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Academic literature on the topic 'Comparative pedagogical analysis'

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Published: 30 May 2022
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Journal articles on the topic "Comparative pedagogical analysis"

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Dudka, Tetiana, and Mykola Chumak. "PEDAGOGICAL POTENTIAL OF INTERNATIONAL COMPARATIVE RESEARCH." Science and Education 2020, no. 2 (June 2020): 84–90. http://dx.doi.org/10.24195/2414-4665-2020-2-12.

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The content of the article provides a theoretical analysis of international comparative research, which potential is rather significant in pedagogical theory and practice. The relevance of the study has been problematized by the need to deepen the profile of international research cooperation to overcome the current destabilization processes. The priority of comparative analysis has been outlined at the level of phenomenological functioning. The importance of the influence of these factors (in particular, political, social and cultural, scientific, organizational, and methodological) on the development of the phenomenon under study has been considered as a whole. The theoretical (analysis, systematization, and modeling), empirical, and statistical methods have been used as research tools. The prospects for further development of international comparative studies of pedagogical centering have been presented in terms of the priority of the conditions of the decentralization. The cross impact on the domestic phenomenological functioning of two interrelated factors – the transformation of the socialist camp into the post-socialist space, the globalization and the integration of education into the international social and cultural space has been generalized. The supranational social orientation of the studied phenomenon has been considered in terms of its theoretical, methodological, and empirical content. The importance of exogenous (international educational policy, the level of international recognition of educational structures and the quality of educational training taking into account the requirements of the international labor market, indicators of external financing of educational projects, etc.) and endogenous (consistency of the norms of the current legal framework of the state with the trends of world educational progress, financing the development of the industry, the interest of management structures in the innovative development of education, etc.) determinants of the productivity of phenomenological functioning has been highlighted. The advantages of multi-object international comparative research over mono-object research in terms of the study of multifaceted pedagogical phenomena has been emphasized. It is worth noting that the priority of integration trends on the way to resolving everyday problems is especially relevant for the education sector, in which productive functioning is not possible under the conditions of international isolation. It has been emphasized that by comparing domestic and foreign branch achievements to make rationally balanced decisions at the national level, it is possible to gain further social and cultural well-being and educational progress. It has been identified that only with a fair assessment of the functioning of education, upbringing, and learning at the level of different countries, a set of effective measures to improve the efficiency of these branches can be chosen. A special value of pedagogically centered international research, which allows analyzing the chosen subject of the study within wide geographical and time limits has been generalized.
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Dabbagh, Nada, and Susan Dass. "Case problems for problem-based pedagogical approaches: A comparative analysis." Computers & Education 64 (May 2013): 161–74. http://dx.doi.org/10.1016/j.compedu.2012.10.007.

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Vynarchyk, Mariya. "STUDENT INTERNSHIP OF DROHOBYCH STATE IVAN FRANKO PEDAGOGICAL UNIVERSITY AND POLONIA UNIVERSITY IN CZESTOCHOWA – COMPARATIVE ANALYSIS." Scientific Journal of Polonia University 15, no. 4 (November 6, 2015): 9. http://dx.doi.org/10.23856/1501.

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Pedagogical practice is an integral part in the education system. This study focuses on a comparative analyzing of pedagogical practice in State Pedagogical University Ivan Franko in Drohobych and Polonia University in Częstochowa and belongs to the field of pedagogy. We explored the basic criteria of pedagogical practice in the education system: basic definitions, general provisions, objectives, learning outcomes, organization and holding period, forms of practice.
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Mydłowska, Beata. "Świadomy vs. przypadkowy wybór kierunku studiów pedagogicznych – analiza porównawcza." Kwartalnik Pedagogiczny, no. 65/3 (February 17, 2021): 111–28. http://dx.doi.org/10.31338/2657-6007.kp.2020-3.7.

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The article contains an analysis of the factors determining the choice of the field of study in the context of the implementation of professional plans related to the formation of the teacher’s sense of identity. It presents the results of qualitative research on the role of motivation to make a decision about studying pedagogy as a foundation of activities undertaken between choosing the preferred type of values and goals and taking a job that gives an opportunity to meet the needs in this area.
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Alisov, Evgenii A., Nikolay A. Podymov, Vladimir M. Postavnev, Irina V. Postavneva, and Yaroslava N. Ospanova. "Comparative Pedagogical Analysis of Teacher Education Programs in France And The USA." SHS Web of Conferences 79 (2020): 02001. http://dx.doi.org/10.1051/shsconf/20207902001.

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This article presents the results of comparative pedagogical studies that aim at determining the general and specific features of teacher education programs in France and the US. The study is based on binary comparisons and classical methods of comparative pedagogy, including comparative, descriptive and inductive-deductive. In the course of the study, the authors of the article determined conditions for efficient teacher training that are common to the French and US systems of higher education; established the key factor causing the specific functioning of education systems in France and the US; indicated the priority directions of designing teacher education programs in France and the US. The authors have interpreted the study results with due regard to the competency-based educational paradigm and determined trends that condition the general laws of designing educational programs.
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Vali, Ilie. "Attitude towards Pedagogical and Methodological Training and Development – A Comparative Analysis." Procedia - Social and Behavioral Sciences 180 (May 2015): 820–27. http://dx.doi.org/10.1016/j.sbspro.2015.02.217.

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Boichevska, Ilona, and Liudmyla Veremiuk. "PEDAGOGY OF ACTION: A COMPARATIVE ANALYSIS OF V. A. LAY’S AND K. D. USHYNSKY’S PEDAGOGICAL WORK." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 150–57. http://dx.doi.org/10.31499/2706-6258.2(4).2020.223066.

