№2(78)/2015 Серия педагогика

Материалдық мəдениет пен дизайн тарихының теориялық

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Материалдық мəдениет пен дизайн тарихының теориялық  
жəне практикалық мəселелері 
Мақалада  Қазақстанның  дизайн-біліміндегі  «Материалдық  мəдениет  пен  дизайн  тарихы»  атты 
алғашқы  оқу  құралының  мазмұны  қарастырылды.  Индустрияға  дейінгі  өркениеттердің,  яғни  Ежелгі 
Мысыр, Ежелгі Греция, Ежелгі Рим, ортағасырлық Шығыс, сонымен қатар орта ғасырлардан бастап 
XIX–XX  ғғ.  шегіне  дейінгі  Батыс  Еуропа  мен  Ресей  елдерінің  материалдық  мəдениеті  мен  дизайн 
тарихы  талданды. XX–XXI ғ. басында  Батыс  Еуропа,  АҚШ,  Жапония, Ресей  елдеріндегі  дизайнның 
қалыптасу  жəне  даму  үдерістеріне  ерекше  көңіл  бөлінді.  Дербес  бөлімі  Қазақстанның  этнодизайн 
мəселелеріне арналған. 
L.R.Zolotareva, S.A.Kipshakov 
Theoretical and practical problems of the history  
of material culture and design 
The article considers the content of the first academic textbook «History of material culture and design» in 
design education of Kazakhstan. Analyzed the history of material culture and design of pre-industrial civiliza-
tions: Ancient Egypt, Ancient Greece, Ancient Rome, Medieval East and Western Europe and Russia from 
the middle ages until the turn of 19–20 centuries. Special attention is paid to the processes of formation and 
development of design in Western Europe, USA, Japan, Russia in the 20th century, early of 21st century. 
A separate section is devoted to the problems of ethnic design of Kazakhstan. 
1  Zolotareva L.R., Reva M.C., Kipshakov S.A. History of material culture and design, textbook, Karaganda: Publish: KSU, 
2014, 300 p. 
2  Kagan M.C. Philosophy of culture, M.S. Kagan, Saint Petersburg: Petropolis, 1996, 416 p. 
3  Vitruvius. Ten books of architecture, translated from French: F.A. Petrovsky, Moscow: Komkniga, 2005, 320 p. 
4  Ruskin J. The lecture about art, Moscow: B. S. G. – Press, 2006, 318 p. 
5  Le Corbusier. The architecture of the XX century, translated from French: V.N. Zaitsev, V.V. Fryazinov; ed. by 
K.T. Topuridze, Moscow: Progress, 1977, 303 p. 
6  Wright F.L. The future of architecture, translated from English: A.F. Goldstein; ed. by A.I. Gegello, Moscow, 1960, 247 p.  
7  Mikhailov S.M. The history of design, vol. 1; textbook for universities, Moscow: The Union of designers of Russia, 2004, 
280 p. 
8  Gropius V. The boundaries of architecture, transl. A.S. Pinsker, et al. Moscow: Art, 1971, 286 p. 

Серия «Педагогика». № 2(78)/2015 
UDC 745/749:004.4 
, D.A.Kazimova
, S.S.Ayazbayeva
М.Otemisuly State University of West Kazakhstan, Ural’sk; 
Ye.A.Buketov Karaganda State University 
(E-mail: dinkaz73@mail.ru) 
The necessity of professional computer teaching  
of the future designers  
The article is devoted to the results of the content analysis of scientific and regulatory sources that show the 
need for the development of future designers through the professional computer teaching. As one of the key 
conditions for the effectiveness of this process is to give more opportunity for professional development of 
the future designer. 
Key words: Student, development, professional, design, еducation, application, civilization, practical, mod-
ern, revision 
Information processes that serve as basis for the development of civilization in modern society, provide 
opportunities for the application of information and communication technologies and computers. 
