Использование инновационных технологий в образова-нии (стр. 9 )

Интеграцию мы рассматривали как процесс взаимодействия содержания циклов общепрофессиональной и предметной подготовки студентов в вузе при осуществлении межпредметных связей психолого-педагогических, биологических и сельскохозяйственных дисциплин и результат овладения студентами способами деятельности по приобретению, усвоению знаний, умений учебно-познавательной и профессиональной деятельности, системой общенаучных методов познания окружающего мира, а также формирование профессионально значимых качеств личности учителя биологии сельской школы.

Модель подготовки учителя биологии для сельской школы мы рассматривали как целостное видение личностного и профессионального развития сельского учителя и системы методического сопровождения его деятельности. Разработанные концепции развития сельской школы обозначили направления поиска преподавателей в организации педагогической деятельности, содержании воспитательного процесса, технологиях обучения и воспитания. Эти направления и определили содержательные основы подготовки учителей биологии для сельской школы.

Кроме того, в процессе обучения в вузе мы проводили целенаправленную работу по формированию у студентов готовности к работе в сельской школе. В отбираемый для занятий материал включали описание особенностей работы школы и учителя в сельской местности, знания о своеобразии общественных отношений, производственной деятельности сельского населения, использовали материал из сельской культуры и быта, рассматривали преимущества сельскохозяйственного и природного окружения, создающие благоприятные условия для обеспечения связи обучения и воспитания школьников с жизнью. Роль каждого фактора в содержании учебного материала и структуре педагогического процесса было предварительно осмыслено педагогом для того, чтобы он смог оптимально использовать их при организации деятельности студентов, рассматривать на лекциях, практических занятиях, обсуждать на семинарах. В нашем случае это содействовало пониманию особенностей сельской школы, принятию ее ценностей, возникновению желания работать на селе.

Подбор тематики курсовых и выпускных квалификационных работ являлся стратегическим действием, задающим основные направления предстоящей деятельности. Темы направляли студентов на решения актуальных задач педагогической теории и практики. Поскольку подготовка к работе в сельской школе в процессе организации воспитательно-образовательного процесса в вузе является актуальной задачей, то она получила отражение в исследовательской деятельности студентов. Существенным отличием разработанной нами педагогической модели профессиональной подготовки учителя биологии для сельской школы явилось то, что используемые в ней научно-дидактические приемы имели прямую связь с формированием психологических качеств личности учителя, психологической готовности к деятельности в качестве учителя биологии в сельской школе.

Секция 4

Современные технологии в сфере сельскохозяйственного производства и образования (доклады на иностранном языке)

УДК 378:663

PROBLEMS OF TRANSITION TO THE MULTI-LEVEL SYSTEM IN THE FRAMEWORK OF BOLOGNA PROCESS AT THE TECHNOLOGICAL FACULTY OF BURYAT STATE ACADEMY OF AGRICULTURE

Nikolaeva N. A.

Buryat State Academy of Agricultury named after professor

Philippov V. R., Ulan-Ude

Проблемы перехода на многоуровневую систему в рамках Болонского процесса на технологическом факультете Бурятской государственной с.-х. академии

ФГОУ ВПО «Бурятская государственная сельскохозяйственная академия им. » г. Улан-Уде

Currently main Bologna agreement statements are putting into force at the Russian higher education institutions including Buryat State Academy of Agricultury (BSAA). They have been realizing through the main statements like: easily readable and comparable degrees, implementation of the Diploma Supplement; adoption of a system essentially based on two main cycles, establishment of a system of credits (ECTS), promotion of students, teachers, researchers’ mobility, introduction of quality assurance system, creation of the European Research Area.

Two goals like implementation of the Diploma Supplement and introduction of quality assurance system have been introduced basically in the Russian higher education institutions. In our Academy QMS (Quality Management System) department was organized in 2009. It has been worked under QMS Standards constructed by professors and lecturers of BSAA. For instance, me and co-author did 4 Academy Standards of QMS (Quality Management System): STO 8.2.2.-24.0-2008 Internal Audits, STO 8.3.0.-25.0-2008 Analysis and Control of Nonconforming, STO 8.4.0.-26.0-2008 Data Analysis for Improving, STO 8.5.1.-27.0-2008 Corrective and Preventive Actions.

