Сборник научных работ студентов института психологии и педагогики тюмгу тюмень Тюменский государственный университет 2017
 Скачать 7.64 Mb.
|
|
Picture 1 Picture 2 550 In conclusion, I would like to say that illustration is a serious form of art. Because it has its own types, the history of development and the process of making. Besides, to create an illustration an artist should know the basic of composition and coloristic. Список литературы 1. Color Theory 101: How to Choose the Right Colors for Your Designs [electronic resource] – access mode: https://blog.hubspot.com/marketing/color-theory- design#sm.0000hmm36s5djfmos0i2rekjk73gg (date of the application: 28.03.2017); 2. Illustration [electronic resource] – access mode: https://en.wikipedia.org/wiki/Illustration (date of the application: 13.03.2017). 3. The Art Of Contemporary Illustration [electronic resource] - access mode: http://www.maaillustrations.com/blog/article/the-art-of-contemporary- illustration/ (date of the application: 13.03.2017); 4. The Process Behind Good Illustration (Part 1) [electronic resource] – access mode: https://www.smashingmagazine.com/2010/06/the-process-behind- good-illustration-part-1/ (date of the application: 23.03.2017); 5. 10 colour secrets from leading illustrators [electronic resource] – access mode: http://www.digitalartsonline.co.uk/features/illustration/10-colour- secrets-from-leading-illustrators/ (date of the application: 28.03.2017). ADDITIONAL ADULT EDUCATION: THE NEED OR NECESSITY? ДОПОЛНИТЕЛЬНОЕ ОБРАЗОВАНИЕ ВЗРОСЛЫХ ПОТРЕБНОСТЬ ИЛИ НЕОБХОДИМОСТЬ Клейман А, студент гр. 29ПОм161 направление – Педагогическое образование научный руководитель Мастерских СВ, к. ф. н, доцент Институт психологии и педагогики ТюмГУ, г. Тюмень A special role in the present tense is acquired by the additional education of adults, since it is significant in the social and economic sphere of life. The importance of additional education for adults is declared today at various levels: from federal to global. In connection with the new needs of the labor market, additional adult education develops. In the domestic literature, additional education is seen as complementary and complementary to basic education. 551 Today, additional adult education is aimed at satisfying the intellectual needs of the individual, includes the development of skills, professional retraining and contributes to the formation of a new level [1]. What is the purpose of additional education for adults? It is a necessity to improve the quality of life, their social position, or is it personal need for self- development? The hypothesis of the study is the additional education of adults as a factor in the formation of a stable socio-economic position in society. What is adult learning? − Adult learning constitutes a key phase in the continuum of lifelong learning; − It covers any learning activity (whether informal, nonformal or formal) after the learner has left initial education; − Adult learning can be delivered by public, private or voluntary sector providers, by employers or organised by people for themselves through face to face groups, online communities or personal projects; − Adult learners may be younger or older, employed or unemployed, in good or bad health; − They engage in learning that can go on for just a few hours, or months, even years; − Adult learning is the most diverse of the sectors of lifelong learning. According to the world concepts of adult learning, in most studies, the following benefits of adult learning: for learners themselves, for employers and for the wider community. It shows that there is a statistical relationship between adult learning and a number of outcomes: For learners, positive outcomes from participation in learning or from completing courses and achieving qualifications are: 552 − Economic: improved employability comes from individuals’ participation in learning and higher wages and incomes and come from improved basic skills gained from learning and the acquired qualifications; − Wellbeing: Improved general wellbeing (including improvements in selfconfidence) as well as improved health (physical and mental) can be brought about as a result of participation in learning; − Social: Improved disposition to voluntary and community activity and improved civic attitudes can be brought about as a result of participation in learning. For employers, the positive outcomes that arise from learning are: − A firm’s innovation performance can be increased as a result of the increased skills and competences brought about by workforce participation in learning; − A firm can benefit from a more motivated workforce as a result of their participation in learning; − Economic benefits arise to the business as a result of the benefits brought by innovation and a more motivated workforce. Thus, increased productivity and profitability result from increased workforce participation in learning and the business’ investment in this. For the community, positive benefits, both economic and social, arise from increased adult participation in learning: − Economic: Countries where there are high rates of adult participation in learning are more economically competitive and feature higher levels of GDP; − Social: