No 1 (2016)



Abramova M.A., Kosheutova O.L.


This paper analyzes the transformation of supplementary education serving as a component of the Russian system of continuous education and life-long learning. Changes in socio-cultural situation together with scientific and technological progress have lead to the need of strict requirements to the level of general and vocational education. An increased demand for highly qualified professionals revealed certain deficiencies of the existing education system and emphasized the need to review the structure of supplementary education, as well as the quality of pre-university tutorials developed in the late XX century. This paper studies the system of national pre-university tutorials and aims at identifying the role and place of pre-university training in the Russian system of continuous education. The authors use a structural and functional method to analyze the transformation of such concepts as «out-of-school education», «supplementary education» and to identify the periods in the development of the education component under study. The authors conclude that despite the long history of the pre-university training as a phenomenon, its role and place in the Russian system of continuous education and life-long learning have not been thouroughly defined and reflected in the regulations and descriptions of the federal requirements and the federal state educational standards. Thus, functional uncertainty determined by the lack of a clear understanding of the purpose and objectives of the component under study is the reason for certain inconsistences in ensuring the continuity of pre-university and vocational training and developing the objectives of secondary comprehensive education and supplementary education institutions. The problem has consequences not only for the students themselves and for the quality of their training, but also for educators and teachers of supplementary education institutions whose activities are to be evaluated with a set of criteria to be yet developed. The material presented in the paper are of certain proactical value for researchers studying the development of pre-university tutorials, as well as for professionals concerned with ensuring the continuity of pre-university training and lifelong learning.
Bulletin of Nizhnevartovsk State University. 2016;(1):3-9
pages 3-9 views


Artemieva G.N.


This paper proves the need to develop verbal skills of students during their training at the university. Modern labor market and effective communication skills are a must for future professionals. Therefore, the task of developing professional verbal competences must be solved at the university level when teaching humanities and vocational courses. After analyzing the educational programs offered by some Russian universities, we discovered a lack of attention to the issue of developing speech competencies of future professionals. Despite the existing theoretical and practical implications of the problem, many aspects remain insufficiently developed. The retrospective analysis of the philosophical, psychological and pedagogical reference sources and real educational practices in higher school makes it possible to identify the following conditions for developing speech competences of future professionals, such as including an objective to develop speech competences in the list of vocational training objectives; providing a technology for developing speech competences; ensuring the continuity of language courses; implementing a student-oriented approach; modifying the existing methods of speech training for artistic professions (singers, actors, etc.) and using them in training university students with an account for their future careers. The study dwells upon the conditions and the model of developing speech competences of university students, including such elements as motivation, knowledge, emotional and volitional control, speech skills, speech activity. The paper presents a program for integrating a special professionally-oriented and practical course in Basic Speech Technologies.
Bulletin of Nizhnevartovsk State University. 2016;(1):9-13
pages 9-13 views


Afanasiev V.V., Ivanova O.A.


Considering systemic changes in education there is a need to find new approaches, techniques, methods and forms of training teachers and include informal education resources within the system of additional vocational education. Informal education can be presented in various ways. Firstly, informal education is an open, variable system able tp respond quickly to the professional needs of an adult. Secondly, it is a special kind of communicative activity with macro, meso, and micro levels. Thirdly, it is a kind of individual course in further training, considering the professional «shortage» of teachers. Here we consider a particular model for including informal education in the system of additional vocational training, namely, internship sites. In this context, an internship site is a specially organized temporary subsystem of an educational institution for implementing additional vocational training programs, carrying out further educational activities, with all the necessary resources and conditions, and organized in cooperation with companies specializing in different particular areas. The authors have considered various approaches to internship programs in specific educational institutions, including module approach, system and activity approach, self-guided training, professional experience transformation, communicative partnership and cooperation. The paper describes various methods used in additional vocational training and informal education, incluing teaching techniques for out-of-job training, on-the-job training, combined teaching out-of-job and on-the-job training. The author offers to use competence-based tasks which must be focused on certain social or professional role, must be professionally-oriented and must have a description of conditions for the future activity, and at the same time must serve as a powerful support for the system of informal education. In addition, one should consider various festivals, moderation workshops, seminars, webinars, open lessons, master classes, remote learning technologies, case-studies, contextual learning technologies, debates, coaching, frame-based techniques, controlling technologies, modular technologies, and other techniques as valiable informal education resources applied in further training of teachers.
Bulletin of Nizhnevartovsk State University. 2016;(1):14-19
pages 14-19 views


Bizikova O.A.


