Background.In the context of global intellectual competition and the transformation of the cognitive sphere of modern adolescents (a shift from conceptual-logical thinking to formal-imaginative generalizations), the study of conceptual abilities as a basic mechanism for organizing mental experience becomes particularly relevant. Drawing on L.M. Vekker’s ideas about the polymodal nature of thinking, M.A. Kholodnaya’s concept of conceptual abilities, and V.A. Tolochek’s resource approach, we consider conceptual abilities (semantic, categorical, conceptual) as an intrasubjective resource that ensures the integration of different levels of stylistic behavior and the qualitative transformation of functional systems of intellectual activity. Purpose.To determine the relationship between indicators of conceptual abilities (conceptual, categorical, semantic) and the success of intellectual activity (academic performance) in older adolescents and to interpret these relationships in the context of the formation of personal cognitive style. Materials and methods.The study involved 110 9th-grade students (61 girls, 49 boys) from secondary schools in Khimki, aged 15–16 years (median – 15 years). To diagnose conceptual abilities, the following methods were used: a modified version of E.Yu. Artemyeva’s “Visual Semantics” technique to assess semantic abilities (interpretations and features of various types); the “Generalization of Three Words” technique to assess categorical abilities; and the “Conceptual Synthesis” technique by M.A. Kholodnaya and Ya.I. Sipovskaya to assess conceptual abilities. The indicator of intellectual productivity was the average academic performance according to the electronic school diary data. Results.Correlation analysis revealed a differentiated nature of the relationships: categorical abilities are most closely related to academic performance; significant but weaker relationships were found for conceptual abilities and for semantic abilities to generate apperceptive and emotional-evaluative type features. At the same time, simple nominative functions (objective-type interpretations, exteroceptive and interoceptive features) are not related to academic performance. Conclusion.The obtained results indicate that conceptual abilities act as a mechanism for integrating different levels of stylistic behavior (coding styles, information processing styles, problem-posing styles) and, being a non-additive intrasubjective resource, qualitatively transform the functional systems of educational activity. The significance of developing conceptual abilities for the formation of multistylistic intellectual behavior in the context of the tasks of intellectual education is discussed.
Background. Professional development of rehabilitation facility staff unfolds in a setting marked by interdisciplinarity, clinical uncertainty, and the need for coordinated teamwork. Conventional continuing education formats often fail to reflect the specificity of rehabilitation care: long-term patient engagement, integration of medical and educational technologies, and the centrality of communication and clinical-pedagogical reasoning. This creates a practical and research problem of identifying pedagogical conditions that ensure sustainable competence growth and reduce risks of professional maladaptation. Purpose. To identify and substantiate a set of pedagogical conditions that support the professional development of rehabilitation facility staff within competence-based and activity-oriented approaches. Materials and methods. The study draws on an analysis of Russian and international literature on adult professional learning, lifelong education, and interprofessional collaboration in clinical contexts, as well as on the review of local regulations and training practices in rehabilitation organizations. The methods included theoretical analysis and synthesis, pedagogical modeling, and an expert survey (interviews and questionnaires) of rehabilitation professionals followed by thematic categorization and ranking of the identified conditions. Results. Four interconnected groups of pedagogical conditions were substantiated: organizational and managerial (supportive learning environment, mentoring, access to clinical supervision), content and methodological (competency modules, case-based and simulation learning, workplace learning), communicative and team-based (interprofessional communication, shared language of goals and outcomes, team case conferences), and reflective and evaluative (portfolio, formative assessment, culture of reflection). The findings indicate that the strongest effect emerges when these conditions are integrated into a single “learning rehabilitation organization” model, aligning competence development with patient pathways and team decision-making. The concluding statement is that professional development in rehabilitation facilities depends less on increasing training volume and more on building pedagogical infrastructure around real care practices, with mentoring, interprofessional learning, and reflective assessment as core mechanisms.
