rudn university philological faculty annotation curriculum ... · the conceptual and categorical...

RUDN University

Philological faculty

AnnotationCurriculum

44.04.02 Psychological and pedagogic educationSpecialization «Pedagogics and psychology»

Course title Basics of conducting socio-psychological training

Basic educational programs, which include discipline

44.04.02 Psychological and pedagogic educationSpecialization «Pedagogics and psychology» (MA)

Total hours 2 Credits (72 hours)Lection -Practice -Seminar 15 hoursSelf-study 57 hours1. The goals and objectives of the course:

The objective of the discipline "Socio-psychological training": the formation of students 'theoretical and practical knowledge about the organization and conducting social-psychologicaltraining. The main tasks of mastering the discipline "Socio-psychological training" are: mastery ofthe conceptual and categorical apparatus of social-psychological training, mastering the commonsystem of conducting socio-psychological training, mastering the students knowledge and skills todiagnose primary styles of communication and relationships that are emerging between people.The development of trainees ' skills in the use of effective communication in their professionalactivities. Teaching students with communication strategies in conflict situations and methods ofrepayment of conflict.

Course outlineTopic Main content

Introduction to socio-psychological training The history of the development of group methods in

psychotherapy and practical psychologySocio-psychological training as a method of practical psychology

Organization and conductingsocial-psychological training

Stages of group development and structure of socio- psychological training.Methods and techniques of socio-psychological training Methods of socio-psychological trainingMore socio-psychological training.

The candidate of pedagogical Sciences,associate Professor

O. K. Logvinova

Head of the Departmentof psychology and pedagogyProfessor

N.B. Karabushchenko

Federal State Autonomous Educational Institution of Higher Education

"Russian University of Friendship of Peoples"

Faculty of Philology

The Department of Psychology and Pedagogy

SUMMARY ACADEMIC DISCIPLINES

Educational program

44.04.02 "Psycho-pedagogical education" specialization "Pedagogy and Psychology"

(Name of the educational program (profile, specialization)

Name of the discipline Teaching practice (level 1)


44.04.02 "Psycho-pedagogical education" specialization "Pedagogy and Psychology" (MA)

Volume discipline WE 6 (216 hours)The volume of training sessionsLectures Рractice 216 hoursWorkshops Independent work1. Aims of discipline:The purpose of teaching practice is to prepare students for psychological and pedagogical support of general education, vocational education, further education and training; pedagogical, organizational and management activities; the formation and development of students' general cultural, professional and general professional skills.

Course DescriptionThe name of the partition (the) discipline Summary of sections (the) discipline:

Organizational work

Educational work

Mounting conference. Familiarization with the goals, objectives, content, timing and order of passage of pedagogical practice, the nature of reporting requirements, the principleof job evaluation. Individual plan. Making diary practice. Writing of accounting documents for teaching practice. Representation and protection of the report with the presentation of the study results.

Visit intern training of teachers of pedagogical and psychological disciplines, the exercise of their analysis. Attendance-masters interns with further analysis and proposals. Conducting lectures and seminars

Methodical work

Educational work

(practical) classes in a certain discipline in theamount determined by the head of the practice. Introspection conducted lessons.Study of teaching literature and the federal state educational standards of training bachelors in "Psychology". A study of workers approved training programs (modules) on the subjects of the curriculum Bachelor in Psychology. Selection and analysis of basic and additional literature according to the theme and objectives of the planned activities. Preparation of teaching materials for training. Develop a plan and outline of lectures, seminars (laboratory) classes. Development of training modules (optional). Writing a review of the program one of pedagogic or psychological disciplines of educational training programs for bachelors.

Conducting psychological and pedagogical analysis of educational activities conducted atthe university. Development of the project according to the directions of the educational work of the university.

Developers:

PhD, Associate ProfessorT.S Pilishvili

Head of DepartmentDoctor of Psychology, Professor

N.B Karabushchenko

RUDN University


Annotation

Curriculum

44.04.02 Psychological and pedagogic education

Specialization «Pedagogics and psychology»

Name of the discipline Teaching practice (level 2)



Volume discipline WE 6 (216 hours)The volume of training sessionsLectures Рractice 216 hoursWorkshops Independent work1. Aims of discipline:The purpose of teaching practice is to prepare students for psychological and pedagogical support of general education, vocational education, further education and training; pedagogical, organizational and management activities; the formation and development of students' general cultural, professional and general professional skills.


Organizational work

Educational work

Methodical work


Visit intern training of teachers of pedagogical and psychological disciplines, theexercise of their analysis. Attendance-masters interns with further analysis and proposals. Conducting lectures and seminars (practical) classes in a certain discipline in the amount determined by the head of the practice. Introspection conducted lessons.Study of teaching literature and the federal state educational standards of training bachelors in "Psychology". A study of workers approved training programs

Educational work

(modules) on the subjects of the curriculum Bachelor in Psychology. Selection and analysis of basic and additional literature according to the theme and objectives of the planned activities. Preparation of teaching materials for training. Develop a plan and outline of lectures, seminars (laboratory) classes. Development of training modules (optional). Writing a review of the program one of pedagogic or psychological disciplines of educational training programs for bachelors. To conduct the examination of the educational environment of the educational organization (University), and determine the administrative resources of an organization engaged in educational activities.


