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| 601 | Modern education poses the challenge for the pedagogical community to find the best ways to develop, educate, and socialize children with disabilities. Timely started and properly organized work with a child with limited health abilities helps prevent or mitigate secondary in nature violations. A significant part of such children, despite the efforts made by society to educate them, becoming adults, is unprepared for integration in society. In the framework of the implementation of inclusive education, it is especially important to create conditions for the elimination of various barriers in order to maximize the support of each student and maximize their potential. Since speech development is one of the central tasks of the entire education system, it remains an important link in the overall development of the child’s personality. The main feature of the development of speech in children of primary school age is its conscious assimilation. Children master sound analysis, learn grammar rules for constructing sentences. Younger school age is closely related to preschool. Despite the emergence of a new leading type of activity – educational, primary schoolchildren assimilate the material more efficiently provided that game forms and methods are used. According to the theory of L. S. Vygotsky in a game, all internal processes manifest themselves in external action, since the child relies on real actions whose meaning is divorced from things. The game requires the child to overcome immediate, momentary desires, to obey the rules consisting in fulfilling the role, it creates a zone of proximal development, changes the consciousness of the child as a whole. Developing speech, the child forms the ability to combine, act purposefully, expresses his ideas in words. Also, according to the concept of L.S. Vygotsky, the development of speech directly affects the development of children’s imagination. Children with a delay in speech development, as a rule, experience difficulties in the development of imagination. Keywords: speech development, inclusive education, primary school students, roleplaying game | 1062 | |||||
| 602 | Nowadays the use of authentic videos at the lessons of foreign lessons in secondary schools is an urgent topic for research and study. The use of video at the lessons contributes to the formation of skills and the development of skills of one of the most important types of speech activity – speaking. Comparing the facts, cultural characteristics, and the behaviour of people in society, we form a positive attitude to the culture of the country of the language being studied, using modern techniques and techniques for working with video materials. The article describes the criteria for selecting authentic videos and the main stages of working with video materials that can be used at the lessons of foreign language in secondary schools. The article presents the results of a study on the influence of various authentic videos on the process of improving the skills of monologue speech. The article demonstrates the tendency of the effective use of authentic videos in the process of improving the students’ speaking skills and the positive dynamics of the students’ attitude to the learning process as a whole. The necessity to develop speaking skills through the use of authentic videos in the educational process is also shown, noting that this process will be given special attention in the following scientific papers. The results of the study allow us to outline a strategy for further work with video materials. Keywords: mastering speaking skills, authentic video materials, monologue speech, foreign language, secondary school | 1062 | |||||
| 603 | The article is devoted to the problem of the future teacher inclusion in interaction with the family in the process of teaching practice. The transition to tiered education in universities, the importance of meeting the new requirements of the State and society offer new challenges for pedagogical practice, increase its value in mastering pedagogical competences, the basics of teaching and educational work. Pedagogical practice as one of the forms of vocational training in the university relies on theoretical professional knowledge and provides grounds for practical cognition of patterns and principles of education and upbringing. In the educational process the course work and cognitive activity of future teachers is closely related to the academic disciplines of theoretical training. During teaching practice, theoretical knowledge is therefore used in solving practical problems. Teaching practice, serving as an activity, is interpreted as the interdependence of internal and external substantive activity, the coordination of goals, objectives, motivations, conditions for their achievement. Internal actions imply planning, foreseeing the outcome, understanding the purpose, principles and mode of action and implementation criteria. External actions imply organization of real practical activity and interaction with objects and phenomena of the surrounding reality. This situation is characteristic of the future teacher’s activities during the teaching practice, which contributes to the development of general pedagogical knowledge and skills. The content of teaching practice is aimed at students’ development of cognitive, activity and emotional-personal components (criteria) of vocational training for interaction with the family. In the course of the experimental work the level of students’ preparedness for interaction was assessed. The results showed positive dynamics of changes in the components of students’ preparedness for interaction. Keywords: teaching practice, vocational training, activity, future teacher, interaction with family | 1061 | |||||
