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Relevant bibliographies by topics / Obuchenie

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Academic literature on the topic 'Obuchenie'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Obuchenie"

1

Collet, Vicki Stewart, and Michelle R. Ciminelli. "Polyphonic Analysis: obuchenie in qualitative research." Qualitative Research Journal 17, no. 4 (November 13, 2017): 243–53. http://dx.doi.org/10.1108/qrj-08-2016-0053.

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Purpose The purpose of this paper is to describe an approach to analyzing qualitative data that uses Bakhtin’s concepts of dialogue as a framework. Design/methodology/approach Polyphonic Analysis (PA) is proposed as a critical approach to qualitative data analysis that emphasizes creating virtual dialogues of participants’ voices, bringing together views that typically do not interplay in order to escalate voices that might otherwise be silenced, reduced, or objectified. Findings PA, with its emphases on revoicing and dialoguing participants’ words, seeking understanding in the tensions between voices, and striving for hegemony in the development of themes, heightens researchers’ awareness of key principles of qualitative research, suggesting its use as a pedagogical approach for teaching qualitative research as an interpretive paradigm. The authors reference their study on the impact of the No Child Left Behind legislation in the USA to draw examples that illustrate the utility of this research design for pedagogy and practice. Originality/value PA creates meaning by recognizing multivocality and dialogism. The authors propose and describe this novel application of a literary analysis tool for use as a tool for pedagogy and research methodology.

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Mel'nikova, Olga Georgievna, E. A. Podmogaeva, Elena Viktorovna Surkova, T. G. Kurtseva, V. V. Nikolaeva, and Mikhail Borisovich Antsiferov. "Obuchenie bol'nykh sakharnym diabetom: psikhologicheskiy analiz." Diabetes mellitus 5, no. 4 (December 15, 2002): 60–64. http://dx.doi.org/10.14341/dm2002460-64.

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Gurova, O. Yu, I. V. Poluboyarinova, T. I. Romantsova, and O. V. Roik. "Obuchenie bol'nykh s ozhireniem: osnovnye tseli i zadachi." Obesity and metabolism 4, no. 4 (December 15, 2007): 53–58. http://dx.doi.org/10.14341/2071-8713-5013.

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Kroemer, H. "Kvazielektricheskoe pole i razryvy zon. Obuchenie elektronov novym fokusam." Uspekhi Fizicheskih Nauk 172, no. 9 (2002): 1087. http://dx.doi.org/10.3367/ufnr.0172.200209f.1087.

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Mel'nichenko, G. A. "TESTY, TESTY, KREDITY: KAK NALADIT' "OBUChENIE ChEREZ VSYu ZhIZN'"?" Clinical and experimental thyroidology 3, no. 3 (September 15, 2007): 56. http://dx.doi.org/10.14341/ket20073356-57.

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Mayorov, Alexander Yur'evich, Gagik Radikovich Galstyan, O. M. Dvoynishnikova, Mikhail Borisovich Antsiferov, and Ivan Ivanovich Dedov. "Terapevticheskoe obuchenie v Rossii: rezul'taty 15-letnego nablyudeniya bol'nykh sakharnym diabetom 1 tipa." Diabetes mellitus 8, no. 3 (September 15, 2005): 52–58. http://dx.doi.org/10.14341/2072-0351-5579.

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Starostina, Elena Georgievna, and Alexander Vasil'evich Dreval'. "Distantsionnoe meditsinskoe internet-konsul'tirovanie i obuchenie vrachey i bol'nykh sakharnym diabetom i ozhireniem (dvukhletniy opyt raboty)." Diabetes mellitus 5, no. 3 (September 15, 2002): 52–58. http://dx.doi.org/10.14341/dm2002352-58.

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8

Barrs, Myra. "Rediscovering Vygotsky’s Concept of the ZPD: Stanley Mitchell’s New Translation of ‘The Problem of Teaching [Obuchenie] and Mental Development at School Age’." Changing English 24, no. 4 (October 2, 2017): 345–58. http://dx.doi.org/10.1080/1358684x.2017.1376448.

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9

Moskovkin, L. V., and Yuntae Yu. "The term «obucheniye» in modern Russian pedagogical dictionaries and textbooks." Professor’s Journal. Series: Russian and Literature: studying and teaching 1 (February 25, 2021): 22–29. http://dx.doi.org/10.18572/2687-0339-2021-1-22-29.