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The article presents a comparative analysis of the ideas of the German pedagogue V. A. Lay and the national pedagogue K. D. Ushynsky. It has been determined that didactics occupies a special place in both pedagogues’ heritage. The development of ideas of “school of action” in pedagogical theory and practice of Ukraine has been analyzed. In the result of the conducted analysis of national scientists’ pedagogical ideas authors show that the development of “pedagogy of action” in national pedagogical science in the late 19th – early 20th century was closely connected with the socio-political movement in Ukraine. Much attention has been paid to the influence of pedagogical principles of the “school of action” on the pedagogical theory and practice of Ukraine in the specified period.
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Ermolaeva, E. L., A. J. Petrov, and J. N. Petrov. "PEDAGOGICAL PROBLEM OF PROFESSIONAL AND PEDAGOGICAL DEVELOPMENT OF STUDENTS’ VALUE ORIENTATIONS." INSIGHT, no. 1(4) (2021): 7–15. http://dx.doi.org/10.17853/2686-8970-2021-1-7-15.

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The substantiation of the main value orientations of professional and pedagogical education is carried out. Special attention is paid to the relevance and importance of competence and personal development of education; the most important qualities of a teacher of professional and pedagogical education are emphasized determining the degree of their compliance with the professional standard requirements. The results of a comparative analysis of student development with value orientations are considered. The issue of the values of human life, stated as a philosophical problem of axiology, is analysed. The development of civil activity of students with social, moral and patriotic value orientations in the process of training is highlighted.
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Melnyk, Nataliia I., Alla M. Bogush, Valentyna M. Vertuhina, Nataliia D. Trofaila, and Nadiia V. Rohalska. "Comparative research in the field of professional education of preschool teachers: comparative content analysis as a method of authentic interpretation of concepts." Linguistics and Culture Review 5, S2 (July 20, 2021): 231–45. http://dx.doi.org/10.21744/lingcure.v5ns2.1342.

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The article is devoted to the disclosure of psycholinguistic aspects of comparative research, in particular the specifics of speech and thinking activities of the comparativist in the application of comparative content analysis of Ukrainian and English scientific pedagogical terminology. Theoretical aspects of comparative content analysis in comparative pedagogical research are revealed, which consist in: objectivity of system and quantitative description of the available content of the term; counting the semantic units represented in the information array that are determined; objectivity of conclusions and rigour of a procedure; quantification of text processing with the subsequent interpretation of the results of the analytical review of the phenomenon under study. It is determined that the speech-thinking activity of a comparativist is characterised by a step-by-step and complex of complementary, interconnected operations, which consist of the following components: motivational-target, cognitive-semantic, reproductive-activity, creative-active, evaluative-reflexive. It was determined that the methodological aspects of the application of comparative content analysis are the necessity to separate units for analysis, the formation of a sample that will ensure the authenticity of the interpretation of the concept in the domestic research-pedagogical thesaurus.
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Bidyuk, Natalya, and Maryna Ikonnikova. "Comparative Pedagogical Analysis of Philologists’ Professional Training at American and Ukrainian Universities." Comparative Professional Pedagogy 7, no. 3 (September 26, 2017): 7–13. http://dx.doi.org/10.1515/rpp-2017-0029.

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Abstract The article deals with comparative and pedagogical analysis of philologists’ professional training at American and Ukrainian universities on the conceptual (philosophical and pedagogical paradigms, concepts, theories, approaches, teaching goals and strategies), organizational and pedagogical (tuition fee, training duration and modes, entry requirements) and content and technological levels. The structures of philologists’ professional training in the USA and Ukraine have been compared at the conceptual level. It has been revealed that at present, in both countries, professional training is carried out under the conditions of degree-based education taking into account competency-based, practice- and personality-oriented approaches, is based on the principles of humanization and humanitarization, learning democratization, the combination of national traditions and trends in the international educational space, is aimed at developing a modern, highly competitive specialist in philology. It has been indicated that in the system of philologists’ professional training in the United States, there is an orientation towards the subject of learning; personal and practical approaches to organizing professional training of future philologists create the most favourable conditions for developing students’ skills; however, in Ukraine these approaches are only becoming popular. It has been concluded that profound analysis of the advantages in using rational ideas of US experience will upgrade and improve the system of philologists’ professional training in Ukraine, which is a component of continuing professional education caused by the concrete socioeconomic factors of society development and is to reveal the specificity of philologists’ professional training (the content, forms, methods and pedagogical technologies), to create effective stimuli for professional and personal development of philologists.
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Dissertations / Theses on the topic "Comparative pedagogical analysis"

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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation pedagogical implications /." View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.

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Thesis (Ph.D.) -- University of Western Sydney, 2005.
"A thesis submitted to the School of Humanities and Languages of the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfillment for the requirements of the degree of Doctor of Philosophy, December 2005." Includes bibliographical references and appendices.
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Spafford, Jessica Rose. "A Musical Crusade| Reviving the Music of Berlioz's Benvenuto Cellini Through a Comparative Statistical, Pedagogical, and Theoretical Analysis." Thesis, James Madison University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284550.

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Much of the operatic music of the eccentric French composer Hector Berlioz (1803-1869) is overlooked, especially from his first full opera Benvenuto Cellini. This is due in part to many misconceptions surrounding Berlioz’s vocal compositional style, which stem from the political atmosphere at the time of the opera’s premiere in 1838 Paris when ill-willed critics renamed it Malvenuto Cellini. A general ignorance of this work and its music pervades the world of vocal pedagogy, having been excluded from the standard repertoire anthologies, where it can ironically be the most useful. The research presented in this project comprises original data from pedagogical and aesthetical surveys, as well as analytical comparisons of numerous arias and scenes.