Development and application of ICT technologies in all spheres of human activity has begun to process 
information in general. The education sector is no exception. The training and education of the people, which 
not only shape the modern information society, but who will live and work in this society is one of the most 
important conditions for the reform and modernization of the education system. In the global society pays 
great attention to educational systems aimed at the intellectual and moral development of the person through 
the activation of independent, purposeful activity in various fields of knowledge. A huge flow of information 
and trends quickly update knowledge lead to a revision of the training system professionals be able to adapt 
to the rapidly changing conditions of modern society; you will need to extract and process information, using 
information resources, not only domestic, but also the world, to solve problems; to acquire knowledge and 
skills necessary for successful work and to apply them in practice; to think critically, to identify problems 
and to seek ways of their rational decisions; to work in teams, which brings together specialists from different 
fields of knowledge; to use and stimulate individual work of the student during educational process [1]. 
The existing framework of professional training of future designers includes design, production and 
technological, organizational and administrative, analytical, research activities, providing socio-scientific, 
artistic and technological knowledge, through which you receive the ability to design, convert, create. The 
main task in providing solutions to the challenges of education is the acquisition of computer technologies 
that are an integral part of modern knowledge of the designer. 
Although in the scientific literature today, many authors have noted the need for improved training 
students in design, revision of traditional approaches, which are not capable in terms of already formed the 
information society to ensure the solution of actual problems in the sphere of training of future specialists, it 
should be noted that the system of professional design education is still at a formative stage. Understanding 
of the place and role of design as a new type of design and art of human activity poses education system the 
task of training specialists with advanced complex creative abilities, formed the aesthetic and artistic views, 
owning a design thinking and the ability to implement design solutions using modern information and 
communication technologies and programming technologies. They should be ready for continuous self-
development and self-realization. In this context, of particular importance is the question of the effectiveness 
of training students in design based on the development of computer technology, with the aim of further use 
of the acquired skills in their professional activities. 
Multiple conversations with students of our faculty, future designers, showed that the study of computer 
technology helps to diversify the learning process, activates self-activity, improves search engine and 
creativity. Computer technologies are a tool for the implementation of students' design projects. Training 
students in design of culture and arts is based on the system requirements, student-oriented, active 
approaches. Performance of students in training-oriented problem tasks combines different forms of mental 
operations, aimed at formation design and creative thinking students in design, the formation of creative 
ideas, developing effective strategies for solving design creative tasks, materials selection and visualization 
tools, planning the creative process of design and artistic activities with specific design situation. Practical 

G.А.Аkhmetzhanova, D.A.Kazimova, S.S.Ayazbayeva 
Вестник Карагандинского университета 
course which create design students developing electronic textbook, study the subject area, identify text, 
graphic, audiovisual information. Perform the collection, processing and systematization of the initial 
information on the computer, design your own electronic product that undoubtedly requires quality computer 
training of students. However, in the process of pedagogical activity of teachers from the first year are faced 
with the problem of inconsistency of the requirements of the educational process of the University to the real 
level of preparedness of high school graduates to continue their education at a qualitatively new stage of 
education. The solution to this problem is realized in the development of creative abilities of students, 
enhance self-employment, in the formation of the analytical and design and creative thinking.  
Nowadays knowledge is very important to develop all professional skills, this is facilitated by the 
inclusion and active use in the solving process students creative problem solving techniques such as systems 
analysis, modeling, synthesis, abstraction and other. 
The aim of professional prepearing of the future specialists is to make great professional masterpiece.  
In addition, for the formation of professional competence of a specialist designer, particular attention is paid 
to the application of student knowledge, abilities and skills from related disciplines and activities [2].  
The importance of professional prepearing of the future specialists is to determine the position of the 
designer in the labour market determines the urgent need at the very beginning of the educational process of 
the future specialist to put in a position where the value determination, student, intelligence, ability to act 
independently, prevail over all other qualities. Feature design education is that when the minimum academic 
disciplines need to get almost universal specialist, focusing in science, technology, social issues, culture and 
art, that is responsible relevant today integrality criterion.  
The obtained data are used later when making your own balance of successes and failures, as well as 
identifying the strengths and weaknesses of the future designer and factors that facilitate or impede the 
achievement of the goals (systematically, technological, individual, activity). The next step is the analysis of 
the ratio of «the purpose-tool» where you want to formulate a priority at the moment personal and 
professional goals and identifies the necessary and sufficient means of achieving as multimedia, printing, 
project works, space system, internet, animation [3].  