Professor G.P. Ivanova

Head of the Department of psychology and pedagogy

Professor

N.B. Karabushchenko

RUDN University




Course title Formation of psychologically comfortableand secure educational environment


44.04.02 Psychological and pedagogiceducationSpecialization «Pedagogics and psychology» (MA)

Total hours 3 Credits (108 hours)Lection 17 hoursPractice -Seminar 17 hoursSelf-study 74 hours1. The goals and objectives of the course:

To give students an idea of the state, problems and prospects of formation of psychologicallycomfortable and safe learning environment; generate at masters theoretical knowledge andpractical skills on diagnostics, modeling, creation of psychologically comfortable and secureeducational environment technologies. Familiarization with the spirit and content of efforts toensure a psychologically comfortable and secure educational environment. Education theory andpractice of diagnosis, modeling, technological support of the formation of psychologicallycomfortable and secure educational environment. Securing the knowledge and development ofskills for the practical achievement of psychologically comfortable and secure educationalenvironment.


Methodological and theoretical foundations of psychological security of the educational environment.

Security Psychology as a theoretical basis of study andpractical work on the psychological aspects of security ineducation. The problem of "man and environment" inpsychology. Basic approaches to the disclosure of theconcept of "educational environment". Comparativecharacteristics of the social component of the educationalenvironment and socio-psychological climate.Psychodidactic approach to understanding the educationalenvironment. The main features of the level, type andstructure of the educational environment.

The risks and threats to thepsychological security of theeducational environment. Theirclassification.

The concept of psychological safety and related categories:threats, risks, security. Classification of psychologicalhazards in the educational environment. Characteristicconditions of training and education in terms of theirpsychological safety. Prevention and resolution of problemsof development as a condition of psychological safety.Community members of theeducational environment in terms of psychological safety.The role of teacher communication in the creation of

psychological safety of educational environment.

Violence in the educational The concept of violence in philosophy, law andenvironment, its types and forms. educational practice. Classification of types of violence.Detection and prevention of General characteristics of physical, sexual andviolence in the educational psychological abuse and neglect of children's basic needs.environment. Violence in educational practice as the institutional

violence.Broad social attitudes as a cause of violence againstchildren. The impact on the occurrence of family violencein educational practice. Psycho-emotional background ofthe school as a cause of violence. The violence and theorganization of educational process. Reasons related toprofessional and personal characteristics of teachers.

Diagnosis and monitoring of Subjective and objective safety performance. Featurespsychological security of the expert assessment and psycho-diagnostic testing.educational environment. Indicators of mental health of the educational environment

and their relationship to the level of its psychologicalsecurity. Psychological safety of the educationalenvironment in the estimates of its participants.

ProfessorG.P. Ivanova


N.B. Karabushchenko

RUDN University



44.04.02 Psychological and pedagogic educationSpecialization « Pedagogics and psychology »

Course title Inclusive educationBasic educational programs, which include discipline


Total hours 2 Credits (72 hours)Lection -Practice -Seminar 15 hoursSelf-study 57 hours1. The goals and objectives of the course:The formation of future special masters (defectological) education of scientific ideas on inclusiveeducation of persons, implementation of personal-motivational, cognitive and practicalpreparation for the implementation of the inclusive model of education at various levels of theeducation system.Tasks:the formation of ideas about the general trends in the development of inclusive education in theworld and Russia;the formation of practical skills and the ability to determine the content, methods and the optimalstructural and organizational forms of the professional work of teachers in educationalinstitutions in the implementation of inclusive education programsstudy of basic psychological and pedagogical problems of education and development of studentsin the conditions of inclusive (included) education; principles of organization of the educationalenvironment and the development of developing educational programs; features assessment anddetermine the effectiveness of the learning process in terms of inclusive education;introduction of methods, including innovation, design individual educational trajectory ofstudents in the area of inclusive education;practical development of modern technologies of development of educational programs forpeople, trained in the conditions of inclusive education


Categorical apparatus of pedagogyand psychology of inclusiveeducation.

Education as a pedagogical process. Psycho-pedagogicalsupport and support for inclusive education subjects.Socio-pedagogical support of inclusive education subjects.Training and education of children with disabilities in aninclusive educational environment. Socialization ofchildren with disabilities as the goal of inclusive education.Educational activity in terms of integration.

Problems and prospects ofeducational integration and socialadaptation of persons withdisabilities.

Educational integration and social adaptation of childrenwith disabilities as a social, psychological and pedagogicalproblem. Organizational-methodical aspects of educationalintegration of persons with disabilities.

Associate professor,Department of psychology and pedagogy

O.K. Logvinova

Head of the Department of psychology and pedagogyProfessor

N.B. Karabushchenko

RUDN University




Course title Basics of individual and group counselingBasic educational programs, which include discipline


Total hours 4 Credits (144 hours)Lection -Practice -Seminar 34 hoursSelf-study 110 hours1. The goals and objectives of the course:The acquisition of basic knowledge of students in counseling; identification of the mostimportant material, its deep development of student self-understanding; the use of techniques ofcounseling, making it possible to effectively and successfully in psychological services; learningbasic models of psychological counseling; development of methods of diagnosis and correctionof relations, as well as mastering the techniques used in counseling at different stages.


The main approaches and trends inthe practice of counseling.