The pedagogical surveys demonstrate that the work is mostly discounted or unknown among nationally respected pedagogues, who almost never assign any of these arias or scenes to their students. Yet, the aesthetical surveys show an appreciation of the music from an unbiased populous. Additionally, a study of the international production history of this opera, including cost and revenue statistics, supports the perpetuated trend of undeserved negativity towards Benvenuto Cellini when these supposed deterrents do not inhibit productions of other highly expensive or lesser-known operas. A microcosmic analysis of audition data furthers the idea that the world of vocal pedagogy is married to a canon of arias, which leaves little room for repertoire diversity or experimentation for voice students and creates an educational gap in their lack of exposure to this music. As pedagogical tools, respected voice professors almost universally use specific styles of arias and scenes from different eras and cultures to teach their students technical, musical, and dramatic stage concepts. In the case of nineteenth-century French Romanticism, the diverse music from Benvenuto Cellini fulfills these needs and also incorporates Italianate influences, while simultaneously serving as a reference point for succeeding Germanic declamatory style. It encapsulates Romantic thought and factors into the plethora of works that feature the life of Renaissance Mannerist sculptor, Benvenuto Cellini (1500-1571). Comparative analyses of arias and scenes from Berlioz’s opera to the works of other composers included in the standard repertory, such as Mozart, Rossini, Meyerbeer, Donizetti, and Verdi, elucidate the equivalent quality and invaluable importance of this music.

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Garbisch, Amelia Ellen. "PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/262001.

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Music Education
Ph.D.
The purpose of this study is to compare the ways high school instrumental teachers and high school vocal teachers teach musicianship skills. The study also compares secondary music teachers' perceptions of the effectiveness of their teaching of musicianship skills with college students' perceptions of how effectively they were taught these skills. I examined how instructional time, teaching methodology, and availability of small-group and private lessons factor into (1) teacher perception of student understanding of musicianship, and; (2) college students' perception of remembered musicianship education experienced while in high school. I distributed a survey designed to examine the pedagogy of specific musicianship skills. This survey was sent to 75 vocal teachers and 75 instrumental teachers who teach ensemble music classes (band, orchestra, and choir) in urban and suburban areas in Pennsylvania. A similar measure designed to examine college students' remembered perception of the effectiveness of their high school musicianship education was sent to 150 vocal college music majors and 150 instrumental college music majors in Pennsylvania and Delaware. The survey was designed for students and instructors to rate musicianship training using a five point Likert-type scale and a six point Likert-type scale. The skills assessed included: reading notation from treble and bass clefs; sight-reading and sight-singing; recognizing and interpreting music symbols; identifying key signatures and time signatures; working independently on a musical task; and recognizing and performing dynamics, articulations, and common tempo markings. Data were analyzed using a Chi-square test to determine what, if any, significant results negating the null hypothesis are present.
Temple University--Theses
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Bohlin, Sarah Maria Lena. "Teaching Theory and Cultural Production in Urban Modernity : A Comparative Analysis of The Great Gatsby and City of Glass, Informed by Pedagogical Aims." Thesis, Stockholms universitet, Engelska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-172896.

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Lindahl, Therese. "Sydafrikas och Sveriges läroplan i ett bedömningssystem : En jämförelse om de olika sätten att bedöma barn på - ett dilemma." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73221.

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This is a comparative study based on text analysis of South Africa's and Sweden's curriculum. The purpose of the study is to get an understanding and awareness of the meaning and content of the curricula concerning child assessment. Its focus is to find out about similarities and differences of the assessment and evaluation processes. My research questions are: • What do South Africa's and Sweden's curricula for learning outcomes the children are assessed on? • How is South Africa's and Sweden's assessment of children described individually and evaluation in the curriculum? • What similarities and differences are there in South Africa's and Sweden's curriculum on the assessment of children individually and evaluation on the preschool?   The methods I use are qualitative text analysis and comparative analysis. I analyze and compare words and contents. My findings are that the assessment is about a way to see the children's development and learning. By having a conscious way of looking at children's interest and not to assess and judge individually which can lead to harming them. Instead, assess and judge as to benefiting the child to get support and can develop her/himself and her/his learning. Pedagogical documentation is used from the Swedish curriculum to see the children's interest and development. In South Africa notebook is used for documentation. The South African curriculum has more content with tips on development opportunities. If we compare the Swedish curriculum, there are learning outcomes where the goals are not as specified as the South African curriculum. This means that the Swedish curriculum has space for interpretation. In this study, we can gain an understanding of assessment in preschool and gain clarity of the dilemma that exists.
Studien handlar om att jämföra och göra en textanalys på Sydafrikas och Sveriges läroplan. Mitt syfte är att ta reda på vad som står i läroplanerna för att få förståelse och medvetenhet av de olika sätten att bedöma barn på. Detta för att ta reda på likheter och skillnader i processerna för bedömning och utvärdering. De frågeställningar jag har är: • Vad har Sydafrikas och Sveriges läroplaner för lärandemål där barnen blir bedömda på? • Hur beskrivs Sydafrikas och Sveriges bedömning av barn individuellt och utvärdering i läroplanen? • Vilka likheter och skillnader finns det i Sydafrikas och Sveriges läroplan om bedömning av barn individuellt och utvärdering på verksamheten?   De metoder jag använder mig av är kvalitativ textanalys och jämförande analys där jag analyserar och jämför ord och innehåll. Mina resultat var att bedömning handlar om ett sätt att se barnens utveckling och lärande. Genom att ha ett medvetet sätt att se på barns intresse och att inte bedöma barnen där det kan genom att bedöma individuellt leda till men för barnet. I stället bedöma där det gynnar barnet för att få stöd att utveckla sig själv och sitt lärande. Pedagogisk dokumentation använder den svenska läroplanen för att se barns intresse och utveckling. Sydafrika använder sig av att notera i anteckningsbok. Den sydafrikanska läroplanen har mer innehåll med tips på utvecklingsmöjligheter. Om vi jämför den svenska läroplanen finns det lärandemål där målen inte är lika specificerade som den sydafrikanska läroplanen. Detta gör att den svenska läroplanen har tolkningsutrymme. Genom denna studie kan vi få förståelse för bedömning i förskola och få klarhet i dilemmat som finns.
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Collins, Heather. "Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10309.