Professionally increased attention to the level of professionalism of the graduates of higher educational 
institutions today is one of the Central places in some of the requirements of the society to the national 
education system. Social order defines a large number of graduates in the creative arts. Bright, fun and 
versatile imaging process attracts many active young people.  
Modern employers demand creative professionals able to adapt to the rapidly changing professional 
environment, creative solutions, flexible approach to solving problems, constantly improve. Creativity is the 
essential quality of a designer, because of his professional activity is to create original, aesthetic, ergonomic 
and popular product, working with existing designs and approved production schemes in exact accordance 
with state Standards. In this article, as an environment conducive to the future development of creativity of 
the designer, we consider information and educational learning environment educational environment based 
on the use of information computer technology. The relevance of the future development of creativity of the 
designer by means of modern information technologies due to their not yet released creativejenney 
opportunities [4]. 
Education is the growing activity of a person in a specially organized environment, calling him 
motivated cognitive activity, to fill it with new, more difficult, feasible educational material. Educational 
environment, ever-expanding sphere of life in the growing person — student, which includes increasing the 
richness of its mediated culture ties with the outside world. Creation of conditions for formation and 
development of professional skills is always in need. Purposefully organized environment for the student-
designer allows the future specialist to generate a need for joint activities, to develop a strategy of 
interaction, to acquire the necessary knowledge, abilities and skills. The development of the educational 
environment for students in design is a necessary condition because it is in the space of colleges is a student 
exchange values of the profession of the designer, is the value of the interaction of the teacher and the 
student [5]. 
The formation of professional competence of the future designer promotes participation in the activities 
of creative lab compositional analysis, future professionals perform the role of organizer, designer, designer, 
technologist, which form professional competence. At this stage, the special significance of pedagogical 
support of the future of the designer, the analysis of professional and life situations, adequate assessment of 
their capabilities, personal attitude and motivation to еxcel in their professional activities. Speaking about 
computer systems designers, it's necessary to know that they conduct research, improvement and 

The necessity of professional computer… 
Серия «Педагогика». № 2(78)/2015 
development of various computing concepts and operational methods. On the other hand, they may advice on 
or be engaged in their practical application. Among the common and important tasks of computer systems 
designers are researching operational methods and main principles of computers and various computer-based 
systems for information processing, design, planning, production and process control. At the same time, 
computer systems designers are responsible for development and maintenance of computer software, data 
structures, databases, algorithms, robots, artificial intelligence. It's impossible to speak about computer 
systems designers and not to mention that they maintain management systems of data bases and data 
dictionaries to ensure the data safety and validity. They are also known to contribute and keep up with 
modern technical developments of computers and their peripherals, software and computing methods, 
defining their limitations and potential. Thus, computer systems designers have a wide range of functions in 
sphere of data processing industry.  
1  Асылханов Е.С. Қазақстан дизайны бүгінгі таңда жəне оны «Дизайн тарихы» пəнінде қолдана отырып, студенттердің 
теориялық  дайындығының  сапасын  арттыру.  Инженерлік  графика  мен  кəсіби  білім  проблемалары // Ғыл.-пед.  журн. — 
2010. — № 1. — 71–76-б. 
2  Бегімбай  К.М.  Компьютерлік  технологияларды  қолдану  арқылы  болашақ  дизайнерлердің  кəсіби  даярлығын 
қалыптастыру жолдары // Л.Н. Гумилев атындағы ЕҰУ хабаршысы. — 2010. — 21–26-б. 
3  Исабек Н.Е. Студенттерді компьютерлік графиканы кəсіби іс-əрекетінде пайдалануға даярлау: Канд.дис. — Алматы, 
4  Лаврентьева А.Н. История дизайна: Учеб. пособие / А.Н. Лаврентьева. — М.: Гардарики, 2007. — 303 с.:ил. 
