от их взаимодействия с родителями.

Learning styles in secondary vocational education: disciplinary differences

The article analyzes the level of research competence formation in students of secondary vocational education (hereinafter - SVE) as a key factor in ensuring the technological sovereignty of the state. The relevance of the study is determined by the need to train specialists capable of solving non-standard problems and innovative thinking in the conditions of technological transformation. The aim of the work is to assess the initial level of research competence of vocational education students on the basis of the establishing experiment and to substantiate the criteria of their professional readiness. The empirical results allowed us to formulate conclusions reflecting the current state of formation of key components of research competence: motivational, cognitive, and activity components. The work actualizes the problem of formation of research competence in SES and offers an algorithm for its solution through two-level diagnostics and targeted pedagogical interventions. The findings substantiate the necessity of implementing a pedagogical model that integrates motivational, cognitive and activity aspects. The study contributes to the development of methods for assessing and developing research competence in the system of vocational education and training, offering tools to improve the quality of specialist training. The prospects of the work are related to the approbation of the formative stage of the experiment and assessment of the effectiveness of the proposed model.

Psychonephrology I: Psychological function in haemodialysis and transplantation: Edited by Norman B. Levy. Plenum Medical Book Co., New York, London, 1981, pp. 287. Price not given.

As the PISA 2006 results came out, the Netherlands briefly celebrated their 9th position in the overall country ranking for science. After that, interest in the PISA results rapidly declined. Nevertheless, there is sufficient reason to take a closer look at the PISA results, for instance because (a) our neighbours are catching up, (b) currently ambitious curriculum innovation programmes are being conducted in most of secondary education, and (c) fierce debates are going on about the merits of the proposed innovations. The pressing question is: are we heading in the right direction? To answer this question we additionally analysed PISA 2006 data, we identified strengths and weaknesses at the item level, and we analysed the student data for those specific items. As a reference for comparative analyses across countries, we used a relevant peer group of seven neighbouring countries. Main findings include that Dutch students do well on highly contextualized items, interpretation of graphs and Knowledge of Science. Dutch students perform relatively weak on items with low context and on multiple response items. In addition, Dutch students in secondary vocational education have specific difficulty in answering open-constructed response items. A major issue in the Netherlands is the low science attitudes and self-concept of students in secondary education. In view of those results, recent efforts to promote and improve science education might be well on track. However, we also identify some policy threats, especially when it comes to Knowledge about Science.

В статье рассматривается одна их общих компетенций ФГОС, которая отвечает за формирование информационной грамотности студентов СПО, будущих специалистов. Проблема поиска информации всегда актуальна т.к. умение за короткое время находить необходимую информацию, которая поможет в решении конкретной задачи, стоящей перед специалистом – это и есть важнейшая компетенция, которая позволяет сократить время, единственный не восполняемый ресурс. Вторым аспектом является тот факт, что такая информация должна являться максимально полной и релевантной к решаемой в данный момент задаче. Целью исследования является выявление особенностей и перспективного направления использования интеллект-карт в обучении работе со справочно-поисковыми системами студентами СПО. В ходе исследования проведено онлайн-анкетирование 160 студентов колледжа ГБПОУ КПСР на предмет выявления их уровня владения информационным поиском. Результаты анкетирования продемонстрировали, что студенты не обладают знаниями в глубоком поиске среди научных материалов, профессиональных баз данных, документов, которые широко представлены во всемирной паутине, а так же не используют электронные библиотеки. Показано, что для профессионального становления и трудоустройства будущих выпускников системы среднего профессионального образования, возникает потребность в повышении эффективности обучения работе со справочно-поисковыми системами посредством применения интеллект-карт, обеспечивающих повышение эффективности процесса запоминания сложного для восприятия материала в рамках дисциплины путем структурирования и систематизации информации в особой визуальной форме. Проведён анализ программного обеспечения для создания интеллект-карт, выявлено, что программа X-Mind обладает рядом преимуществ. Приведены рекомендации для составления интеллект-карт, отображены этапы учебного занятия, на которых они могут быть применимы. Была разработана интеллект-карта «Справочно-правовые системы», которая применялась при изучении темы «Информационные технологии использования справочно-правовых систем». В статье представлено сравнение результатов обучения контрольной и экспериментальной групп, которые показывают, что интеллект-карты повышают эффективность обучения студентов. The article considers one of the general competencies of GEF, which is responsible for the formation of information literacy of the students of secondary vocational education (SVE), future specialists. The problem of information search is always relevant because the ability to find the necessary information in a short time that will help in solving a specific task facing a specialist is the most important competence that allows you to shorten the time, which is the only non-refillable resource. The second aspect is the fact that such information should be as complete and relevant as possible to the currently solved task. The purpose of the study is to identify the features and prospective directions of using Mindmaps in teaching students to work with reference retrieval system in secondary vocational schools. In the course of the study, an online survey of 160 students of the State Budgetary Professional Educational Institution the Moscow College of Social Workers Training was conducted to identify their level of proficiency in information search. The results of the survey showed that students do not have knowledge in deep search among scientific materials, professional databases and documents that are widely represented on the world’s Wide Web, as well as students do not use e-library. It is shown that for the professional development and employment of future graduates of the system of secondary vocational education, there is a need to increase the effectiveness of training in working with reference retrieval systems by using Mind-maps. These maps provide an increase in the efficiency of the process of memorizing difficult to perceive material within the discipline by structuring and systematizing information in a special visual form. The analysis of its software (a fragment of the Mind-maps) was carried out, and it was revealed that the X-Mind program has a number of advantages. Recommendations for the Mind-maps drafting are given, and the stages of the training session where they can be applied are displayed. The Mind-map of "Reference legal systems" was developed and was used in the study of the topic "Information technologies for the use of the computer-assisted legal research".