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Bibliography: leaves 168-175.
This study was initiated by a larger research project, the Learner Progress and Achievement Study (LPAS) which was based at the School of Education at the University of Cape Town. In the initial stages of the LPAS, their focus was on "the quality of learning", and it is this concern which underpinned my study. During this stage of the LPAS teachers were not comfortable with having lessons observed or taped, although they were happy for researchers to interview them and have access to students' writing.
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Wickens, Paul David. "Computer based learning and changing legal pedagogic orders of discourse in UK higher education : a comparative critical discourse analysis of the TLTP materials for law." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/4030/.

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This thesis critically examines the discourse of government funded computer based learning (CBL) materials which have been introduced on undergraduate courses at UK universities with particular reference to CBL materials from the Teaching and Learning Technology Programme (TLTP). My study is based on a sample of pedagogic legal discourse from two undergraduate courses for law, one at Warwick University and one at the London School of Economics, and it presents a comparative analysis of the discourse of the TLTP materials for law and the established pedagogic legal genres which are used on these courses. The critical perspective on the analysis of the discourse seeks explanations of discursive change, represented by the introduction of the CBL materials, in the context of institutional and broader social change. The introduction of CBL materials in the 1990s has come at a time of extensive institutional change in UK higher education with large increases in student numbers at a time of static funding. This study explores the justifications for the introduction of such materials, academic, pedagogic and administrative and evaluates these in the light of the analysis of the discourse. The study shows that the academic justifications and the claims of the producers' of the CBL materials for a constructivist pedagogy are exaggerated, and that it is the economic and administrative imperatives of the funding bodies which predominate. The thesis goes on to argue that the CBL materials in this study both reflect and realise the marketisation of higher education and a commodification of pedagogic discourse itself.
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Mokou, Goitsione. "By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25460.

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This research study was motivated by a research project which observed differences in achievement levels within the creative arts classroom between working class schools and middle class schools. These achievement gaps were largely attributed to inadequate pedagogue skills and content knowledge and the lack of adequate materials in working class schools. The research project sought a way to address this problem by initiating a 2-year pilot extracurricular project at one working class school by introducing a methodology, freespace, which sought to simultaneously bring in facilitators and practitioners who work in the creative arts and also to provide the resources needed. Freespace is described as an informal educational tool which draws its principles from popular education discourse. The purpose of this research study was to conduct a comparative analysis of the transmission of pedagogic discourse between the informal classroom (freespace) and the formal classroom; with a particular emphasis on the regulative discourse inherent to both practices. Furthermore, this research study sought to understand the sort of contribution that informal pedagogic practice might make to the formal creative arts classroom. In order to conduct this study I employed Bernstein's model of the pedagogic device to set out my research design. I also used his methodology of developing an external language of description for coding my data. I conducted interviews with pedagogues and classroom observation to collect my data. The interview data were coded using Maton's development of Bernstein's code theory, namely Legitimation Code Theory (Specialisation) using epistemic and social relations, to allow me to capture the values and intentions of the pedagogues (the intended curriculum). To capture the enacted curriculum, I used Bernstein's framing dimensions to code the data from the classroom observations. The findings of this research study suggest that the pedagogic discourse(s) of both the formal and informal context and their inherent regulative discourses privilege an ideal learner-knower. In conclusion, this research study seeks to suggest that while the cultivated gaze has proven beneficial with respect to inculcating learners into a given dominant discourse, particularly within the creative arts; that an argument can also be made for adopting a social gaze in this particular context (working class school) in order to a) allow learners to be adequately socialised into art practise and b) allow for a plurality of the epistemic in order that both the dominant gaze and notions of achievement and effective pedagogy might be disrupted.
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Na, Pham Phu Quynh, University of Western Sydney, College of Arts, and School of Humanities and Languages. "Error analysis in Vietnamese - English translation : pedagogical implications." 2005. http://handle.uws.edu.au:8081/1959.7/20242.