5  Абдықалықов  Қ.  Инновациялық  педагогикалық  технология:  оқытудың  кредиттік  технологиясы:  Əдіст.  құрал. — 
Қарағанды, 2012. — 8-б. 
Г.А.Ахметжанова, Д.А.Казимова, С.С.Аязбаева 
Болашақ дизайнерлерді кəсіби-компьютерлік  
даярлаудағы маңыздылығы 
Мақалада  болашақ  дизайнерлерді  кəсіптік  компьютерлік  дайындау  мəселелері  қарастырылған. 
«Дизайн»  мамандығы  бойынша  жоғары  оқу  орындарында  мамандар  дайындаудағы  компьютерлік 
білім жəне дағдыларды қалыптастыру жолдары ұсынылған. Технология сатылары, соның ішінде білім 
беру  технологиясы,  педагогикалық  технология,  оқыту  технологиясы  болашақ  дизайн  мамандарын 
оқытудың  кəсіби  компьютерлік  даярлығын  жобалауда  негізге  алынатын  қағидаттары  жан-жақты 
Г.А.Ахметжанова, Д.А.Казимова, С.С.Аязбаева 
Значимость профессионально-компьютерной  
подготовки будущих дизайнеров 
В статье рассматриваются проблемы профессиональной компьютерной подготовки будущих дизайне-
ров. Проанализированы  необходимость  овладения знаниями и навыками компьютерной подготовки 
студентов  высших  учебных  заведений  специальности  «Дизайн».  Выделены  технологические  стадии 
изучения компьютерных программ, методы оценки знании студентов, постепенное повышение квали-
фикации. Указаны пути реализации предложенных в статье методов в учебном процессе.  
1  Аssylkhanov Е.S. Pedagogical journal № 1, ENU named after L.N. Gumilev, Аstana, 2010, p. 71–76. 
2  Begimbay К.М. Bull. ENU named after L.N. Gumilev, Аstana, 2010, p. 21–26. 
3  Isabek N.Е. To prepear students for using computer graphics in professional activity, candid.disser., Аlmaty, 2005. 
4  Lavrenteva А.N. The history of design, textbook, A.N.Lavrenteva, Moscow: Gardariki, 2007, p. 303. 
5  Аbdykalykov K. Inovational pedagogic technologies: credit system education, methodological book, Karagandа, 2012, p. 8. 

Вестник Карагандинского университета 
UDC 372.881.111.1 
Zh.M.Kultanova, Zh.А.Yeskazinova  
Ye.A.Buketov Karaganda State University 
(E-mail: timewise_2008@mail.ru) 
Development of students’ socio-cultural competence studying  
at specialized foreign language secondary schools 
This article contains the basic principles of students’ socio-cultural competence studying at specialized for-
eign language secondary schools. The concept of «socio-cultural competence» is regarded as the formation of 
skills to present the native culture and the culture of a foreign language in intercultural communication, the 
assimilation of the national and cultural component in the learning of a foreign language as a basic condition 
of students familiarizing to the culture of the target language country. There are the methodical principles of 
socio-cultural education, such as the principle of cultural conformity, the principle of cultural reflection, the 
principle of the dialogue of cultures. 
Key words: national heritage, values, specialized foreign language secondary school, principles of socio-
cultural competence, dialogue of cultures, socio-cultural education, the carrier of native language, teaching of 
the target language, principle of cultural variability, and principle of cultural reflection. 
Now it is generally recognized that a foreign language should be taught at the primary school. Social 
transformations taking place in the Republic of Kazakhstan established the certain conditions for restructur-
ing processes in the education system. Education at the modern school is aimed to solve the following prob-
lems. First of all, schools must equip students’ strong and deep knowledge of the principles of science; sec-
ondly, it is obliged to prepare their graduates for their life. They form the most important skills necessary for 
inclusion in the various spheres of the social life. 
Development of business and personal contacts, expanding and the strengthening economic and cultural 
ties between the peoples, put forward before the school to the fore the problem of the education, the main 
asset of which are universal culture and human values. This problem is directly related to the problem of un-
derstanding people to find common ways to implement progress. One of the possible solutions to this prob-
lem could be the humanization of education that is the communion of students to the cultural heritage and 
spiritual values of their people and other peoples of the world. A special role to this belongs to a foreign lan-
guage, through which the direct and indirect foreign cultural dialogue and mother tongue, became one of the 
main things in the modern concept of education. 