Grounded in multiple theoretical frameworks, this study develops and empirically validates the HOPE Model, a comprehensive intervention framework designed to enhance the over-all wellbeing among secondary vocational school students in China. A quasi-experimental design was implemented with 207 students to assess the model’s impact across multiple domains, including psychological well-being, academic performance, interpersonal relationships. Findings indicate that students who participated in the HOPE Model intervention exhibited significant improvements in hope levels, happiness, goal-oriented motivation, academic performance, and interpersonal relationships compared to the control group. The results highlight the HOPE Model’s efficacy in shifting from a deficit-focused educational approach to a strengths-based model for secondary vocational students. This study contributes to the field of positive psychology-based educational interventions, offering a structured and scalable framework for enhancing vocational students’ holistic development.

The COVID-19 pandemic led to quarantines and mandatory spatial distancing; people of all ages were encouraged to use technologies instead of actual human contact as part of COVID-19 prevention. The promotion of mobile applications (apps) during the pandemic influenced mobile technology use behavior. This study explored age differences in mobile technology use during the COVID-19 pandemic. A pilot-tested survey was distributed using online survey software. Persons surveyed were 35 years of age or older, currently living in the United States of America with experience using mobile technology. Survey questions pertained to mobile technology use frequency and factors influencing the decision to use mobile technology. The nationwide response included 1212 individuals. The average age of participants is 56.12±12.26 years old (female: male = 1.24:1). Responses were categorized participants into three age groups, 35 to 49, 50 to 64, and 65 or older. Daily mobile technology use frequency increased significantly (p<0.01) for all groups during the COVID-19 pandemic, with participants 35 to 49 having a significantly higher (p<0.01) use frequency than other groups. Regarding factors influencing the decision to use mobile technology, 64.1% of respondents aged 50 to 64 identified the necessity of using this technology during the pandemic as a significant factor, and 64.0% of participants in age 65 or older reported that the availability of functions on mobile devices is critical. Overall, the COVID-19 pandemic led to a significant increase in mobile technology use with people in different age groups differentially valuing the factors that affected their user behavior.

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

In this study, how the learning process designed with mathematical modeling activities affects the mathematical modeling competencies of middle school students who are at different levels in terms of reading comprehension skills. In the study, nested (embedded) pattern was preferred among mixed method research designs. The participants of the study consisted of 26 middle school seventh grade students who were selected using the easily accessible situation sampling method, which is one of the purposeful sampling types. In the research, besides mathematical modeling activities, researcher and student diaries were used to obtain qualitative data on the functioning of the application process. “Modeling Activities Opinion Form” was also used at the end of the application process in order to determine the general views of the study group on the activities. The quantitative data of the study were collected through the “Reading Comprehension Test” and “Mathematical Modeling Competence Test”. The collected data were analyzed using qualitative and quantitative data analysis methods together and interpreted in relation to the findings section. At the end of the study, it was determined that the mathematical modeling competencies of the students improved, but this development did not follow a stable course during the application process and the interpretation and validation competencies of the students were low. In the implementation process, it was also observed that the mathematical modeling competencies of the students with low reading comprehension skills improved especially after the fourth activity

This article addresses the development of universal (soft) skills among students of secondary vocational education (SVE) programs in fields related to tourism and hospitality. Based on an analysis of strategic and regulatory documents, as well as the results of a sociological survey of tourism industry representatives, the study identifies key employer expectations regarding the professional and personal profile of future specialists. It is shown that universal skills are viewed as an essential component of professional competence. The article justifies the need for pedagogical approaches that ensure the targeted development of these skills within the educational process. As a practical recommendation, the use of extracurricular competitive activities is proposed as a realistic and replicable mechanism for cultivating soft skills in SVE students.

This study aimed to construct structural equation model of students’ competence in mathematics through selected students profile variables. This study employed quantitative research design. The publicized PISA Mathematics Test was used to determine the competency of students in mathematics. The data was analyzed using Analysis of MOment Structures (AMOS). Findings revealed that structural model of students’ competence in applying mathematics in real world problems revealed interesting influence of the profile variables to the competency in mathematics. It can be conveyed that better mother’s work status, higher educational level expected to complete, more confident and did not repeat kinder, have better competency in mathematics. The four variables that directly influenced the competence variables were also influenced with other profile variables such as family background. The family background and confidence level consistently had the highest total effect and indirect effect to the competence in mathematics. Hence, this model can be used as guide in making programs in the classroom or curriculum in mathematics to develop students’ competency in mathematics.

Not all colleges and universities for elite education mode; Employment employment dilemma, have prompted us to thinking about the classification of Education; Set up a complete modern vocational education system, come up with a modern occupation education system standards and evaluation methods, given the policy inclination, lead level in vocational colleges, the existing three colleges and universities and a considerable part of two colleges and universities to occupation colleges; For the specialized subject of ordinary universities and colleges of undergraduate course to higher vocational training, college students to actively implement the "2+1" training mode, the implementation of "3+1" training mode of undergraduates.