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The aim of this study is to investigate the extent to which the typological differences between Vietnamese and English influence the process of translating authentic Vietnamese sentences into English through an error analysis of the Vietnamese-English translations by Vietnamese EFL students. It starts with the assumption that Vietnamese is a topic-prominent language and the basic structure of Vietnamese manifests a topic-comment relation, rather than a subject-predicate relation (Thompson, 1987; Dyvik, 1984; Hao, 1991; Rosén, 1998), and tries to find out whether the students are more likely to make more errors when the topic of the sentence is not identical with the grammatical subject. This study also investigates the most common types of errors Vietnamese students make when translating topic-comment structures from Vietnamese into English. The analysis focuses on the errors made when translating the dropped subject and empty elements of Vietnamese. This is important, given the fact that the grammatical subject is always required in English, but not in Vietnamese. The data was collected from 95 students of English translation classes in their first, second, third, and fourth years in the Department of English Language and Literature at the University of Social Sciences and Humanities, Ho Chi Minh City, Vietnam. Using an error analysis technique often adopted in studying the deviated forms produced by second language learners (James, 1998; Richards, 1974; Corder, 1974), the study constructs an error corpus in the form of a Microsoft Excel Spreadsheet and classifies all the errors based on the categories they belong to (linguistic, comprehension or translational) and the kind of deviation they are (addition, omission, misordering or misselection, etc). The study establishes a taxonomy of errors, which includes three main categories: linguistic errors, comprehension errors and translation errors. The results of the study suggest a number of potential errors students are prone to making when translating the topic-comment structure of Vietnamese into English, and provides some practical guidelines for teachers, so that they can help students deal with these types of errors in Vietnamese-English translations.
Doctor of Philosophy (PhD)
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Nguyen, Thi-Kim Hue, and 阮氏金慧. "A Comparative Analysis of Classifiers in Chinese and Vietnamese with Pedagogical Suggestions." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/62esge.

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碩士
國立暨南國際大學
華語文教學碩士學位學程
106
This research makes a comparative study of classifiers in Chinese and Vietnamese based on a perspective of cognitive linguistics, with a purpose of providing pedagogical suggestions. In this study, four research issues are investigated. The first issue explores the way to distinguish classifiers from measure words in Vietnamese. Three grammatical tests are proposed: (a) whether substituted by the common classifiers words of specific domain, (b) whether obstruct the numerals to modify the noun, and (c) whether obstruct the adjective to modify the noun. The second issue conducts a comparison between Chinese classifiers and Vietnamese classifiers based on Tai’s (1994) categorization. Some differences are found. Regarding the classifiers of living domain, Vietnamese has plentiful human classifiers, and these classifies can convey information of gender, age and respect. There are few classifiers for animals in Vietnamese, but nor Chinese. As for plant classifiers, it is found that Vietnamese has meticulous classifiers to distinguish between flowers and growing plants. Regarding the classifiers of shape domain, Chinese possesses more classifiers to profile the shape of object than Vietnamese. With respect to quality domain, Chinese classifiers can make clear distinction of quality, but nor in Vietnamese. As for part-whole domain, Chinese has many classifiers which are borrowed from the part of the object, but nor in Vietnamese. The third issue explores students’ errors while using Chinese classifiers. Two types of Vietnam learners are explored, which are CFL learners and CSL learners. Vietnam CSL learners tend to be confused by the classifiers which belong the same cognitive category, while Vietnam CFL learners tend to be confused by the classifiers which belong the different cognitive categories. Fourthly, the principles and suggestions for teaching Chinese classifiers are proposed. The four principles are (a) language distance, (b) cognitive category, (c) national errors, and (d) step by step. Four pedagogical suggestions are (a) prototypical collocation, (b) cognitive profile, (c) contrastive analysis, and (d) enumeration method. This study has theoretical contribution and pedagogical implication. Theoretically, the findings of the current study extend the research scope of classifiers and contribute insightful facts concerning how Vietnamese employ classifiers to conduct numeral classifier constructions. Pedagogically, the study on the Vietnamese CSL/CFL learners’ error classifiers will help shed more light on why they make certain mistakes and how to instruct Chinese classifiers in an effective way.
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Books on the topic "Comparative pedagogical analysis"

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Schrama, Wendy, Marilyn Freeman, Nicola Taylor, and Mariëlle Bruning, eds. International Handbook on Child Participation in Family Law. Intersentia, 2021. http://dx.doi.org/10.1017/9781839701726.

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This topical and timely book considers children's participation rights in the context of family law proceedings, and how their operation can be improved for the benefit of children and family justice systems globally. In doing so, it provides the pedagogical reasoning for child participation, as well as a thorough analysis of the relevant human rights instruments in this area, including the United Nations Convention on the Rights of the Child. <br><br>This comprehensive book examines the way in which private international law instruments deal with child participation in separation/divorce, parental responsibility and child abduction proceedings. In addition, the book includes individual contributions from renowned family law experts from 17 countries who describe and analyse the local laws and exercise of child participation rights in their own jurisdictions. These insightful texts include the authors' views on the improvements needed to ensure that child participation rights are fully respected and implemented in the countries under review. A detailed comparative analysis follows which helpfully pinpoints both the key commonalities and differences in these global processes. Finally, the concluding chapter draws together the different perspectives revealed across the handbook, and identifies several key issues requiring further reflection from scholars, policy makers and family justice professionals. <br><br><i>The International Handbook on Child Participation in Family Law</i> is a rich source of information and essential reading for all those working in this important and evolving field.
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Book chapters on the topic "Comparative pedagogical analysis"

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Kroncke, Jedidiah J. "Legal Innovation as a Global Public Good." In The Global South and Comparative Constitutional Law, 110–38. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850403.003.0005.