This paper is devoted to the issue of self-guided work as a learning activity of extramural pedagogical students majoring in preschool education. While the requirements towards future preschool teachers are being strengthened, there is a need to review the forms and technologies of pedagogical training and activate self-guided student work as an effective learning activity. Out-of-class self-guided work has a great educational potential, since allowing the students to develop the ability for independent research. In this paper the author shares some experience in organizing self-guided work among students, particularly, by using a thematic portfolio for training extramural students. This type of a portfolio is applied not only as traditional technology for evaluating the learning outcomes, but also as a technology for organizing the teaching and learning process. The author has analyzed theoretical reference sources and approaches applied by the Russian researchers in defining the role of a portfolio as a teaching and learning technology in various educational institutions. The analysis has showed consent among Russian scholars in using this self-guided learning technology in field-specific courses for extramural students. This work describes a thematic portfolio as teaching and learning technology, author’s experience in using a portfolio, its structure, content and functions. The paper is of a particular practical significance, since it presents an original model of a thematic portfolio and its approximate structure consisting of three parts, including 1) theoretical part (documents reflecting the theoretical component of a particular subject); 2) practical part (creative student projects and works on a subject); 3) productive part (learning results on a subject). The portfolio structure suggested by the author can be used to arrange self-guided student learning of other pedagogical disciplines. The structural elements of the portfolio make students focus on studying a certain subject’s theoretical component, its conceptual framework, on making a list of reference sources and on practicing the acquired theoretical knowledge in particular teaching situations. By applying the technology of a thematic portfolio, one meets major objectives of teaching the courses related to pedagogical theories and technologies of preschool education.
Bulletin of Nizhnevartovsk State University. 2016;(1):19-26
pages 19-26 views


Bocharova N.V., Sazhina K.P.


Social and instructional design is a kind of pedagogical activity with a great potential for the development and improvement of a particular student, teaching team or educational institution as a whole. Social and instructional design allows solveing social problems using pedagogical means, social, community and individual resources. Corporate culture as a phenomenon is impossible without a community acting as a carrier of a culture established in a particular company or organization. The development of the corporate clture based on the social and instructional design will enable optimizing the process and make it structured, transparent and flexible for adjustment and timely correction. As an object of the study, corporate culture can be considered using a variety of approaches, including cultural, ethnographic, phenomenological, functional, organizational, activity, psychological, moral and ethical approaches. The study is based on the aggregate concept of the corporate culture as a set of basic values (ideas) accepted and shared by the majority of employees and defining the uniqueness and individuality of a practicular company or organization both internally and externally. After analyzing the definitions and approaches to the concept of «corporate culture» we have identified the following its component: regular behavior patterns, rules and regulations, dominant values, philosophy, management culture, social and psychological climate. It has become a tradition to identify three levels structure of corporate culture marked first in E.Shane’s works, which includes a superficial «symbolic» level (artifacts), a subsurface level (declared values), and a basic or profound level. We have also considered another corporate culture structure proposed by F. Harris and R. Moran and considered the following features as self-awareness and understanding of a personal place in a company; communication system, language of communication; external image of an employee; eating habits; awareness of time, attitude towards time; relationships between colleagues in a company; values; faith and beliefs; personal development and learning activity; work ethics and motivation. The paper contains a short summary of the social and instructional design model of corporate culture, which includes the following hierarchically interrelated elements: objective, subject, stages of social and instructional design, corporate culture, its components and levels, social potential and results of social and instructional design. The stages and methods of social and instructional design allow developing an effective strategy for corporate culture of a particular company, which makes social and instructional design of corporate culture a relevant tool.
Bulletin of Nizhnevartovsk State University. 2016;(1):26-33
pages 26-33 views


Vasilev B.Y., Milovanova N.G.


The paper studies the issue of developing personal moral and volitional qualities of military students through academic cources and justifies the need to develop personal moral and volitional qualities of military students. The paper analyses educational cycles and cources, identifies opportunities for developing personal moral and volitional qualities, and presents parts of qualification requirements, units and components of various academic courses enabling the development of moral and volitional qualities of military students. Training in a military college requires students to pay close attention to their moral, intellectual and physical quialities, to be independent and pro-active, courageous and determined. Training in a military college is done in cycles and courses, different in content, subject and training time and following certain federal state educational standards of higher education. After analyzing the reference sources, the authors have identified 11 volitional qualities, including ambition, self-control, initiative, orderliness, self-discipline, perseverance, endurance, determination, independence, courage, diligence. These qualities are closely related to the moral component of personality. Various academic courses mastered during training develop centain moral and volitional qualities of military students, identified through the analysis of regulatory academic documents. Moral, cognitive, reflective components are most important aspects of the academi courses for military students. A continuous exposure to certain academic courses throughout the entire period of training in military college is a prerequisite for developing moral and volitional qualities of students. A gradual increase of difficulty of tasks and combat and training activities enable manifesting moral and volitional qualities of military students in different situations. Thus, diverse academic courses for military students are an important tool in shaping their moral and volitional qualities.
Bulletin of Nizhnevartovsk State University. 2016;(1):33-40
pages 33-40 views


Verbovskaya V.S., Gogoberidze A.G.


