Bulletin of Nizhnevartovsk State University

The Bulletin of Nizhnevartovsk State University (Vestnik Nizhnevartovskogo Gosudarstvennogo Universiteta) is a periodic scientific publication issued since 2008. The journal is published quarterly by the Publishing House of Nizhnevartovsk State University

The journal publishes the results of original research and review papers on the most topical issues of the biological, humanities and pedagogical sciences.

The bulletin has three thematic issues reflecting the following research areas:

  • Biological Sciences (03.02.08 Ecology);
  • Humanities (07.00.02 National History; 07.00.03 World History);
  • Pedagogical Sciences (13.00.08 Theory and Methods of Vocational Education).

The journal is registered with the Russian Federal Service for Supervision of Communications, Information Technology and Mass Communications (Roskomnadzor). Certificate of NVSU Bulletin Printed Publication ПИ № ФС 77 - 80105 as of 31.12.2020.

The journal has been included in the list of VAK, (Russian Higher Attestation Commission), with the right to publish scientific articles of doctoral and postgraduate students, necessary for the defense of theses for the Russian scientific degrees of Candidate of Sciences and Doctor of Sciences. On December 1, 2015, the new list was approved by the Higher Attestation Commission of the Russian Federation Ministry of Education.

The journal is included in the citation indices and international bibliographic databases:

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Current Issue

No 3 (2022)

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Full Issue

Pedagogical Sciences

Topical issues of modern didactics of regional professional education in native language teaching
Belkova A.E.
Abstract

The article analyzes the actual problems of the methodology of professional education in the humanities field of knowledge, in particular, the Surgut dialect of the Khanty language in Khanty-Mansi Autonomous Okrug-Yugra. In modern vocational education, the study of native language becomes an integral part of national culture, which absorbs history, spiritual values, moral norms and models of speech etiquette. That is why it is important to preserve the native language of each ethnic group. There is an urgent need for the socialization and development of the student's personality as a subject of ethnicity and as a citizen of the Russian Federation. “Preservation and development of native languages and traditional culture of indigenous peoples of the North is one of the state tasks facing Russia and Yugra as a subject of the Federation at the present stage”. The absence of the uniform approved alphabet on the Khanty language and the educational-methodical complexes recommended by the Ministry of Education of the Russian Federation does not allow studying a native (Khanty) language in vocational education. We believe that it is unacceptable to study the subjects «Native Language» and “Native Literature” (subject area “Native (Khanty) Language and Literature”) at the expense of the academic time allocated by the educational organization within the framework of extracurricular activities and educational work. Hence, there is a need to develop the content and methodological organization of the educational process of the “Native Language” discipline at vocational and specialized secondary educational institutions and universities, as well as for the course training in Khanty-Mansiysk Autonomous Okrug-Yugra. Native language serves not only as a means of communication and cognition of the surrounding reality, but also as a means of recording, preserving national and cultural traditions and introducing them to future generations. That is why the quality of education of the native (Khanty) language at professional institutions in general depends on the quality of education of the modern generation of indigenous peoples of the North of the Russian Federation. We believe that the improvement of skills and development of abilities in the subject «Native language» will be successful if we implement an effective methodological system based on integration of phonetic, word-formation, lexical, grammatical and syntactical levels of Khanty language.

Bulletin of Nizhnevartovsk State University. 2022;59(3):4-14
pages 4-14 views
Scientific work organization of the technical profile students
Mezentseva A.I.
Abstract

This article deals with the issue of the technical profile students´ scientific work (SSW) organization in the P.S. Nakhimov BSHNS. The implementation of the ESW at the P.S. Nakhimov BSHNS is given in the form of reports to the conference CMSS and SMSS and the reports preparation that are published in the the CMSS and SMSS Cadets and Students Reports Collection at the Conference of the P.S. Nakhimov BSHNS. Preparation for this conference is carried out for 6 months and aims to increase the scientific training level of the specialists with higher professional education and identify talented young people for the subsequent replenishment of the university scientific and pedagogical staff. The reports are carried out in accordance with the curricula and programs. These reports contain elements of scientific research. Participation in research work helps students to comprehend the basics of their specialty, apply knowledge in solving practical problems, develops skills in working in research and production teams. In the process of carrying out educational research, students learn to work independently with scientific literature and systematize it, apply their knowledge in solving specific research tasks. The conference result was "Recommendations to the Student Heads Educational and Research Works of the BSHNS. Therefore, the main ESW goal is the self-realization of the student's personality based on the acquired research skills. Under the guidance of the supervisor (teacher), the student's personality develops in three directions: self-improvement, self-knowledge, and self-education. In the course of research activities, the following student qualities are acquired and developed: the skill of independent research activity; the skill of working with scientific and cognitive literature; initiative and creativity; use, expansion and deepening of subject knowledge; the skill of working together with the participants of the study; self-affirmation of students in this subject area, etc.