The concept psihokonsultirovanie. Options counselingtheories: ensuring the conceptual structures, terminologydevelopment, research. The main elements of counselingtheories, formulation of guidelines, explanation ofadherence to inappropriate behavior; an explanation ofhow to change their behavior and to consolidate the gainsafter the consultation. The main directions inpsychological counseling practice: depth psychology,behavioral and humanistic direction, their characteristics.Psychoanalysis Sigmund Freud. The concept of theunconscious. Protective mechanisms. The methodologicalposition of humanistic direction. Gestalt therapy, types ofdialogue.

The value of the person skilled inthe counseling process

Qualifications consultant. Vocational education andadequate experience in practical counseling. Thetheoretical components of the training of the psychologist-consultant: knowledge of general regularities of mentaldevelopment, understanding of the basic theories ofpersonality, knowledge of personality types and stages ofits development, the specific crisis situations, particularlypsychological support at different stages. Key questionsthat should be able to respond professionally trainedcounselor. Personal qualities of psychologist-counselor.

The problem of the effectiveness ofpsychological assistance

The concept of effectiveness of psychological counseling.Possible outcomes of the counseling: positive, negative,indeterminate, deferred. Probable cause negative results ofpsychological counseling. The five main conditions toensure the effectiveness of psychological counseling.Criteria for assessing the results of psychologicalcounseling, the need to discuss with the client signs andmethods of estimating the results of psychologicalcounseling before starting and after completion.Procedures for the practical evaluation of the results ofcounseling, their advantages, disadvantages and theoptimal conditions of use. The reasons for the lack ofeffectiveness of psychological counseling. The reality ofthe psychological problems of the client. The need tocomply with the recommendations of customer dataConsultant psychologist.


T.S.. Pilishvili

Head of the Department of psychology and pedagogy Professor

N.B. Karabushchenko

RUDN University




Course title Cultural-historical and activity approach inpsychology and education



Total hours 3 Credits (108 hours)Lection 17 hoursPractice -Seminar 34 hoursSelf-study 57 hours1. The goals and objectives of the course:To give the students knowledge of the methodological principles, the main content and theapplication of cultural-historical and activity theory in contemporary Russian psychology and education.


The emergence of cultural- historicaltheory

Russian culture is the beginning of the XX century and thework of Vygotsky as a literary and theater critic. The historyof the "Psychology of Art", preconditions of the cultural-historical theory of Vygotsky's early works. Commongenetic law of cultural development, its value isin the works JI.C. Vygotsky on defectology.

Theory and method of cultural and historical psychology

Stages of development of higher mental functions. Basicconcepts of Vygotsky's theory in their relationship. Theconcept of mental development, age concepts, socialsituation of development, sensitive period, zone of proximaldevelopment. Personality in the cultural- historical theory -Meaningful experience as a unit of analysis the individual,as a function of the will ofpersonality, will and VPF, cultural and historical identitytheory LI Bozovic.

The development of cultural-historical theory in contemporarypsychology and education

Development of the concepts of social development of thesituation, the crisis zone of proximal development.Development of ideas LS Vygotsky in modern works onvozrastno- psychological counseling. The moderndevelopment of cultural-historical theory of personality.

Activity approach in the works ofL.S/ Vygotsky, A.N Leontiev, D.B.Elkonin.

Background activity approach in the work of LS Vygotsky,the development of a leading activity in the writings of theconcept of AN Leontiev and DB Elkonin,dejatelnostnaja periodization development. Psychologicalstructure of action. Fundamentals of the theory of

developmental education Elkonin - Davydov - ThinkingTypes and generalization, the formation of educationalactivity and training activities, the development of thesubject of educational activity, the basic tenets of thetheory.

Honored Worker of Science, Doctor of Pedagogy, Professor

A.V. Ivaschenko


N.B. Karabushchenko

RUDN University




Course title Methodology and methods of scientificresearch



Total hours 2 Credits (144 hours)Lection 15 hoursPractice -Seminar 15 hoursSelf-study 114 hours1. The goals and objectives of the course:To prepare students to conduct scientific - research work.- To teach the basics of the methodology of scientific research; the most common methods and techniques of pedagogical research;- To form students' skills in the diagnosis of the educational process on the basis of the studied methods;- To promote the acquisition by students experience in organizing psychological and pedagogicalexperiment in accordance with the logic of its holding;- To impart to students the desire to actively participate in research;- To teach the theoretical analysis of the scientific literature, to instill a taste for research and educational work with children;- To teach the design of results of scientific research in accordance with GOST regulations.


Scientific research. Stages of research work.

The conceptual apparatus of scientific research.Classification of scientific research. Stages of scientificresearch and its content.

Private and special methods ofresearch. Presentation of the researchmethodology. Complex technique ofresearch.

Specificity of philological research. Functional method inphilology. The comparative method in philology. Privatemethods of linguistics. Experimental methods in linguistics.Experimental methods for the study of the text.Presentation of the research methodology. Complextechnique of research.

Scientific research. Stages ofresearch work.

The preparatory phase of scientific research. Choosing a theme and study the relevance of the study. Setting goalsand objectives. The formulation of a scientific hypothesis.

Planning for the research work. The preparatory phase of scientific research. Choosing atheme and study the relevance of the study. Setting goals and objectives. The formulation of a scientific hypothesis.

General requirements for researchprojects.

The ethics of scientific research. General requirements forthe content of scientific work. The structure of the research

work. General requirements for the design of scientific papers.

