Gilmiyarova S.G., Garipova F.M., Tikhonova L.V., Asmondiyarov T.N. DEVELOPING PROFESSIONAL EXPERTISE OF VOCATIONAL COLLEGE STUDENTS // Pedagogical Review. 2017. Issue 1 (15). P. 55-61

The authors of the article consider the process of developing the professional expertise of the students of the Auto-transportation College (Ufa, Russia). The article reveals the concept of the notion “professional expertise of a technician of the trucking industry”. The authors also determine the content and the structure of the contextual approach which pedagogically promotes the transformation of the students’ study into the quasi-professional and educationally-professional activities. The authors suggest a number of pedagogical conditions which make developing the students’ professional expertise more efficient. The first pedagogical condition presupposes the use of active learning with a whole range of its forms, means and methods. The interdisciplinary nature of teaching represents an important factor here. The authors of the article regard the contextual approach as a relevant way to develop the students’ professional expertise. It is achieved through transforming the students’ learning into the professional activity of the future technicians. The second pedagogical condition makes it possible to implement the automated control system (ACS) on vehicles. The ACS provide a set of information, methods, models, hardware, software, technology tools and solutions, as well as a number of professionals who perform information processing and take management decisions within the enterprise. The ACS provides an opportunity to use modern computer technologies. The third pedagogical condition comprises the orientation of the teaching process to revealing the students’ potential and social self-realization through the use of the project method. This method achieves the following: the combination of the general and professional subjects within the syllabus; developing the students’ cognitive skills, the focus on a person’s self-development.

Keywords: professional education, context approach, component composition of the professional expertise, pedagogical conditions, specialists of the road transport industry

Egorov K.B., Zakharova V.A. HOW TO ORGANIZE YOURSELF: EXTERNAL EVALUATION OF DISTANCE LEARNING AND DISTANCE TEACHING // Pedagogical Review. 2021. Issue 3 (37). P. 186-196

The purpose of the article is an external evaluation of the advantages and disadvantages of the primary school students’ self-management skills and teachers’ self-management skills during the distance learning time of pandemic-2020. The emergency transition to distance learning has caused difficulties in teaching and learning. Probably these difficulties are due to the insufficient level of students’ and teachers’ self-management skills. Data includes the results of two empirical studies carried out by the Perm State Humanitarian Pedagogical University. First, results of diagnostics of the primary school students’ self-management skills in 2018–2021 years. Students of the 2nd, 3rd and 4th grades of Perm region schools participated in the diagnosis. Criterion-oriented diagnostics based on everyday situations in the logic of functional literacy assessment. Secondly, primary school teacher’s self-assessment of the problems of organizing distance learning during the pandemic-2020. A focus group of 79 primary school teachers took part in the semi-structured Internet survey. The results of the study show that primary school teachers were not ready for distance teaching. The teachers’ work time has increased, caused by mastering distance tools and new conditions for self-regulation. The need of special attention for self-management students’ skills was identified. Certain students’ self-management skills were important for distance learning, such as planning, self-control and self-esteem, the choice of effective methods of action. The teacher’ training also is required to be focused on assessment skills, applying of automated control tools, developing of students’ self- and peer- assessment skills in a digital environment. Based on the results of an external evaluation, the authors suggest developing the primary school teachers’ professional competencies.

Keywords: external evaluation in education, distance education, higher education, primary school, functional literacy

Pozdeeva S.I. ILLUSTRATIVE SCHOOL TEXTBOOK MATERIAL AS A SOURCE FOR VISUALIZATION AND COMMUNICATION // Pedagogical Review. 2016. Issue 4 (14). P. 27-32

The article contains an illustrative textbook material description introduced in the context of literary reading in Elementary School. Distinguishes the main types of illustrations, such as “opening a new chapter”, “accommodating a text”, “painters pictures production”, “photography”, their educational functions in terms of perception of the text, development of children’s speech and creation of the visual image. Analyzes the visual-communicative sources of an illustrative textbook material. First, it is based on the text itself and second, the illustrations including some tasks are developed in this textbook. According to the textual and extra textual material (context) the author points out different types of illustrations: such as essential (basic), background and “empty”. There is a conclusion of underdevelopment of special method of working with illustration distinguished in the textbook, which would allow making this method not only the visual support of the text but also an independent visual image as well as an introduction into the educational communication between the teacher and the pupils at the lesson of literary reading.

Keywords: illustration, textbook, literary reading, communication, a literary text, learning task

Ruzieva S.N., Yakovleva N.V. STAGES OF PEDAGOGICAL MAINTENANCE OF STUDENT’S RESEARCH WORK IN LITERATURE // Pedagogical Review. 2017. Issue 1 (15). P. 48-54

The article proves the importance of the organization of research activity of school pupils for achievement of training results (disciplinary, meta-disciplinary, personal), required by Federal State Educational Standard. The potential of the new quality of education lies in developing communicative and analytical competencies, broadening the educational base of students. The authors have described the results of concrete work for the organization of individual research work of the trained in literature. Five stages (introductory, preparatory, presentation and evaluation of research results, analysis of results) of implementation of concrete pedagogical maintenance of research activity are described, and the nature of the teacher - pupil cooperation each stage is grounded. Methodical support of the research activities involves: setting for cooperation, dialogue; the ability to identify the motivation of the student. It is important to follow the principles of research works: search for information on the topic, revealing the history of the study of the topic, formulation of goals and ways of achieving them, implementation analysis, and presentation of the results of work. The work has shown that the organization of individual research activities will be effective if the teacher is faithful to the (design / box) position, allowing the student to express their subjectivity, taking into account the motives of students for carrying out the project activities. The fact, that pupils could represent results of their work honorably at scientific and practical conferences proves productivity of the chosen strategy of pedagogical support.

Keywords: universal learning activities, research work in literature, pedagogical maintenance

Drozdova O.A., Sartakova E.E. MODEL OF FORMATION OF COMMUNICATIVE UNIVERSAL EDUCATIONAL ACTIONS OF YOUNGER SCHOOL CHILDREN iN EXTRACURRICULAR ACTIVITIES // Pedagogical Review. 2021. Issue 1 (35). P. 35-40

It is stated that the problem of the development of communicative universal educational actions (CUEA) of students has become the object of both modern scientific research and practical developments. The paper presents a historical and pedagogical analysis of the study of this phenomenon in Russian pedagogy, identifies the leading models and technologies used to organize extracurricular activities in modern educational institutions. A model for the development of CUEA of junior schoolchildren by means of extracurricular activities is proposed, the features of which are associated with the use of a set of system-activity, communicative-cognitive approaches, integrated content at the metasubject level in the form of a network modular educational program of extracurricular activities (general intellectual orientation), implementation technologies using subject-oriented teaching aids, speech situations, logical and didiactic schemes. The content of the effective-evaluative component of the model is substantiated, which includes methods of observation, diagnostics, statistical methods, and the assessment of the process of development results for this group of metasubject education results. For the development of CUEA in students of primary school age, we have proposed the following means, in our opinion, which are the most effective for a given age: subject-figurative visualization, logical-didactic schemes and speech situations. The criteria are highlighted (the student is able to master speech culture at an elementary level; the student is able to organize his communication in a time frame; the student is able to overcome various types of barriers in the implementation of communication), the levels of formation of this group of metasubject educational results of students at the level of primary general education.