Last year the main problems for our faculty were: 1. Adoption of a system essentially based on two main cycles and 2. Establishment of a system of credits (ECTS). Nowadays it has been passed due to releasing new Bachelors and Masters State education standards founded on ECTS. As well we constructed six new curricula: two Curricula of the Bachelor Degree Program: “Animal Science”, “Biology with Focus on Game Management”, four Curricula of the Master Degree Program: “Animal Nutrition and Feed Technology”, “Breeding, Selection, Genetics and Reproduction of Livestock”, “ Livestock Enterprise, Technology of Animal Production”, “ Biology with Focus on Game Management”. Five of them have been sent to Ministry of Education and Science of Russian Federation and all of them have been certificated and licenced.

The main problems to reach Bologna goals are promotion of students, teachers, researchers’ mobility and creation of the European Research Area. In European Universities these problems were overcame through offering many courses in English, convergence of degree structures across Europe, design of united curriculum, modernization of current courses and elaboration of new ones in English which can be highly relevant for both EU and non-EU students. For instance, there are more than 300 courses of science subject in English in BOKU (Wien, Austria). Consortium consists of six European Universities have worked out integrated European Master of Science Course in Animal Breeding and Genetics.

Unfortunately, there are absolutely no special science courses in our Academy. The same situation is in many Russian higher education intuitions. Our faculty (former zootechnicial, nowadays techonological) is the oldest one as in Academy, as in our region, has very professional staff, good results in all spheres of education, research, exellent key figures. There are absolutly no gaps but one. It is mobility. The figure of outcoming students’ mobility for last 5 years is one student, incoming mobility is zero. It is much regret, but many successful students from technological faculty are unable to take part at the International mobility projects due to they have no experience to educate in English environment in consequence of absence any disciplines taking in English. On the other side international students desired to visit our Academy but lacked Russian can not do it because there are not any subjects in English. Lecturers do not take classes in English because they need some special knowledge, skills how to do it, how create science course in English.

To overcome these obstacles we can offer some decisions. It would be innovative teaching methodology, for instance, for General Biology classes. General Biology includes 7 didactic chapters with 32 sections. 1. The Essence of Life, Property and Levels of Life Organization, 2. The Organic Evolution, 3. The Living Systems: cell, organism, 4. The Biodiversity, 5. The Heredity and the Variability, 6. The Human Physiology, Ecology and Health, 7. The Ecosystem, the Biosphere and Man, 8. Ecology and Environmental Management, 9. Biologically-ecological Practicum.

Knowledge of science English terminology from General Biology course will help to our students to study in the future some special subjects in English connected to the General Biology (from animal science, technology of production and processing of agricultural products, game management, veterinary medicine, agronomy). Firstly it needs introducing integrative lectures of General Biology using English fractionally and then eventually working out course of General Biology in English. But to realize this idea one can needs special teaching skills and knowlwge how to teach special subject by science lecturer. There are two ways. First one is to take training in European Universities which have amassed wealth of experience in teaching some special subjects in English by science lecturers. One can meet those teachers, visit some lectures, study didactic materials. Next way is to cooperate with English teachers and work out intergative compulsory and elective science courses in English. It would to be a good basement for passing related problem such as creation of the European Research Area.

Literature:

1. Николаева, о стажировке в BOKU/ /Отчеты по итогам учебных и научных стажировок в рамках проекта “International Academic Mobility Network with Russia” (IAMONET-RU).- Информационно-методическое издание.- Улан-Удэ, 2009.- С.48-64

2. https://blis-archiv. boku. ac. at/zope/tpp/lv/index_html

3. http://www. emabg. eu/

УДК 372.881.1

TRAINING TO AUDING OF STUDENTS OF HIGH SCHOOL

Miroshina T. A.

FSEI HPE Kemerovo state agricultural institute Kemerovo

ОБУЧЕНИЕ АУДИРОВАНИЮ СТУДЕНТОВ ВУЗА

ФГОУ ВПО «Кемеровский государственный сельскохозяйственный институт», г. Кемерово

В статье сформулировано понятие «аудирование», приводятся основные виды упражнений для обучения студентов аудированию и объясняются приемы контроля. При формировании навыков аудирования важен подбор текстов. Аудитивный материал должен быть доступным студентам по форме и содержанию, быть интересным.

The term «auding» means the process of hearing, listening to, recognizing and interpreting spoken language. Auding as a kind of communicative activity can be considered in two aspects: 1) as a component of speech dialogue; 2) as rather independent kind of communications when the stream of the speech information is directed to one party, for example at listening of the story, the sounded filmstrip, cinema, a video film.