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This article deals with the semantics of the term «obucheniye» in modern Russian pedagogical literature. The research findings based on analysis of pedagogical textbooks and dictionaries indicate that there is no clear consensus regarding the term «obucheniye» in Russian pedagogics. Many distinguished scholars of modern pedagogy give different definitions of the term «obucheniye», but at the same time, they use the term mainly in traditional meaning as the activity of a teacher.

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Sorokina, Anna V., and Vladimir E. Okhotnikov. "Karl Eduard Weber, How He was Known in Russia." ICONI, no. 1 (2019): 29–41. http://dx.doi.org/10.33779/2658-4824.2019.1.029-041.

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The article illustrates the life and creative activity of German pianist and pedagogue Karl Eduard Weber in Russia. Weber received his education at the Leipzig Conservatory. In 1854 he went to Russia, where musicians of high professional level were on demand, and taught for over 20 years at the Tambov Music College. However, having engaged in pedagogical activity in various Russian cities, Weber frequently experienced discontent. Having observed the unsatisfactory level of musical education, he began creating methodological works. Among them, those which became famous and were disseminated were “Rukovodstvo k sistematicheskomu obucheniyu igre na fortepiano” [“A Manual for the Systematic Instruction of Playing the Piano”] (1866), and “Putevoditel' pri obuchenii igre na fortepiano” [“A Guide to Instruction of Piano Playing”] (1876). In 1881 Karl Eduard Weber received the position of an instructor at the Tambov Alexandrinsky Institute for Noble Girls. In 1889 he switched to working at the Tambov Musical Classes (since 1900 — the Tambov Music College), where he worked until the end of his life (1913).Weber brought up the talented student Anna Gravert-Lavdovskaya (1881 – 1888). She provided initial instruction to the future outstanding pianist Victor Merzhanov. Therein, undoubtedly, lies a great merit of the Weber school. Many of the foundational traits of piano pedagogy of Karl Eduard Weber are inherent to the pedagogy of Victor K. Merzhanov.

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Books on the topic "Obuchenie"

1

Bezrukikh, Marʹi︠a︡na. Obuchenie pisʹmu. Ekaterinburg: Rama Pablishing, 2009.

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2

Titova, S. V. Smysloobrazui︠u︡shchee obuchenie. Moskva: Piter, 2008.

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3

Glazʹev, S. I︠U︡, and B. M. Bolotin. Obuchenie rynku. Moskva: Ėkonomika, 2004.

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4

Mati︠u︡shkin, A. M. Myshlenie, obuchenie, tvorchestvo. Moskva: Izd-vo Moskovskogo psikhologo-sot︠s︡ialʹnogo instituta, 2003.

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5

Okolelov, O. P. Distant︠s︡ionnoe obuchenie: Monografii︠a︡. Lipet︠s︡k: Lipet︠s︡kiĭ gos. tekhn. universitet, 1999.

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6

Obuchenie dialogicheskoĭ rechi. 2nd ed. Moskva: "Russkiĭ i︠a︡zyk,", 1986.

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7

Klobukova, L. P. Obuchenie yazyku spetsial'nosti. Moskva: Izd-vo Moskovskogo universiteta, 1987.

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8

Kikolov, Aleksandr Ivanovich. Obuchenie i zdorov'e. Moskva: Vysshaya Shkola, 1985.

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9

Minority Rights Group International. Obuchenie protiv predrazsŭdŭt͡s︡ite. Sofii͡a︡: Mezhdunaroden kom-t za pravata na malt͡s︡instvata, 1995.

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10

Aktivnoe sot͡sialʹno-psikhologicheskoe obuchenie. Leningrad: Izd-vo Leningradskogo universiteta, 1985.

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Book chapters on the topic "Obuchenie"

1

"Obuchenie, perezhivanie, and growth points." In Mindful L2 Teacher Education, 39–47. New York, NY : Routledge, 2016. | Series: ESL & applied linguistics professional series: Routledge, 2016. http://dx.doi.org/10.4324/9781315641447-3.

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"3. Obuchenie: Classroom Instruction, Patriotism, and the Instilling of Soviet Values." In Stalin's Niños, 63–77. University of Toronto Press, 2020. http://dx.doi.org/10.3138/9781487518288-007.

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Chereshneva, Iuliia Evgenevna, Liudmila Aleksandrovna Kokhanova, and Sergei Borielevich Golovko. "Proektnoe obuchenie kak sposob motivirovat' na professiiu (iz opyta podgotovki zhurnalistov)." In Развитие науки и образования, 316–25. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21581.

