Foreign language education. Theoretical aspects of foreign language education in multilingualism. Paradigms of foreign language education in Kazakhstan
FOREIGN LANGUAGE EDUCATION IN A MODERN GENERAL EDUCATION SCHOOL.
IN modern world with its limitless communication capabilities, it is difficult to imagine a free, educated and successful person, without knowledge of a foreign language. Foreign language, or rather, good knowledge of it, is necessary for any educated person, in an era of intensive development of international business, successful erasing of borders between states and continents; in an era of increased opportunities for people to travel and international tourism. Most schoolchildren are almost constantly faced with the need to understand foreign speech in the process of communicating with their peers; in the process of getting acquainted with popular music, modern feature films; in the process of working with computer equipment and the Internet. Strengthening the role of a foreign language in the life of our society as a whole creates incentives for more in-depth study of foreign languages by students of secondary schools. The main task of a foreign language speaker school education V XXI century was the creation favorable conditions for sustainable continuous development linguistic personality, while its goal is to achieve a basic (threshold in common European terminology) level of foreign language communicative competence for secondary schools. The quality of the content of teaching foreign languages is largely determined by how quickly its variability and mobility are taken into account. At the same time, one can hardly count on success if we take into account changes only at the level of one of the components of this category, for example, the content of an academic subject. It is well known that only with the help of new textbooks and educational materials, reflecting latest trends in the field of development of methodology, but without a corresponding restructuring of the teacher and student it is impossible to solve the problem effective increase quality of education. In this regard, there is a desire to quote the words of John Dewey“If we teach today the way we taught yesterday, we will rob our children of tomorrow.”Also, success in teaching foreign languages is determined by the extent to which it is possible to harmonize the goals of teaching the subject in specific programs and textbooks, as well as the goals of teaching the subject.
The realities of modern times pose the task of practical mastery of language as a means of intercultural communication. The level of foreign language literacy is an indicator of the civilization of a society. High level foreign language literacy leads to an increase in the intellectual and moral potential of society, as access to the universal values of world culture opens up. Every person who speaks a foreign language to some extent increases the cultural potential of the country. In this regard, much attention is currently paid to foreign language education in secondary education. secondary school. Learning a foreign language can also play a role special role in the formation of students' personality. Possibilities of a foreign language in solving current problems modern society in the field of educating the younger generation is difficult to overestimate. In the process of learning a foreign language, mastery of a foreign language culture occurs, i.e., a set of spiritual values accumulated in the process of civilization by the people of the country of the language being studied. Students get acquainted with the life, culture, art and scientific achievements of other countries and peoples by studying language material, which is of particular value for the student. In addition, there is a dialogue between two cultures - foreign and native. This is very important, since the formation of a spiritual person, a person of culture occurs through the dialogue of cultures. Educational potential of classes foreign language great It depends on the cultural materials used in the foreign language lesson. This material includes national values, for example, Russia as a value. This allows us to cultivate a sense of patriotism as a need and ability to actively love one’s Motherland.
According to the “Concept of Educational Content,” the main goals of teaching a foreign language at school are:
1. Formation and development of the communicative culture of schoolchildren (formation and development of linguistic, speech and sociocultural competence, necessary and sufficient for communication within the threshold and advanced threshold level; training in the norms of intercultural communication in a foreign language; development of a culture of oral and written speech in a foreign language in an official environment and informal communication).
2. Sociocultural development of students (study of their native language and native culture and foreign languages and cultures of other peoples, development of students’ abilities to represent their country and culture in the conditions of foreign language intercultural communication).
3. Introducing students to self-monitoring strategies communicative development as they move from one stage of learning a foreign language at school to another, which will allow them to set and achieve their own goals in learning a foreign language.
4. Formation in schoolchildren of respect for other peoples and cultures, readiness for business cooperation and interaction, and joint solution of universal human problems.
5. Development of motivation to learn a second foreign language.
6. Development of the self-educational potential of youth, taking into account the diversity of the modern multilingual and multicultural world.
7. Development of intellectual and creativity students in the process of learning languages and cultures.
The content of teaching a foreign language in secondary school realizes its main goals, aimed at developing a culture of communication among schoolchildren in the process of forming all components of foreign language communicative competence. These competencies involve the formation of both purely linguistic skills (lexical, phonetic and grammatical) and their normative use in oral and written speech. The proposed topics, texts, problems, speech tasks are focused on the formation various types speech activity(speaking, reading, listening, writing), development of sociocultural skills and abilities, which ensures the use of a foreign language as a means of communication, education and self-education, an instrument of cooperation and interaction in the modern world.