Keywords: development of communicative educational results, primary general education school, students, model, non-class activities, teaching aids

Zinnatullina A.A. SCIENTIFIC AND PEDAGOGICAL ACTIVITY OF MUHUTDIN КHAFIZITDINOVICH KURBANGALEEV (TO THE 135TH ANNIVERSARY) // Pedagogical Review. 2019. Issue 1 (23). P. 157-161

This article was created on the occasion of the 135th anniversary of the birth of the Tatar scientist and teacher M. Kh. Kurbangaleyev. Here his scientific and pedagogical activity is covered. He is a famous methodologist, professor, honored scientist of the TASSR. M.Kh. Kurbangaleev developed more than a hundred textbooks on the Tatar and Russian languages, arithmetics, geography; he compiled dictionaries, teaching aids and manuals, comparative grammars, and visual aids. Thanks to his efforts, an analytical-synthetic sound teaching method was introduced into the practice of the work of Tatar schools. The article briefly describes his life activities, how he, from the ordinary son of a peasant, reached the position of professor at Kazan University. He was a follower of progressive teachers, a student of eminent scientists, such as V. A. Bogoroditsky and K. Nasyirov. M. Kurbangaleev, relying on advanced world pedagogical achievements and using his experience, develops a methodology for studying the Tatar and Russian languages in the Tatar school, as well as methods of teaching the Tatar language for Netar. When developing methods of studying languages, the teacher, first of all, relies on the principle of reliance on the native language. According to the scientist, the study of the second (non-native) language should go through the use of knowledge in their native language. Further, he develops the idea of the need to teach languages in comparative forms. After the adoption of the Decree on the elimination of illiteracy, M. Kh. Kurbangaleev begins to create new, meeting the requirements of the time, textbooks and teaching aids for schools of literacy. The study of the works of the scientist on the methods of teaching languages remains relevant in modern times.

Keywords: Kurbangaleev, textbooks, technique, the Tatar language, the Russian language, education, elimination of illiteracy schools

Petrova E.Y., Ershova T.V. FORMATION OF METHODICAL COMPETENCE OF FUTURE TEACHERS OF GEOGRAPHY // Pedagogical Review. 2016. Issue 2 (12). P. 52-58

The article describes the process of formation of methodical competence of students, future teachers of geography through various forms of learning (lectures, seminars, practical courses), through independent research and pedagogical activity. The article reveals components of the methodical competence, such as methodological knowledge, methodological skills, pedagogical reflexion, and shows the development of their students during the study of discipline “methods of teaching geography” with the passage of pedagogical practice. Legal and methodical support of formation of methodical competence of the students is the developed educational-methodical complex. Selected the diagnostic tools for identification of the level of formation of methodical competence components, identified the criteria for each level. The diagnostics revealed the difficulties of students in mastering of methodological knowledge and skills and determined on their basis a number of organizational and pedagogical measures, contributing to the formation of methodical competence.

Keywords: methodical competence, methods of teaching geography, professional competence of the teacher

Kukarskaya G.N., Pakhomova V.M., Trifonova I.S. DEVELOPING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF NON-LINGUISTIC STUDENTS USING THE ASSOCIATION-PROJECT METHOD // Pedagogical Review. 2020. Issue 2 (30). P. 100-112

The present article outlines the fundamental tendency in foreign language teaching – a communicative one. Effective teaching methods are necessary to make non-linguistic students sound naturally and confidently. The specific objective of this study is to identify and overcome the main barriers in speaking English using a method that develops foreign communicative competence. The association-project method is considered to become a possible solution of the problem. The study is carried out in three stages. The first stage involves a questionnaire of non-linguistic students about the main difficulties in speaking English. Ninety seven students of University of Tyumen took part in this survey. On the second stage we give English lessons using the association-project method in three nonlinguistic groups. Forty four students with Elementary, Pre-Intermediate and Intermediate Low English Levels were involved. And finally these students take a questionnaire about the effectiveness of the association-project method in overcoming the main difficulties in speaking English. At first questioning of non-linguistic students and following ranking of the obtained data made it possible to identify three main difficulties in speaking English. These communicative barriers are both linguistic and extralinguistic in nature. The use of the association-project method in English classes allowed to overcome these difficulties significantly. The final questionnaire of non-linguistic students proves this fact. The association-project method is a combination of two fairly new and relevant methods (association and project methods) used in foreign language teaching. It meets modern educational requirements, develops the key components of foreign communicative competence (linguistic, discursive, sociolinguistic and sociocultural) and helps to cope with the main barriers in speaking a foreign language.

Keywords: foreign language communicative competence, communicative barriers, association-project method, association, questionnaire

Sokolov V.Y. FEATURES OF FORMATION OF UNIVERSAL EDUCATIONAL ACTIONS IN THE SPACE OF JOINT ACTIVITIES (PRIMARY SCHOOL) // Pedagogical Review. 2015. Issue 4 (10). P. 15-23

The article discusses the process of implementation of new Federal state educational standards in primary school. Analyses the peculiarities of the creation of the program of formation of universal educational activities in the framework of the concept of pedagogy of joint activities. Under this analysis a special emphasis is maid on the specificity of the concept interpretation of the formation of subjectivity in educational activities, development of processes of meaning-making, design, communication and their influence on the development of the program of formation of universal educational activities. The author comes to the conclusion that in the framework of joint activities of the proposed new standards typology of universal educational actions (UEA) can be accepted with certain reservations. If the concept substantiates the position that the development of subjectivity of the individual student directly depends on the development of collective subjectivity, then it is reasonable for the ability of design and communication, as well as the capacity for meaningmaking, to be classified as personal UEA.

Keywords: educational standards in primary schools, universal educational actions, pedagogy of the joint activity

Chirkova T.I. ETUDES OF THE METHODOLOGICAL ANALYSIS OF THE FACTORS OF DESTRUCTION PSYCHOLOGY // Pedagogical Review. 2014. Issue 4 (6). P. 78-88

The necessity of the special discipline “destruction psychology” for psychologists training is substantiated. The fundamental factors of the destruction psychology are given on the basis of the methodological analysis of the researches: the loss of the sense of life - existence vacuum; dominance of the motivation of the material consumption at the expense of the spiritual development and creativity.

Keywords: methodology of destruction psychology, destruction factors, existence vacuum, noogenic neurosis, dominance of consumption relations, vandalism, devaluation of communicative relationship

Vakhitova G.K. THE USE OF HEALTH SAVING TECHNOLOGIES IN PRESCHOOL EDUCATION // Pedagogical Review. 2014. Issue 1 (3). P. 77-81

The article deals with investigating the approaches to creating the conditions of children’s health preservation and promotion within the framework of preschool education. The interrelation between children’s physical, psychological and intellectual development has been proved.

Keywords: school preparation, healthy way of life, physical activity, psychological climate

Garashchenko L.V. PRIVATE NATIONAL SCHOOLS IN IRKUTSK (MID XIX – EARLY XX CENTURIES) // Pedagogical Review. 2018. Issue 4 (22). P. 187-196

The study of problems related to the study of the rich historical and pedagogical heritage of the Russian regions is of great importance as a direction for scientific research. An attempt is made to fill the existing information gap in the history of the development of private education in Irkutsk. Previously unknown documents which are stored in the Russian State Historical Archive and the State archive of the Irkutsk region are introduced for scientific use. Materials of pre-revolutionary periodicals are used. Statistical data on the national structure of the Irkutsk population in 1864, 1884, 1909 are submitted. Organizational and pedagogical aspects of the activity of the national schools are considered. In the middle of the 19th and beginning of the 20th centuries their custodians were individuals, religious communities (madrassas, Jewish, Evangelical and Lutheran, Roman Catholic elementary schools) and national societies (Latvian and Armenian schools). These schools were a part of city educational space. They taught children of a certain religion in their native language. Schools financing questions, problems of interaction between founders and local administration, difficulties of teacher’s staff selection are revealed. The main attention is paid to the educational process organization. The education content characteristic, educational work forms examples, children introduction to national traditions and customs are given.

Keywords: history of private education, private education, private national school, educational process, familiarizing with national traditions, Irkutsk, Irkutsk Province

Kuvshinova I.A., Novozhilova D.A., Chernobrovkin V.A. DEVELOPMENT OF INTERHEMISCAL INTERACTION IN CHILDREN WITH AUTISM SPECTRUM DISORDER // Pedagogical Review. 2022. Issue 2 (42). P. 179-187

The problem of correctional work with children with autism spectrum disorders through the development of interhemispheric interaction is considered. The results of studies by Russian and foreign authors on morphological differences of the corpus callosum of the brain in people with autism spectrum disorders, in which a specific neural marker was identified, giving new directions of correctional work. Considering that the corpus callosum provides interhemispheric interaction, the authors suggested that neurogymnastics should be added to the learning process of children with autism spectrum disorders. An experiment was conducted to prove its effectiveness. Fragments of neuropsychological diagnostics of preschool children according to J. M. Glozman were used to assess the level of development of interhemispheric interaction. A number of adapted samples were used, the quantitative assessment of which was compared with the indicated levels. The results of the ascertaining, forming and control stages of the experiment are described. Additional techniques, namely neurogymnastics, were used as an experimental factor. It is included in classes with children of the experimental group, first as a replacement for the traditional warm-up, and then in the structure of the classes themselves. The results of a comparative analysis of the dynamics of the development of interhemispheric interaction at the beginning and end of the experiment allowed us to conclude that short daily classes in neurogymnastics can accelerate the development of interhemispheric interaction in children with autism spectrum disorder. Neurogymnastics classes can bring the level of development of interhemispheric interaction in children with autism spectrum disorders closer to the level of normally developing children.