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Theoretical foundations and principles of project training for students in the specialty «Journalism», as a way to motivate a journalist for the profession is studied by the authors. The concept of project training for journalists is based on the idea that training should be motivating, especially when it comes to specialized discipline. The result of such training should be considered the skills and abilities generated by students to use the new things that they received in the course of their studies. The authors summarizing their own experience and the practice of colleagues, determine the main characteristics of this method and the principles, following which allows to obtain the desired results. The definition of «project training» is given as an organization of the educational process, when the study of a course or the entire cycle of courses in a specialty is aimed at the final result obtained in the process of setting the task and its implementation. Mechanisms to achieve this goal are training, workshops, role-playing games such as focus groups. The principles of activity, research (creative) position, objectivity (awareness) of behavior and partner (subject – subject) communication are considered in detail.

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"The Open Context Model of Learning." In Digital Learning, 1–23. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4333-7.ch001.

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Various digital technologies, the internet, the web, information appliances, smart phones, and particularly, Web 2.0 enable us to review and interrogate how technologies, business, social, personal, and learning technologies can help reconfigure the organisational infrastructure of learning to better align with how human beings learn about the world around us and ourselves. Hazel Henderson said, “Technology is the essence of politics,” but perhaps “Technology is the essence of education,” which for 1000 years has been based on a content-scarcity model of resources and focused on a content-delivery model of learning to an elite who will benefit from access to these scarce resources, themselves based on a subject-based taxonomy that took root in the 19th century and has dominated the design of 20th and 21st century educational institutions. The Open Context Model of Learning argues that we need new models of teaching and learning (obuchenie) built around the PAH continuum of pedagogy, andragogy, and heutagogy and an underpinning belief in the co-creation of learning and education between “teachers” and “learners.”

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5

Lozovoi, Aleksei Iurevich. "Rol' refleksii v protsesse obucheniia inostrannym iazykam." In Образование и наука: современные тренды, 70–78. TSNS Interaktiv Plus, 2018. http://dx.doi.org/10.21661/r-468009.

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6

Shtyrliaeva, Ekaterina Aleksandrovna, and Marina Iurevna Mogilias. "Otkrytie uchebnogo tsentra professional'nogo obucheniia: preimushchestva i nedostatki." In Opening a Vocational Training Center: Advantages and Disadvantages. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86220.

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7

Plotnikova, Ekaterina Andreevna, Tatiana Arkadevna Zolotova, Natalia Igorevna Efimova, and Mariia Nikolaevna Pirogova. "Praktika obucheniia russkomu iazyku v polikul'turnoi srede (iz opyta raboty)." In Education and science: current trends. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-43426.

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This section focuses on issues of improving the methodology of Russian language teaching and efficiency of teaching Russian in a multicultural environment with the use of elements of spiritual (including folklore) culture in educational institutions of the Mari El Republic (humanitarian gymnasiums, secondary and higher educational institutions). The authors of the section demonstrate the features of using folklore in the main areas of activities (both class and extracurricular) of experimental network platforms (FIRO) and the pedagogical workshop (Prosveshcheniye Publishers) and conclude that such projects, aimed at the sociocultural adaptation of Russian youth and their socialization and culturalization, are extremely important in the aspect of harmonizing interpersonal and intercultural relations in the modern Russian society. By referring to several facts of traditional Russian culture in their teaching of Russian as a foreign language, the authors of the monograph (E.A. Plotnikova, M.N. Pirogova) have received a certain positive response. It is evident that at the initial stage of learning, the students should acquire a kind of linguistic minimum, which includes knowledge about the culture of the country, its traditions, the distinctive features of verbal and non-verbal communication, etc. In such cases, the use of innovative pedagogical technologies, including olympiads and quests, usually provides positive results.

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8

Andrienko, Anzhela Sergeevna. "Kompetentnostnyi podkhod k obucheniiu inostrannomu iazyku v sisteme professional'noi podgotovki studentov neiazykovogo vuza." In Компетентностный подход к обучению иностранному языку в системе профессиональной подготовки студентов неязыкового вуза. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-467648.

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9

Konovalova, Olga Viktorovna, Natalia Vladimirovna Maslodudova, and Vladimirv Efimovich Shinkevich. "Osobennosti i osnovnye napravleniia patrioticheskogo vospitaniia kursantov i slushatelei v period professional'nogo obucheniia." In Pedagogy and Psychology of Modern Education, 122–40. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99383.