Auding as a component of bilateral speech information interchange is easier than its variant of unilateral reception of the information from various sources of reproduction of a sound recording. The understanding of the information at bilateral dialogue is facilitated by presence of many external factors such as a look, a facial expression and other kinds of an emotional condition of speaker and his or her relation to stated and received data.

One of the factors facilitating perception of speech is that auding during bilateral speech dialogue is carried out alternately with speaking. In this connection loading considerably decreases for acoustic analyzers and auding process is less tiresome. Besides in case of any ambiguities in perception of the maintenance of the statement the interlocutor always has possibility in this or that form to request the additional information that is very important. These factors are absent at reproduction of the speech which have been written down by technical means.

Two principal kinds of exercises for training to auding are distinguished: practice-communicative (for overcoming of language difficulties of auding) and communicatively-informative (for training to semantic perception of speech). The basic characteristic of practice-communicative exercises is that the statement maintenance in them is set in advance. The attention of students concentrates mainly on the language municatively-informative exercises assume operating by the mastered language material in the speech situation simulating conditions of natural dialogue. The named two kinds of exercises are closely interconnected.

Text selection is very important aspect in study on formation of auding skills. Text quality is one of the factors predetermining success of this work. The main indicator of quality of the text is its context, character of the information presented in it. First of all, such text should contain ­new information to students and it should be interesting.

It is known that in the process of auding the context plays the same important role as physical parameters of speech. It is clear that texts should be constructed on the studied lexical and grammatical material and they should contain only such quantity of the new words which meanings can be defined without effort as a result of likelihood forecasting at the set grade level. If the text contains many unknown words they should be explained before listening. The auditive material should be accessible to students both under the form and under the maintenance. Preparing the text for auding, it is necessary to consider that the duration of the text influences character of its perception. Usually listening of texts without a visual support should not exceed three minutes and with a visual support – five minutes.

At training to perception of the semantic maintenance of the speech message also as well as at training to perception of its language registration, the big role is played by a correct choice of control methods and ways of maintenance of self-control which in the process of mastering auding skills are gradually replaced with internal self-control of students.

Translation can serve as one of control devices of understanding spoken language in the process of auding. At the initial stage of training it will be enough to give students the control information selected by means of translation of the checked phenomenon.

Any educational operations from a choice of the answer before retelling or situation reproduction can be control methods. The greatest quantity of the information can be selected by means of the control methods representing various speaking operations (answers to questions under the heard text, the comment, etc.). Besides realization of these methods, in essence, is simultaneous training of speaking.

It is necessary to consider that the control at training to any kind of activity including auding should occupy minimum time in comparison with fulfilling of this or that educational action.

The understanding of heard text can be checked up in the different ways:

1) to set three-four questions; 2) to ask to retell the text; 3) to suggest to translate last paragraph into Russian; 4) to carry out random inspection in a magnetic recording if work is spent in a language laboratory, etc.

It is necessary to remember about psychological principle of directions. Directions will help to transform sensation into purposeful supervision, in perception, in process of selection of the facts, sorting and their estimations. The perception of any educational information is necessarily connected with experience of students, with their knowledge and their outlook. The proceeding of educational process and mastering of a new material will depend substantially on the condition of students, their interests and readiness for independent work. ­That is why before the beginning of film demonstration or listening of a sound recording it is necessary for teacher to formulate the viewing purpose clearly and precisely­. Perception of a film is a difficult process demanding simultaneous pressure of both acoustical and visual analyzers. Psychologists say that if these analyzers work simultaneously over one problem, the effect is provided.

УДК 378.14:811

STUDENT’S INDEPENDENT WORK AS A BASIS FOR IMPROVING THE EFFICIENCY OF THEIR FUTURE CAREERS

Lebedeva O. E., Parpura O. A.

FSEI HPE Altai State Agrarian University Barnaul

САМОСТОЯТЕЛЬНАЯ РАБОТА СТУДЕНТОВ КАК ОСНОВА ПОВЫШЕНИЯ ЭФФЕКТИВНОСТИ ИХ БУДУЩЕЙ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ

,

ФГОУ ВПО «Алтайский государственный аграрный университет»

г. Барнаул

В статье рассматриваются вопросы, касающиеся подготовки специалистов АПК. А именно самостоятельная работа студентов как на занятиях по иностранному языку, так и во внеучебной деятельности. Также перечислены традиционные и новые формы контроля результативности самостоятельной работы студентов.