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How to promote broader adoption of rigorous comparative legal analysis among legal and non-legal scholars has been a traditional challenge for comparative lawyers. At the same time, historical legacies have ingrained cross-cultural presumptions about the global flows of comparative legal knowledge that warps productive learning on both sides of most traditional national asymmetries. Yet the use of legal comparison, either explicit or implicit, has only increased in recent decades, with forms of comparative legal analysis often carried out in multiple disciplines in which comparative law and comparative lawyers are, at best, incidental. This chapter confronts this issue by advancing the ideal of the comparative lawyer as indigenizer whose primary function is to make productive use of foreign legal innovation conceptualized as a global public good. The chapter first posits a thought experiment regarding ‘regulatory patents’ to consider the natural advantages of this self-interested model of comparative lawyering, and then proceeds to think through how it would work to create a more productive dialogue between countries traditionally see as being part of the Global ‘North’ and ‘South’. It then considers the individual imperatives this perspective places on comparative lawyers in their interactions with other scholars but also in their pedagogical roles in law schools which serve as key sites for reproducing unhealthy patterns regarding the production and consumption of comparative legal knowledge.
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Jacknick, Christine M. "Conclusion." In Multimodal Participation and Engagement, 166–89. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474455183.003.0008.

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This final chapter focuses on theoretical and pedagogical implications of the reconceptualization of “participation” and “engagement” presented in this volume. The immeasurably complex work of doing-being-a-student in a classroom in all its varied forms creates a monumental job for teachers as they engage in participation monitoring. This chapter reviews the contributions of this volume, including the concepts of studenting, waves of embodied action, and multimodal listening. The challenges of multimodal analysis are discussed, including single-case analyses of two new phenomena: covert disengagement and domino (dis)engagement. The importance of spatial organization for creating participation frameworks for engagement is illustrated through two comparative examples. Finally, this chapter returns to the concept of “participation,” including discussion of the performance required of students in the classroom, and the relationships between participation, engagement, and learning.
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Redmond, Theresa A. "Learning to Teach the Media." In Teacher Education, 993–1015. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch047.

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Media literacy education (MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers (PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge (TPCK), in turn developing their skills in technology and media integration.
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Rohrbacher, Chad, and Jessica McKee. "Asynchronous Electronic Feedback for Faculty Peer Review." In Handbook of Research on Faculty Development for Digital Teaching and Learning, 160–80. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8476-6.ch009.

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This case study at Embry-Riddle Aeronautical University – Daytona Beach (ERAU-DB) describes the process of facilitating a faculty peer observation model that uses asynchronous electronic feedback through the Teaching Partners program offered by the Center for Teaching and Learning Excellence (CTLE). This practical, hybrid model of peer observation builds on practices found in current models and uses digital recording and web-based software to encourage faculty feedback that will positively impact their pedagogical practice. The results of this study suggest to truly cultivate a dialogue between faculty and/or education developer in the process, the goals should be clearly stated, the reflection should be clearly defined using the current research when possible, and the process should be modeled in practice. This comparative analysis also suggests that the hybrid model of evaluation, coupled with the implementation of video asynchronous electronic commenting system, resulted in increased faculty reflection that impacted classroom instruction.
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Redmond, Theresa A. "Learning to Teach the Media." In Advances in Media, Entertainment, and the Arts, 31–52. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9667-9.ch002.

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Media literacy education (MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers (PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge (TPCK), in turn developing their skills in technology and media integration.
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Nguyen, Bich-Phuong Thi. "English Language Teacher Education Through the Kaleidoscope of Global Citizenship." In Contemporary Issues in Multicultural and Global Education, 143–66. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7404-1.ch009.

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The first two decades of the 21st century have witnessed the implementation of various high-stakes initiatives by Vietnamese and Japanese governments in the sphere of language teaching against the backdrop of globalization and digitalization. Emerging around 450 BC when Socrates avowed “the world” to be his homeland, the very notion of global citizenship has evolved, resurged, and pervaded universally. Albeit with some discrepancies in approaches and trajectories, both governments share an overtly common goal of laying firm foundations for university graduates to develop indispensable competencies for global citizens. This chapter aims to depict comparative contours of English language teacher education incorporated with the concept of ‘global citizenship' in Vietnam and Japan. Based on qualitative data garnered and analyzed using content analysis, the study concludes by proposing some feasible pedagogical and policy implications to improve the practice of preservice teacher training for key stakeholders in Vietnam and Japan.
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Sheredeka, Galyna, Olga Pischel, and Nataliia Fasolia. "“DEBATE” INTERACTIVE TECHNOLOGY IMPLEMENTATION IN THE EDUCATIONAL PROCESS (On the results of participation in the German-Ukrainian Project “Youth Debates”)." In Designing an Individual Trajectory of Educator’s Professional Development in the Context of the Concept of «Lifelong Learning», 87–105. Primedia eLaunch LLC, 2021. http://dx.doi.org/10.36074/d-oblippo.monograph-2021.04.

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This article focuses on the implementation of interactive technologies, namely “Debate”, into the modern educational process. It is one of the actual themes and important necessities of the present situation. It determines the proposed study relevance because it is important to teach students to have an active life position, to be able to argue, to defend their point of view. The main objective of the study is to summarize and generalize the practical experience of application debate technologies in Ukrainian and German educational practice, based on the results of participation in the German-Ukrainian Project “Youth Debates” and how to use debates at school while teaching different subjects. To achieve the objective some problems have been solved such as: to reveal peculiarities of teaching debate technologies in the context of modern Ukrainian postgraduate pedagogical education; to determine the steps of actions while introducing debatable technologies at school; to consider aspects of the practical implementation of debate technologies in the educational process on the example of the educational institution "Gymnasium with secondary school of the first degree" Kostiantynivka city, Donetsk region, Ukraine: to regard the experience in organizing online debates using remote technologies in Ukraine. While writing this article the following research methods have been used: 1) theoretical: system analysis, abstraction, generalization, comparison, systematization and classification of the received information and its interpretation; 2) empirical: method of survey and questionnaire, method of comparative analysis of the obtained results, expert evaluation. Several stages of preparation to debates have been taken into account. The conclusions show that debate is an innovative pedagogical technology aimed to develop a many-sided personality and creates conditions for the high school students’ active civic position formation in a holistic pedagogical process, ensuring the dialogic nature of learning. Students can acquire both educational and cognitive abilities not only in the scientific sphere, but also obtain socially useful experience. Debates, as pedagogical technology, can be characterized not only by criteria of manageability and reproducibility, but also by guaranteed efficiency. All of this allows us to solve the main task of the education system for a civil and democratic society - to foster erudite citizens. Only students with high culture and flexible thinking, purposeful, self-confident, free from stereotypes will be able to get integrated into European civil and cultural space.
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Kligman, Gail, and Katherine Verdery. "Conclusion." In Peasants under Siege. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691149721.003.0010.

