Педагогика развития и сотрудничества

The article presents the results of a theoretical analysis of sociopsychological adaptation of students in the conditions of mono- (institutions of general education) and poly- (institution of supplementary education) educational environments. It pays special attention to examining how successful social and psychological adaptation of adolescents is, depending on their involvement in the educational environment of an institution of supplementary education.

The paper presents the results of a theoretical analysis of the category «quality of life», which help to identify the most significant areas of students’ activities at the university and to determine their basic needs in each of the identified areas. The paper gives the author’s interpretation of the scope of meaning of the category «quality of life».

Based on the sociocultural approach to the study of pedagogical definitions, this paper provides the new pedagogical meaning of the sociocultural phenomenon of «physical culture» and its constituent components. Physical education objectives and outcomes were specified, as well as the category «individual physical education» was introduced. The necessity of use of several instruments in education in the field of physical culture (physical activity and solution of lifeaffirming situations) was explained.

The article is focused on social partnership which is considered to be an integral part of quality of education. The author gives the definition of training of students at Pedagogical Universities for interaction between social partners, highlights the essence of the process under study and divulges peculiarities of training students at Pedagogical Universities for interaction between social partners.

The article is devoted to the individual educational itinerary as a mechanism of individualization of the educational process in the establishment of additional education. The peculiarities of the process of individualization of the child’s personality in further education.

Professionally-cultural competence is the professionally and individually important formation which reflects the development of personal, materially-semantic, professionally-communicative and regulativeadaptive competence; the unity with universal cultural and professional knowledge, skills, experiences which is the most important factor of successfulness, mobility of the specialist from different fields.

This article studies the system of special professional competences of future geography teachers as a result of integration of culturological and competent approaches during the process of education. The technology of contextual education is recommended to implement integration of the given approaches during educational processes.

The pedagogical co-action is the teacher’s orientation to the activity of a pupil in the process of self-determination. The pedagogical practice within the youth subjectivity is pupil by the space of peculiar human relations, co-existent community, joint aim-and value-determined activity and reflexive consciousness. The two directions of teachers’ activity are presented: the pedagogical support and co-action by means of creating upbringing environment as an event within the atmosphere of mutual understanding and respect.

In article the problem of diagnostics of intellectual development of pupils in educational activity by means of the intellectual systems based on check of mental faculties is considered. The characteristic of one of systems – system of tests of Ajzenka is given.

In article describes the principles of humanization in the development of teaching materials and information computer training, ergonomics towards learning, which acts as the paradise one of the foundations of computer-oriented content of information teaching, ensuring the formation of the children’s minds shaped reflection results individual learning activities.