· communicative goals and objectives school course in a foreign language;
· variability of the content of foreign language teaching in various types schools, when studying the first and subsequent foreign languages;
· the amount of study time allocated to learning a foreign language;
· age characteristics of schoolchildren at each stage of learning a foreign language;
· continuity between stages of training;
· interdisciplinary connections with other subjects, including native and state languages.
Ideally, learning a foreign language should be independent in nature, not carried out under coercion, but accompanied by interest on the part of the children. Students should not be limited in their choice of which language to study. Motivation for learning a foreign language improves the quality of education. But practice shows that schoolchildren’s interest in learning a foreign language is not very high. This suggests that it is necessary to purposefully develop interest in learning a foreign language. And it depends on the skill of the teacher whether this interest becomes stable or does not develop at all. Therefore, it is necessary to pay due attention to the training of teaching staff, improving the level of qualifications of teachers, and improving the quality of lessons. A modern foreign language lesson is characterized by great intensity and the requirement from students to concentrate and exert effort. The rapid fatigue of schoolchildren in foreign language lessons is also caused by the specifics of the subject: the need for large quantities training exercises. Therefore, in order to relieve stress and fatigue, and to get interested in learning the language, it is necessary to carry out systematic extracurricular activities in a foreign language. A variety of forms and methods of extracurricular activities makes it possible to attract students to search for foreign language information. Taking all this into account, plus the appropriate material and technical base of foreign language classrooms, will help improve the quality foreign language education in a modern secondary school.
As for the Belgorod region, an integrated model of foreign language teaching is emerging here. A unified educational space of the language field has been formed, in which the foreign language acts as an invariant part, and other subjects as a variable part, for example, “foreign language and biology”, “foreign language and literature”, “foreign language and history”, “foreign language and global art culture", "foreign language and social studies", "foreign language and geography", "foreign language and computer science", "foreign language and mathematics", etc. Creation of an integrated educational space lays the foundations specialized training and shows the mechanisms for successful mass implementation of specialized training in high school. The most important indicator the effectiveness of the implementation of any educational program, including experimental ones - the growth of skills developed in schoolchildren. Monitoring the language competence of students during integrated lessons showed that there is an increase in the quality of knowledge both in a foreign language and in the integrated subject. A comparison of the test results of students in experimental classes of all educational institutions participating in the experiment over 2 years revealed a positive trend in the quality of schoolchildren’s knowledge.
Regional modelForeign language education in a modern secondary school is also characterized by providing adequate conditions for learning a foreign language at the functional level:
Ø work was carried out to bring the material and technical base of foreign language classrooms into compliance with the “Requirements for educational process in foreign languages." Conducted examination training base classrooms showed that in - 31.3%, i.e. 1/3 of the foreign language classrooms are equipped with language laboratories, computers - 30%, interactive whiteboards-12% of foreign language classrooms.
Ø the share of events held in the Belgorod region that popularize a foreign language has been increased: participation in telecommunications projects, international seminars, exchange programs.
Individualization of the process of teaching a foreign language is also a characteristic feature of foreign language education. Openness, which implies transparency of teaching methods and control through a system of federal and regional monitoring, - component foreign language education. Analysis of results passing the Unified State Exam in the last academic year indicates that, in general, the quality of foreign language knowledge of schoolchildren in the Belgorod region is higher than in the Russian Federation. The number of graduates of the Belgorod region who received 90-100 points according to the results of the unified state exam(English) amounted to 28 people. Characteristic feature language education is the development of experimental work in foreign languages.
Currently, 2 local experiments are being conducted in the region: “Integration in English and items school curriculum, as a form of improving the language competence of students in general education institutions" (leaders: , head of the RMTsIO BelRIPKPPS, candidate of pedagogical sciences, associate professor of the department of the Russian Geographical Faculty of BelSU) and “Formation of basic communication skills in a foreign language of preschoolers in the system “ Kindergarten – Primary School ( supervisors: D, candidate of pedagogical sciences, associate professor of the department of preschool and primary education BelRIPKPPS, Ph.D., Associate Professor, Department of Foreign Languages, BelSU).