Keywords: autism spectrum disorder, interhemispheric connections, correctional work with children with autism, development of interhemispheric interaction, neurogymnastics

Burtovaya N.B. PSYCHOLOGICAL FACTORS OF INTRAPERSONAL CONFLICT OF THE POST-GRADUATE STUDENTS STUDYING “PEDAGOGICAL EDUCATION” // Pedagogical Review. 2018. Issue 1 (19). P. 9-22

The article is the result of theoretical and experimental study of content of the concepts “intrapersonal conflict” and “psychological factors”. It regards psychological causes, characteristics and uniqueness of interpersonal conflicts of the post-graduate students whose field of study is “pedagogical education”. The article reveals the psychological factors causing intrapersonal conflict and impact of trainings on its distinct manifestation and correction, as well as the interconnection of intrapersonal conflict with aggression, character accentuations and protective mechanisms of the post-graduate students whose field of study is “pedagogical education”. The study clarified the content of the concept of psychological factors of intrapersonal conflict and studied the content and characteristics of such psychological factors as aggression, character accentuation and defense mechanisms. In the process of research has been formed and tested the psychodiagnostic complex for studying psychological factors of intrapersonal conflict among the post-graduate students who study in the field of training “pedagogical education”; the complex, allowing to perform the diagnosis of personality, to offer recommendations to respondents for their further personal self-realization in professional activities. The training work aimed at correcting the distinct manifestation and the content of intrapersonal conflict is the best means of adequate and effective forms of psychological support of the individual, as well as one of the forms of educational activity of the post-graduate students of the Pedagogical University, in the process of which the pedagogical competence of the specialists whose field of study is “pedagogical education” are formed. The results of the study can be the basis of scientific and methodical recommendations on perfection of the process of education and professional development for the post-graduate students of pedagogical specialities and on the optimal adaptation of personality of the students of higher school to the professional activity.

Keywords: intrapersonal conflict, aggression, accentuation of character, defense mechanisms, psychological factors

Bulanov M.V., Rossinskaya A.N., Asonova E.A. EDUCATIONAL URBAN STUDIES: APPROACH TO DESCRIBING KEY CONCEPTS // Pedagogical Review. 2021. Issue 6 (40). P. 236-245

The notions “urban environment”, “urban object”, “urban resource” are traditionally discussed by such sciences as urban studies, economics, sociology and others, but the development of new directions in education also includes them in pedagogical research, in particular in the field of educational urban studies. There is a need to identify opportunities to consider these concepts in terms of their educational potential and to determine their place in modern education. To do this, let us review the sources and formulate approaches to the definition of key terms of educational urban studies. The concept “environment” is usually defined in two ways – as a set of physical conditions and as a human environment. Interpreting this approach in an educational context, the second meaning can be interpreted as a set of citizens’ activity practices, including educational ones. The urban educational environment is a system of three levels: macro-level, mesolevel and micro-level. The meso- and micro-levels are the most interesting for the study of educational potential. In urban planning, urban objects as elements of the urban environment are classified by function, affiliation, and operator. These features determine the programmability of the object in terms of its educational potential for citizens. An urban object becomes educational only if a citizen endows it with educational value, using it for their formal, non-formal, and informal educational practices. Educational resourcefulness is determined not only by resources of the object itself, but also by resources of a person using it. Educators possessing the competences of an urban teacher can become guides to discovering educational resourcefulness of a city and organizers of urban educational practices. The notions of an urban educational object, which becomes such when a city resident uses its educational potential, and the urban educational practice as a formula connecting an urban object, educational needs of a city resident, methods of using the educational potential of an urban object and direct educational activity in the interaction with the object were defined. Based on these formulations, we can begin to develop approaches to the inclusion of urban environment in the educational process, including an assessment of the educational potential of the urban environment.

Keywords: urban environment, urban object, urban resource, urban educational environment, urban educational opportunities, urban educational resource, urban educational practice

Kolpakov S.N. UNDERSTANDING AS A UNIT OF EDUCATION CONTENT // Pedagogical Review. 2017. Issue 1 (15). P. 173-177

Understanding in the pedagogical context has always been regarded as one of the results of education. In pedagogy of collaborative activity this act has a special educational content. On the basis of the analysis of literature there can be allocated three functions of understanding: sense and meaning generating function, cognitive function and psychological function. Focusing on the attainment of the other person’s goals and motives a person rules out the possibility of understanding for the use of knowledge of the world (G. Ruzavin). In hermeneutics (E. Betty, G. Gadamer, Husserl, Heidegger) understanding involves, first of all, the knowledge of the outside world through the interpretation of texts. This representation makes it necessary to discuss the concept of pre-understanding, based on the «life» of the world and cultural tradition. And in this case, the act of understanding does not involve the joint nature of this action. As a result of the analysis of literature it is suggested that the generation of meaning is considered as a basic understanding of the function, the educational potential and educational content for maximum understanding and action is a condition for the establishment and implementation of the other functions of understanding: cognitive and psychological. It is in the pedagogy of collaborative activity the organization of the situations of understanding is seen as an act of generation of meaning, and it is considered as a basic characteristic of the educational content of the joint action and the basic part of educational content. Reliance on the meaning-function, as the basic organization of the work involves description, discussion and study of various personal experiences of the collaborative education. Understanding in this case is a situation causing collaborative education. This approach to educational content unit solves the problem of formalization of educational activities in schools, and fist of all the formalization of the implementation of the federal state educational standard of education of the new generation. It reduces the manipulative actions of adult and child at classes. And it serves as a condition for the formation of the character of the author’s actions as a result of education process and as an alternative to the normative and subjective nature of these actions.

Keywords: understanding, joint activity, joint action, education content, organization of the understanding situations

Bol’shakova N.G., Nizkoshapkina O.V. TRAINING CONTEXTUAL GUESS BASED ON WORD-FORMATION ANALYSIS IN THE PROCESS OF INDEPENDENT READING // Pedagogical Review. 2019. Issue 2 (24). P. 56-65

Introduction. The article is devoted to the actual problem of teaching foreign students to read Russian texts using contextual guess on the basis of word formation analysis. It is proposed to teach the formation of contextual guess techniques in accordance with the theory of mental actions, involving the creation of foreign students’ project of independent activity in the course of successive operations, orienting students to the correct understanding of unfamiliar words when reading. Aim and objectives. The purpose of the research is to teach foreign students the peculiarities of Russian word formation, to produce morphemic and word formation analysis for the development of language guesswork. The examples of realization of the system of exercises for development of contextual guess are given. Material and methods. The main method for teaching foreign students the formation of contextual guess is pedagogical experiment, as well as the method of statistical processing of quantitative research results. More than 150 foreign students from different countries participated in the experiment. The morphological and syntactic analysis is used in our research in teaching foreign students the contextual guess: identification of the known part of the word on the basis of the existing experience of language material; selection on the basis of the experience of similar examples of parts of words; recognition of belonging to a certain part of speech; understanding the meaning of the word. Word-forming models on which students can rely when determining the meanings of unfamiliar words in the process of reception to be quite full, common and thematically transparent. Results and discussion. The results showed that the knowledge of foreign students’ language contextual skills successfully helps them in understanding the texts and learning Russian. Conclusion. The authors created a system of training that provides foreign students with the formation of techniques and skills of contextual guesswork based on word-formation analysis. This research proved effectiveness of the developed system for formation of contextual guessing techniques based on word-formation analysis and can be useful in teaching foreign students to read Russian texts.