Honored Worker of Science, Doctor of Education, Professor A.V. Ivashchenko

Head of the Department of psychology and pedagogy Professor N.B. Karabushchenko

RUDN University




Course title Psychology of cross-cultural communicationBasic educational programs, which include discipline


Total hours 3 Credits (108 hours)Lection 17 hoursPractice -Seminar 34 hoursSelf-study 57 hours1. The goals and objectives of the course:

To develop students' understanding of the subject of cross-cultural psychology, its components onthe phenomena and laws of national characteristics of individual behavior and the various ethnicgroups.Tasks:

to disclose the specifics of the national psychology; to acquaint with the history of thedevelopment of ethnic psychology in Russia and other countries; to show students the differentapproaches to the study of ethnic events and phenomena, based on the principles of explanatoryand interpretive paradigms; to demonstrate the importance of identifying ethnic laws for modernpolitics, economy and social spheres of society.


Introduction to Cross-CulturalPsychology

A brief history of the formation and development ofcultural and cross-cultural psychology. Aims andobjectives of cross-cultural psychology. Theoreticalorientation: absolutism and relativism, universalism. Placethe culture in psychological research. Basic concepts ofcross-cultural psychology. The concept of culture(Triandis, Matsumoto). Factors of formation of culture(ecology, history). Culture as a psychologicalphenomenon. Cross-cultural psychology of social changeand socio-economic development.

Psychology of communication and culture

Communication and Culture Factors. Model Triandis therelationship of culture and communication. CulturalValues (Kluckhohn, Schwartz). The rules, regulations,roles. Culture and verbal communication. Cultural causedverbal communication styles: direct and indirect verbalcommunication styles: a clever and concise style,personality and situational styles, instrumental andaffective styles. Culture and non-verbal communication.Proxemics in the context of culture. Tactile interaction.Communicative competence and ways of its improvement

in intercultural communication. Intergroup (interethnic) communication. Theories of intergroup interaction. The concept of inter-ethnic tensions and its psychological indicators. Ethnic stereotypes and prejudices. The modern theory of the origin of prejudice. Psychological paradigm of intercultural interaction. Perceived discrimination and

Associate professor, Department of psychology and pedagogy


O.K. Logvinova

N.B. Karabushchenko

RUDN University





Name of the discipline Scientific-pedagogical practice



Volume discipline WE 6 (216 hours)The volume of training sessionsLectures Рractice 216 hoursWorkshops Independent work1. Aims of discipline:The aim of the scientific and pedagogical practice is to prepare students for research activities, psycho-pedagogical support of general education, vocational education, further education and training; educational, scientific, methodical, organizational and management activities; the formation and development of students' general cultural, professional and general professional skills.


Organizational work

Educational work

Methodical work


Visit intern training of teachers of pedagogical and psychological disciplines, theexercise of their analysis. Attendance-masters interns with further analysis and proposals. Conducting lectures and seminars (practical) classes in a certain discipline in the amount determined by the head of the practice. Introspection conducted lessons.Study of teaching literature and the federal state educational standards of training bachelors in "Psychology". A study of

Research work

Scientific-methodical work

Educational work

workers approved training programs (modules) on the subjects of the curriculum Bachelor in Psychology. Selection and analysis of basic and additional literature according to the theme and objectives of the planned activities. Preparation of teaching materials for training. Develop a plan and outline of lectures, seminars (laboratory) classes. Development of training modules (optional). Writing a review of the program one of pedagogic or psychological disciplines of educational training programs for bachelors. To conduct the examination of the educational environment of the educational organization (University), and determine the administrative resources of an organization engaged in educational activities.

Carrying out of pedagogical experiment in theeducational environment of the university (University), the analysis of its results, results.

Working in the library collection. Execution of individual tasks of the supervisor on writing a thesis.




Professor

N.B. Karabushchenko

RUDN University


Annotation

Curriculum 44.04.02 Psychological and pedagogic education


Course title Social pedagogics

Basic educational programs, which include

discipline

44.04.02 Psychological and pedagogic

education


(MA)

Total hours 4 Credits (144 hours)

Lection 15 hours

Practice -

Seminar 15 hours

Self-study 114 hours

1. The goals and objectives of the course:

Forming of scientific socially-pedagogical picture of the world for students student on speciality

social pedagogics. The basic tasks of course it is been: capture by the theory of social pedagogics

: by basic categories and concepts, laws and conformities to law of social development of

personality; to forming of humanistic options in relation to the subjects of social education;

study of experience of leading specialists; forming of methodological and reflection culture of

student; mastering of pedagogical technologies, methods and methodologies, necessary to the

future specialist.

Tasks:

1. balanced mastering of actual material and deep understanding of theoretical problems of

social pedagogics;

2. making of skills of independent work with sources and literature on the socially-

pedagogical range of problems;

3. multidimensional-dialectical, структурно-содержательное in content idea about a

socially-pedagogical theory.

Course outline

Topic Main content

Social pedagogics as science Socialization as key problem of social pedagogics

Norms and deviations from norms in social pedagogics.

Theories of rejections and deviations

Concept-category vehicle of socially-pedagogical science.

Categories of pedagogics and social pedagogics. Social

educating, social education and social education as

categories of social pedagogics.

Functions, divisions of social

pedagogics as industry of

knowledge

Principles of social pedagogics.

Principles: humanism, activity, sociality, integrity.

Socially-pedagogical Most typical dangers on every age-related stage of

socialization. Objective factors of transformation of man

in the victim of unfavorable terms of socialization.

Deviation, as socially-pedagogical

problem.

