образовательная среда

The article considers the problem of students adaptation to the educational environment of university in terms of ecopsychological approach.

The article describes the methodological foundations of psychological and pedagogical study of risks of suboptimal pupil interactions and learning environment from the standpoint of environmental psychology.

Since theological seminaries have become a part of the educational system of the Russian Federation, they are now subject to state licensing and have to gain accreditation. This requires a revision of means and effective educational principles in the higher theological school. In this regard, the issue of the educational environment development contributes to a rethink of developmental strategies and helps to determine new ones. Moreover, it stimulates the search for additional interaction forms of the teachers and students.

The increasing complexity of quantitative and qualitative characteristics of the educational environment prompts the research aimed at investigating the modern social and cultural landscape and identifying acmeological mechanisms of social and psychological aspects of the school safe climate. The theoretical framework of the study was based on the concept of "cultural traditions" proposed by D. B. Zilberman and devoted to normative and value types of attitudes to reality.

The article presents data of theoretical and empirical investigation of the problem of socio-psychological organization of first year stu­dent’s adaptation to university educational environment. It shows that the development of personal adaptational system is ensured not only by the complex of its separate components (subsystems), but by their interaction as well. The article presents empirical research data. The sample included first year university students (n = 85); the following diagnostic tools were used: A. G. Maklakova and S. B.

The article presents theoretical analysis of modern state of the problem, regarding adaptation of students to the university environment. The article discusses manifestations and types of disadaptation, its psychological and educational risks, and analyzes adaptive strategies. The use of psychodiagnostic tools (T. D. Dubovitskaya’s methods of research of student’s adaptation to university, C. Rodgers and R. Diamonds methods of socio-psychological adaptation, V. I.

The article identifies and describes six stages of formation of personal adaptational readiness for educational environment in dynamics of the course of its life, it also defines basic personal new formations, which determine high level of its development. The article shows that adaptational readiness for educational environment of pre-school educational institutions forms in early childhood and adaptational readiness for school educational environment forms during the preschool age.

The article presents theoretical approach to the definition of «educational environment», its structural components and specifics in the system of higher professional education. The article describes groups of psychological risks in educational environment of higher professional education institution.

The problem under study is development of resilience in teachers under conditions of educational environment at institutions of further vocational education. It shows that modern teachers’ resilience is a personal disposition, which is the resource of prevention for negative professional and personal changes under conditions of multiple difficult situations in their professional activity.

The article presents the condition of the modern Higher Professional Education in Russia and the world, main tendencies of its development, primarily connected with economic and political aspects of the society’s development, with the adaptation of the educational system to the market relations. It shows that the Higher Professional Education is included into the broader context of socio-cultural life and is not considered to be a narrow sphere of social life any more.