Keywords: teaching Russian as a foreign language, contextual guess, word-formation analysis, independent reading, step-by-step formation of skills

Sapukh T.V. POSSIBILITIES OF WEB-QUEST TECHNOLOGY FOR THE DEVELOPMENT OF THE FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF UNDERGRADUATE STUDENTS // Pedagogical Review. 2017. Issue 4 (18). P. 149-157

The article deals with possibilities of the web quest educational technology for the development of foreign language communicative competence of undergraduate students. The author defines foreign language communicative competence as the ability and willingness of the student to act as the secondary language personality in various situations, i.e. to participate in intercultural communication. Foreign language communicative competence includes a set of components. The Russian version includes such components as: language, speech, socio-cultural, compensatory and educational-cognitive competence. In its turn, the all-European variant consists of such components as: linguistic competence, sociolinguistic competence, socio-cultural competence, discursive competence, strategic competence and social competence. Educational Web Quest is a website on the Internet, with which students work, performing this or that educational task. Such web quests are being developed for maximum integration of the Internet into various academic disciplines at different levels of learning in the learning process. They cover a particular problem, academic discipline, topic, and can be interdisciplinary. There are two types of web quests: for short-term and long-term work. A feature of educational web quests is that some or all of the information for independent or group work of trainees with it is on various websites. Effective use of web quests in the process of teaching foreign languages is possible when the web quest is a creative task that completes the study of a topic and is accompanied by training lexical and grammatical exercises based on the language material used in the web-quest of authentic resources. The step-by-step work with the web quests presented in the article made it possible to state the success of using this educational technology for the development of the bachelor’s communicative competence in another language.

Keywords: foreign language communicative competence, components of foreign language communicative competence, web-quest, web-quest educational technology, philological training of bachelors

Ivleva M.G. SEMANTIC READING AS A UNIVERSAL EDUCATIONAL ACTIVITY OF PUPILS WITH MENTAL RETARDATION // Pedagogical Review. 2016. Issue 3 (13). P. 148-154

The article discloses the approach to understanding the meaning of reading as metasubject skills, describes its operational structure, justifies its importance for education of pupils. Characterizes the types of reading that differ in the character of information extracted from the text and intended use: scanning, skimming, reading for detail comprehension. Presents the results of a study of formation of semantic reading of pupils with mental retardation by the analysis of possibilities to implement scanning, skimming, reading for detail comprehension. They are evaluated on the basis of pupils’ performance of the tasks, associated with varying degrees of completeness and accuracy of understanding textual information. Describes and analyzes the main types of errors, indicates their possible causation.

Keywords: universal educational activity, semantic reading, types of reading, scanning, skimming, reading for detail comprehension

Yarkina T.N. DEVELOPMENT OF PROFESSIONAL COMPETENCE OF FUTURE TEACHERS IN THE SPHERE OF HEALTH SAVING OF PRESCHOOLERS // Pedagogical Review. 2014. Issue 2 (4). P. 51-58

The article reveals the structure of the professional competence of teachers in the field of health saving of preschoolers, characterized by professional competencies that comprise its content. It also describes the main directions of development of professional competence in health saving of children of future teachers of preschool education in educational process of pedagogical university.

Keywords: professional competence, health preservation, health-saving activities, components of professional competence, competence in the field of health savings preschoolers

Dakukina T.A. THE SEMANTIZATION OF LEXICAL UNITS IN DEVELOPING SKILLS FOR READING ORIGINAL FOREIGN TEXTS // Pedagogical Review. 2015. Issue 1 (7). P. 59-64

The article considers developing skills for reading original foreign texts, where semantization of lexical units is the key method. The notion of technology is specified in the article, types of semantization prior to and in course of the process of reading original foreign texts are analysed. The methods may be either translatable or untranslatable. The choice of the semantization method depends on many factors. It is also necessary to take into account differences in the semantics of lexical items associated with the peculiarities of the culture of the people to study foreign languages. Use of explanatory dictionaries as auxiliary means of definition of value of a unfamiliar lexical unit is also considered.

Keywords: technology, semantization, lexical units, lexical skills, the explanatory dictionary, the bilingual dictionary

Yamskikh T.N. USING JOKES AS EDUCATIONAL TEXTS IN TEACHING FOREIGN LANGUAGES // Pedagogical Review. 2014. Issue 4 (6). P. 55-59

An attempt to define joke as a modern folklore genre and to provide the typology of this kind of the texts from the point of view of lingvodidactics is made in the article. The article reveals that didactic potential of a referent joke as an educational text consists in formation and development of cognitive activity, impact on the sphere of feelings and emotions, acquaintance with the norms of the language, speech enrichment, and hidden system of monitoring the adequacy of understanding. The comic miniature is refereed to the genre of a joke. Possibility to use comic miniature for teaching Russian as a foreign language with corresponding methodical processing, which consists in selection of text material and its lingvocultural analysis is considered.

Keywords: methods of teaching foreign languages, didactic potential, educational texts, language picture of the world, joke, comic miniature

Zobnina A.A. CONDITIONS OF UNIVERSITY AND SCHOOLS NETWORKING: EXPERIENCE AND PROBLEMS // Pedagogical Review. 2017. Issue 1 (15). P. 114-125

The article describes the experience of organization of network interaction of educational institutions of Tomsk, Tomsk region and Tomsk state university (TSU). The purpose of this article is describing a theoretical and practical condition of implementation and development of network interaction between educational institutions (higher and secondary education levels). The author presents the history of the formation of networking cooperation between TSU and other educational institutions over the past fifteen years. The description of the practice is the organization of joint events and joint educational programs over the last two years. The stages analysis of networking organization of interaction of universities and schools on the example of Higher school of economics, Krasnoyarsk state pedagogical university named after V. P. Astafiev. The study was conducted in 2015-2016 on the bases of five joint events and eight joint educational programs at TSU and 84 schools–partners in Tomsk region. The article reflects the progress in the implementation of networking for the 2015-2016 academic year, the basic forms of network educational programs. The results of the study present the main phases required for the organization of network interaction between universities and schools. The results of the study have practical significance for educational institutions, engaged in or involving the organization of network interaction with higher and secondary educational institutions.

Keywords: networking, joint events, joint educational programs, association, partner schools

Semakova V.V., Kamaleyeva A.R. EXPERIENCE IN DESIGNING TRAINING COURSES IN ELECTRICAL ENGINEERING DISCIPLINES IN MID-LEVEL TECHNICAL SCHOOLS // Pedagogical Review. 2014. Issue 4 (6). P. 32-36

The paper identified and summarized the experience in designing training courses in electrical engineering disciplines in technical institutions of secondary vocational education and technologies of their implementation, taking into account the level and profile of training under the new standards. It was found that the design of the course within a modular competency approach, carried out in accordance with the requirements of the GEF, is accompanied by a number of difficulties: defining the purpose of the course and individual lessons associated with the formation of competencies; informative content modules in professional – an aspect of activity, implementation of all kinds of interdisciplinary connections (preliminary, related, subsequent), strengthening of practical orientation (development of professional qualities of the future specialist).

Keywords: instructional design, pedagogical design stages, standards of the third generation in the system of secondary vocational education, experience in designing of electrical disciplines, working programs, learning environment

Lyamina A.K., Kevlya F.I. TEENAGERS’ HETEROGENOUS PECULIARITIES DEMONSTRATION IN CONFLICTS // Pedagogical Review. 2017. Issue 1 (15). P. 126-132

The article studies heterogeneous peculiarities of teenagers in conflicts. The study gives the analysis of different scientific literature on the heterogeneous group research in Russian and foreign pedagogy. The article gives the specification of the terms “heterogeneous” and “heterogeneous group”. In our research work we pay attention to the term of «heterogeneous», put into the basis of our research of teenagers from families of different social status (with one, two, more than two children). Moreover, we analyze a number of literature sources on the research problem of teenagers’ heterogeneous peculiarities. We give the examples of various approaches to the term “conflict” in such sciences as philosophy, sociology, psychology, pedagogy. Furthermore, we describe the tendencies to show particular forms and styles of behavior in conflict situations in teenagers of heterogeneous group, which are possible to be used as parameters in the process of creating effective pedagogical conditions to form moral, human and socially active personality of a heterogeneous group teenager. In order to find the way out of any conflict situations we consider the necessity to include teenagers not only into tutorial but also into educative life of school. The article presents the results of our research work on the deter.

