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INTEGRATIVE TRENDS IN HIGHER EDUCATION OF FOREIGN STUDENTS

Автор Доклада: 
S. Deryabina
Награда: 
INTEGRATIVE TRENDS IN HIGHER EDUCATION OF FOREIGN STUDENTS

INTEGRATIVE TRENDS IN HIGHER EDUCATION OF FOREIGN STUDENTS

Svetlana Deryabina, Candidate of Pedagogy, associate professor 
Peoples’ Friendship University of Russia

 

This article describes integrative processes in higher education in Russia caused by its involvement into Bologna process and modernization of education. Special attention is paid to integration in teaching foreign students.

Keywords: integration, integrative approach, integrative trends, internationalization of education, system, Bologna process.

One of the modern trends of education modernization is using integrative approach, which was widely-spread in the end of the XXthcentury. It is a balanced usage of methods and tactics in teaching process which allows mastering a new generalized effective action. It happens due to such a use of intersubject and intrasubject connections which allows systematizing the acquired knowledge on a higher level. Teaching foreigners in Russia is deeply connected with integrative processes. In such a teaching the Russian language itself is “an integrative factor” [10], which combines aims of teaching and socializing in a new language environment, another linguistic culture.
Integration is “one part of development processes combining different components and elements. These processes take place in a set system (in this case they increase its level of wholeness and organization) and in a new system when it is forming of unconnected elements” [9: 120]; it helps to “combining some elements, rapprochement of a unity” [5: 20]. Positive influence of integration on a system state is shown in a philosophic dictionary: “During the process of integration volume, frequency, intensiveness of interaction of system elements increases, greater level of its wholeness, stability, effectiveness is reached” [3]. This notion has harmonious stability, strict order of functioning of elements [11].
According to N.P. Kovalenko, integration is a complex multifunctional notion able to have different meanings depending on the kind of the phenomenon in question. Most scientists-philosophers point out only one side of integration:
-integration is depicted as a process of making connections between separate elements, that leads to a certain unity (N.I. Kondakov, V.G. Levin, A.D. Ursul, etc.);
- a state of interconnection, interdependence of parts of a united system (V.G. Afanasyev, B.M. Kedrov, etc.);
- a result of interaction of system elements leading to their full combining and appearing of a new “integrative qualities” (E.S. Markaryan, P.N. Fedoseev, etc.) [6].
In the history of science development we can see movement from appearing of new separate sciences to forming independent science spheres on the base of contiguous sciences due to accumulation and generalization of scientific knowledge. This process was reflected in education sphere where we can watch trends to holistic approach to the processes of education and nurture, system approach to education and person-oriented education. Using psychological, pedagogical, methodical and physiological knowledge in education forms holistic overview of nurture, education and development of students.
Together with a term “integrative” pedagogy points out notions of complexity and systematic approach. Complexity is combining relatively independent elements around a common centre. In case when this happens in hierarchy, interaction between elements is vertical and logical we may call it a system. Connection between system elements is so strong that change of one of them may cause changes of the whole system [1, 99]. System formation is the result of systematization process – putting all the elements in system with the help of system-forming connections (without considering if there are any combining processes between them). Integration unlike systematization involves only processes of interaction between components [4].
Complex approach deals with certain sides of a phenomenon, system approach sees the object as an element of the whole, but integrative approach pays attention to system elements or various systems, which allow viewing their interconnection as a holistic formation.
Ideas of knowledge integration arose from theoretical statements about interdiscipline connections, their methodical aspects are described in a number of works (V.N. Maksimov [8], P.G. Kulagin [7], G.F.Fedorets [3], etc.). Some ideas about education modernization through integration, interdiscipline connections in teaching are presented in classical pedagogical works by Y. A. Komensky, K.D. Ushinsky, F.I. Buslaev, etc.
The dominant trend in Russian education modernization is introducing two-level system of teaching students according to world standards. This system allows making our education competitive and our education system– more open. Thanks to introducing this two-level system Russian universities extensively collaborate with foreign universities. As an example of such collaboration we may mention two-base Master’s programme which gives a student opportunity to get two diplomas (Russian and European) after study placement. Two-base Master’s programmes are one of the directions of education modernization at philological faculty of Peoples’ Friendship University of Russia where they collaborate with French and Spanish universities.
As for foreign students in Russian universities, integration of higher education standards will allow them on finishing Bachelor’s programme to enter Master’s programme in Russia. This opportunity is especially important for Philology Bachelors because it allows them to study Russian in Russian language environment. Unlike other specialties, Philology students learn Russian as a core subject. Study placement and studying in Russia allows senior students – philologists to master Russian on a higher level, improve their pronunciation, and understand Russian culture and traditions.
Integrative trends in teaching foreign philologists are seen in the process of education internationalization and in giving teaching material in a hierarchical system considering inner and inter discipline connections. L.V. Kruchkova, N.V. Moschinskaya point out the importance of connections with linguistics, psycholinguistics, country studying, linguistic country studying, culturology, problems of intercultural communication in teaching Russian as a foreign language. N.V. Pomortsevasays that in modern knowledge paradigm optimization of teaching Russian as a foreign language is connected with new, mostly integrative education systems basing on discoveries in linguodidactics and describes her pattern of linguistic and cultural adaptation of foreign students in teaching Russian. Active use of computer technologies in different spheres of life is reflected in teaching Russian as a foreign language, where electronic manuals on different aspects ofthe Russian language are created.
So integrative trends in higher education have been developed in different sides of education system modernization, and nowadays their main aim is to create united world education system with common standards basing on constant students and teachers exchange. Education internationalization gives students-philologists opportunity to learn Russian in Russian environment on different education levels (Bachelor’s and Master’s Programme), assists information exchange between participants, helps to create united intercultural education environment.

References:
1. Afanasyev V.G. Consistency and Society. – Moscow, 1990. – 368 pp.
2. Bologna Process: Challenges and Perspectives. – Moscow, 2006
3. Fedorets G.F. Interdiscipline Connections in Education Process. – Leningrad, 1983. – 88 pp.
4. Kharunjev A.A. Integration in Education: Theory and Practice. – Kirov, 2003. – 96 pp.
5. Kondakov N.I. Logic Reference Dictionary. – M., 1975. – 720 pp.
6. Kovalenko N.P. Integrative Approach to Professional Training of a Pedagogy College Student. Candidate of Philology Thesis. – Novgorog, 2003. – 188 pp.
7. Kulagin P.G. Interdiscipline Connections in Education Process. – M., 1981. – 96 pp.
8. Maksimova V.N. Interdiscipline Connections in Education Process. – M., 1988. – 192 pp.
9. Philosophy Encyclopedic Dictionary. – M., 1983. – 710 pp.
10. Pomortseva N.V. Integrative Pattern of Linguistic and Cultural Adaptation of Foreign Students. – M., 2009. – 179 pp.
11. Sociological Dictionary. A.N. Elsukov, K.V. Shulga. – Minsk, 1991. – 528 pp.
12. Unabridged Dictionary of Philosophy. – Moscow, 1989. – 560 pp.

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Актуальная статья.

Актуальная статья. Бесспорно, создание интегративной системы образования позволит установить стандарты образования и сделать образовательный рынок более привлекательный для иностранных гражд
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