Participating in adult learning and increasing skills have positive effects on behaviours in relation to health, the environment and reducing reoffending; The importance of adult learning stems from a wide range of factors including: − changes in the structure of occupations, often requiring higher levels of skill; 553 − changing ways of work (due to new technologies, for example) that call for constant updating of skills; − the need to reduce levels of unemployment; − ageing societies in which individuals need to update their skills in order to stay in employment for longer; − increasingly diverse and complex societies with stronger needs for int ercultural understanding and democratic values; − increased levels of migration requiring support for individual learning (languages, basic knowledge and values of the host societies) and societal learning (strengthening intercultural understanding and mutual respect); − the need to ensure shared understanding of new and complex issues such as protecting the environment [2]. Analysis of the concept of adult education on a global scale indicates that additionally education is more intended not for personal self-development but for improving the quality of a person's life, adapting it to the conditions of society. As part of the study of the question, on the basis of the center of additional vocational training institute of psychology and pedagogy of the TSU, a group of professional retraining "Teacher" survey was conducted. A group of professional retraining "Teacher" took part in the survey. A total of 27 people participated in the survey. The following questions were asked: 1. What is the purpose of your training? a) mastering of actual changes in specific issues of professional activity; b) comprehensive updating of knowledge on a number of issues in the established field of professional activity for the solution of relevant professional tasks; c) improving knowledge or obtaining additional knowledge for the implementation of a new type of professional activity; d) obtaining additional qualifications. 2. What do you think, what are the benefits of additional education? 554 a) improvement of conditions of employment, increase of wages; b) self-development of the person, increase of personal effectiveness; c) increase knowledge of the required specialty; d) improving the ability to solve social and moral problems of society. Picture 1. Answer to question number 1 Picture 2. Answer to question number 2 The results showed that the goal of most students is to obtain additional qualifications to improve employment conditions and higher wages. 555 In conclusion, regulatory documents and survey results prove the hypothesis that adult education is a necessity for a sustainable position in society that affects the social and economic well-being of a person. Moreover, influencing the economic situation of society and the state. Mainly, the main task is to educate adults, increase literacy and improve the necessary skills and competencies. Список литературы 1. Federal Law No. 273-FZ of December 29, 2012 (as amended on 03.07.2016) "On Education in the Russian Federation" [Electronic resource] / Information legal system "ConsultantPlus" - access mode: http://www.consultant.ru/cons/cgi/ online.cgi? Req = doc; base = LAW; n = 201339 # 0 (circulation date April 12, 2017); 2. Improving Policy and Provision for Adult Learning in Europe [text] // Education and Training 2020, Report of the Education and Training 2020. 2015. Opportunities of inclusive education in Tyumen State University Kosenko A., student gr. 29154 Pedagogical education: Primary School Education Scientific adviser: Muravyeva N. G., senior lecturer Institute of Psychology and Pedagogy TSU, Tyumen The problem of inclusive education is important today. The number of students with disabilities is growing every year. Therefore, the task of the university is to create educational conditions for comfortable learning. Tyumen State University is a university of equal opportunities. It creates equal opportunities for access to education for all categories of people. The purpose of our research is to study the learning opportunities for students with disabilities in Tyumen State University, more specifically the Institute of Psychology and Pedagogy. The following tasks are to be solved 1. To disclose the concept of «inclusive education» and its components; 2. To tell about possibilities of inclusive education in the Institute of Psychology and Pedagogy; 556 3. To conduct an experiment and analyze your own experience. Inclusive educationmeans educating learners with s disabilities in regular education settings. This process involves the transformation of schools to cater for all children. Model Inclusive education was developed by David Mitchell (Fig. 1). He is a Professor at the University of Canterbury in New Zealand. Inclusive education includes the following components: vision, placement , adapted curriculum, adapted assessment, adapted teaching, acceptance, access, support, resources, leadership [2]. Figure 1. Model of inclusive education Let consider this model more detailed: Vision means that inclusive education enshrined in the legislation, regulations and policy documents at