Keywords: heterogeneous peculiarities, heterogeneous groups, conflict situations, teenagers, social

Knyazeva Y.N. APPROACHES TO DETERMINING THE SOCIAL AND COMMUNICATIVE DEVELOPMENT LEVELS OF SENIOR PRESCHOOL AGE CHILDREN // Pedagogical Review. 2019. Issue 2 (24). P. 130-136

The modern approaches to the study of social and communicative development of children of senior preschool age are considered. A substantive analysis of the studied phenomenon from various scientific positions was carried out. Based on the analysis performed, the author’s viewpoint on the identified problem is presented. The structure of the socio-communicative development of senior preschool children, which includes a complex of cognitive, emotionalvalue and behavioral components, is proposed. The characteristic of each structural component of the social and communicative development of children on the basis of the presented indicators is given. The cognitive component is associated with the level of a child’s general awareness of the world around him, knowledge of social norms, behavioral systems, and the child’s perception of work and safe behavior. The emotional value component is considered from the point of view of the preschooler’s assessment of his emotions, the emotions of his communication partners, as well as the child’s attitude to social norms of behavior, work, and his own safety. The behavioral component is characterized by the degree of activity of the child in communication and work, compliance with social norms and rules of safe behavior. The complex of diagnostic methods is described, which allows to assess the level of social and communicative development of senior preschoolers.

Keywords: and communicative development of a senior preschooler, socialization, level of social and communicative development, preschool education

Korytova A.I., Korytova G.S. PHENOMENOLOGY OF THE UNCONSCIOUS IN THE LITERARY CREATION // Pedagogical Review. 2017. Issue 4 (18). P. 47-58

In the article, we outline the phenomenological fundamentals and important milestones in the history of the study of the unconscious. As for discussion about the nature of the unconscious, we show that there is a range of mutually exclusive versions and hypotheses about genetic link between unconscious factor and conscious mental processes. Further, we present various points of view expressed by international and Russian authors. The points of view reflect scientific approaches to the issue of relationship between conscious and unconscious mental activity in literary creation. We note that the role of the unconscious in the psychology of art and literary creativity has consistently attracted scholars engaged in a wide range of science areas, including psychologists and specialists in literary science. In addition, we examine the nature of creative intuition as an expression of unconscious creativity. We suggest that intuition unconditionally dominates the entire spiritual human life and guides all kinds of human creative activity. We show that the psychology of literary creation aims to trace the influence of unconscious on the creative work of a creative personality. The psychology of literary creation seeks to describe and classify the various manifestations of the unconscious in creative activity. Literary creativity is regarded as a special form of the generalized reflection of reality, talking in a specific language. Finally, we note that the disclosure of the peculiarity of the literary language and the individual style of the writer is not feasible without reference to the issue of the unconscious, without taking into account regularities and mechanisms of its operation.

Keywords: consciousness, unconscious, psychology of creativity, writer, creative intuition, literary creativity

Zhidova L.A. FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE MATHEMATICS TEACHERS (THE EXAMPLE OF «MATHEMATICAL ANALYSIS» STUDY) // Pedagogical Review. 2017. Issue 1 (15). P. 81-84

At present competence approach is widely updated in the sphere of education. In this connection the main goal of professional education is formation of students’ set of specific competences and creation of conditions for their self-realization. In this paper the problem of formation of competence of future teachers of mathematics on the base of studying the course «Mathematical Analysis» is considered. It is known that this course plays a great role in the basic training of future teachers to understand an applied and practical orientation of maths education. Formation of competence of future teachers of mathematics is implemented with the help of a detailed and step-by-step study of the basic concepts of mathematical analysis. Among them is the concept of the limit of the function, which is the first «new» one and the most difficult issue in the mathematical analysis. It is achieved by formation of skills of independent work of students with textbooks, and by introduction to scientific work through writing essays. The concept of studying of the basic notions of mathematical analysis and practicing of students in substantive scientific research presented in the paper promotes the conscious use of the knowledge in other disciplines and in the future professional activity. In its turn, this means a new competency level of the professional training of the future mathematics teachers.

Keywords: training future teachers of mathematics, professional competence, mathematical analysis

Sukhov A.O. ETHNOPEDAGOGICAL PRINCIPLES AT THE BASIC STAGES OF FORMATION: A BRIEF HISTORICAL OVERVIEW // Pedagogical Review. 2021. Issue 6 (40). P. 162-177

The article presents an analysis of the consistent development of the foundations of folk pedagogy and ethnopedagogy in history. The purpose of the research is to analyze the ethnopedagogical principles of teaching and upbringing developing at key moments in history that led to the formation of ethnopedagogy as an independent science. At the present moment a sufficient amount of information is presented in pedagogy that testifies about the stage-by-stage course of these processes. However, due to the analysis of the narrow side of the development of folk pedagogy and ethnopedagogy, most often in relation to the context of their formation on the territory of Russia, their general plan of formation turns out to be lost. This emphasizes the relevance of the study. The process of the formation of ethnopedagogy is described from the moment of development of prenatal society during the primitive communal system (400–35 thousand BC), which laid the first ethnopedagogical foundations: not only survival skills, but also the skills of creating objects of cultural heritage, up to the New (late XVIII – 1917) and New time (1917 – present), when many ethnopedagogical principles were transformed due to the understanding of the need for the younger generation to study not only their native culture, but also the cultures of other peoples living in the same territory, so that they coexistence was based on respect and concern for each other. The principles of ethnopedagogy are highlighted (labor principle, the principle of family, continuity of upbringing and education, traditionality, conformity to nature, the game principle, the principle of morality, cultural conformity, etc.) and, the conclusion based on the historical analysis of their formation is made: these principles are the basis of modern domestic education system’s successful functioning and development having as a special feature its orientation towards ethnocultural education and upbringing.

Keywords: folk pedagogy, ethnopedagogy, principles of upbringing, teaching, training, and education

Yarkina T.N. APPROACHES TO PHYSICAL DEVELOPMENT AND EDUCATION OF PRESCHOOL CHILDREN IN THE CONTEXT OF IMPLEMENTING THE FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION // Pedagogical Review. 2015. Issue 2 (8). P. 43-53

The article gives proof of the actual approaches to the physical development and education of children connected with the changes taking place in the preschool education. These changes are caused by the introduction of the federal state educational standard. Presents the brief characteristic of the selected approaches, reveals their importance in regard to the physical development of preschoolers. Properly organized physical education is extremely important for the full development of a growing child's body; therefore, specific approaches to the implementation of the process are required. These approaches, according to the author, are the activity, integrative, individual, personal, competence-based, axiological and optimization approaches. Integrated application of these approaches will effectively solve the problems of the physical development of preschool children determined by the federal state educational standard of preschool education, for example, health protection and promotion, formation of the bases of a healthy lifestyle, development of physical qualities and main types of movements of children.

Keywords: federal state educational standard of preschool education, physical development, physical education of preschoolers, approach, standardization of education

Zhiginas N.V. DEVIANT BEHAVIOR OF ADOLESCENTS: PEDAGOGICAL CONDITIONS AS A SOURCE OF SOCIAL AND PSYCHOLOGICAL TRAUMA // Pedagogical Review. 2015. Issue 2 (8). P. 63-68

This article offers the author's approach to the problem of the formation of deviant behavior in adolescents, it is considered as a set of unfavorable pedagogical conditions that exhibit a certain dependence on family education. In the proposed analysis of empirical data were used materials of interviews of all surveyed students and their parents, as well as the results of the questionnaire survey and testing. Presents the results of the results of the interview of parents. Marked multifactorial pedagogical problems in most of the families sur veyed: frequent family conflicts, scandals, cold relations between spouses, divorce, etc. The author of the article noted the discrepancy between the assessment of the nature of relationships in the family by the parents and children. The author of the analysis of the resulting material proved that there are stabilizing and destabilizing factors of family relationships: the stabilizing factors may include mature father's age, education level of parents, especially mothers, partnerships with the child, the level of acceptance, lack of emotional distance between family members; destabilizing factors include young age of the mother, her mental and social immaturity, an indifferent attitude to the problems of her husband's family, emotional distance between spouses and parents with children, increased control over the child and autho ritarianism in the relationship with him, the parents’ rejection of the child. The psychoemotional state and mental health of family members is defined as, harmony/disharmony of family relations. The more family stabilizing pedagogical factors a family has, the higher is the level of mental health of children. The paper substantiates the adequacy of integrated programs of pedagogical analysis, diagnostics and prevention, which will substantially optimize pedagogical correction, rehabilitation activities and improve their effectiveness.