As an essential element of the culture of a people — the carrier of language and means of communica-
tion it to others, the foreign language contributes to the formation of personality and social adaptation to the 
ever-changing multicultural and poly-lingual world. The foreign language extends the linguistic, socio-
cultural horizons of students, fosters a culture of communication, and contributes to the overall speech de-
velopment. This reflects the interaction of all language subjects contributing to build the foundations of stu-
dents’ education.  
The main objective of foreign language teaching at secondary schools and specialized foreign language 
secondary schools is the development of students’ individuality in close communication due to the teaching 
of the target language in the culture of the country contributing to desire in participation in intercultural 
The process of the socio-cultural competence and its formation is able to increase the motivation of stu-
dents for studying of a foreign language that will enhance to the quality of their knowledge. 
In Kazakh methodological science the cooperation of language and culture is considered in the works 
by S.S.Kunanbayeva. Developed in the native methodological science, the methodology of lingo-cultural of 
modern foreign language education puts forward as the goal of education in the formation of the «subject of 
intercultural communication», while «the language and culture are as an integral part in the process of cogni-
tion» [1]. 
The need to create the conditions for improving the quality of knowledge has led to the search for the 
new and effective ways of reforming to the teaching of cognitive activity taking into the account of the cur-
rent requirements for students’ education. Based on the experience there is the process of students’ socio-

Development of students’ socio-cultural… 
Серия «Педагогика». № 2(78)/2015 
cultural formation which promotes the development of creative activity and improvement of knowledge 
Socio-cultural competence is the capacity and willingness to participate in the dialogue of cultures of 
intercultural communication based on principles of cooperation, respect, tolerance of socio-cultural differ-
ences and overcoming of cultural barriers [2]. 
There is a natural treasure of the socio-cultural component in the content of studying a foreign lan-
guage. This component consists of cultural areas like science and art, history and religion, national parks, 
historical parks and others. 
Russian researcher P.V. Sysoyev divides the content of socio-cultural competence in foreign language 
education in three areas: means of socio-communication, national mentality and national heritage [3].  
In the definition «socio-communication» P.V. Sysoyev includes a set of methods and means of oral and 
written speech in specific culture of language, pantomime (sign language), and written communication
Under the national mentality P.V. Sysoyev implies the way of thinking representatives of a particular 
culture that defines its behavour and the expectation of such by others.  
National treasure is a kind of national and cultural background of knowledge in concepts of cultural 
studies representating the value. In this case are meant (which were said above) such cultural areas like sci-
ence and art, history and religion, national parks, historical parks
Directions of a socio-cultural component can be represented as a scheme:  
Scheme. Socio-cultural component of studying content 
The list of background knowledge which the student must acquire in the course of socio-cultural com-
petence according to the researcher I.F. Savel’yeva is the next: 
 knowledge in the characteristic of verbal and non-verbal behavior; 
 knowledge of the country; 
 knowledge of precedent texts which owns the typical educated native language being studied; 
 knowledge of the national and social symbolism including national symbols in specific figures and 
members, shades of colours, items of clothing, jewelry, gifts, signs and superstitions [4]. 
The unit of universal formation of knowledge component is a component of the concept as the basic 
unit of culture, as a unit of the conceptual system of the individual, reflecting the rank and the experience. 
Practice proves that an important role in the process of mastering the culture plays the mentality, because the 
culture is reflected by the human consciousness and only then fixed to a certain linguistic form or a structure. 
Mentality has another component-the cultural self-determination, which may include the aforementioned 
general situational characteristics. Cultural self-determination under the commonly is understood as a sense 
of identity of its place in the spectrum of cultures and purposeful activity to be included among themselves to 
a particular cultural group. 
In this way the mastering of a foreign language culture involves learning not only cultures of the rele-
vant factors, but also the specific mentality of native speakers. The main condition for the success of the pro-

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