Bulletin of Nizhnevartovsk State University. 2022;59(3):15-22
pages 15-22 views
Methodological approaches to creating conditions for successful professional growth of teachers of a general education organization
Ibragimova L.A., Sabitova E.O.
Abstract

The article devoted to the actual problem of professional development of teachers of a general education organization presents a meaningful analysis of methodological approaches to creating conditions for successful professional growth of teachers of a general education organization. The approaches to the formation and development of human resources as one of the conditions contributing to the construction of an individual trajectory of successful professional growth of a school teacher are considered. The technology of team interaction of subjects of the intra-school system is disclosed. The conditions for the formation of the personnel potential of an educational organization are described. The most important task of the modern education system is the development of teaching staff. The leadership of an educational organization should be aimed at providing opportunities for professional growth and development. The choice depends on the learning objectives. Particular attention is paid to the conditions for the formation of human resources. The authors give a generalized description of these conditions. The effectiveness of the formation of personnel potential is influenced by personality. The authors propose to consider the personnel potential of an educational organization as a qualitative characteristic of the teaching staff.

Bulletin of Nizhnevartovsk State University. 2022;59(3):23-35
pages 23-35 views
The essence of the readiness of a military specialist for functional activity in a conflictogenic professional environment
Karavanov A.A., Ustinov I.Y., Len A.A.
Abstract

The object of the study of this work is the consideration of the problem of readiness of a military specialist for functional activity in a conflictogenic professional environment. The article analyzes the models of professional activity of military specialists described in dissertation research, scientific literature and regulatory documents, which made it possible to classify them into groups. The readiness of a person for effective professional activity is considered from the point of view of two main approaches to the study of this phenomenon: functional and personal, the types of readiness of specialists for professional work are described, the work on studying the state of readiness for activity in extreme situations, to which the conflict belongs, is analyzed. Specific features of military-professional activity are disclosed. The analyzed approaches made it possible to put forward the assumption that within the framework of the functional-personal approach, the integrating education that allows to achieve the functionalism of the activities of a military specialist in a conflictogenic professional environment is the self-determination of the future officer. The essence and content of the concept of “self-determination” depending on the sphere of social sciences and humanities are considered. The analysis of approaches to determining the essence of readiness for activity and the phenomenon of self-determination associated with it allows us to conclude that the readiness of a military specialist for functional activity in a conflictogenic professional environment is his ability to self-determination of the optimal way of interaction with the elements (factors) of the surrounding professional environment (personal and impersonal) in a conflict situation on the basis of the formed system of values orientations, awareness of one's own role in the process of its constructive resolution and subjective assessment of their capabilities in correlation with the difficulties encountered in achieving the goal of professional activity.

Bulletin of Nizhnevartovsk State University. 2022;59(3):36-49
pages 36-49 views
General characteristics of professionally significant qualities of future bachelors of technospheric safety
Кarpov V.V.
Abstract

The goals and directions of sustainable development of the country put forward high requirements for future graduates of educational institutions, comprehensively developed and socially active individuals, with the necessary professionally significant qualities formed, which are an important component of their professional competence. The main task of the professional training of future specialists in a modern higher educational institution is the formation of their professional competence, professionally significant qualities and psychological readiness to carry out professional activities based on the introduction and implementation of innovative teaching technologies. The purpose and task of the research is to clarify the essence of the concept of “professionally significant qualities of a bachelor of technosphere safety”. The main methodological approaches to the formation of professionally significant qualities as a component of the professional competence of future technosphere safety bachelors are systematic, personal-activity and competence-based. The main result of the work is the definition of the structure, groups, signs and general characteristics of professionally significant qualities, disclosure of the essence of the concept of professionally significant qualities of future technosphere bachelors as a set of socially significant for the implementation of functions, tasks and interests of society, individual citizens and the state of the personal characteristics of a specialist, formed in within the system of professional development based on the principle of the formation of a comprehensively developed, creative personality. The genesis and content of the concept of “professionally significant (important) qualities” are considered on the basis of an analysis of the works of leading Russian and foreign scientists and the author's edition of the concept under study is presented. The analysis of scientific and theoretical works of famous scientists on the formation of professionally significant qualities and various aspects of professional training of future technosphere safety specialists was also carried out. Revealed the social significance of professionally important qualities and the main socially significant state function of future bachelors of technosphere safety, which is to ensure the viability of each member of society and the environment as a whole.