| 604 | Introduction. In the context of a continuously increasing flow of educational information, there is a contradiction between its large volume and limited time to study. Accordingly, the question arises about the structuring of educational information for laboratory work on inorganic chemistry based on the characteristics of its perception by students. Material and methods. The study was conducted on the basis of determining the effectiveness of the developed instructions for laboratory work in chemistry. It included the results of students’ questioning, determining the difficulty of their perception of instructions in textual and structured forms, estimating the time spent on preparation, execution of work and drawing up a report for them in the experimental and control groups. The groups had the same working conditions and level of training, but their difference was the use of different teaching materials. The results of the input and output control of students’ knowledge in order to identify the quality of the assimilation of chemical information in laboratory classes are given. Results and discussion. The features of the developed instructions for laboratory studies at the university are described, including: presenting them in a table containing individual blocks, algorithmizing the description of actions performed during the experiment, highlighting questions and tasks for experiments. The construction of proposals in the algorithm of the course of the chemical experiment is proposed. An example of the description of the content of experience to the laboratory work is given. The results of the pedagogical experiment are presented, which includes an analysis of the assessment of the difficulty of perceiving instructions of various forms, the cost of study time for preparing and conducting chemical ex periments at work, and testing students in the control and experimental groups. A survey of teachers of chemistry and biology was conducted, the results of which testify to the universality of the presented materials and the possibility of their use in school practice of teaching natural science subjects. Conclusion. The use of structured instructive and methodological materials in conducting laboratory studies in inorganic chemistry helps save study time for preparing and carrying out experiments, on the basis of which the methods of carrying out laboratory work are improved, which allows learners to assimilate chemical information more consciously and qualitatively. Keywords: chemistry laboratories, structured teaching materials, ergonomics in teaching, difficulty of perception of the text, teaching aid, input and output controls | 1061 | |||||
| 605 | The conditions for reforming the system of training of highly qualified personnel are characterized by the growing need to process large amounts of information in professional activities. Against this background, the graduate of the training program of the highest qualification should be ready to independently identify problem areas for the purpose of individual or collective research and obtain new knowledge aimed at solving the tasks. It follows that the content of the training program should include the forms and types of future professional activity of the graduate. The undertaken research is aimed at identifying the means of information and communication technologies that can be centrally applied to ensure the educational process, in order to create the basic conditions that will allow to identify the right direction of the individual educational trajectory of the student during the development of the training program of the highest qualification. This article describes the identification of a specific sphere of centralized application of information and communication technologies in the design of information educational environment in the training of highly qualified personnel on the basis of theoretical and empirical analysis of educational process of training of teaching staff in graduate school. Keywords: information educational environment in the training of highly qualified personnel, design parameters, educational process in graduate school | 1061 | |||||
| 606 | The article analyzes the experience of the organization of research work at the Faculty of Culture and Arts of Tomsk State Pedagogical University in the direction of training masters of 44.01.03 Pedagogical education, orientation (profile) Music. The role and place of the research work of students in the formation of professional competencies, in increasing the motivation to learn, expanding the research qualities of the future teacher is substantiated. The main directions and tasks of research work in the system of pedagogical training of students-musicians are indicated. The essence, content and forms of organization of research work of students in higher education institutions are considered, aimed at creating a system of theoretical knowledge and practical skills that allow to form attitudes towards science as a priority tool for diagnosis, design, forecasting and improvement of pedagogical practice in music education. Despite the presence of significant scientific developments, methodological recommendations, the effectiveness and efficiency of students’ research work still leaves much to be desired: the majority of future teachers have an incomplete or distorted understanding of this aspect of vocational training, in addition, they have no practically or present fragmentary relevant methodological knowledge and skills. The overwhelming number of students and a significant part of teachers are not aware of the social and personal significance of research activities, their place in vocational training, the general cultural development of a personality, its self-realization and effectiveness. There is still a certain inconsistency in the methods of managing the research work of students. Practice shows that the organization of research work of students contributes to improving the quality of training, the growth of scientific and pedagogical qualifications of teachers and scientific and pedagogical workers, the direct use of significant scientific potential to accelerate scientific and social development and achieve relevant results. Keywords: research work, magistracy, music teacher, educational process | 1059 | |||||