Norm and rejection : concepts and descriptions.

Classification of social norms. Descriptions of physical,

psychical, social and pedagogical rejections. Theories of

deviations : biological, psychological and psychiatric,

ролевая theory, sociological (theory of anomie of

Дюркгейма and Мертона), culturological, theory of

стигматизации, radically-criminology to and other of Pre-

condition of deviation in teens, types of deviations, reason

of девиантного behavior of teenagers.

Candidate of pedagogical

sciences, associate professor

O.K. Logvinova

Head of the Department

of psychology and pedagogy

Professor

N.B. Karabushchenko

RUDN University




Course title A tolerant approach to teachingBasic educational programs, which include discipline



The purpose of the development of the discipline: the formation of tolerant consciousness throughthe development of the theoretical foundations of multicultural education on the basis of which isformed by the willingness to solve the following professional tasks: -ability to conductprofessional activities in a multicultural environment, given the particular socio-cultural situationof development; - participation in creation the psychologically comfortable and safe educationalenvironment in the institution; - ability to identify and use the opportunities of regional culturaleducational environment for organizing cultural and educational activities. Objectives of learning:− development of a system of concepts and ideas about the diversity of cultures in the world,country, area of residence, polyethnicity of the Russian society; − formation of skills to createconditions for integration of pupils to other cultures; − the ability to allocate and amend thecontent of General education ideas, and the ability to organize educational process as a dialoguebetween bearers of different cultures in time and space. − know the ways of establishing contactsand maintaining cooperation with the actors of the educational process in the multiculturaleducational environment; − development of understanding multicultural education as an integralpart of pedagogical culture; − the development of students ' culture and worldview, the formationof a stable system of values, upbringing of tolerant consciousness.

Course outline

Topic Main content

Fundamentals of toleranceTolerance as a response to global challenges

Theoretical (philosophical, historical, ethno-religious,socio-cultural, psychological) aspects of the culture oftolerance

Tolerance trainingThe methodological tools of research, measurement and formation of tolerance.Ethnic and confessional processes in Siberia

Socio-psychological trainings: methods of forming a tolerant culture of dialogue


O. K. Logvinova


N.B. Karabushchenko

RUDN University




Course title The multicultural approach in educationBasic educational programs, which include discipline



The study and awareness of the students of the diversity of cultures of different peoples, andidentification on this basis of universal values uniting; systematization of cultural, ethno-historical knowledge; an understanding of the importance of cultural pluralism, the developmentof the ability to allocate and amend the content of General education ideas that reflect the culturaldiversity of the world, as well as the ability to organize educational process as a dialogue betweenbearers of different cultures in time and space.


Theoretical foundations ofmulticultural education Multicultural education as a specific area of scientific

pedagogical knowledge.Tolerance as an integrative quality of personality. Psychological and pedagogical features of interethnic relations. Internationalization of education

The practice of multiculturaleducation

Multicultural education as pedagogical direction. Basic concepts of multicultural education.Education of culture of interethnic communication. Harmonization of interethnic and interreligious relations in educational institutions.


O. K. Logvinova


N.B. Karabushchenko

RUDN University





Name of the discipline Undergraduate practice



Volume discipline WE 15 (540 hours)The volume of training sessionsLectures Рractice 540 hoursWorkshops Independent work1. Aims of discipline:The purpose of pre-diploma practice is to prepare students for research activities, psycho-pedagogical support of general education, vocational education, further education and training; educational, scientific, methodical, organizational and management activities; the formation and development of students' general culture, of general and professional competences, as well as a scientist in the psycho-pedagogical direction.


Organizational work

Educational work

Methodical work


Visit intern training of teachers of pedagogical and psychological disciplines, theexercise of their analysis. Attendance-masters interns with further analysis and proposals. Conducting lectures and seminars (practical) classes in a certain discipline in the amount determined by the head of the practice. Introspection conducted lessons.Study of teaching literature and the federal state educational standards of training bachelors in "Psychology". A study of workers approved training programs

Research work

Scientific-methodical work

Educational work

(modules) on the subjects of the curriculum Bachelor in Psychology. Selection and analysis of basic and additional literature according to the theme and objectives of the planned activities. Preparation of teaching materials for training. Develop a plan and outline of lectures, seminars (laboratory) classes. Development of training modules (optional). Writing a review of the program one of pedagogic or psychological disciplines of educational training programs for bachelors. To conduct the examination of the educational environment of the educational organization (University), and determine the administrative resources of an organization engaged in educational activities.

Carrying out of pedagogical experiment in theeducational environment of the university (University), the analysis of its results, results.The development of the research project, the plan prospectus within the master's thesis. Participation in scientific activities of the university (University), Department of Psychology and Pedagogy Faculty of Philology. Scientific research activities in the framework of grants, innovation platforms. Self-holding of scientific seminars, round tables with undergraduate students.Working in the library collection. Execution of individual tasks of the supervisor on writing a thesis.

Working in the library collection. Making the final documentation thesis. Compilation and interpretation of experimental results.




Professor

N.B. Karabushchenko

RUDN University




Course title Comparative educationBasic educational programs, which include discipline


Total hours 6 Credits (216 hours)Lection 30 hoursPractice -Seminar 60 hoursSelf-study 126 hours1. The goals and objectives of the course:The goal is to promote the formation of open pedagogical thinking, the complete idea oftendencies and regularities of education development in the modern world. The objectives are thefollowing: to create the idea of key problems and the priority directions of educationdevelopment in connection with urgent problems of the society; to develop ability toindependently perform the comparative analysis of education systems in Russia and abroad; tobroaden horizons and to develop tolerance concerning variety of approaches to the solution ofmodern social problems through education.


