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Diversified Transformation of University Inside and in Interaction with Industrial and Social Environment
Issue:
Volume 9, Issue 4, July 2020
Pages:
95-98
Received:
31 May 2020
Accepted:
11 June 2020
Published:
23 June 2020
Abstract: The main task of the higher educational institution is to ensure accumulation of up-to-date modern knowledge, competences and training experience, as well as development of skills and results of objective research of entities of phenomena, processes, objects and patterns of the real world and cultivation of multi-inter-disciplinary fundamental and applied researchers in priority areas of scientific technological development and strategically important industries. The university 's digital transformation should provide continuous learning, improve the learning ecosystem to train competent personnel with financial, legal, digital, entrepreneurial and professional literacy and systemic, creative, innovative and strategic thinking. This requires the involvement of broad stakeholder groups in the development and expansion of transformational mobility tools for university education. Transformational mobility of universities serves as a tool to increase the efficiency of university management, increase the quality of education and ensure its maximum individualization to the needs of a specific study and employer. The main principles of the construction of modern organizations, enterprises and institutions of innovative knowledge economy are the following: the principle of training through the solution of tasks the development of the system of regular participation of students and employees in the joint implementation of real projects within the framework of the activities of virtual project-oriented teams on orders of enterprises of domestic and world industry on the basis of the advanced acquisition and application of modern key competences, in the first and computer engineering technologies. The approach to determining the content of training involves the development of a system of core tasks that define the main directions for the development of science and technology in the relevant industry.
Abstract: The main task of the higher educational institution is to ensure accumulation of up-to-date modern knowledge, competences and training experience, as well as development of skills and results of objective research of entities of phenomena, processes, objects and patterns of the real world and cultivation of multi-inter-disciplinary fundamental and ...
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On Reflexive Skills and Competencies of the Teachers
Ivanova-Armeykova Rositsa Ms
Issue:
Volume 9, Issue 4, July 2020
Pages:
99-104
Received:
30 August 2019
Accepted:
9 December 2019
Published:
13 July 2020
Abstract: In this article we consider the phenomena of reflection and educational reflection as a basis for the competence of educators to manage their behavior, as well as the skills to interact with the personality of the students and reveal the technological side of the educational process. The French economist and politician Jacques Delors justifies the four basic guiding principle – pillars of education, in conjunction with the concept of lifelong learning and education in the 21st century. The four main pillars of modern education, requiring the formation of four main groups of competences are: learning to know, learning to act (learning to do), learning to live together, learning to be. The effectiveness of a good teacher is a set of multiple knowledge, reflexive skills and competences, which are constantly developed and enriched. Especially significant from them, in our opinion, are having respect for others, empathy and congruence. The accumulated practical experience of teachers is not a sufficient condition for professional development. Only the constant reflection, analysis and transformation of their own experience has allowed them to develop their skills.
Abstract: In this article we consider the phenomena of reflection and educational reflection as a basis for the competence of educators to manage their behavior, as well as the skills to interact with the personality of the students and reveal the technological side of the educational process. The French economist and politician Jacques Delors justifies the ...
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ESD in China: A Brief Review of the Recent Progress and Suggestions for the Future Work
Wang Qiaoling,
Shi Gendong
Issue:
Volume 9, Issue 4, July 2020
Pages:
105-111
Received:
4 December 2019
Accepted:
2 March 2020
Published:
19 August 2020
Abstract: This paper is a part of the preparations work made by Chinese National Working Committee for UNESCO on ESD to welcome and participate in the world ESD Conference (2021) to be held in Berlin. The purpose of this study is to review China's experience in implementing GAPESD, and to put forward suggestions to the international community to continue to promote ESD in the next 10 years. In the process of summing up the experience of GAP implementation in the first five years, the expert group has conducted an investigation in more than 300 ESD experimental school principals in Beijing, Shanghai, Guangdong, Inner Mongolia and other regions. In writing the relevant suggestions, we have listened to the opinions of more than 10 experts from universities and research departments. Since 2015, the expert team of Chinese National Working Committee for UNESCO on ESD and a large number of principals, teachers, education experts, social personages and administrative leaders at all levels all over the country have completed 10 main tasks of theoretical research and practical exploration for the implementation of UNESCO Global Action Programme (GAP) on ESD. According to the guidance of Chinese government on promoting sustainable development and ecological civilization construction, and the important spirit of the document Education for Sustainable Development: Towards achieving the SDGs (2020-2030) issued by UNESCO, the expert team summarized achievements of promoting ESD in China in the past five years and made suggestions for international community to scale up ESD in the next 10 years.