The paper considers the issue of the preschool teachers’ readiness to foster emotional responsiveness of preschool children, as stipulated by the Federal State Standard of Preschool Education. The authors emphasize that it rather topical pedagogical issue to develop emotional responsiveness of preschool children, which is not only stated as a task of preschool education policy, but also a as need of modern society facing decreased level of spirituality and kindness and increased violence. Analyzing the reference educational sources and the humanistic educational concept, the authors justify the factors of emotional responsiveness of preschool children, including heredity; social and emotional experience developed in the family; intensity of personal development in childhood; sensitivity of preschoolers for developing emotional responsiveness; age coherence between the needs for social activities and socially significant relationships; potential for emotional development in a game as the leading preschool activity. After analyzing these factors, the authors determined three aspects in solving the urgent problem of fostering emotional responsiveness of preschool children, such as amplifying the educational environment, considering individual characteristics of each child and developing teashers’ readiness to foster emotional responsiveness. The authors pay much attention to the teacher’s readiness to foster emotional responsiveness of preschool children, study this quality among preschool teachers and make relevant conclusions. The empirical results gained through the practical study have showed that more than two thirds of teachers are unwilling to develop emotional responsiveness of preschoolers. The authors believe this fact is due to both subjective and objective reasons. Low level of teachers’ positive emotional attitude can be explained through increasing teaching load, stricter reporting requirements and other changes in working conditions. However, the emotional responsiveness of teachers themselves is not only the leading condition for fostering this quality in children, but also an essential professional quality. According to the results of study, it requires further pedagogical attention, both at the level of training, and the level of further and advanced education.
Bulletin of Nizhnevartovsk State University. 2016;(1):40-46
pages 40-46 views


Kandaurova A.V.


The paper analyzes the Teacher Manifesto for the 21st Century «Education for Change. Change for Education» as a response of the modern European teaching community to the changes in the modern social interaction. Social changes in Russia and in the whole world naturally affect the educational environment, often causing destructive changes. The response to the social changes can be viewed from different points. However, this paper proves that the reaction in the professional teaching community is the most appropriate and prompt. As an example, the authors consider the reaction towards social changes manifested in a document drawn up by foreign teachers. The analysis shows that the requirements to European teachers of the 21st century, expressed in the manifesto, are similar to the requirements to modern Russian teachers. Worldwide requirements imposed on teachers are conditioned by the global changes in social interaction within the context of an open society, developed digital technologies, science, information and communication media, increasing global environmental problems, etc. The authors conclude that modern teachers need to change in order to provide development and education for their students adequate to modern requirements. Only the ones ready for change and included in the system of life-long education are able to provide their students with a complete potential of formal, non-formal and informal education in the modern context. This is the attitude reflected in the manifesto of the European teaching community, which corresponds to the requirements imposed on Russian teachers by the scientific, pedagogical and parent community. Objective and permanent changes determine the need for continuing professional education and improvement for teachers and integration of formal, non-formal, and informal education.
Bulletin of Nizhnevartovsk State University. 2016;(1):46-51
pages 46-51 views


Makhutova G.M., Trofimenko M.P.


The paper raises the issue of developing social and communicative skills and competences of students in studying foreign languages. Federal Education Standards define a competency-based approach as the leading approach in modern education. The authors suggest uniting competency-based and problem-solving approaches to developing social and communicative skills and competences of students while studying a foreign language. Being metaobjective and professionally essential, socio-communicative competence is considered both as a goal and result of vocational training developed within social interaction. It is defined as a set of skills enabling a person navigate in any social environment and to solve situations, including conflicts, within social interaction. Studying a foreign language involves developing both foreign language competences and interpersonal and intercultural communication skills of students, essential in any community. Foreign language is one of the universal tools for developing students’ communicative competence. On the one hand, successful mastering of a foreign language is determined by the level of socio-communicative competence of a person, while on the other hand, a foreign language is a means of developing such a competence. This contradiction allows applying a problem-based approach along with competency-based one, which is showed by the example of an algorithm for solving a problematic situation. Competency-based approach involves an ability to interact with other people, resolve conflicts, whereas problem-based approach promotes the development of exploratory and creative skills of students, their ability to generate tasks, set goals and solve problems independently, analyze their performance and summarize the experience. The problem-based approach in studying a foreign language is based on a problematic situation which requires a student to have a certain level of socio-communicative competence. Thus problem-based learning is based on the interaction of students, their dialogue and ability to generate tasks, set goals and solve problems.
Bulletin of Nizhnevartovsk State University. 2016;(1):51-57
pages 51-57 views


Roytblat O.V., Surtaeva N.N.


