Suchergebnisse

Рассматриваются организационные вопросы адаптации иностранных студентов к условиям обучения в российском вузе на примере Томского государственного университета. Обсуждаются трудности, с которыми сталкиваются иностранные студенты при вхождении в новое социокультурное пространство, и факторы адаптации, обеспечивающие жизнедеятельность иностранных студентов в новой среде. На основе результатов исследования сформулированы рекомендации по оптимизации процесса адаптации иностранных студентов к новым условиям. ; International integration is discussed as the present stage of the development of Russian society that affects not only political and economic spheres, but also the social and education sector. International cooperation in the field of education promotes integration of Russia in the global educational community as an equal partner, it helps to improve the profile of the national education system based on international experience. Strategic lines of the development of Russian universities are seriously adjusted, and one of the aims of their development nowadays is to attract more foreign students. Due to the increased attention to the issue of attracting foreign students, researchers put forward the problem of adaptation of foreign students to a new social and cultural environment. Adaptation of foreign students is seen as the process of bringing the basic parameters of social and personal characteristics in line with the new conditions of higher school environment. In the context of adaptation of foreign students, researchers have focused on the socio-cultural and psychological adaptation of international students. The aim of this paper is to learn organizational factors of adaptation of foreign students by identifying the main difficulties that foreign students face coming to study at a Russian university. The research data that were obtained through questionnaires and semi-structured interview allowed to identify the main areas of promotion of adaptation of foreign students studying in Russian universities. They are: information support, access to information through electronic resources (online) about the weather conditions of the region and the necessary set of things and clothes that are suitable for living in Tomsk for the period of each of the seasons, living conditions in the dormitory, Russian cuisine, the average cost of food and basic things, medical service, the organization of the learning process in the university, Russian culture. Organizational and recreational support includes training sessions with the participation of Russian students, the development of friendly relations between Russian and foreign students, knowledge of features of intercultural communication, organizing club activities of various kinds (film club, sports club, debating club, club of Russian literature). Thus, the results received in the research demonstrate several trends of activities important for adaptation of foreign students to living and studying in a Russian university, on the example of TSU. The research results were also provided to the Center of Adaptation of Foreign Students of TSU; and the results are used in the work of the Center. Additionally, the results can be the basis for future research about the optimization of the adaptation process of foreign students studying at a Russian university.

Рассматриваются современные направления исследования креативности в мире. Представлены зарубежные подходы к определению понятий «креативность», «творческий потенциал». Показана значимость креативности участников образовательного процесса как необходимого условия успешного развития отдельной личности и государства в целом. ; The authors consider the development of a persons creative potential to be the key factor for successful economical and social development of the modern society today. The authors analyze the creativity development problem in modern education system. They take into consideration positions presented by the researchers from different countries (the USA, the United Kingdom, Poland, China, etc.) and demonstrate the real practical examples of creativity development in the leading world universities such as Rensselaer Polytechnic Institute, Stanford University, Hong Cong University, Warsaw University. The strategy of these universities is to offer the educational programs that allow students not only to gain fundamental knowledge in the specific field but also to develop their creative thinking, creativity and innovative potential. These programs have the same value for both students of humanities and those studying natural sciences. Creativity, innovativeness and competitiveness are discussed as the main qualities of the modern professional together with skills in the specific field. Thus, the development of creativity and innovativeness are thought as the main trend of the modern world education system. In the article authors present the contemporary approaches describing the definition of the creativity as modern psychologists, educators, managers (E. Fromm, F. Wiliams, T. Lubart, W. Swap, D. Leonard, G. Gelade, M. Csikszentmihalyi, H. Lee, H. Kim, etc.) see it. Each approach represents a specific view to creativity and innovativeness and their development in higher education. Despite the diversity of opinions that are represented in the paper there is also some generosity in the modern understanding of creativity among the scientists. It is important to notice that there is no doubt that creativity is defined as the ability to create new, unordinary ideas. The analysis of the approaches that are presented in the article allowed the authors to emphasize their attention to the factors that encourage students to be creative, such as development of reflective-creative position, influence of teachers professional positions to students creativity, and peculiarities of cultural influence. The analysis of creativity development in the world education system demonstrates the primary trends that modern education should follow. They are the governments support of creativity development programs, understanding of the cultural and social influence on a persons creative potential, formation of creativity development methods and their application to teaching and learning processes, influence of teachers and their professional positions to students creativity.