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Instilling a sense of patriotism is one of the most important areas of activity of any educational organization. It is of particular importance in the activities of educational units at all levels in the institutions of security forces of Russia. The scientific work analyzes various aspects of patriotic education, examines the features of the formation and development of the spiritual and moral foundations of patriotism among MIA cadets and trainees in the process of teaching humanitarian disciplines Some recommendations and directions of work on instilling a sense of patriotism among students of educational organizations of the internal affairs bodies are also given.

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10

Nenakhov, Ivan Gennadevich, Irina Aleksandrovna Iakimova, and Iurii Ivanovich Stiopkin. "Otsenka netraditsionnykh i smeshannykh metodov obucheniia s tochki zreniia ustoichivosti vnimaniia obuchaiushchikhsia vysshei shkoly." In Education and science: current trends, 82–91. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32812.

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This study presents the evaluation of use of blended and problem-based learning methods applied by members of the Department of Hygienic Disciplines of Voronezh State Medical University named after N.N. Burdenko in their teaching practice for the purpose of attention span decrease prevention during «cycle study sessions». The research involved 4th, 5th and 6th year students attending «Nutrition Hygiene» and «Legal basis of Rospotrebnadzor medical officer occupation» courses of the Department. The main study group included students, for whom blended and problem-based learning methods were applied during their study. The reference group included students tought by «classical methods». In order to analyse students' attention span, we used Bourdon’s methodology, which allows evaluating students' fatigue and performance capability within the dynamics of practical sessions and the entire «learning cycle». It was found that the use of the mix of learning methods in teaching practice results in the best possible attention span among students, and that fatigue develops faster for students undergoing classical learning. Based on the evidence found, the strategy for improvement of pedagogical process in higher education institutions was proposed.

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Conference papers on the topic "Obuchenie"

1

Trifonova, Natalia Vladimirovna, and Sergei Viktorovich Trifonov. "Raznourovnevoe obuchenie na uroke matematiki." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2018. http://dx.doi.org/10.21661/r-470398.

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2

Azarova, Iuliia Aleksandrovna. "Korporativnoe obuchenie i ivent-tekhnologiia." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-63993.

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3

Yasnenko, Maria Mikhailovna. "Prepodavanie i obuchenie: v chem raznitsa?" In XI International research and practice conference. TSNS Interaktiv Plus, 2018. http://dx.doi.org/10.21661/r-469389.

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Temkina, Nataliia Evgenevna. "Onlain-obuchenie russkomu iazyku studentov-inostrantsev pervogo goda obucheniia vo vremia pandemii. Pliusy i minusy." In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97799.

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5

Sleptsova, Aitalina Egorovna. "Proektno-orientirovannoe obuchenie magistrantov nauchno-issledovatel'skoi deiatel'nosti." In XIV International applied research conference. TSNS Interaktiv Plus, 2018. http://dx.doi.org/10.21661/r-468862.

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Kulakovskaia, Mariia Vitalevna, Vera Leonidovna Moiseeva, and Niurguiana Antonovna Gorokhova. "Distantsionnoe obuchenie inostrannomu iazyku studentov neiazykovykh vuzov." In All-Russian scientific conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97523.

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Koshel, Tatiana Vladimirovna. "Professional'no-orientirovannoe obuchenie inostrannym iazykam v usloviiakh globalizatsii." In III International Research-to-practice conference. TSNS Interaktiv Plus, 2018. http://dx.doi.org/10.21661/r-467172.

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8

Sevriukova, Elena Aleksandrovna. "Obuchenie tsifrovym navykam: global'nye vyzovy i peredovye praktiki." In All-Russian Scientific and Methodological Conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-74211.

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9

Mukhina, Oksana Dmitrievna. "Distantsionnoe obuchenie v vysshem obrazovanii: sotsial'no-psikhologicheskii aspekt." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86011.

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10

Dakukina, T. A. "OBUCHENIE PRAKTICHESKOY FONETIKE STUDENTOV YAZYKOVYKH SPETSIAL'NOSTEY NA OSNOVE PODKASTOV." In NEMETSKIY YAZYK V SOVREMENNOM MIRE: ISSLEDOVANIYA STATUSA I KORPUSA I VOPROSY METODIKI PREPODAVANIYA. Publishing House of Tomsk state University, 2019. http://dx.doi.org/10.17223/9785946218740/19.

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