This paper analyzes the challenges of the modern educational environment related to the inclusion of non-formal education. The author considers the role and importance of further training for teachers designed to resolve the contradiction and major challenges related to integrating non-formal education into the system of advanced training for adults. The author considers the following challenges: failure to use the potential of non-formal education as a response to changing environment; lack of clear terminology and methodical, methodological, technological basis for a complete implementation of non-formal education in further training of teachers; organizational problems in implementing non-formal education in further training of teachers; lack of a clear mechanism to include non-formal education in the structure of traditional further training of teachers and ways to integrate formal, non-formal and informal education. Meanwhile, non-formal education is actively developing overseas relevance, which is reflected in materials and documents defining the state education policy. The system of additional vocational training for teachers is designed to master the theory and practice of non-formal education, determine its place in the overall system of national education within the paradigm of lifelong learning. The teaching science is dealing with the task to generalize and summarize national and international experience in organizing and implementing non-formal education and using its potential in the system of adult education.
Bulletin of Nizhnevartovsk State University. 2016;(1):57-61
pages 57-61 views


Barbashov S.V.


The paper analyzes the history of Northern multiathlon from its emergence to the recent development. The analysis is amined at studying the opportunities for developing multiathlon as a type of social and competitive sports practice and bringing it to the international level. The author has identified the following interrelated factors in effective development of Northern multiathlon, including public administration, state support and prospects for Olympic development; public opinion, natural and social access to multiathlon, competitivess and sponsor appeal, methodical and personnel availability. The paper defines time periods and peculiarities of Northern multiathlon development: 1924-1945 - the initial development of multiathlon; 1946-1970 - development of the basic competitive Northern multiathlon practices; 1971-1990 - development of organizational practices and techniques for sports training and competitions; 1991 - present time - development of programs and regulations for multiathlon. Presently, the development of Northern multiathlon is associated with the following topical issues and challenges: designing modern multiathlon equipment; accumulating and summarizing multiathlon practices elaborated and implemented in other Russian regions; developing scientific and methodological justification for effective training and competitive loads; overcoming legal contradictions in delineation of responsibilities.
Bulletin of Nizhnevartovsk State University. 2016;(1):62-65
pages 62-65 views


Krasnikova O.S.


This paper presents a study of the competitive performance of highly qualified forwards in mens’s volleyball teams. The study focuses on the technical and tactical actions of highly qualified forwards during the Super League games. The theoretical analysis revealed that modern volleyball teams have the following forwards in the game: opposite hitter, wing-spiker, and middle blocker. Tо evaluate the data on the technical and tactical effectiveness, a statistical computer program Data Volley was used. The results were processed using mathematical statistics, arithmetic mean (M), error of the arithmetic mean (m), and Student t-test to assess the accuracy of the results. The study enabled identifying and substantiating the basic technical and tactical actions of highly skilled forwards with regard to their platying roles. Presently, the offensive actions in the forwarding positions retain their leading role. Forwards take significantly different parts in other gaming actions. Middle blocker is the main player on the block, opposite hitter specializes in attack, and wing-spiker is a universal player with a wide range of technical and tactical means to play both in the defense and for the attack. The results of analysis allowed us to characterize the models of competitive performance of highly qualified forwards which will help to develop the requirements for players based on their role, improve the quality of training and ensure successful game.
Bulletin of Nizhnevartovsk State University. 2016;(1):66-72
pages 66-72 views


Paschenko L.G.