The effectiveness of modernization of higher education depends on many factors and conditions that focused on the identification of reserve capacities of the quality of petitiveness, competence and independence as the most important personality traits are key to the future of the creative personality expert, therefore, the organization of the learning process in contemporary higher education should be linked primarily with their development. In a rapidly updated information graduate high school, you must have a solid foundation of professional activity, which will provide opportunities for further professional growth [1].

The need for a conscious, active, creative attitude to the future of specialist professional activities, the importance of self-education students, the formation of their culture of self-employment. However, the observation of students indicate that many of them have not formed an independent work skills, they do not know how to work with the special literature, highlighting the most significant in the information. For example, note-taking is reduced to rewriting the source, the message is not an analysis and comparison of views, but a simple retelling of the material. Students with difficulty integrate and use knowledge of related sciences [2].

Analysis of this problem has shown that individual activity requires special conditions for development in the educational process necessary to shift the focus from memorizing the information on its active search for development initiative, creativity and personal responsibility for their own students' learning activity.

Individual students' work is any activity related to the upbringing of thinking of the future professional. In a broad sense, independent work should be understood as the totality of self-activity of students in the classroom and outside it, in contact with the teacher and in his absence.

Although educational standards for extracurricular work assigned half of teaching time student, this norm in many cases is not maintained. The number and volume of tasks to independent work and the number of control measures to discipline determined by the teacher or the department in many cases based on the principle "The more the better." It is not always done the job evaluation of the complexity and time required for preparation. It is not always consistent on-time deadline for submission of homework assignments in different disciplines, which leads to uneven distribution of independent work time. All of these factors are pushing students to the formal relation to the implementation of the work to the writing off and, paradoxically, reduce the time spent by a student at a real job. Quite common was non-self-homework, course work (sometimes for a fee), as well as cheating and cribs on control measures. Many learning tasks are not configured on the active work of students, their implementation can often be done at a number of formal actions, without creativity, and even without an understanding of the operations.

Active independent work of students is only possible if there is a serious and sustained motivation. The strongest motivating factor - an effective preparation for further professional activities.

Among the factors that also contribute to enhancing self-study are the following:

1. The usefulness of the work. If a student knows that the results of his work will be used in preparing the publication, the relevance to the assignment varies significantly for the better and the quality of their work increases.

2. Student participation in the research work carried out by the department.

3. Participation in competitions in various academic disciplines, competitions, training and research.

4. Using the motivations of control knowledge (the cumulative assessment, rating, tests).

5. Encourage students for success in learning and creative activities (scholarships, bonuses, savings scores) and sanctions for academic failure. For example, for the work delivered to the earlier period may be marked increased evaluation, as otherwise it lower.

6. Customization tasks performed in the classroom and outside it, the constant updating.

7. Motivating factor in an intensive academic work and, above all, self is the personality of the teacher. The teacher may be an example for the student as a professional, as a creative person. The teacher can and should help the student discover his creative potential, to determine their prospects for internal growth.

In the study of foreign language self-organization of work should be unity of three interrelated forms:

1. Extracurricular self-study;

2. Individual classroom work, which is under the direct supervision of the teacher;

3. Creative, including research work [3].

Types of extracurricular self-study are diverse: preparation and writing essays, reports and other written works on assigned topics.

Classroom independent work can be realized in practical exercises. Practical English lessons to at least 1 hour of the two (50% of the time) set aside for independent performance of tasks. Practical training is better to build as follows:

1. Introduction teacher (target classes, the main issues to be considered).

2. A quick survey.

3. Implementation 1-2 Examples of typical assignments.

4. Self-fulfillment of tasks.

5. Analysis of model errors (at the end of the current occupation or early next).

The impact of students' independent work is largely determined by the presence of active methods of control.

In recent years, along with traditional forms of control - set off, the exam is widely introduce new methods. As such technology in current practice of higher vocational education is often regarded rating system of training, allows students and faculty to act as subjects of educational activity, i. e. are partners.

The rating system of teaching involves rating evaluation of students, but it's not an easy transition from the five score scale, and to objectively reflect on a scale expansion of the range estimation of individual abilities of students, their efforts spent in some type of independent work.

Very useful, in our opinion, may be a test control of knowledge and skills of students, which differs objectivity, saves time teacher, is largely exempt him from the routine work and allows you to concentrate more on the creative side of teaching, has a high degree of differentiation of subjects by level of knowledge and skills and effective in the implementation of rating systems, makes it possible to individualize the learning process.

Organization of independent work of students is determined by the teacher. Work student must be under constant supervision by teachers. The student should be confident in the correctness of his output learning. To this aim, and all the traditional methods, especially, oral questioning, tests and inspection of written homework.