| 607 | The question of professional tasks of a preschool education teacher is discussed. Pedagogical activity is a process of solving professional tasks of various types. The article describes the psychological task, as one of the types of professional tasks in educational activities. The specificity of the psychological task in a teacher’s practice is its uncertainty. The uncertainty of the task is related to an individual’s perception of a situation, his personal attitude towards that situation, the individual experience of solving such problematic situations and the presence of personal meanings regarding what is happening in the context of the general level of psychological maturity of a person. This implies the variability of solutions. The choice of pedagogical actions is connected to a number of conditions: the perception of the situation, attitude towards the situation, the emotions it causes, the experience of solving problematic situations and the preferred behavioral models and the desired outcome. The article describes the informative characteristics of the three solutions of the psychological problem. The following situation is psychologically competent: a wholesome perception of the situation, the attitude towards the situation as a meaningful one for others (a personally and socially significant situation), feelings are associated with internal experiences shared with feelings of others; decisions are aimed for benefitting all of the participants of the situation, the result is defined as useful and significant for other people, for society, along with their own achievements. The article provides an example of solving a psychological problem by a teacher in the form of a case in accordance with the third option. Appeal to the groups of universal and general professional competencies, indicated in modern FGOS VO, showed that each of the designated competencies contains not only psychological terminology, but also contains ideas of a variable approach towards their development. One of the options for the development of professional competencies, in our opinion, is the use of a task approach that includes a combination of different types of tasks. In the typification of professional tasks noted in the FGOS VO 3 ++, the psychological task is included in broad nominations of such types as accompaniment, cultural and educational, organizational and managerial, methodical. Keywords: tasks of a teacher’s professional activity, a psychological task, an open type problem, a teacher’s psychological competence, system approach, subject approach, humanitarian paradigm of education | 1059 | |||||
| 608 | The article presents the methodological justification and experience of the program of development of personal identity of teachers at different stages of professional development. As part of the program, the content of the process of development of personal identity of teachers at each stage of professional development was built on a new way of interaction for these groups of teachers – supervision. In the process of psychological and methodological support, it is important to motivate teachers to self-knowledge through self-identification, encouraging to identify personal characteristics and needs arising in the context of professional activity; to give them the opportunity to realize themselves as a person, to understand their place and role in this world in general and in the profession in particular; to provide a choice that would help them become an active subject, the creator of their own destiny, their life, their way in professional activity. At the same time, in the framework of supervision, personal development and professional growth are considered as the ascending vector of self-change of the teacher’s personality (and personal identity in particular) on the basis of awareness of their needs and desires, the most complete disclosure of abilities and potential opportunities in professional activities, accompanied by quantitative and qualitative, meaningful and structural changes. Keywords: teacher’s personal identity, stages of professional development, supervision, psychological support, methodological support | 1058 | |||||
| 609 | The article is devoted to the process of developing a model of a pre-university in a technical university, which meets the modern requirements of a modern technical university, and provides the possibility of replication in various educational institutions of higher education of a technical profile, without reference to certain characteristics and creates the conditions for the implementation of the university’s specifics in the educational process. The article is devoted to the process of developing a pre-university model in the educational process of a modern educational institution of higher education of a technical profile, in which the pre-university is a mechanism for searching, selecting, supporting, vocational guidance and pre-university preparation of applicants for entrance examinations and training at a technical university, creates conditions for immersing students in educational and cultural environment of the university, which allows to determine to choose a profession and a university in advance, and, if necessary, to change the profile of training. The developed model takes into account the experience of various analogues of pre-university students implementing educational activities in various universities in Russia. The scientific novelty of the study is to work out all the elements of the pre-university model being created, which can be created on the basis of any technical university regardless of its starting conditions and limitations, and also provide opportunities for taking into account the specifics of the university, including: a) the creation of a system of pre-university training at the university, taking into account priority tasks in the field of recruitment and the possibility of creating conditions for ensuring the selection of various educational paths; b) the organization of coordination of career guidance at the university. The theoretical significance of the work is associated with the identification and description of the key elements of the pre-university activity regardless of the specifics of individual universities and models. Keywords: pre-university, vocational guidance, pre-university preparation, university enrollment process, work with applicants, pre-university model | 1058 | |||||
