Headings of the journal
"Educational Resources and Technologies"

Annotation: The article is devoted to the development of methodological techniques in the formation of individual figurative expressiveness among students of choreographic art. The relevance of the study is due to the need for constant improvement of the methodology for the formation of figurative expressiveness in students on the basis of a scientific analysis of the generalized pedagogical experience and the characteristics of modern dance. The research methods are general logical methods (analysis and synthesis), as well as the idiographic method designed to emphasize the characteristic features of modern dance. The article discusses the methods, techniques and means of choreographic art used in teaching the dancer's performing skills. The analysis of the choreographic aspects of the content of the individual figurative expressiveness of the modern dancer is carried out, scientific and methodological recommendations for its implementation in students are formulated. The significant role of the teacher-choreographer in the acquisition of the dancer's performing skills is noted, since it is he who contributes to the development of the style of performance and expressiveness of plastic. Scientific and methodological recommendations have been formulated that make it possible to increase the effectiveness of teaching modern dance and contribute to the disclosure of the potential of students in the field of choreographic art.

Annotation: The paper focuses on didactic aspects of the implementation of gamification, one of the most promising directions in modern educational process. In teaching methodology, gamification is viewed as an educational game, in which the participants follow the rules previously agreed by the teacher. As a rule, these kinds of games are auxiliary tools and an addition to traditional teaching methods. As a technology for adapting playing to non-gaming processes, including teaching a foreign language, gamification has a long history of development due to the fact that game is a natural way of learning. We have analyzed the history of the development of educational computer games, identified the requirements that an effective game must meet, and also presented the games we use when teaching a foreign language to future engineers. The findings have shown that gamification has high didactic potential. The rational exploitation of the game elements in the educational process has a positive effect on the students’ motivation, provides instant feedback, records the learning progress and confirms the mastery of the necessary knowledge, skills, and abilities. On the other hand, gamification has certain shortcomings, which are also listed in the paper.

Annotation: The period of adaptation of freshmen to the university environment is a difficult period in their lives, associated with the restructuring of the usual social and interpersonal relationships that developed during schooling. Finding themselves in new conditions, freshmen initially find themselves in a situation of uncertainty, which imposes a limitation on the ability to use past experience. A higher educational institution with new requirements and tasks, as well as new student groups that are just beginning to form, present new requirements that cause changes in the emotional sphere of students associated with an increase in the level of anxiety and the inclusion of adaptive mechanisms. In the study considered in this work, as a result of psychodiagnostics using the technique of L.N. Grosheva “Social fears” the most pronounced experiences of freshmen in the period of adaptation to the conditions of the university were revealed. During the analysis of the results obtained, it was possible to determine that for freshmen the most relevant are the experiences associated with the formation of their new status in the newly created team and loss of the previous interpersonal relations.

Annotation: The article examines transformations in the geoinformation field. Morphism in the geoinformation field is considered as a generalization of many transformations. The difference between transformation in the field and information interaction is shown. The concept of “geoinformation field” is introduced as a derivation of the concept of an information field. The article reveals the content of the geoinformation field, which is located in real space and in which the following operations and functions are performed: detection, fixation and measurement of physical and spatial characteristics, as well as the collection of semantic information about the objects of research. The similarity between the information field and the geoinformation field is shown, their fundamental difference in relation to the coordinate space is noted. Morphism in the geoinformation field is considered as a generalization of transformations. The concept of morphism is considered in relation to the theory of categories. It is shown that morphism in the geoinformation field is a means of formal description and generalization of a number of information and geoinformation processes. Examples of morphisms in the geoinformation field and categories in the geoinformation field are given

Annotation: Incremental educational technologies and educational algorithms are discussed in the paper. The concept of «education algorithm» is introduced and its content is revealed. From the standpoint of informatics, learning is understood as information impact and interaction. It is shown that the learning algorithm differs significantly from computational algorithms. The analysis of the conceptual schemes of the lecture-seminar and incremental teaching methods was carried out. The system aspects of learning algorithms are considered, the system principles of their construction are highlighted. It is noted that the student’s intellectual abilities affect the result of incremental learning. It is shown that incremental learning can be considered as resource learning, group incremental learning can create an emergence effect. This gives reason to consider such training as synergistic. The paper reveals the content of information educational resources from the point of view of incremental learning. These resources include informational, cognitive and intellectual components. Structural models show the difference between the activities of the teacher in the lecture-seminary and incremental teaching methods, as well as the difference in learning results in terms of the resource approach.