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Pedagogical factors of students’ adaptation to the programs of academic mobility abroad
Pishcherskaia Elena Nikolaevna

PhD in Philology

Docent, the department of Foreign Languages, Chita Institute of Baykal State University

672000, Russia, Zabaikal'skii krai, g. Chita, ul. Anokhina, 56, aud. 47

kishana@inbox.ru
Filippova Viktoria Pavlovna

PhD in Pedagogy

Docent, the department of Pedagogy, Transbaikal State University

672039, Russia, Zabaikal'skii krai, g. Chita, ul. Aleksandro-Zavodskaya, 30

vik-filippova@mail.ru

Abstract.

This research is dedicated to the search of pedagogical factors for the successful adaptation of participants of the programs of international academic mobility. The article analyzes the experience of students’ participation in the programs of academic mobility, as well as determine the pedagogical factors of the successful adaptation of participants of the programs of international academic mobility. The subject of this work is the pedagogical factors of students’ adaptation to the programs of academic mobility abroad. The object is the adaptation of the participants of educational process under the conditions of academic mobility. The peculiarities of adaptation of the Russian and foreign students abroad are detected through the specifically developed questionnaire. In accordance with the acquired data, the author analyzed the factors that positively and negatively affect the adaptation process. For solution of the set task was conducted the theoretical analysis of philosophical, sociological, psychological-pedagogical literature; examined and generalized the pedagogical experience; applied the methods of psychological-pedagogical diagnostics (observation, conversation, testing, surveying). The main conclusion lies in the statement that for the successful adaptation it is necessary to comply with the following pedagogical factors: depending on the level of adaptation of a student, his communicative and cognitive orientations, develop the individual adaptation programs; it is necessary to increase the level of language competency, form tolerance towards the foreign culture, eliminate the cognitive dissonance and stereotypes; correct the relationship of foreign students in microcommunity.

Keywords: higher education institution, international programs, higher education, adaptation methods, pedagogical factors, adaptation, academic mobility, communicative competence, foriegn language teaching, international cooperation

DOI:

10.25136/2409-8736.2018.1.21372

Article was received:

10-12-2016


Review date:

11-12-2016


Publish date:

21-03-2018


This article written in Russian. You can find full text of article in Russian here .

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