In the region, the number of schools using modern technologies when teaching a foreign language. New trends and directions in language education have emerged that require strengthening of positions.
The regional target program "Foreign Language" has created the conditions for the transition to a new level of foreign language education based on information technology and digital educational resources (DER).
The formed regional model of foreign language education requires improvement and further development. As a result of the implementation of the program, a new direction in the development of foreign language education was formed - experimental work, for the successful implementation of which it is necessary to create a set of interrelated conditions that ensure the functioning of this direction. The emerging system of working with gifted children, which has brought good results, requires continuation and support at the regional level.
Therefore, the organizational basis for implementing the policy of the Belgorod region in the field of foreign language teaching to improve the quality of foreign language education should be the extension of the regional target program for the development of foreign language education for years, ensuring the continued modernization of foreign language education in the region.
BIBLIOGRAPHY
1. Foreign language passes in high school.-2nd ed. - M.: 1988.
2. Klementenko fundamentals of methods of teaching foreign languages in secondary schools. - M.: 1981
3. Modernization concept Russian education for the period until 2010 - //Official documents in education. 2002, No. 4.
4. The concept of the content of education in a 12-year school in the subject “Foreign Language” - //IAL, 2000, No. 6.
5. Bauman interest of students as a means of activating the educational process.-M.:
6. Instructional and methodological letter “On teaching foreign languages in the 2nd academic year in educational institutions Belgorod region"
E. I. Passov
The content of education is culture. Therefore, it is reasonable to assume that the content of foreign language education is much broader, richer and more important than it is traditionally imagined. Let's try to justify this.
The process of foreign language education, which is one of the types of education in general, actually includes four aspects:
1) knowledge, which is aimed at mastering the cultural content of a foreign language culture (this includes not only the culture of the country, the actual facts of culture, but also language as a part of culture);
2) development, which is aimed at mastering the psychological content of a foreign language culture (abilities, mental functions, etc.);
3) education, which is aimed at mastering the pedagogical content of a foreign language culture (moral, moral, ethical aspects);
4) teaching that is aimed at mastering the social content of a foreign language culture, social in the sense that speech skills are acquired as a means of communication in society, in society. Any student must know and be able to implement the functions that are endowed with each of the speech skills and communication in general. If we can talk about the practical purpose of a foreign language, then not only in the sense of awareness of these functions and mastery of them, but also in the sense of awareness of the practical result, which affects the mastery of speech skills depending on the level of mastery of the cultural, psychological and pedagogical aspects of the content of a foreign language culture during the process of mastering these aspects, and not after.
So, foreign language culture is that part of the general culture of humanity that a student can master in the process of communicative foreign language education in cognitive (cultural), developmental (psychological), educational (pedagogical) and educational (social) aspects.
A generalized schematic representation of foreign language culture as the content of foreign language education and a means of achieving its goal is not enough. It is necessary to divide into smaller quanta, which will become objects of mastery. In each lesson, gradually and systematically, step by step, mastery occurs of precisely those quanta that are appropriate from a methodological point of view, from a technological point of view.
One of distinctive features This Concept is that it is proposed to clearly define the objects of mastery not only in the educational aspect, but also in the cognitive, developmental and educational aspect, distribute them in the education system and provide them with means of mastery (exercises).
1. Cognitive aspect (cultural content) of foreign language culture (IC)
It is not by chance that the consideration of IC begins with this aspect. The cognitive aspect has a special position, everything begins with it, from it (more precisely, from the facts of culture) we start in the proposed educational technology. The cultural content of the life of a particular people, as is known, is very voluminous. There is hardly a person who would claim that he owns all the cultural baggage of his native people. At the same time, this person, of course, is the bearer of his culture, understands it and feels its spirit, and has the appropriate mentality. How to achieve the same understanding in foreign language education? The starting position is this.
The first premise: mutual understanding in intercultural dialogue is achievable only if the participants in the dialogue are familiar with the national culture and recognize its intrinsic value.
The second premise: mentality (no matter how it is defined) develops only through mastery of culture.
The third premise: it is impossible to fully assimilate the entire culture of the country of the foreign language being studied in the process of foreign language education.