all levels of the education system; Placement means that а learners with disabilities are educated in age- appropriate classes in their neighbourhood schools, regardless of their ability; 557 Adapted Curriculum means that the standard curriculum is adapted or modified so that it suits the abilities and interests of all learners. In the case of learners with disabilities, this means that the curriculum content is differentiated; Adapted Assessment means that the means of assessment is adapted to take account of the abilities of all learners. Assessment of learners with disabilities results in individual educational plans; Adapted Teaching means that as appropriate to the composition of classes and the needs of individual learners, based learning strategy; Acceptance means that the education system and the school recognise the right of learners with disabilities to be educated in general education classrooms; Access means that physical access to and within classrooms is provided, with such features as ramps and lifts, adapted toilets, wide doorways. In addition, the design and arrangement of furniture, acoustics, lighting, temperature and ventilation take account of individual learners’ needs; Support means that a team of professionals provides adequate and appropriate support for teachers; Resources means that adequate and appropriate equipment and appropriate levels of staffing are provided; Leadership means that leadership positions are committed to inclusive education, and create conditions for this. In Institute of Psychology and Pedagogy model David Mitchell is implemented in full. For example, Admission is conducted in accordance with the characteristics of applicants; They receive information in a form convenient for them; They receive an academic and social scholarship; The Institute has a special media; For disabled people an individual curriculum is developed; 558 They have an assistant who helps him; Figure 2. Inclusive Event For disabled people, special conditions are created in the institute. There are special warning signs on the floor, a special toilet, call buttons, a ramp and others. These tools help disabled people to feel comfortable. Having done the research on this topic I and my friend decided to take part in «Inclusive Event» which was held in the university in October. Our goal was to assess the comfort for the disabled at the Institute of psychology and pedagogy. I had a black bandage on my eyes, with which I had to study at the lesson. My friend was my assistant and gave me her support (Fig. 2). During the lesson, I felt everything that people feel with disabilities. At the lesson, an educator quickly adapted to work with a blind person. My assistant helped to write, helped to navigate in the class, and helped me to go down the stairs, and so on. After the lesson, we all gathered in the lobby, and spoke out about the experiment. After the experiment, I realized that it is difficult, but in our institute, there are good conditions for teaching disabled people. 559 To sum up, inclusive education is a multifaceted concept. And it is important to create conditions for teaching disabled people. The Institute of Psychology and Pedagogy created good conditions for the training of such people. Список литературы 1. Inclusive education [Electronic resource] / Tyumen state University. – Mode of access: https://www.utmn.ru/obrazovanie/inklyuzivnoe-obrazovanie/; 2. Mitchell, D. Inclusive Education is a Multi-Faceted Concept [Electronic resource] / Institute of Education Science «ERIC»/ - Mode of access: https://eric.ed.gov/?q=Inclusive+Education+is+a+Multi- Faceted+Concept&ft=on &id=EJ1128952; 3. Mitchell, D. What really works in special and inclusive education: Using evidence-based teaching strategies. Second edition. Abingdon, Oxon: Routledge. – 2014. STUDENTS’ SUSCEPTIBILITY TO THE BARNUM EFFECT (PSYCHOLOGY AND PEDAGOGY INSTITUTE, I –II COURSES) Малкина МА, Попова АС. студенты гр. 29158 направление – Психолого-педагогическое образование Научный руководитель Землянова М.П., к. пед. н, доцент Институт психологии и педагогики ТюмГУ, г. Тюмень There is an opinion that people highly appreciate the reliability of their personal description on the basis of general, uncertain, banal statements (for example, trust in horoscopes). The influence and belief in fatality of doubtful predictions is called the Barnum effect. This research defines if the Barnum effect is related to the students of Tyumen State University (Psychology and Pedagogy Institute). The results of the research show the degree in what the students of the institute accept any descriptions of their personality as the real ones. The term “Barnum Effect” or as it is also called “Forer Effect” was introduced by Paule E. Meehl, the creator of the multifactorial test of the personality (MMPI). It names the social and psychological phenomenon called in honor of the popular circus showman F. Barnum entertaining the American public with different manipulations and who is said to have stated that “there's a sucker born every minute” [8]. 