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This concluding chapter summarizes the main points of this analysis and seeks to extend it by addressing broader comparative questions about the socialist variant of modern state-making. The Soviet Union exported the revolutionary technology of collectivization to its satellites, providing the blueprint along with Soviet advisors to guide them. This blueprint set out the parameters for establishing collectives: new methods to improve agricultural production, a new institutional infrastructure, and an arsenal of pedagogical techniques with which cadres were to enlighten peasants and discipline dissenters. However, collectivization was not carried out in a uniform manner anywhere. Blueprints may provide a plan, but social practices are not so easily hammered or welded into place. Romania's small and weak Communist Party, dependent on the Soviet Union, faced a largely agrarian population that offered heavy resistance. Complicating their task was the ongoing strength of the country's interwar fascist movement in both rural and urban areas, among all social strata.
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McArthur, Ian. "Collabor8." In Cases on Globalized and Culturally Appropriate E-Learning, 187–206. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-989-7.ch009.

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The rapid advancement of online communication technologies is reconfiguring the creative industries through globally networked and interdisciplinary modalities of practice. These inescapable shifts are challenging most of our assumptions about the nature of creative processes. Consequently art and design educators are impelled to teach students in ways that mirror contemporary creative processes. This inevitably includes collaboration in online environments. Instigated in 2003, The Collabor8 Project (C8) responds to these conditions by challenging design students from universities and colleges in Australia and China to collaborate online. Recently, C8 has evolved to integrate blended pedagogical strategies that enable stronger collaborative relationships to develop. This chapter provides a comparative analysis of two project iterations conducted during 2008 and 2009. Using data collected through observation, interviews, questionnaires, discussions, and specific research tasks within creative briefs, it identifies, discusses, and offers insights relating to a range of issues encountered in collaborative interactions between very different groups of undergraduate and postgraduate art and design students.
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Denysenko, Natalia, and Serhiy Marchuk. "A THEORY OF CHILD’S GAME OF F. FROEBEL AND K. USHYNSKYI AND CAPABILITIES OF ITS USE IN PROFESSIONAL TRAINING OF THE MOBILE-ORIENTED PHYSICAL EDUCATION TEACHER." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-3.

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In modern educational conditions the problem of professional mobility of the future Physical Education teacher acquires actual value. This is what strengthens the special interest in the ideas of child`s physical development through the prism of game technologies, which were put forward by educators of the past and have not lost their importance today. Analysis of the creative heritage of outstanding educators makes it possible to use historical experience in the development of modern education. The works of the German teacher F. Froebel and the Ukrainian K. Ushynskyi, wich study the theory of children's game, are of considerable interest nowdays. The subject of research is the pedagogical possibilities of children's games by F. Froebel and K. Ushynskyi in the professional training of a mobile-oriented PE teacher in modern educational conditions. The purpose of the study is to substantiate the effectiveness of game methods of the child`s physical development in the process of future PE teachers training to implement the pedagogical ideas of F. Froebel and K. Ushinskyi in the modern space of higher physical education. Objectives of the study: studying the problem of children's play in the pedagogical concepts of F. Froebel and K. Ushinskyi, outlining ways of creative use of ideas of F. Froebel and K. Ushinskyi in the formation of professional mobility of future PE teachers in the process of practical preparation for play activity of young pupils. The methodological basis of the study is the pedagogical heritage of F. Froebel and K. Ushinskyi; theory of scientific knowledge. The study is based on the principles of historicism, systematics, scientificity, mobility, child-centeredness, creative approach to the personality as a subject of the educational process. The scientific novelty of the study is, that: a comparative analysis of game methods of the child`s physical development through the prism of pedagogical systems of F. Froebel and K. Ushinskyi is given for the first time; the process of professional training of future PE teachers is modeled on F. Froebel's pedagogical ideas; further development of the content and methodological support for the formation of professional mobility of future teachers to implement the provisions of F. Froebel and K. Ushinskyi on children's play activities. Friedrich Froebel (1782-1852) developed the theory and methodology of the game as a means of harmonious development of the child. His system of preschool education was extremely widespread in the world, and is also used today in Europe, particularly in Germany. Konstantin Ushinskyi (1824–1870) formulated the following pedagogical conclusions about the game: games predict the future character and destiny of the child; the game has a great influence on the development of children's abilities; children's games have their nationalities, their centuries-old history; children are constantly creating new games. The study led to the following conclusions: 1. The study of the theory of children's play in the pedagogical concept of F. Froebel showed that it is based on the principles of child centrism, creativity, amateurism, children's self-development, fun, constructive activity through the expression of children's feelings, thoughts, gestures, songs, stories. 2. K. Ushinsky defines the importance of game in the physical and mental development of the personality, argues and critically evaluates the "children's gifts" of F. Froebel. Theoretical and practical study of children's games in modern conditions is an important professional competence of future PE teachers, methodical provisions on their expediency were substantiated by K. Ushinskyi. The conducted historical and pedagogical analysis of the works of F. Froebel and K. Ushinskyi testifies to the important scientific achievements of teachers in the field of children's play theory. 3. Froebel's didactic material was aimed at mastering by students the method of developing children's physical abilities, their ability to constructive activity, logical thinking, which today acquires special significance not only in physical education but also in professional sports. Froebel's pedagogy is designed to educate the future teacher not only of physical culture, but also "culture" in the broadest sense of the word, forms his professional and mobile competencies of the combinatorial type. 4. Necessary pedagogical conditions for the implementation of the main tasks of physical education in the scientific heritage of K. Ushinskyi are compliance with the principles of humanism, nationality, conformity to nature, rational use of effective ways, means and forms of strengthening and preserving mental and physical health of students on the requirements of high moral and professional qualities of teacher's personality.
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Conference papers on the topic "Comparative pedagogical analysis"