Keywords: adolescent deviant behavior, family environment, pedagogical conditions, micro-social-environmental factors

Luo X. STUDY ON RUSSIAN TEACHING METHODOLOGY IN CHINA (LITERATURE REVIEW AND OUTLOOK) // Pedagogical Review. 2015. Issue 2 (8). P. 18-23

Russian teaching in China has a centuries-old history. It has been deeply influenced by different teaching schools in Russia, Europe and America, among which grammar-translation method, conscious-comparative method, and conscious-practice method exert the deepest influence on Russian teaching in China. On the basis of introducing and absorbing advanced foreign language teaching modes abroad, China has combined the modes with Russian teaching situation in China to form a Russian teaching methodology research system with Chinese characteristics.

Keywords: Russian teaching methodology, teaching methods, stages of development of teaching methodology

Chernysheva T.L. UNIVERSITY AS A DRIVER OF CITY DEVELOPMENT // Pedagogical Review. 2017. Issue 2 (16). P. 209-219

The idea about the mission of modern university as a mechanism of development of that territory in which it is located is proved in the article. Since the university, especially the large one, is located, as a rule, in a megalopolis, its goal is to accumulate problems that arise in various areas of the city’s activity, conduct research to identify the primary sources of these problems and propose solutions for them. The author considers it necessary to create a multivector center (or centers) that study city problems based on a university the goal of which is to serve as a generator of innovative ideas at the request of the community. The country lacks a high-quality human capital, and the university acts as its blacksmith shop. We need reform the educational process to cope with a task to impart desire to be engaged in research work and to create skills of an entrepreneurship at youth. In this process the worthy place would be taken by horizontal communications of the student’s autonomous research teams working in various scientific directions in close connection with specific production and competing for intra higher school and extra higher school grant support. The main objectives of higher education institution as territory driver are specified in their connection with some methods of the process of knowledge acquisition, for example, team work on the concrete project urgent for innovative development of the city. The main directions of city development, which will be characteristic of all megalopolises are designated – in their course student’s researches will be demanded within the next ten years. The author of article claims that the intensive cooperation of all city structures and university will allow to raise considerably the quality level of a human capital, requirement for which is felt in all fields of economic and not economic activity.

Keywords: economy of knowledge, missions of university, human capital, center of innovative technologies, educational process, city-forming enterprises

Chesnokova N.E. TO THE PROBLEM OF TEACHING PERCEPTION OF FOREIGN LANGUAGE SPEECH IN A NON-LINGUISTIC UNIVERSITY // Pedagogical Review. 2020. Issue 1 (29). P. 162-168

The article deals with the problem of teaching perception of a foreign language speech to non-linguistic students due to the transition to Federal state educational standards of the third generation ++. It highlights the importance of audition and developing listening skills as the basis for speaking activities and abilities for professional communication in the future. The article emphasizes difficulties faced by both teachers and students while working with audio materials such as lack of time and audio materials, students’ anxiety and uncertainty; it reveals the relationship of listening with other types of speech activity, it emphasizes the impossibility of learning to speak without training listening perception of speech. The article gives an overview of modern Internet resources used in the practice of a non-linguistic university and available for everyone, it notes their advantage in authenticity, communication, cognition, motivation of students. As a result, it suggests adapting and using single presentation writing exercise to teach listening at the initial stage in order to avoid difficulties of various kinds. The article demonstrates the examples of these exercises for non-linguistic students of different technical specialties; it describes stages of working on developing listening skills, necessary conditions, it proves their effectiveness in teaching audition.

Keywords: foreign languages, audition, auditory image, non-linguistic students, authentic material, single presentation writing exercise

Dmitriyev I.V., Subbotina O.V., Vesnina A.S. NEW TECHNOLOGIES AND LEARNING TOOLS IN ADDITIONAL EDUCATION AS A TREND OF MODERN EDUCATION // Pedagogical Review. 2021. Issue 1 (35). P. 57-64

The relevance of the design and implementation of new technologies and means of organizing the educational process of additional education is generally recognized, including at the level of state educational policy. The degree of study of this topic lags far behind the demands of pedagogical science and practice. The analysis of new technologies and teaching aids in the system of additional education was carried out on the following issues: the sufficiency of the regulatory and legal support for their implementation and use; examples of modern and effective practice of implementing new technologies and teaching aids in the sector of continuing education; features of new technologies of additional education in the traditional scheme of pedagogical technologies and the identification of their potentialities in the process of the gradual formation of significant competencies of children; determination of the list of the most relevant new developing technologies; conceptual provisions of new information technologies when using a computer as a teaching tool, including in the formats of digital educational platforms; comparative analysis of the use of new technologies and teaching aids with traditional technologies and the manifestation of their effectiveness and relevance in the context of a new technological order. The problems of entering the educational environment of new pedagogical technologies and teaching aids are analyzed, as well as the severity of the problem of the discrepancy between traditional pedagogical technologies and production technologies that are already being implemented in modern industries of a new technological order. The substantiation of the features of technologies of additional education are offered.

Keywords: New technologies and learning tools, regulatory and legal provisions for the technologies and learning tools, classification of pedagogical technologies and learning tools, information technologies, conceptual framework for new information technologies

Smirnova A.A., Zakharova T.Y., Sinogina E.S. CYBERTHREATS TO SECURITY OF TEENAGERS // Pedagogical Review. 2017. Issue 3 (17). P. 99-107

Mass interest of schoolchildren in various technical novelties (tablets, smartphones, pocket digital players) that have become widely available, and as well as computer, that gives opportunity of unlimited access to the Network causes concern and have negative effect on the emotional and volitional, communicative and motivational spheres of teenagers’ identity. Cyberthreats of communicative character present real danger for teenagers – Internet users due to the growing social role of virtual communication. The most common threats include the use of confidential information for criminal purposes, anonymous threats, insults or blackmail during message exchange on forums, chats, in social networks, via e-mail and mobile devices (Cyber-Mobbing, trolling, flaming), creation and placement of videos with posts scenes of violence (Happy Slaping) on popular portals. Such actions may lead to serious mental problems in adolescents. The main critical directions of functioning of the Internet and their influence on a mental state, life and health of teenagers are defined. It is shown that in formation of deviant behavior of teenagers the Internet plays a significant role. The signs of a new type of non-chemical dependence – cyberaddiction, its consequences, the ways of prevention are described, the actions necessary for the fight against this dependence among teenagers are listed. The kinds of cyberactivity most of which will likely lead to formation of computer dependence are specified.

Keywords: teenagers, computer dependence, cybersuicide, cyber-mobbing, violations of emotional and cognitive properties of the personality, functional violations of health

Yakovleva A.G., Dudina E.N. THE PROBLEM OF SPIRITUAL ADVANCEMENT AND EDUCATION OF THE PERSON IN PEDAGOGICAL RESEARCH AND PUBLICATIONS // Pedagogical Review. 2015. Issue 4 (10). P. 85-94

On the basis of the analysis of publications in scientific journals, the main directions of contemporary research were selected in line with the spiritual problematics: the nature of personal spirituality; the specificity of the spiritual development of the person; pedagogical maintenance of spiritual development of the person in the educational institutions; training of future teachers to the spiritual and moral education of children. Within these areas the following aspects of teaching spiritual understanding of the problem are examined: the concept of «spirituality»; component composition of personal spirituality; levels and factors of its development; pedagogical conditions of development of spirituality; approaches to the preparation of future teachers to the spiritual education of schoolchildren.

