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Высшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)

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Обзор обзоров как инструмент выявления трендов в исследуемой области знания

https://doi.org/10.31992/0869-3617-2020-29-3-37-57

Аннотация

Авторы рассматривают методологические основания обзоров как перспективного вида научных публикаций, их таксономию и наиболее популярные виды обзоров (нарративный, библиометрический, системный, обзор обзоров, обзор предметного поля, метаанализ), а также особенности процедур и алгоритмов их проведения. Обзор 100 самых высокоцитируемых обзоров по проблематике высшего образования за 2010–2019 гг., опубликованных в высокорейтинговых научных рецензируемых журналах, индексируемых в международной базе Scopus, составлен на основе традиционной методологии, целью которой является репрезентативный отбор наиболее значимых источников, контент-анализа, библиометрического и лингвистического анализа данного вида публикаций. Базируясь на соответствующих критериях включения и ключевых словах анализируемых публикаций, авторы выделяют основные тематические кластеры в Топ-100 (образовательные технологии, университет, студент, преподавание, обучение, оценивание и др.) и определяют тенденции в данной предметной области. Каждый из тематических кластеров содержит описание основных подходов к проблематике высшего образования, анализ их новизны и существующие пробелы в предметном поле. На основе риторической теории научного текста Дж. М. Свейлза авторами приводится обобщённая риторическая схема текста обзора, с комментариями по содержанию всех составных частей, которая может стать практической рекомендацией для авторов при подготовке обзоров в международные научные рецензируемые журналы. Наиболее популярными по количеству цитирований и количеству публикаций оказались обзоры, посвящённые культуре высшего образования, педагогическим технологиям и особенностям их применения в новом образовательном ландшафте, онлайн-образованию как новому измерению образования, требующему формирования особой экосистемы, академической этике преподавателей вузов, формированию компетенций, необходимых для успешного профессионального развития, академическим и научным библиотекам как новым центрам коммуникации.

Об авторах

Л. К. Раицкая
Московский государственный институт международных отношений (университет)
Россия

Раицкая Лилия Климентовна – д-р пед. наук, канд. экон. наук, проф., советник ректора

119454, г. Москва, проспект Вернадского, 76



Е. В. Тихонова
Российский университет дружбы народов; Российская академия образования
Россия

Тихонова Елена Викторовна – канд. истор. наук, доцент

117198, г. Москва, ул. Миклухо-Маклая, 6
119121, г. Москва, ул. Погодинская, 8 



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