Bulletin of Nizhnevartovsk State University. 2022;59(3):50-65
pages 50-65 views
Foreign language and practical training of students and graduate students of a non-language university
Leushina I.V., Leushin I.O.
Abstract

The problem of the status of a foreign language in the context of actualization of practical training of students and graduate students and increasing demand by employers' professional foreign language competence of graduates of Russian non-language universities were raised. Foreign language for a modern graduate, for example, a technical university, no longer the “passing discipline”, which not yet so long ago could not remember after receiving a diploma, but an effective tool for solving professional tasks of various types, and often the key to building a professional career. The results of a critical assessment of the current system of foreign language training of students and graduate students in several dozens of non-language universities conducted by the authors of the open documentation laid out on the Internet showed its imperfection in terms of professionalization and led to the conclusion about the need to change primarily with the emphasis on communication. Initious training of students with their future professional activities, and the presence of prerequisites for this. The regulatory and legal framework necessary to conduct changes has already been formed, so the initiative of local changes in the system should manifest themselves «on the ground» by the universities themselves. The authors of the article describes corrective activities regarding the foreign language training of students of a non-language university related to clarifications or changes in the basic characteristics of education and / or organizational and pedagogical conditions for the implementation of specific educational programs for training students and graduate students of directions 22.03.02 “Metallurgy”, 22.04.02 «Metallurgy» and 22.06.01 “Material Technologies” Department “Metallurgical Technologies and Equipment” of the Nizhny Novgorod State Technical University named after R.E. Alekseev, and already proven its effectiveness. Among them: extension in practical classes in the language as a study within each of the levels and transition from a level on the level of training in the share of foreign language practical training associated with the implementation of students in individual types of work related to future professional activities and aimed at forming, consolidation, development of practical skills and competencies on the profile of the relevant educational program; conducting practical training on optional disciplines of foreign language preparation included in the curriculum is fully in the format of practical training, as well as the organization of practical foreign language preparation within the framework of the production practices of students on the sites of Russian and foreign organizations engaged in the profile of a specific educational program.

Bulletin of Nizhnevartovsk State University. 2022;59(3):66-75
pages 66-75 views
Would-be specialists’ vocational training within the course “English for academic mobility”
Trofimenko M.P., Osipova N.N., Tumanov V.I.
Abstract

This article addresses the issues of would-be specialists’ vocational training within the course “English for Academic Mobility”. The course is an important part of lifelong leaning vocational training, which is supposed to provide training for modern specialists who are ready to fulfil their potential and build up their learning curve utilizing up-to-date information, advanced technological platforms and company resources. The authors emphasize that, despite the current world situation, higher education institutions of Russia continue to implement programmes within the framework of international cooperation, and are also looking for new opportunities and directions for academic and scientific partnerships. Thus, academic mobility being a key aspect of any educational organisation activities has not lost its ground under the current circumstances. The article illustrates the implementation of the “English for Academic Mobility” course aiming at preparing the Nizhnevartovsk State University students (would-be specialists) for successful participation in both international academic mobility programmes and competitive labour market in future. The article provides a description of the course developed by the teachers of Nizhnevartovsk State University and defines its importance as one of the links in the professional training of NVSU students in the framework of continuing education.

Bulletin of Nizhnevartovsk State University. 2022;59(3):76-85
pages 76-85 views
Professional growth of teachers of a general education organization
Sabitova E.O.
Abstract

The professional growth of a teacher of a general education organization as a socio-psychological phenomenon is considered. The stages of professional growth of a teacher are described. The article presents a fragment of the human resources development program of one of the educational organizations of the city of Nizhnevartovsk, as one of the key conditions affecting the construction of an individual trajectory of successful professional growth of a teacher of a general education organization. The success of professional growth as a result of joint activities depends on the existing qualities of the interacting subjects and on the existing ideas about the qualities of each other. The formation of the phenomenon of an associated professional career is carried out in the process of interaction of a wide range of determinants, for example, the consistency of the psychophysiological characteristics of people, the similarity of their styles of activity / behavior / communication, etc. of the key conditions influencing the construction of an individual trajectory of successful professional growth of a teacher of a general education organization. In conclusion, the author deduces the conditions that ensure the effectiveness of the implementation of the program for the formation and increase of the personnel potential of a general educational organization. The author comes to the conclusion that the professional growth of a teacher is a purposeful two-way process, the effectiveness of which depends on many factors.