This paper studies the peculiarities of student research activities in the field of physical education and sports and analyzes the existing challenges in organization research. The study involved 26 PE school teachers from Nizhnevartovsk, 340 school students and 228 parents. The research is based on the analysis of scientific and methodical reference materials, regulatory documents, questionnaires, and mathematical statistics. The study showed that most of the surveyed PE teachers avoid initiating educational and research activities among school students, do not initiate taking part in student conference, which can be due to the lack of competence in organizing research. Parents though being aware of the importance of physical education and sports for their children’s health and welbeing lack special knowledge in the field. 73% of parents would like to attract their childreb to research activities in the field of physical training and sports. The survey among school students has showed a decrease of interest towards reaserch in the field of physcial eduication in groupd of older children. Thus, 59% of primary school students, 25% secondary school students and only 16% of high school students expressed their interest in a research project on physical education and sports. The challenges revealed by the study prevent research in the field of physical education among school students and allow seraching for the ways to address and solve them.
Bulletin of Nizhnevartovsk State University. 2016;(1):72-80
pages 72-80 views


Sterkhov A.A., Ponomareva L.I.


The paper considers sports traditions and recreational activities held in the Orthodox parochial gymnasium in Surgut, within a comprehensive study of spiritual and moral upnringing of students and a model of pedagogical support of spiritual and moral upbringing of students in Orthodox educational institutions. The study is aimed at identifying personal attitude of students towards sports and recreational activities in an Orthodox environment. The study was to confirm or refute the hypothesis that spiritual and moral upbringing of students within the Orthodox tradition is not only complying with the students’ desire for self improvement and physical development, but it also stimulates the interest to healthy lifestyle. The research methods included observation, surveys, analysis of the reporting documents from the educational institutions provided by PE teachers, and other materials. The results of the study confirmed the hypothesis, since none of 150 respondents expressed doubts about the need to develop physical fitness and promote sports among students with traditional orthodox values. Furthermore, the experimental data have shown that 94% of respondents take regular part in sports activities, both within school and outside it. The athors have compiled a table of the most popular sports in the Orthodox school community and estimated the number of participants in various sports and recreational activities. The analysis revealed an interesting pattern that the collective spirit of the Orthodox school community makes team sports more popular than individual ones. This fact has a significant practical importance for planning sports and recreational activities in school curriculum. The authors have proposed an academic year program of sports and recreational activities in general school as an optimal form of integrating orthodox school students into sports and recreational activities. The program considers both general features in a particular educational institution and individual characteristics of students. The program is sufficient for a gymnasium with a low level of sports infrastructure.
Bulletin of Nizhnevartovsk State University. 2016;(1):80-86
pages 80-86 views


Chistyakova E.V., Sokolova I.V.


Increased student motivation and interest in active physical training and sports is a major trend in the development of the national sports and recreation. In this redard, the state has carried out a series of large-scale events, including the ones to restore the sports program «Ready for Labor and Defense» (GTO), popular in the Soviet Union.The author studies the attitude expressed by the students of St. Petersburg Humanitarian University of of Humanities and Social Sciences towards the GTO sports program. The study is based on the survey conducted among 322 bachelor students of St. Petersburg Humanitarian University of of Humanities and Social Sciences in order to determine the significance of abovesaid programs for the students. The survey resulted in 966 responses to questions which were processed and analyzed using Excel software.The study reveled that most of the surveyed univeristy students are aware of the GTO program and its content, however, they are not ready to join it on volutary basis. Despite this fact, the students believe that when introduced, the GTO program will become an important tool for public engagement in physical education, sports and recreation.Key words: students; sports program «Ready for Labor and Defense» (GTO); survey.
Bulletin of Nizhnevartovsk State University. 2016;(1):87-91
pages 87-91 views


Filatova V.Y., Samolovov N.A.


The goal of achieving good results in kickboxing leads to an urgent need to design a rational, scietifically justified sed and effective training system to develop the pnching force. Many sports reserachers describe the ways to develop the punching force in various martial arts, and almost every reference author presents evidence and indicators showing that the muscles of the legs and torso play a significant role in improving the punching force. Therefore, by using the elastic deformation of torso and shoulder muscles in punching movement correctly, one may significantly enhance the efficiency of the punch. Thus, the effectiveness of a kickboxer’s punch is largely determined by the optimal contribution of the rotational-translational movement of his or her torso and legs. This study is devoted to training in kickboxing, namely, to the methods of developing the punching force in kickboxing. The study is aimed at identifying and justifying the effectiveness of training methods used to develop the punching force of kickboxers. This study is based on the following research methods: 1. analysis of scientific reference sources; 2. pedagogical testing; 3. teaching experiment; 4. mathematical statistic evaluation. During the training sessions sportsmen work on the individual body movements through systematic repetition. However, this kind of training is sometimes not enough, as many experts in kickboxing name the punching force as one of the major factors determining victory in a kickboxing competition.
Bulletin of Nizhnevartovsk State University. 2016;(1):91-94
pages 91-94 views

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