The fourth premise: the assimilation of scattered (even if numerous and interesting) facts of culture will not necessarily lead to “entering” someone else’s mentality, because mentality (like any complex phenomenon) is systemic in nature.
From these premises only one conclusion follows: it is necessary to create a model of the culture of a particular people, a model that could functionally replace the real cultural system. The main task The model of culture should be not so much an understanding of another culture, but rather the spiritual improvement of students on the basis of a new culture in its dialogue with the native one.
Mastery of culture is the comprehension of the system of values of a people, which is carried out at three levels: a) at the level of perception (cognitive meaning of knowledge), b) at the social level (pragmatic meaning of knowledge) and c) at the level of personal meaning (axiological, or value, meaning of knowledge ). For the first level, it is enough to have an idea of the facts of culture, for the second you need to master the concepts and be able to perform any action, for the third level, judgments associated with a personal emotional and value attitude to the fact of a foreign culture are necessary, when the fact of a foreign culture is experienced as a fact of personal life .
It is unnecessary to emphasize that for this concept the leading level is the third level of cultural mastery.
The cultural model must be mastered, because without this base a mentality will not be formed.
What is included in the implementation of the model?
Real reality, presented objectively: in photographs, illustrations, posters, diagrams, slides, in drawings, symbols, documentaries and films, on a computer, etc.
Real reality, presented objectively and verbally: TV and radio programs, tickets (theater, cinema, train, etc.), product labels, questionnaires, advertisements, etc.
Art.
Fiction.
Reference, encyclopedic and scientific literature, comments on cultural facts (for example, guidebooks, maps, city plan, etc.).
Mass media.
Educational colloquial texts, i.e. authentic texts-statements of native speakers about their culture.
Communication with the teacher as a relay and interpreter of the culture of another people.
A foreign language as an integral component of culture, its accumulator, carrier and exponent:
knowledge about the structure (system) of language, which is used in the process of mastering it (more precisely, speech skills) in the form of:
a) rules and instructions;
b) explanations;
c) structural and functional generalizations;
d) formulated patterns;
knowledge about the functions of language ( speech skills) as a means of communication;
knowledge about the norms of speech relations (ethics);
knowledge, called background (E.M. Vereshchagin, V.G. Kostomarov), which is possessed by all members of a given national-cultural linguistic community and which is potentially embedded in toponymy, proper names, proverbs, aphorisms, phraseological units, winged words, mottos, slogans, non-equivalent vocabulary, names of objects and phenomena of traditional and new life (realities), concepts reflecting social phenomena, etc.;
knowledge about non-verbal means communication;
knowledge about the status, history and development of the language, its role in the world, relationship with the native and other languages.
2. Developmental aspect (psychological content) of foreign language culture
The essence of the developmental aspect of IC is that it is aimed at developing in the student’s individuality such properties that play the most important role for the processes of cognition.
A foreign language education system aimed at the development and self-development of a person can manage the process of individuality formation, modeling the desired result.
Based on the goal of the developmental aspect (to develop what plays the most important role for the processes of cognition, education and learning), as well as on the essence of the human development process, it would be logical to believe that the objects of development should be abilities that would allow for the successful functioning of cognitive, emotional-evaluative and activity-transforming spheres of student activity. Why abilities? Because it is abilities that can develop from the individual’s existing inclinations, and they can only develop through activity. Because personal development is the discovery and realization of abilities. Development of abilities in educational activities will have a beneficial effect not only on herself, but will also lay the foundation for a person’s self-education and his subsequent life activity as a whole.
3. Educational aspect (pedagogical content) of foreign language culture
Being connected with culture and based on it, the educational aspect ceases to be something additional, an addition to learning, arising from the essence of the communication technology. Education cannot be considered outside the method. To see the educational potential of the communicative technology of mastering a foreign language culture, it is necessary, firstly, to understand that it is based on a system of functionally interdependent principles, united by a single strategic idea: the principles of speech and mental activity, personal individualization, situationality, functionality and novelty. All these principles carry an educational charge in the atmosphere of a foreign language culture and therefore involve teachers and students in deep and spiritual communication, which, in essence, is the educational process.
The educational potential of education depends on the cultural content of the materials used and on their potential. The teacher, as an interpreter of a foreign culture and a bearer of his own, must do everything in his power to formulate in his students a system of values that corresponds to the ideal of education - the spiritual person (homo moralis).