Abstract: This paper is a part of the preparations work made by Chinese National Working Committee for UNESCO on ESD to welcome and participate in the world ESD Conference (2021) to be held in Berlin. The purpose of this study is to review China's experience in implementing GAPESD, and to put forward suggestions to the international community to continue to ...
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Gifted Children and Education: An Educational Approach
Argyriou Argyrios,
Giotopoulou Georgia,
Pappa Angeliki-Maria
Issue:
Volume 9, Issue 4, July 2020
Pages:
112-115
Received:
23 April 2020
Accepted:
22 July 2020
Published:
19 August 2020
Abstract: In this paper we investigate the case of gifted children and their position in the field of education. Many definitions have been given to gifted children (from a national, special pedagogical, functional or illustrative point of view) and even the word «charisma», as it is characteristically called, was acknowledged as a term after a 34-year-effort. Various scientists, such as Renzulli, Gardner, and Heller, tried to approach and define charisma and charismatic children. The aim of this research is to determine the characteristics of gifted children, the difficulties they encounter in each level, the causes of the difficulties and the kind of education for these children. The practices of differentiated teaching and flexible curriculum are criticized for the difficulty of evaluating their application throughout the educational process on gifted children. In conclusion, gifted children or students with high skills need respect and treatment not as a minority nor with an elitist mentality. The desideratum is to find out how many children need adapted education, whether they have a high level of perceptiveness or not. If they can acquire knowledge through a tailored to their needs, interdisciplinary, material-enriched kind of education along with a suitable prior Curriculum adaptation, then the education will be effective as it will manage to cover their needs.
Abstract: In this paper we investigate the case of gifted children and their position in the field of education. Many definitions have been given to gifted children (from a national, special pedagogical, functional or illustrative point of view) and even the word «charisma», as it is characteristically called, was acknowledged as a term after a 34-year-effor...
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The Integration of Museum Resources into the Development of Art Courses
Issue:
Volume 9, Issue 4, July 2020
Pages:
116-126
Received:
16 July 2020
Accepted:
14 August 2020
Published:
25 August 2020
Abstract: Art education is a gradual process. The cultivation of aesthetic ability cannot be completed within a short period of time, especially that of art creativity. In art teaching, a question worthy of discussion and research is how to cultivate the art creativity of students correctly. By analyzing museum resources and art education in China, this paper aims to effectively analyze, interpret and re-create museum collections, so as to cultivate students’ ability to appreciate artworks, improve their interest in art, and develop their ability to create art. In line with the characteristics of the research subject, this research mainly utilizes the literature review method, comparative analysis method, and case study of the investigation method to study the development of art courses for students before entering junior middle schools. According to the survey, the integration between museum resources and art courses has remarkable educational significance. Around the world, many countries have key projects for the construction of art courses in museums. In order to promote the innovation of art education in China, this paper explores the prototype of figurines of a comedic face playing an instrument (喜乐俑) collected by the museums, develops art courses with the integration of this prototype. The final part of the article presents the result of the research, demonstrating a module course and concluding how art teachers can utilize museum resources to develop art educational courses, and discusses some problems of Chinese art education and puts forward some solutions.
Abstract: Art education is a gradual process. The cultivation of aesthetic ability cannot be completed within a short period of time, especially that of art creativity. In art teaching, a question worthy of discussion and research is how to cultivate the art creativity of students correctly. By analyzing museum resources and art education in China, this pape...
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