Bulletin of Nizhnevartovsk State University. 2022;59(3):86-98
pages 86-98 views
Supplementary education teachers’ professional improvisation culture development by reflective pedagogy means
Surkova N.A.
Abstract

The activity of supplementary education system employee is associated with the syncretic pedagogical and creative process organization with students’, their parents’ and various social partners’ participation. The circumstances in which supplementary education teacher finds himself often turn out to be unforeseen and require spontaneous effective actions from him ‒ professional improvisation. It becomes more productive with the expected understanding of its prerequisites, conditions and results. In this regard, the purpose of this article was the theoretical and methodological substantiation of the potential of reflexive pedagogy use in supplementary education teacher’s professional improvisation culture development. Within the framework of the described study, conducted on Donetsk Republican Institute for the Education Development basis, the reflective pedagogy possibilities were studied as part of the supplementary education teacher’s professional improvisation culture formation in the postgraduate education system. The experiment involved the inclusion of the module «Supplementary education teacher’s professional improvisation culture» in the additional professional program for supplementary education teachers, which included a section using the reflective pedagogy potential. The practices offered to teachers involved improvised professional actions assessment with their subsequent discussion. As a result, the personal reflexive skills structure and content within the framework of the supplementary education teachers’ professional improvisation culture were described, and their development methodology for was proposed. The practical significance of the study is confirmed by the professional and personal results diagnostics data of additional professional program mastering, in connection with which the author considers promising further research in the field of reflective practices use in the supplementary education teachers’ postgraduate education system.

Bulletin of Nizhnevartovsk State University. 2022;59(3):99-110
pages 99-110 views
Edutech in continuing education
Plastinina N.A., Bogdanova S.Y., Dimova I.V.
Abstract

With the increase in implanting the information and computing technologies (ICT) into learning and continuing education during the last two decades and shifting to distant educational technologies (DET), it has become obvious that there is a vital need for school and university teachers to upgrade and develop their e-learning and e-teaching skills consistently. Since integrating technology into classroom, online or offline, has already become both a global tendency and a crucial change in the quality, form and methodology of education, there appeared an urgent importance for appropriate digital continuing education for school and university teachers to boost their readiness, preparedness and ability to adapt to the changing conditions of the educational environment. This is a niche opportunity for the local Universities to fill in. The study examines the plethora of conditions, assumptions and risks affecting the quality of educational content for an effective online continuing education course. The article details the stages and principles of designing an e-learning online course for continuing education. Using information visualization and feedback tools as examples the authors propose practical recommendations for content development and risk management. The authors imply that to create a quality online continuing education course, the developing team should take into consideration the characteristic differences of online education as compared to traditional methods. Active learning, time management, progress monitoring and communication are also brought to focus. The proposed framework, educational content development and additional strategies suggested have implications to teachers and educators involved in e-courses development, as well as to a wide range of users.

Bulletin of Nizhnevartovsk State University. 2022;59(3):111-121
pages 111-121 views
Theoretical substantiation of preparation of future teachers for the implementation of innovative practices of educational activity in higher educational activities
Savchenkov A.V., Uvarina N.V., Korneev D.N.
Abstract

The article describes the results of a scientific study of the problem of theoretical substantiation of the problem of developing innovative practices of educational activities in universities. Monitoring the effectiveness of educational practices in universities is becoming an increasingly urgent problem. Currently, there is a need to create a bank of the best practices of educational activities. The following theories of activity, psychological theories of personality, the principle of co-existence in education, the phenomenon of readiness for activity, the theory of “soft skills” or “flexible” (or “soft”) skills, the theory of social relays are chosen, analyzed and substantiated as the theoretical basis of the study. As a result of the analysis of the theory of activity, we came to the conclusion that educational practices should have a purposeful and meaningful character, and the preparation of teachers for educational activities should be carried out within the framework of practice-oriented activities and modeling of educational situations. The personality structure of S.L. Rubinstein serves as a support (prototype) for determining the component composition of teachers' readiness for educational activities. Based on stable and dynamic personality characteristics identified by scientists, stable and flexible personality qualities can be identified that form the readiness of teachers for educational activities. Having analyzed the phenomenon of readiness for activity, we came to the conclusion that readiness for the implementation of educational practices presupposes activity and predisposition to it, the need for its implementation, the ability to activate the mental functions necessary for its implementation; assuming that there is a stable motivation for its implementation, as well as preadaptive abilities, the ability to project future events in educational activities. “Flexible skills” are a necessary element of a teacher's professional competence, ensuring the effectiveness of the implementation of educational practices. The analysis of the works devoted to the theory of social relays allowed us to conclude that they can be used as one of the effective methods of forming the value attitude of teachers to educational activities, through social relays, accumulated life experience, patterns of behavior, ideals necessary for teachers to effectively implement the practices of educational activities can be transferred. The considered psychological and pedagogical theories, concepts, works of various authors, act as a theoretical basis for the development and adaptation of educational practices at the university, are the basis for the development of a training system and a model of readiness of teachers for educational activities at the university.

Bulletin of Nizhnevartovsk State University. 2022;59(3):122-131
pages 122-131 views

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