Work for the student to be "attractive". "Attractiveness" of work, you can create certain benefits for tests and examinations: the majority of students exempted from taking the formal set-off, some students are exempt from the exam.

Thus, the independent work of students benefit not only themselves, but also in some way influences the learning process. Of course, such a formulation is typical only for the current stage of development of higher education, where the lack of funds, primarily material resources, does not allow to reduce the existing gap between the development of universities and agricultural enterprises.

References

1. Zhuravleva LA, Plotnikov, VV, Philipiev VA Independent work of students and its role in the process of becoming a person of a young specialist / Social problems of forming young people. - Sverdlovsk, 1989. - S. 119-123.

2. Berezin NY Bibliographic form of training as a means to enhance the independent work of undergraduate students / Independent work of students in a restructuring of the educational process. - Chelyabinsk, 1988. - S. 162-165.

3. Galician E. Organization of independent work of students / E. Galician / / Higher education in Russia. - № June. - S. 160-163

Библиографический список

1.  Журавлева, Л. А. СРС и ее роль в процессе становления личности молодого специалиста / , , // Социальные проблемы формирования молодежи. – Свердловск, 1989. – С. 119-123.

2.  Березин форма обучения как средство активизации самостоятельной работы студентов младших курсов / // Самостоятельная работа студентов в условиях перестройки учебного процесса. – Челябинск, 1988. – С. 162-165.

3.  Галицких, Е. Организация самостоятельной работы студентов / Е. Галицких // Высшее образование в России. – №6. – С. 160-163

УДК 338.439.4:637.5

Experience of government support of agricultural meat products in the USA and possibilities of its use in Russia

I’lin M. S.

FSEI HPE Irkutsk State Academy of Agriculture Irkutsk

ОПЫТ ГОСУДАРСТВЕННОЙ ПОДДЕРЖКИ СЕЛЬСКОХОЗЯЙСТВЕННЫХ ТОВАРОПРОИЗВОДИТЕЛЕЙ МЯСА В США И ВОЗМОЖНОСТИ ЕГО ИСПОЛЬЗОВАНИЯ В РОССИИ

ФГОУ ВПО «Иркутская государственная сельскохозяйственная

академия» г. Иркутск

В статье рассматривается место и роль США на мировом рынке мяса и методы реализации государственной поддержки и состояние отрасли животноводства США.

The paper deals with the role and place of the USA on the world meat market as well as with the methods of the government support realization and the state of the branch of animal husbandry.

To the beginning of the 21st century in the USA it was achieved enormous successes in agriculture, an agrarian policy directed on maintenance of food safety of the country, and active participation in foreign trade in the agricultural goods the country was lifted on in the lead positions in the markets of agricultural production.

The meat market is one of the basic markets of agricultural production. It is defined by food value of meat, the maintenance in it of fibers necessary for the person, fats, carbohydrates, mineral substances and vitamins.

Along with China and Brazil the USA is the largest manufacturer and the exporter of meat. On a share of these countries it is necessary over 50 % of all made meat.

In the East and Southeast Asia growth of meat branch is accompanied with the general lifting of economy. Since 1980 in China it was possible to increase manufacture of meat more than five times that has led to consumption increase four times. [5]

In the countries of the South America, the USA, Denmark, the Net herlands, New Zealand, Australia along with increase in demand in the country meat manufacture is stimulated with prospects of export of these goods.

Annually the USA exports meat for the sum more than 10 milliard US dollars or 12,08 % from world export, thereby on 0,62 % lagging behind the leader of Brazil. [6]

Table 1 – Meat manufacture in the world, the USA and Russia during гг5

Indicators	All world, million tones	USA, million tones	A share in world’s manufacture, %	Russia, million tones	A share in world’s manufacture, %
1995	2008	1995	2008	1995	2008	1995	2008	1995	2008
Manufacture, including:	207,1	278	33,9	43,2	16,4	15,4	5,8	6,3	2,8	2,3
Pig meat	80,3	103,2	8,1	10,5	10,1	10,2	1,8	2,0	2,2	1,9
Poultry meat	54,6	91,7	13,8	20,1	25,3	21,9	0,9	2,0	1,6	2,2
Cattle meat	54,1	62,4	11,6	12,2	21,4	19,5	2,7	1,8	5,0	2,9
Cheep and Goat meat	10,5	13,2	0,1	0,1	0,9	0,8	0,3	0,2	2,9	1,5

[5]