Comparative education in the system of modern pedagogical knowledge.

Comparative education as a science: history and modernage. The subject, research tasks and methods incomparative education.

Education development factors inthe modern world.

Social and economic factors of educationdevelopment. Globalization in education. Internationalorganizations and its role in education development.

Educational systems in the modernworld.

Management in education. National systems of education.University education in Russia and in Europe. Bolognaprocess. Life-long learning.

Modern curriculum and theprocess of teaching.

Modern concepts in education. Content and methods ofteaching renovation: general trends. Quality of educationin the modern world.

Humanization of moderneducation.

The problem of humanization in modern education.Multicultural education. Inclusive education. Ecologicaleducation.

Pedagogical education in themodern world.

The teaching profession in the modern world. Systems ofteacher education in Russia and Western countries.


O.K. Logvinova


N.B. Karabushchenko

RUDN University


Annotation



Course title Conflict


discipline


education


(MA)


Lection 17 hours

Practice -

Seminar 34 hours

Self-study 51 hours


the goal is that this science develops recommendations aimed at the practical use of the

achievements of psychology to organize conflictological knowledge and skills, improve

communicative competence, the prevention of conflict behavior, effective conflict resolution,

etc.

Objectives of the course:

• understanding of issues of relations between actors in conflict situations, the relationship of

psychological factors and strategies of behavior in conflict, each participant,

• understanding of psychological factors of a conflict and the specific dynamics of conflict,

• familiarization with the tactics and methods of preventing and resolving conflicts,

• study methods of diagnosis, prevention, the prevention of conflict interaction.

Course outline

Topic Main content

Actual problems of theory and

practice of modern psychology

The phenomenology of conflict

The resolution of conflicts. The management of conflict.

Diagnosis, prevention and prevention of conflict.

Branches of psychology, psychological practice and

psychological services

Conflict, its meaning and functions

in society.

Structure and dynamics of conflicts

Psychological effects and conditions associated with the

conflict. Personality conflict.

The resolution of conflicts. The management of conflict.

Diagnosis, prevention of the conflict.

Conflict prevention

Associate professor,

Department of psychology

and pedagogy

T.S.. Pilishvili



Professor

N.B. Karabushchenko

RUDN University




Course title Philosophy of Education and ScienceBasic educational programs, which include discipline


Total hours 4 Credits (144 hours)Lection 17 hoursPractice -Seminar 17 hoursSelf-study 110 hours1. The goals and objectives of the course:Purpose: in-depth study of current social and philosophical problems of modern education, skillsof philosophical analysis "pedagogical reality and reflect on their own educational activitiesduring the transition of innovative society; providing philosophical and methodological trainingof teachers and improvement of their philosophical and pedagogical culture and professionalcompetenceObjectives: formation of a holistic view of the philosophical foundations of education; formationof skills to apply this knowledge in the design and organization of research activities; creatingconditions for the scientific world.


Philosophy of Education and Science in the scientific and pedagogical knowledge system.

Justification of the status of the philosophy of educationand science as a system of multidisciplinary scientificknowledge.The variety of approaches to the philosophy of educationand science. Philosophy of Education and Science as anacademic discipline. Subject, tasks and methods of thephilosophy of education and science. Categoricalapparatus of education and philosophy of science. Thecomplex nature of education and philosophy of science.Philosophy and Education. Philosophy of education andphilosophy of education.

Science as the objective and subjectknowledge.

1. Science as a form of ideology. The general concept ofscience. science functions. Classification of Sciences.2. Scientific activity and its symptoms. Philosophy andscience. The essence of philosophy. Relations betweenphilosophy and science.3. The function and role of philosophy in scientificknowledge.4. Features of modern science. The basic tendencies ofmodern science: integration; differentiation;informatization.

5. Science and modernization of society. Manifestations ofmodernization. The technological application of science.6. Science and global issues. The role of science inaddressing global crises.

Philosophy of Education of theXXI century.

1. Education as a pedagogical category.2. The concept of "education" in the scientific andeducational literature.3. Educational Objectives. The contradictions of moderneducation.4. Conditionality goals of education. Social, educational,personal educational goals.

Integration of Philosophy inEducation

Integration of the national education system with the worldeducational space.2. The Bologna process as the embodiment of theinternationalization trend. General characteristics of theBologna process.3. The impact of the Bologna process on the educationsystems of European countries and Russia in theeducational policy of the higher school. The basicprinciples of the European system of higher education.4. General and institutional goals of the Bologna Process.Mechanisms of realization of the principles of the Bolognaprocess.5. Advantages and challenges of integration processes ineducation.6. Integration in the form of international relations ineducation at all levels as a factor in the progressivedevelopment of civilization.7. The prospect of increasing the mobility of educationalservices in Russia.



N.B. Karabushchenko

RUDN University




Course title Information technology in the psycho-educational activities and distance learning



Total hours 3 Credits (108 hours)Lection 15 hoursPractice -Seminar 15 hoursSelf-study 78 hours1. The goals and objectives of the course:Introducing students with basic technical, methodological and psychological principles ofinformation transfer, providing an opportunity to gain knowledge using open education system.The course examines the organizational, methodological and technological issues of distancelearning.