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Khrul, O., and V. Belevich. "Organization of the educational integration of persons with psychophysical development: a comparative analysis of foreign and domestic experiences." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-287-289.

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Baeta, Patrícia, and Neuza Pedro. "FUTURE CLASSROOMS VS REGULAR CLASSROOMS: COMPARATIVE ANALYSIS OF ESTABLISHED PEDAGOGICAL DYNAMICS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1912.

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Alfimov, Valentyn. "Problems of analysis of pedagogical support of gifted schoolchildren in Ukraine and abroad." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-83-85.

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Danilova, Irina S. "The Evolution Of The Concept “Parentality”: The Comparative Linguistic And Pedagogical Analysis." In 7th icCSBs 2018 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.02.7.

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Mazurchuk, Nina I. "Comparative Analysis Of Value-Semantic Sphere Of Pedagogical Students In Russia And Ukraine." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.32.

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Agapov, Valerii Sergeevich, and Liubov Georgievna Ovda. "Comparative Analysis of Desires and Ideals in the Structure of the Value Sphere of the Personality of Younger Schoolchildren." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96994.

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The article presents the generalized results of a comparative empirical study of the manifestation of desires and ideals in the structure of the value sphere of the personality of younger school choldren in secular (n=218) and orthodox (n=212) schools. The orientation of meeting the needs of younger schoolchildren and its classification is shown. The analysis of the identified ideals and role models of modern younger schoolchildren is compared with the results of a study of the ideals of children in Germany and America conducted in the early twentieth century. General and specific results of comparative analysis of empirical data are presented. The author proves the need to develop and implement in the practice of spiritual and moral education programs of psychological and pedagogical support for the development of the structure of the value sphere of the personality of younger schoolchildren in cooperation with the school, family and Church. At the same time, the methodological significance of the anthropological principle of education with its religious-philosophical, psychological and pedagogical aspects is emphasized.
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Ignatenko, Marina S., and Evgenia A. Telnova. "Comparative analysis of professional self-awareness in first-year students and graduates of a pedagogical university." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-94.

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Kobzeva, N. D., R. S. Durov, E. V. Varnakova, and K. O. Kobzev. "CHARACTERISTICS OF CERTIFICATION OF PEDAGOGICAL AND MEDICAL WORKERS." In STATE AND DEVELOPMENT PROSPECTS OF AGRIBUSINESS. DSTU-PRINT, 2020. http://dx.doi.org/10.23947/interagro.2020.1.663-665.

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The article presents the results of a study aimed at a comparative analysis of the types of certification of pedagogical and medical workers in the relevant institutions. There is a description of the characteristic features of employee certification. The reasons for passing, terms, form of testing and possible results of testing are presented.In conclusion, the main purpose of certification is formulated, as well as its role for prospective employees.The author identifies a problem and a possible solution to improve the effectiveness of employee certification
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Sirenka, Sviatlana Nikolaevna. "Teacher training for the education of the future: Challenges and a strategy for change." In 5th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2022. http://dx.doi.org/10.20948/future-2022-24.

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The article substantiates socio-cultural prerequisites and educational trends that determine the direction of modernization of pedagogical training in world practice. A comparative analysis of approaches to the improvement of teacher education in the leading countries of the PISA educational rating and in the Union State of Belarus – Russia was carried out. The results of experimental work on the implementation forward thinking pedagogical education at the Belarusian State Pedagogical University named after Maxim Tank are presented.
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Bugelova, T., L. A. Maksimova, and A. V. Smirnov. "Life Outlook and Social Saturation of Pensioners in Slovakia and Russia: Comparative Analysis and Psychological-Pedagogical Directions of Assistance in Digital Epoch." In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200509.018.

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Reports on the topic "Comparative pedagogical analysis"

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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Comparative Analysis of the Cloud-based Learning Components Delivering Access to Mathematical Software. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3171.

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In the article, the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support mathematics and computer science disciplines study in a pedagogical university are considered. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of the Maxima system and CoCalc) as enchasing the investigative approach to and increasing pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is used to compare different approaches to the environment design. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in SaaS and IaaS cloud-based settings is proposed.
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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Comparative Analysis of the Programs of “Pedagogics of Physical Culture” Discipline at Russian State University of Physical Culture, Sport, Youth and Tourism and “Pedagogics of Physical Culture of High School” Discipline at Wuhan State University of Physical Culture (China). Lyu Tszinyuy, Albert R. Baymurzin, Sergey D. Neverkovich, December 2016. http://dx.doi.org/10.14526/01_1111_155.

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