4. Educational aspect (social content) of foreign language culture
Development of individuality as the goal of foreign language education
E. I. Passov
The proposed concept is not a generalization of what has been covered. This, it seems to us, is a new necessary step forward. An attempt has been made to justify new goal and new content of foreign language education, look at it from a new perspective of human development in the dialogue of cultures, which changed not only the emphasis, but also the interpretation of individual provisions and basic concepts, as well as technology. This concept is not an abstraction for the sake of abstraction: it is embodied in practically several series of textbooks in English, German, French languages, as well as Russian as a non-native language and has proven its effectiveness.
Since we are going to talk about education, I’ll start with the most important thing that should concern everyone involved in the field of education: in the educational field, as in everything in general social space, the struggle between two opposing forces has now intensified - spirituality and pragmatism. You can view this in a general philosophical sense as a struggle between “good” and “evil,” “divine” and “diabolical,” whatever you like. But one cannot help but take part in this struggle. Otherwise, education may seem like an expensive extravagance to society, which it will abandon in favor of a “beautiful life.”
People are very sensitive to attempts to break traditions. Especially if traditions, habits, prejudices have become theirs personal experience. Rich personal experience for a teacher is not an entirely positive quality. The main thing is how rich this experience is, how it was acquired: as a result of assimilation of traditional truths or as a result of doubts, reflections, disappointments, gains.
So let's think about it...
1. From “language teaching” to “foreign language education”
This is exactly the path we have to take - to move from “language teaching” to “foreign language education”.
No matter how much they say that learning is connected with development and upbringing, and add to the formulation of the goal that developmental, educational and general educational goals are realized in the process of achieving the main goal (practical language acquisition), the main goal remains, in fact, the only one, because You can’t ask the teacher for others: no one would even dare to blame the teacher for something if his “main” goal has been achieved.
This is what the magic of words (terms) does: when we say that we teach, we unwittingly mean “communicating knowledge and building skills.” What are we teaching? Language, therefore, words, grammar, ways of expressing thoughts, etc. Whether we like it or not, the goal in this case comes down to homo loquens - the person speaking. And the goal, like a law, determines both the path to it and the means. Hence the content of training, and the methodology, hence the pragmatism, incompatible with what is called “education”. Hence the place given to culture as an appendage, decoration, seasoning, and not the basis.
2. Can communicative competence serve as a goal?
The term communicative competence is widely used in Western methods (S. Savignon, G. Pifo, D. Himes), and began to be used by methodologists in our country (M. N. Vyatyutnev, N. I. Gez and many others).
In the book “Communicative Competence: Theory and Practice of Teaching,” S. Savignon (1983) describes four components that make up the content of communicative competence; these are: 1) grammatical competence, i.e. the ability to recognize the lexical, morphological, syntactic and phonological features of the language and manipulate them at the level of words and sentences; 2) sociolinguistic competence, or social rules language use: understanding the roles of participants in communication, the information they exchange, and the functions of their interaction; 3) utterance competence, which is associated with the ability to perceive or produce not a separate sentence, but a super-phrase unity; 4) the competence of speech strategy, used to compensate for imperfect knowledge of the rules, imperfect mastery of something, when you cannot remember a word and want to let your interlocutor know that you intend to continue communication, must collect your thoughts, did not understand a word, etc. .
But the purpose of learning is not just something to be learned; This is also (and mainly!) the level of proficiency.
What is meant here?
S. Savignon writes that success in solving communication problems depends on a person’s readiness and disposition to express himself in a foreign language, resourcefulness, and ingenuity in the use of lexical and syntactic units that he owns.
The words in the above statement are highlighted for a reason. In fact: why is it that in order to use lexical and syntactic units one must master them, but it is enough to know paralinguistic means (intonation, gestures)? And what is resourcefulness in using lexical and syntactic units if a person already owns them?
3. The only worthy goal is a spiritual person
What should it be like? The answer to this question should be sought in philosophy, for any serious and effective reforms always began with it.
Considering the pragmatism of our time, some philosophers (Yu. M. Smolentsev) propose the model of homo agents - an active person - as the most suitable goal.
