Zhurnal Ministerstva narodnogo prosveshcheniya

12-19

Authors: Dmitriy V. Budyanskiy

The article is devoted to the study of the theoretical foundations of rhetorical culture of teachers in higher educational institutions. This paper presents an analysis of research on the problem of improving of the rhetorical qualities of the teacher in the national and foreign science. The question of the content and structure of rhetorical culture is examined. The author gives the own version of the definition of the rhetorical culture of the teacher of the university on the basis of generalization of the existing theories. The need for development and introduction of scientific and methodical development of the rhetorical culture of the teacher in educational process of higher school is emphasized.

29-40

Authors: Inna V. Shyshenko

Changes taking place in society are orienting present-day education, above all mathematical, towards developing the creative side of students, fostering their activity and independence, which means that there is a need for creating and applying new technology that would really help to resolve academic and educational problems factoring in the specificity of learning mathematics by students in different groups (in accordance with aspects of field and level differentiation), including Humanities students. We have substantiated experimentally that the use of dynamic math software in the learning activity of Humanities students taking Math classes facilitates boosting their motivation to learn; expanding the ways the learning material is presented; expanding the selection of practice problems; fostering student reflection on their activity, and thus actively engaging Humanities students in the process of learning math.

49-56

Authors: Victoria V. Volkova, Ekaterina V. Mikhalchi

This article examines definitions and classifications of pedagogical conditions from various psychological/pedagogical sources. Consequently, the author comes up with his own definition and classification of the pedagogical conditions of inclusive learning in the system of higher education. In the resulting classification, the author singles out four major groups of external and internal pedagogical conditions which best reflect the specific characteristics of inclusive learning. The theoretical classification reflects all the aspects of implementing inclusive learning and can be used in practice at institutions of higher learning specializing in different fields.