Course outline Main content

distance education technologies. The design technique: history and modernity, the basicsituation.

Psycho-pedagogical characteristics of the educational environment.

Terms of the educational environment, creating andproviding psychological safety.Formation of information culture as a goal of training,education and development of students.

Computer Revolution: socialperspectives and consequences.

Computer Revolution: social perspectives andconsequences.Information technology in the activities of the modernprofessional.

PhD, Associate Professor N.L. Sungurova


N.B. Karabushchenko

RUDN University




Course title Methods of teaching in higher educationBasic educational programs, which include discipline


Total hours 3 Credits (108 hours)Lection 15 hoursPractice -Seminar 15 hoursSelf-study 110 hours1. The goals and objectives of the course:Introducing students with basic technical, methodological and psychological principles ofinformation transfer, providing an opportunity to gain knowledge using open education system.The course examines the organizational, methodological and technological issues of distancelearning.


Theoretical basis of the learningprocess in higher education

Didactic system of higher education. An overview of thedidactic system. The content of the higher pedagogicaleducation. Normative documents that define the content ofeducation. The structure of the learning process. trainingfunctions. The structure of the teacher's work and activitiesof the students.

The forms of organization of educational process.

The organizational forms of the educational process inhigh school. The concept of the forms of organization ofeducational process in high school. The dependence of theforms of education on the purpose and content of thetraining. Classification and characterization of forms oftraining organization.

Technology-oriented vocationaltraining in high school

Дидактические возможности применения в высшейшколе различных методов обучения. Лекция какведущий метод изложения учебного материала.Семинар как метод обсуждения учебного материала.Основы организации практических и лабораторныхзанятий. Метод самостоятельной работы иособенности его использования в высшей школе.



N.B. Karabushchenko

RUDN University




Course title Planning and examination of educational systems



Total hours 2 Credits (72 hours)Lection 15 hoursPractice -Seminar 15 hoursSelf-study 42 hours1. The goals and objectives of the course:To form an idea of the theoretical and methodological foundations, technological process andapplied aspects of the design and examination of the educational systems of all levels ofcontinuing education.


Multi-level system of education in Russia

Didactic system of higher education. An overview of thedidactic system. The content of the higher pedagogicaleducation. Normative documents that define the content ofeducation. The structure of the learning process. trainingfunctions. The structure of the teacher's work and activitiesof the students.

Horizontal and vertical system of education

The organizational forms of the educational process inhigh school. The concept of the forms of organization ofeducational process in high school. The dependence of theforms of education on the purpose and content of thetraining.

Traditional approaches to education Didactic applications in higher education of variousteaching methods. Lecture as a leading method ofpresentation of educational material. Seminar discussion asa method of teaching material. Fundamentals of practicaland laboratory studies. The method of self-study, andespecially its use in higher education.

Innovative approaches to education Additional education. Distance Education System. Thespecifics of the remote sessions. Use of the Internet forlearning.



N.B. Karabushchenko

RUDN University




Course title Psychological pedagogical bases of educating of adults



Total hours 2 Credits (72 hours)Lection -Practice -Seminar 15 hoursSelf-study 57 hours1. The goals and objectives of the course:Mastering aim: forming of professional competence in the areas of pedagogical accompanimentof processes of socialization and professional self-determination of adults of student, preparationsof them to the conscious choice of profession. Discipline is oriented to forming ofability to use possibilities of educational environment for forming of universal types ofeducational activity and providing of quality of education of adults


Division 1. Theoretical bases of educating of adults.

Object and tasks of course " of Андрагогика". A place of андрагогики is in the system of человекознания.Historical retrospective view of development of theory andpractice of education of adults.Educating of adults is in the system of continuous education.Grown man as subject of educating.Андрагогические of basis of professional development of personality.

Features of education of adults Features of education socially of unprotected groups of adult population.Specific of education of adult invalids. Adaptive systems of education of adults.Business-schools are in trade education of adults. Folk universities are in education of adults.Domestic education is in Russia. Educationally-elucidative possibilities of leisure and tourism. Museum pedagogics.

Associate professor, Department of psychologyand pedagogy

N. L. Sungurova


N.B. Karabushchenko

RUDN University




Course title Psycho-pedagogical diagnosisBasic educational programs, which include discipline


Total hours 3 Credits (108 hours)Lection 30 hoursPractice -Seminar 45 hoursSelf-study 33 hours1. The goals and objectives of the course:Development of abilities and skills of future teachers-psychologists in the field of theoreticaldevelopment of diagnostic tools and their practical application to identify individualpsychological characteristics of subjects of education. Course objectives:to master core conceptsand categories of psychology and pedagogical diagnostics; to get information about the history ofthis area in psychology, the stages of its development, new directions and tendencies ofdevelopment; to learn the basic rules for the use of diagnostic techniques, the overallpsychometric requirements, advantages and disadvantages, possibilities and limitations,peculiarities of interpretation; to form ideas about the ethics of carrying out psychodiagnosticexamination.


The idea of psycho-pedagogicaldiagnostics Psychological-pedagogical diagnostics as a science and as

a field of practical activity.The history of the formation of psychological-pedagogicaldiagnostics and its main methods.Diagnosis of common and special abilities

Bases of diagnosticsPsychometric bases of psychological-pedagogical diagnostics.Diagnosis of personality

Methodological content ofpsychological-pedagogicaldiagnostics

Methods of psychological-pedagogical diagnostics classification.Structure of a psychodiagnostic process.Diagnostics of interpersonal relations.