Being adherents of the activity approach in psychology, we still believe that the homo agents model is insufficient as an ideal goal. The fact is that as civilization flourished, our thinking began to be increasingly influenced by technocratic thinking. This influence also extended to education: first science and then education ceased to be an integral part of culture. V. Zinchenko perfectly analyzed the essence of technocratic thinking and the harm it can cause to education. He believes that for technocratic thinking the main thing is the goal at any cost, and not the meaning and universal interests, the main thing is technology, and not man and his values; there is no place for morality, conscience, no human experience, dignity, etc. Everything is subordinated to the cause. Technocratic thinking is subject to everything that reveals not so much its inhumanity or anti-humanitarianism, but rather its lack of culture.
Only humanistic education can be opposed to it, because it is, in essence, moral education (and therefore upbringing) by means of any disciplines, including leading place, of course, is occupied by the humanities.
We believe that the goal of education can only be considered homo moralis - a moral, spiritual person. Homo moralis is “a person with a conscience who distinguishes between good and evil, forms moral precepts for himself (this is the self-determination of individuality!), and demands that he fulfill them. He is not against rational knowledge, but he understands that there is a lot in the world “that our sages never dreamed of,” that is, that spirituality is the main thing, and the solution of economic and social problems is not a goal, but a means of elevating a person” (In . Shubkin). A worthy goal, isn't it? Can't we make our contribution to its achievement? Not only can we, but we must.
A spiritual person is not one who knows and can do something, but one who has stable guidelines that govern his activities in any field: a culture of creative creative work, a culture of reasonable consumption, a culture of humanistic communication, a culture of knowledge, a culture of worldview, a culture of aesthetic exploration of reality.
Thus, culture as a value system, used as the content of education, becomes the space of existence through which a person can become a spiritual person.
4. Education as a path to the goal
Is it possible to achieve the goal of homo moralis if the path to it lies through “training”?
What is the essential difference between “education” and “training”? These two phenomena have different goals and content.
The purpose of training is the formation of utilitarian skills and abilities for specific pragmatic purposes; The content of the training is the same skills and abilities.
In education, the goal and content do not coincide. The purpose of education is the education (creation) of a person as an individual: the development of his spiritual strengths, abilities, the elevation of needs, the upbringing of a morally responsible and socially adjusted person. The content of education is culture.
This is the enormous potential of education, its breadth, depth, the fundamental unattainability of the goal, its “uncertainty.” (Let us remember the wise A. Einstein: “Education is what remains with a person when he has forgotten everything he was taught”). But this is the great difficulty of determining the content of education. Therefore, if it is permissible to use a play on words, we can say: human education is not the final, but the endless goal of education.
5. What is individuality?
Above I said that the purpose of education is the development of individuality. Individuality includes three substructures: individual, subjective and personal, each of which is characterized by certain properties and characteristics. The table shows these parameters and the goals of the types of individualization that are built on them.
In conclusion, a few conclusions.
1) It should be recognized that a foreign language is unique in its educational opportunities. Is not " academic subject”, but an “educational discipline” that has enormous potential that can make a significant contribution to the development of a person as an individual. If our goal is not purely educational (not “the ability to communicate” or “possession of communicative competence”), but educational (education spiritual person), then care must be taken to reveal and realize all the potential educational capabilities of a person. If we understand this, then we will understand the main thing: “achieving a minimum sufficient level of communicative competence” (as formulated, for example, in programs) may be sufficient as a goal for foreign language courses, clubs, tutoring classes, etc., but not for educational institution.
2) It is advisable to use in the appropriate context instead of the term “foreign language teaching” the term “foreign language education”.
3) If any education is a transmission of culture, then foreign language education is a transmission of a foreign language culture (see Article 3).
Bibliography
Dal V. Dictionary living Great Russian language. - M., 1882.
Explanatory Dictionary of the Russian Language / Ed. D. N. Ushakova. - M., 1938.
Explanatory Dictionary of the Russian Language / Ed. S. I. Ozhegova, N. Yu. Shvedova. - M., 1994.
It’s interesting, but developmental, educational and even educational ones are not general education?
Kuzovlev V.P. Personal individualization as a means of invoking communicative motivation: Cand. dis. - M., 1981; Passov E.I. Communicative method of teaching speaking a foreign language. - M.: 1991.
Efim Izrailevich Passov, director Russian Center Foreign Language Education Ministry of Defense of the Russian Federation at Lipetsk State Pedagogical University, Doctor pedagogical sciences, professor, honored worker of science of the Russian Federation.