Keywords: spirituality, spiritual advancement, spiritual education, spiritual and moral education, education of spirituality, development of spirituality, pedagogy of spirituality

Pogodayeva M.V. ANALYSIS OF THE LEVEL OF EMOTIONAL COMPETENCE OF TEACHERS // Pedagogical Review. 2022. Issue 1 (41). P. 155-161

In professional activity, a teacher needs to build effective communication with children and parents, while effectively managing their emotions, understanding the feelings of other people, and showing reflexive skills. Emotional competence is a mandatory component of a teacher’s professional competence. The article discusses various approaches to understanding emotional competence and emotional intelligence, its structure, connection with social activity, cognitive processes, academic performance, and professional success. The aim of the empirical research is to analyze the level of emotional competence of teachers as a professionally important quality. The sample was made by teachers and pedagogues – psychologists of general educational organizations of Irkutsk, totaling 70 people. The study used the method of assessing the reflexivity of A. V. Karpov; test questionnaire by D. Lyusin EmIn. The results of empirical research have shown that the majority of teachers have an average level of development of emotional intelligence and an average level of development of reflexive abilities. The share of teachers with low and very low levels of development of emotional intelligence was 34,2 %. A low level of understanding of emotions was revealed in 48,6% of teachers, 34,3% of teachers showed a low level of control and a very low level of control over emotions. Teachers with a low level of understanding of emotions also demonstrate a low level of reflexivity of the emotional state. 28,6% of the subjects have a low level of development of reflexive abilities. They have difficulties in analyzing the situation as a whole, including with the perception, processing and analysis of emotional states. A low level of emotional intelligence and reflexivity does not allow the teacher to be successful in his professional activity: he does not understand the child’s problems, his experiences, does not empathize with his joys and sorrows, and cannot control his condition. Such teachers themselves need psychological support, the organization of special classes for them on the development of emotional intelligence, empathy and reflection.

Keywords: emotional competence, empathy, emotional intelligence, professional competence of a teacher

Tsepilova A.V. SPECIFIC FEATURES OF FUTURE ENGINEERS’ FOREIGN-LANGUAGE PROFESSIONAL COMMUNICATIVE COMPETENCE DEVELOPMENT AT UNIVERSITY // Pedagogical Review. 2019. Issue 1 (23). P. 101-106

The present paper is devoted to the problems of developing foreign-language professional communicative competence in technical universities. Under modern conditions it is essential to organize language teaching and learning process so as to solve general tasks of higher education. Students and university graduates must be prepared to use their language skills for solving academic, scientific and professional problems and be aware of typical situations of professional communication. Therefore, the target competence should be regarded as an integrated unity of professional and communicative competencies. Its integrative character is reflected in the modified criteria presented in the paper. It is suggested to evaluate the target competence using cognitive-operational and motivation-professional criteria. Each of them is characterized by specific knowledge, skills, experience and personal qualities required for participation in activities typical of professional environment and scientific community. Stages of forming the target competence are considered together with corresponding mechanisms of integration. Each stage aims at developing particular skills needed for professional communication. Particular skills may be developed or improved with the help of certain types of classroom activities. It is shown how to adjust traditional exercises used for developing language skills to general objectives of higher education and how to use them for development of professional competencies of an engineer.

Keywords: engineer, foreign language teaching, higher education, competence, competency

Erokhina E.A. FEATURES OF TEACHERS’ ACTIVITY EVALUATION AT TOMSK NATIONAL RESEARCH UNIVERSITIES // Pedagogical Review. 2019. Issue 1 (23). P. 139-143

In many modern universities, especially in research ones, the process of revising approaches and indicators for assessing the quality of teaching is now actively underway, which we propose to consider as innovative and, of course, progressive. The focus has shifted from actual assessing the quality of education to the assessment of teachers’ activity, which he performs or does not perform. In the event of non-compliance with indicators in elections, the lecturer is elected for a shorter term or not elected at all. These figures at a minimum reflect the quality of training in any assessment. In the election for the posts of teaching staff, a very narrow and very specific set of indicators of educational activity, primary to universities, is taken into account, among other things (consider the indicators on the example of research Tomsk State University): the number of qualified candidates and doctors of sciences; the number of dissertations prepared under the guidance of a teacher; the number of credits of courses taught in a foreign language, with the use of electronic resources, or, project, research; the number of prizes engaged by the students, leading teachers, competitions, contests, etc.; the management of basic educational programs. All these factors only indirectly indicate the quality of teaching. Thus, we can confidently say that in Tomsk scientific research universities there is a tendency to quasi-innovations in the evaluation of teaching, as organizational innovations contribute to the reduction of work time standards, increase in productivity, improve of the workflow, and psychological climate in the team. Organizational quasi-innovations can not produce such effects, on the contrary, they lead to conflicts, increase of working time norms, general dissatisfaction with the management and the injustice of the system of procedure election to the office, as well as the loss of qualified personnel.

Keywords: quality of teaching, evaluation of teacher’s activity

Grigoryeva O.Y. THE PROBLEM OF INTEGRATION OF STUDENT IN-CLASS AND EXTRACURRICULAR INDEPENDENT WORK AT PEDAGOGICAL INSTITUTES // Pedagogical Review. 2014. Issue 2 (4). P. 29-36

This article analyzes the problem of integration of student in-class and extracurricular independent work and literature on this subject as well as demonstrates some results of a baseline phase of an experiment conducted to reveal the factors which will lead to this integration. The cycling of in-class and extracurricular independent work is considered to be one of these factors.

Keywords: integration, in-class independent work, extracurricular independent work, self-education

Chernysheva T.L. СREATION OF AN ELECTRONIC COURSE ON A TOUR DESIGN BY MEANS OF A VIRTUAL LEARNING ENVIRONMENT MOODLE // Pedagogical Review. 2018. Issue 3 (21). P. 129-137

Today an important factor forming an image of the university is the proposal of various options and ways of knowledge acquisition, therefore within educational process the combination of both traditional forms and innovative techniques is advisable. In the article the thesis that training by means of a Virtual Learning Environment MOODLE gains special significance for the future representatives of tourism industry is claimed: the system can promote the development of such necessary qualities as mobility, skill to communicate, initiative, tolerance. It is proved that combining of the platform with offline meetings which can be seen in «Calendar of events», is able to improve students’ skills demanded by tourism industry. The most important skill is the ability to project a tour. MOODLE is based on the concepts of new content designing and freedom of important exchange and editing, so, the development of this very skill by means of the system is a promising idea. The main goal of the paper is to share the experience of specific educational problem solution within a training course of a tour design – the training material broken into blocks applied with the maps, atlases, text extractions with references to electronic encyclopedias, dictionaries, anthologies, scientific articles, publications of popular scientific character, becomes the virtual exercise machine for the tour designing.

Keywords: Virtual Learning Environment MOODLE, distance learning, interactive thematic blocks, ecological education, destination, caving, tour design, learning outcomes

Pervushina N.A. SUCCESSFUL VISUALIZATION OF INFORMATION IN EDUCATION // Pedagogical Review. 2013. Issue 2 (2). P. 30-35

The visualization ways of training were discussed in the context of improving teaching’s performance. These results were obtained on the methodology basis of information-synergistic approach, where the concept of memory-turn was offered. The article presents methodological results of the research project RFBR # 10-06-00313-a (“Attractive management: methodological principles of management to dynamics of complex systems”).