Doctor of pedagogical Sciences, Professor

G. P. Ivanov


N.B. Karabushchenko

RUDN University


Annotation



Course title Pedagogy and psychology of professional

education


discipline


education


(MA)


Lection 15 hours

Practice -

Seminar 30 hours

Self-study 99 hours


formation of pedagogical and psychological competencies, providing an effective solution to the

scientific, professional, and personal problems of teaching activities in universities.

Learning objectives of discipline: to form an idea of modern system of higher education in

Russia and abroad, the main trends of development, the most important educational paradigms;

to study the pedagogical and psychological bases of education and upbringing in higher school;

to master modern technologies, methods and tools used in the learning process, including

methods of organization of independent academic and research activities of students in high

school to prepare for the solution of communicative problems that arise in the learning process;

to prepare for the process of organization and management, self-education and research activities

of students.

Course outline

Topic Main content

General principles of pedagogy and

psychology of professional

education

"Pedagogy and psychology of profiling in higher

education" as a subject.

Principles of content of profile training in high school

System of evaluation of educational achievements of

students at the higher vocational school

Methodology and methods of

psychological studies in high

school

Psychology of professional higher education.

Educational work in specialized and higher education

Psychology of professional higher

education

Psychological correction of personality of the student with

a compromise choice of profession

Psychological bases of formation of professional systems

thinking

Psycho-pedagogical bases of

formation of the personality

Psychological characteristics of the activities

teacher-student

Psycho-pedagogical study of the personality of the student

Doctor of pedagogical

Sciences, Professor

G. P. Ivanova



Professor

N.B. Karabushchenko

RUDN University




Course title Tutoring in education Basic educational programs, which include discipline


Total hours 2 Credits (72 hours)Lection -Practice -Seminar 15 hoursSelf-study 57 hours1. The goals and objectives of the course:The formation of knowledge and practical skills tutor for the organization of training in remoteform.In respect of the substantial program implements the following areas methodological activities:update the content of post-graduate education;innovation processes in post-graduate education, the introduction of developing educationalmodels, new andragogical technologies;diagnostics level educational requirements and professional skills of postgraduate education ofteachers, tutors, teachers, heads of educational institutions.


Theoretical aspects of tutor supportstudents in modern conditions

History of tutor support in Russia and abroadTutor support: the nature, functions and methodsStages of tutor support.

Tutoring as a pedagogicaltechnology.

Scientific philosophical and pedagogical concepts.Criteria tutoring technologyTutoring as technology individualization of studentdevelopment

Interaction "teacher-student" in theprocess of tutoring: problems andways of development.

Child's personality as an object and subject in educationaltechnology.The components of readiness of the teacher for tutoringAfter-hour and recreationa.Methods, techniques and forms of tutor support youngerpupils in the conditions of the educational cluster.


O.K. Logvinova

Head of the Department of psychology and pedagogyProfessor

N.B. Karabushchenko

RUDN University




Course title Family counselingBasic educational programs, which includediscipline


Total hours 4 Credits (144 hours)Lection -Practice -Seminar 30 hoursSelf-study 114 hours1. The goals and objectives of the course:Students ' acquisition of basic knowledge in the field of family counseling; selection of the mostimportant material, the deep development of students for self-understanding; the use oftechniques of family counseling, giving you the opportunity to effectively and successfully workin the psychological services of the family; study of the main models of psychological counselingfamilies; the development of methods of diagnostics and correction of family relationships andthe mastery of techniques used in family counseling at various stages of family development.


The idea of family counseling. Theoretical models of counseling family. Methodologicalprinciples and common approaches to family counseling.Techniques in family counseling. Psychological counselingof families at different stages of itsdevelopment. Marital conflict, family problems. The issueof divorce and re-marriage.

Psychological characteristics of the modern family and its trends.

Actual problems of development of system of the psychological service of the family. The history of thedevelopment of psychological services of the family.

Forms of psychological aid for the family.

Organizational-legal and ethical aspects of psychologicalservices of the family. Family counseling and familytherapy. The goals and objectives of family counseling.Principles of family counseling. The complex nature ofpsychological services of the family.The main theoretical approaches in family counseling(structural, systemic, transgenerational, behavioral, culturalactivity).Techniques of establishing contact with the client.

The position of family counselor in Typical errors of family consultant. The rules of gatheringworking with the family. family history in the practice of family counseling. The

formulation of hypotheses. Cooperation with the client inmaking decisions and recommendations. Evaluation of theeffectiveness of family counseling.Psychological counseling for the family. Psychologicalconsulting on the problems of search and choice ofmarriage partner. Psychological consulting on theproblems of adoption. Psychological assistance andsupport of the family in the decision in the case ofreproductive dysfunction. Psychological consulting on theproblems of divorce and raising a child in a single-parentfamily. Counseling families with a seriously ill familymember. Psychological assistance in case of loss.Psychological counseling in case of adultery.Psychological assistance to family in case of familyviolence. Psychological counseling in crisis situations.

Associate professor, Department of psychology and pedagogyT.S. Pilishvili

Head of the Departmentof psychology and pedagogy ProfessorN.B. Karabushchenko

rudn university philological faculty annotation curriculum ... · the conceptual and categorical...

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