Background. The issue of objective assessment of students’ creative written assignments in advanced foreign language instruction remains relevant in the context of the competence-based approach and the growing emphasis on the verification and transparency of learning outcomes in higher education. Along with comprehensive consideration of linguistic, discourse-related and pragmatic parameters, various objective and subjective factors that affect assessment may arouse scientific interest. Purpose. The aim of the study is to identify students’ perceptions about the transparency of assessment procedures and factors affecting objectivity of assessing written tasks, followed by a comparison of these perceptions with the previously described views of teachers. Materials and methods. The main methodology includes the systemic and comparative approaches that allow to view assessment as a multifactorial process and to analyse discrepancies in the positions of different participants in the education process. The main research methods are a questionnaire-based survey and qualitative data analysis. Results. The findings indicate that both students and teachers acknowledge the importance of formal assessment criteria; however, they differ in their evaluation of the degree of transparency of these criteria and the possibility of their flexible application. However, students and teachers have different perceptions of the role of external factors such as a teacher’s fatigue, stress, and emotional state, and the relevance of background information about the student. The results obtained emphasise the need for clarification of assessment criteria for students and for their active involvement in the assessment process.
Background. The increasing role of physical education for citizens of the Russian Federation and the reform of higher professional education necessitate new approaches to updating educational policy and training specialists in physical education. The author presents an idea and describes a conceptual framework for assessing the educational performance of physical education specialists during their studies at a higher education institution, based on a criteria-based approach. Purpose. The aim of the study was to provide a theoretical and conceptual justification for the use of a criteria-based approach to assessing the educational performance of physical education specialists. Materials and methods. The primary research method is an analysis of theories and methodological approaches to the training of specialists in physical education at higher education institutions. The article draws on a set of legal and regulatory documents governing the content of higher professional education and the physical education and sports system in the Russian Federation. Results. The need to study new approaches to assessing the quality of training specialists in the field of physical education is substantiated in the context of changing educational paradigms in Russian higher professional education. The concept of "educational outcome" is considered, defined as the result of students' mastery of the educational program at a university and as an object of assessment. The theoretical and conceptual foundations for using a criteria-based approach to assess the educational outcomes of specialists in the field of physical education are presented. Practical implications. The results of the study can be applied in the educational process of training specialists in the field of physical education in higher education institutions.
Обоснование. В условиях глобальной интеллектуальной конкуренции и трансформации когнитивной сферы современных подростков (сдвиг от понятийно-логического мышления к формально-образным обобщениям) особую актуальность приобретает изучение понятийных способностей как базового механизма организации ментального опыта. Опираясь на представления Л.М. Веккера о полимодальной природе мышления, концепцию понятийных способностей М.А. Холодной и ресурсный подход В.А. Толочека, мы рассматриваем понятийные способности (семантические, категориальные, концептуальные) как интрасубъектный ресурс, обеспечивающий интеграцию различных уровней стилевого поведения и качественное преобразование функциональных систем интеллектуальной деятельности. Цель. Определение связи показателей понятийных способностей (концептуальных, категориальных, семантических) с успешностью интеллектуальной деятельности (школьной успеваемостью) у старших подростков и интерпретация полученных связей в контексте формирования персонального познавательного стиля. Материалы и методы. В исследовании приняли участие 110 учащихся 9-х классов (61 девочка, 49 мальчиков) общеобразовательных школ г. Химки в возрасте 15–16 лет (медиана – 15 лет). Для диагностики понятийных способностей применялись: модифицированная методика «Визуальная семантика» Е.Ю. Артемьевой для оценки семантических способностей (интерпретации и признаки различного типа); методика «Обобщение трех слов» для оценки категориальных способностей и методика «Концептуальный синтез» М.А. Холодной и Я.И. Сиповской для оценки концептуальных способностей. Показателем интеллектуальной продуктивности выступала средняя успеваемость по данным электронного школьного дневника. Результаты. Корреляционный анализ выявил дифференцированный характер связей: наиболее тесно с успеваемостью связаны категориальные способности; значимые, но более слабые связи обнаружены для концептуальных способностей и для семантических способностей к порождению признаков апперцептивного и эмоционально-оценочного типа. При этом простые номинативные функции (интерпретации предметного типа, экстероцептивные и интероцептивные признаки) с успеваемостью не связаны. Выводы. Полученные результаты указывают на то, что понятийные способности выступают механизмом интеграции различных уровней стилевого поведения (стилей кодирования, переработки информации, постановки проблем) и, будучи неаддитивным интрасубъектным ресурсом, качественно преобразуют функциональные системы учебной деятельности. Обсуждается значение развития понятийных способностей для формирования полистилевого интеллектуального поведения в контексте задач интеллектуального воспитания.