Keywords: the perception, visual perception, visual information, visualization of training material, memory-turn

Shalyapina S.V. CAREER DAYS AS A FORM OF ASSISTANCE IN PROFESSIONAL SELF-DETERMINATION AND EMPLOYMENT OF PEDAGOGICAL UNIVERSITY STUDENTS // Pedagogical Review. 2019. Issue 1 (23). P. 78-83

This article describes the positive experience of the implementation of the regional career guidance event “Career Days at TSPU” (hereinafter referred to as the Event or Career Days at TSPU), which is one of the forms of promoting professional self-determination and employment of students of Tomsk State Pedagogical University. The key idea of this Event is to create a platform for meetings of employers and young specialists – graduates of TSPU and receive the latter, in the process of direct communication, specific information that motivates the development of a professional (pedagogical) trajectory. The paper describes the stages of the “Career Days in TSPU”, which were developed taking into account the understanding of employment as a process of finding suitable work, preparing for it and applying for this work: the first stage is the practical training “Resume Writing”; the second – inter-faculty events “Professional Navigator”; the third – meetings of senior students with the heads of municipal education authorities of the Tomsk region; the fourth stage is an open general university event “Fair of Pedagogical Vacancies”. The article also presents the principles of implementation (multi-entity, regionality, activity, individualization) and a key mechanism for implementing the Event, which is the interaction between the employment assistance department of the TSPU and the career guidance council, which includes representatives from all faculties of the university. The organizational, regulatory, methodical, informational, and staffing support for “Career Days at TSPU” is carried out by the administrative interaction of these structures. The article completed the presentation of the results of the implementation of the “Career Days in TSPU” for the 2017–2018 academic year, which is based on the opinions of the participating students.

Keywords: career-oriented event, professional self-determination, employment

Baranov A.V. THE DIDACTIC POTENTIAL OF PHYSICS LEARNING TASKS IN FORMING THE IT-STUDENTS’ COMPUTATIONAL THINKING // Pedagogical Review. 2019. Issue 1 (23). P. 144-150

An important task of the higher professional education system is the formation of students thinking focused on the future professional activities. For the last ten years in the pedagogical discourse computational thinking began to be regarded as a special organization of cognitive processes that allows to analyze and resolve problems with an orientation to formulate them in such a way that solutions can be represented as a sequence of steps or algorithms that will be implemented with the help of computers. Computational thinking pretends to the status of a new cognitive skill of the information society of the 21st century. For the university ITstudents a well-developed computational thinking is the key to a future successful career. The potential possibilities and organization of the practice of solving physics learning tasks are considered in the context of formation computational thinking of the university IT-students. The analysis is carried out for organization the process of solving physics learning tasks, focused on the development of such components of computational thinking as abstraction, decomposition, algorithmization and generalization. Abstraction is an important component of physics and is associated with the process of solving problems. Students deal with idealized conceptual models of real objects and processes in solving problems. In solving physical problems, decomposition is associated with a speculative breakdown of the material systems under consideration into components, and the analyzed processes into stages. Generalization is used in the transition from individual learning tasks of various contents to their identification. It is an important stage for understanding the general meaning in different initial content. Algorithmization is present in solving physical problems as a sequence of actions. The same algorithm can be used by students for a selected class of learning tasks.

Keywords: IT students, computational thinking, solving physical problems

Voytekhovskaya M.P., Martiros’yan O.V. THE MOVEMENT FOR NEW SCHOOL IN RUSSIA IN THE LATE XIX – EARLY XX CENTURIES // Pedagogical Review. 2019. Issue 2 (24). P. 162-167

The turn of the XIX-XX century, as history shows, was the time to search for new forms, methods and ways of working with students. The term “author’s school”, which appeared in the scientific and pedagogical vocabulary since the late 1980s, means that a particular educational institution has some original pedagogical methods of teaching and education, a special program for the development of the school, a pedagogical concept developed by an individual teacher or a team of authors. During the reviewed period, the features of the new “author’s” school were inherent in some private educational institutions, both in the capital and abroad. The article considers the types of such educational institutions, the characteristic features of “new” type schools. The emergence of non-state schools of the new type was not limited to the metropolitan region. Private (non-state) educational institutions working all over Russia at the beginning of the 20th century can also be classified as “author’s”. The diversity of copyright schools of the late XIX - early XX century was due to the socio-economic development of the Russian Empire, the change of public priorities, the mood of liberal and democratic forces that support the emergence of new schools. The movement for “new” schools became the starting point of those changes in the public understanding of the importance of education, which served as an impetus to the humanization of Russian domestic pedagogy.

Keywords: New schools, national pedagogy, West Siberian educational district

Korytova G.S. THE SCIENTIFIC CONTRIBUTION OF MOSES M. RUBINSTEIN IN THE FORMATION OF PSYCHOPEDAGOGICAL EDUCATION IN EASTERN SIBERIA // Pedagogical Review. 2016. Issue 1 (11). P. 132-140

This article analyzes the scientific contribution of famous domestic scientist, teacher and organizer of psychological science, the first Rector of the Irkutsk State University Moses Matveyevich Rubinstein (1878–1953). Organizational, economic and academic activities M. M. Rubinstein at the post of Rector and head of the Department of philosophy and psychology of the Irkutsk State University was held in extremely difficult conditions of the Civil war. Giving a lot of time and effort, organization of educational process at the University, M. M. Rubinstein never left his studies science, psychology and pedagogy. It is shown that a century later incorporated M. M. Rubinstein academic tradition worthy of continuing faculty profile departments and faculties of psychology Siberian universities. Today in the region has developed organizational macrostructure psychological centers, academic units, services and organizations, allowing a successful educational, practical and research work in the field of psychological science.

Keywords: history of psychology, pedology, Moses M. Rubinstein, psycho-pedagogical education, educational psychology, Eastern Siberia, Irkutsk State University

Martiros’yan O.V. REFORM IDEA OF “FREE EDUCATION” IN THE PEDAGOGY OF WESTERN EUROPE AT THE END OF THE XIX – EARLY XX CENTURIES // Pedagogical Review. 2018. Issue 2 (20). P. 146-151

In the modern world, in connection with socio-economic changes, there is a completely logical transformation of public perceptions about the role and importance of education in the development of an individual and the entire state. The society is aimed at the formation of an active, internally free, creative person who will be able to exist and develop in conditions of personal freedom, being strictly oriented to universal values and harmony with the surrounding world. These changes determine the relevance of research in the field of the ideology of free education in Russian and foreign practice. The choice of the period is due to the fact that the turn of the XIX–XX centuries became a turning point in the development of the humanistic paradigm in education. There were such concepts as “pedocentric revolution” and “pedagogy of nonviolence”. M. Montessori, R. Steiner, A. Neill influenced pedagogical thought not only in Europe, but also in the USA, Scandinavia, South Africa. Their work was well known, and their schools themselves were international in character. This period was characterized by an active search for new forms and methods of teaching and upbringing. What, in the end, led to the emergence of experimental schools, later called “new”. At the beginning of the 20th century, a more meaningful development of the theoretical foundations of free education began. All schools of the experimental type, were deeply personal, subjective, tuned to the learner with his educational requests. They were not identical, but they formed the outline of free education.

Keywords: theory of free education, Western Europe, “new schools”

Milko L.V. S. A. RACHINSKIY’S SOCIAL AND PEDAGOGICAL ACTIVITY IN SMOLENSK REGION // Pedagogical Review. 2014. Issue 1 (3). P. 60-64

The article is devoted to the educational work of the Smolensk teacher, the founder of the school for the country children in the village of Tatevo in Smolensk Province, the author of the collection of articles “Country School”, S. A. Rachinskiy (1833–1902). The attention is paid to the questions of the organization of the educational work in the school of Tatevo and the problems of creating a temperance society in Tatevo Place.

Keywords: the pedagogical environment of the school, the school of Tatevo, religious and moral education

Chalaya E.V. THE PLACE OF THE CONCEPT OF «VALUE ATTITUDE» IN THE SYSTEM OF AXIOLOGICAL CATEGORIES // Pedagogical Review. 2016. Issue 2 (12). P. 141-146

This article analyzes the relationship between concept “value attitude” and other main categories of the pedagogical axiology such as, “value orientation”, “prescription”, “professional focus”. The closest concepts are “value attitude” and “value orientation”, but they must be differentiated. It is shown that the value attitude is the basis and the product of the value orientation process. Based on the theory of value orientation of personality, worked out by A. V. Kir’yakova, were identified such mechanisms of formation of the value attitude as search, evaluation, selection and projection of values. Author touches on the point of the inclusion of the category of “value attitude” in the value structure of the individual.

Keywords: pedagogical axiology, value attitude, value orientation, prescription, professional focus