560 Bertram Forer was engaged in this phenomenon experimentally [6]. In 1948 B. Forer gave a psychology test to a group of people (39 psychology students) who were told that they would each receive a brief personality description based on their test results and asked them to rate it on how well it applied on a 5 points scale. In reality each student received the same sketch. On average, the students rated its accuracy as 4.26. Having collected all necessary information, we made our own experiment consisting of the following four stages: 1) the analysis of the problem; 2) the information gathering; 3) the creation of a personality description; 4) the analysis of the results. In the research 50 first-and second-year students of Psychology and Pedagogy Institute took part. The first stage of our work was devoted to the theoretical part of the discussed problem. The analysis of the literature showed that several scientists such as D. H. Dickson, I. W. Kelly, B. Rutledge, A. Neveev and others devoted their works to the phenomenon of the Barnum effect. Having studied some of the researches we found out that the Barnum effect is people’s tendency to perceive general, uncertain, indistinct and rather banal statements noncritical as the exact characteristics of their personality even if it isn’t really clear how these statements are received [3]. We also realized that two factors are important in producing the Barnum effect: the content of the description with specific emphasis on the ratio of positive to negative trait assessments and the subject’s trust to the honesty of the person providing feedback [8]. We finally concluded that people believe in the descriptions of their personality more easily if they believe that the analysis applies only to him or her, if they believe in the authority of the evaluator and if the analysis lists mainly positive traits [4]. On the second stage of the experiment we created the questionnaire for the students. They had to answer the questions about their zodiac sign, temperament type, gender and age, and some psychological questions. The third part of our research was devoted to the creation of the text with the description of the main traits of the students’ characters which was allegedly made 561 on the basis of the obtained data. The students were asked to estimate the similarity of the description with the real characters of their personality on a five-point scale as in Forer’s experiment. Actually everybody was given the same text that we had developed taking into consideration the above-mentioned factors. Here is the text: «You need other people to love and admire you, and at the same time you are rather self-critical. Though you have some personal shortcomings, you are capable to compensate them. You have the considerable potential which benefits you but you haven’t used it for yourself yet. You look an externally disciplined and confident person, however you worry and you feel lack of confidence inside. Sometimes you have some serious doubts whether you have made the right decision, or done the right thing. You prefer variety and changes, and you are dissatisfied when you are limited to strict rules. You are proud of yourself as an independent clever person, you don't take for granted other people’s judgments without sufficient evidences. However you consider that you shouldn't be too frank and sincere with others. Sometimes you, being an extrovert, are friendly and sociable while at other times you are an introvert who is careful and reserved. Some of your aspirations aren't realistic». Finally, we analysed the results of the research and concluded that the students highly agreed with the submitted description. 43% of the respondents completely agreed with the given description of their characters (they gave 5 points out of 5). 38% of the students rated its accuracy as 4 points. 18% of the students – as 3 points, and just 1% of the students did not believe the given features of their personalities (their assessment was 1 or 0). The average value of the respondents’ assessment turned out to be 4.24 points. In comparison with Bertram Forer’s experiment, who received an average assessment 4.26, we got practically the same results. So, we can see that the average point of our and Forer’s researches is practically the same. This ratio proves once again that the Barnum's effect really exists and the students of Psychology and Pedagogy Institute are highly susceptible to it. 562 Список литературы 1. Dickson D. H., Kelly I. W. The Barnum Effect in Personality Assessment: A Review of the Literature // Psychological Reports, 1985. №57. P. 367-382.; 2. Forer B. R. The Fallacy of Personal Validation: A classroom Demonstration of Gullibility // Journal of Abnormal Psychology, 1949. №44. P. 118-123.; 3. Kornilova T.V. Experimental Psychology. Theory and methods. M.: Aspekt Press, 2002.- 167 p.; 4. Krauss-Whitbourne S. When it comes to personality tests, skepticism is a good thing // Psychology Today, 2012. №25.; 5. Meehl P. A Good Cookbook // The American Psychologist, 1956. №11. P. 263-267.; 6. Meshherjakov B.G., Zinchenko V.P. Big Psychological Dictionary. SPb.: Prajm–Evroznak, 2008. 836 p.; 7. Nasledov A. D. Mathimetical methods of psychological research. Analysis and Interpritation. SPb.: Rech', 2004. 215 p.; 8. Rutledge B. Something for Everyone – the Barnum Effect // The Articulate CEO, 2012. №25.; |