Main Features of Students' Research Competency Formation in a Liberal Arts Curriculum
| Parent link: | Advances in Intelligent Systems and Computing Vol. 677 : Linguistic and Cultural Studies: Traditions and Innovations, (LKTI 2017).— 2017.— [P. 161-168] |
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| Awdur Corfforaethol: | |
| Awduron Eraill: | , , , |
| Crynodeb: | Title screen There are main features of students' research competency formation in a Liberal Arts Curriculum. Researchers highlight the main features of that process: firstly, this research competency formation is based on the students' individual and collaborative research activities; secondly, the development of a reflexive attitude to research activity and its results; thirdly, results of positioning their own research experience in the educational and academic community. Basic forms of research activity organization at each stage are examined: students' creative associations, teachers' and students' problemcreative group, scientific and practical conferences. It is distinguished that focused efforts in forming of students' research competency in the classroom and after-hours activities contribute to students' successful implementation in professional self-determination. As a result, students can try their hand at applying research skills for various educational projects and their future professional activity. Режим доступа: по договору с организацией-держателем ресурса |
| Cyhoeddwyd: |
2017
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| Cyfres: | Language Teaching and Learning |
| Pynciau: | |
| Mynediad Ar-lein: | https://doi.org/10.1007/978-3-319-67843-6_20 |
| Fformat: | Electronig Pennod Llyfr |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=656264 |
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| 200 | 1 | |a Main Features of Students' Research Competency Formation in a Liberal Arts Curriculum |f L. A. Kazarina [et al.] | |
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| 225 | 1 | |a Language Teaching and Learning | |
| 300 | |a Title screen | ||
| 320 | |a [References: 29 tit.] | ||
| 330 | |a There are main features of students' research competency formation in a Liberal Arts Curriculum. Researchers highlight the main features of that process: firstly, this research competency formation is based on the students' individual and collaborative research activities; secondly, the development of a reflexive attitude to research activity and its results; thirdly, results of positioning their own research experience in the educational and academic community. Basic forms of research activity organization at each stage are examined: students' creative associations, teachers' and students' problemcreative group, scientific and practical conferences. It is distinguished that focused efforts in forming of students' research competency in the classroom and after-hours activities contribute to students' successful implementation in professional self-determination. As a result, students can try their hand at applying research skills for various educational projects and their future professional activity. | ||
| 333 | |a Режим доступа: по договору с организацией-держателем ресурса | ||
| 461 | |t Advances in Intelligent Systems and Computing | ||
| 463 | 0 | |0 (RuTPU)RU\TPU\network\22542 |t Vol. 677 : Linguistic and Cultural Studies: Traditions and Innovations, (LKTI 2017) |o XVIIth International Conference, October 11-13, 2017, Tomsk, Russia |o [proceedings] |f National Research Tomsk Polytechnic University (TPU) ; eds. A. Yu. Filchenko, Zh. S. Anikina |v [P. 161-168] |d 2017 | |
| 610 | 1 | |a электронный ресурс | |
| 610 | 1 | |a труды учёных ТПУ | |
| 610 | 1 | |a subject-oriented curriculum | |
| 610 | 1 | |a research competency | |
| 610 | 1 | |a liberal education | |
| 610 | 1 | |a liberal arts curriculum | |
| 610 | 1 | |a pedagogical model | |
| 610 | 1 | |a учебные программы | |
| 610 | 1 | |a компетентность | |
| 610 | 1 | |a либеральное образование | |
| 610 | 1 | |a исследовательская деятельность | |
| 610 | 1 | |a исследовательский опыт | |
| 610 | 1 | |a позицирование | |
| 610 | 1 | |a научные концепции | |
| 610 | 1 | |a профессиональная деятельность | |
| 701 | 1 | |a Kazarina |b L. A. |c linguist |c specialist for academic and educational work of Tomsk Polytechnic University |f 1963- |g Lidiya Anatolievna |3 (RuTPU)RU\TPU\pers\35743 | |
| 701 | 1 | |a Itsenko |b I. A. |c linguist |c Associate Professor of Tomsk Polytechnic University, candidate of pedagogical sciences |f 1955- |g Irina Aleksandrovna |3 (RuTPU)RU\TPU\pers\35742 | |
| 701 | 1 | |a Kachalova |b O. I. |g Olga | |
| 701 | 1 | |a Obskov |b A. V. |c Linguist |c Senior Lecturer of Tomsk Polytechnic University |f 1985- |g Aleksandr Vladimirovich |3 (RuTPU)RU\TPU\pers\34141 | |
| 712 | 0 | 2 | |a Национальный исследовательский Томский политехнический университет |c (2009- ) |9 26305 |
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| 856 | 4 | |u https://doi.org/10.1007/978-3-319-67843-6_20 | |
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