| 610 | In recent decades, the Russian family has undergone profound changes in relations between generations of parents and children. There is a practice-justified view that Russian children were never as different from parents by their mentality as in today’s reality. The retrospective analysis carried out in the article of the family’s performance of its educational function with regard to children differentiated by sex shows the importance and place of each parent in the formation of the child’s personality. The conducted survey of schoolchildren in five regions of Russia (2019) and comparison of its results with the data of a similar survey of ten years ago (2009) make it possible to draw conclusions about trends in family education, as well as about which parents most successfully perform their educational role in the modern Russian family. In retrospect of the last ten years, alarming conclusions are being formulated about the reduction of parents’ authority as advisers. In the dynamics of these years there is a decrease in the attitude of children to be similar to their parents. Attention is drawn to the fact that most children do not view the family environment as comfortable for cohabitation with parents, which indicates the factors of disadvantage of these families. The desire of children to assert their financial independence by independently earning money for pocket expenses has been revealed. There is an increase in the number of children evading the answer about the sources of money, which may indicate improper practices in obtaining it. The given data of the comparative study make it possible to conclude that there has been an increase in certain deformation of parental roles in the family over the past ten years. The task of the family today is to contribute to the formation of life guidelines of children, offering them reliable starting conditions for achieving success. The scientific novelty of the study consists in the analysis of the influence of educational actions (omissions) of each parent on the formation of immunity in children from possible external negative influences taking into account modern social risks in society. Keywords: father, mother, family, children, parenting, trends in family education | 1057 | |||||
| 611 | The article presents the scientific background for the development of the new quality monitoring system in the Russian Federation, as well as goals, objectives and main provisions of the Conceptual framework for early childhood education quality monitoring in the Russian Federation. The article presents a system of level assessment of the quality of preschool education, which is embedded in the monitoring concept. The article presents a model of comprehensive assessment of the quality of education in preschool institutions, a model of multilevel collection of information from the MKDO using the unified information platform of the monitoring. It describes the aspects and indicators for assessment and evaluation of the quality of early childhood education in early childhood classrooms and in early childhood settings in general. The authors of the concept proposes 9 areas of quality to organize information monitoring: educational guidelines; educational program; teacher qualifications; content of educational activities; educational process organization; educational environment; creation of conditions for preschool education of children with special needs and disabilities; interaction with parents; provision of meals to students and preschool institution employees; child protection and health improvement, management and development of the organization. It formulates possible directions of implementation of the results of monitoring procedures at all levels of early childhood education system in the Russian Federation. Keywords: early childhood education, quality assessment and evaluation, monitoring, quality indicators, MKDO (Early Childhood Education Quality Monitoring), early childhood education system of the Russian Federation | 1057 | |||||
| 612 | The dynamic and multitasking character of the educational process in a tertiary institution implies the development and refinement of a knowledge quality evaluation system, which is based primarily on the school-leaving, entrance, or midterm examinations, as well as other assessment procedures being in practice in various educational institutions. In particular, the class of such procedures includes test checks, which, on the one hand, act as an effective tool, which expedites learning activities of foreign language students, and, on the other hand, reveals the level of their foreign-language competence. Testing results allow constructing a rating scale, which would demonstrate vividly students’ achievements in learning a foreign language. This paper presents a detailed description of the reading skill testing procedure used at the National Research University Higher School of Economics (HSE) in the international English language examinations in the CAE (C1), TOEFL, and IELTS formats, comparative analysis of the results demonstrated by students, and general and special recommendations, which are based on the choice of this or that reading strategy for successful passing of an international exam. The authors believe that monitoring of reading skills in the testing format proves to be rather successful from the viewpoint of evaluation of linguistic competence, since a test contributes to maximum intensification of a student’s intellectual activity and is a perfect tool for verification of other linguistic skills, which is demonstrated by the results shown by the students who pass the international exams. The paper includes generalized data about test duration, volume, structure, and contents of the tests, analysis of the structure and types of the tests in the above-mentioned examination formats, and a description of the tasks to be fulfilled by the testee in the testing process, which are correlated with the three modes (regimes) of reading and the specific features of information processing that are typical of each of such reading modes. The authors give special attention to reading for specific information and scanning, reading for gist or skimming, and reading for detail, since the skills in reading for specific information and scanning and in reading for gist or skimming should be formed by students with allowance for the foreign language teaching practice accepted at HSE, and the skills of reading for detail should be upgraded. A significant factor in the testing process is the time spent by students on the quality test performance. The novelty of the approach lies in the maturity level of reading skills of first- and secondyear students, found in the process of an examination based on the international testing methods. Such a way of assessment and monitoring is a significant step forward in the development of the methods used to monitor students’ academic progress and retention of educational materials. Keywords: testing, international exams, reading strategies, types of reading, assessment | 1056 | |||||
| 613 | This article is devoted to the development of students’ interest in the technical profile of education and the identification of engineering thinking, implementation of educational robotics in the framework of the Federal State Educational Standard of the new generation. The possibilities of integrating subjects within the framework of the educational robotics course are presented. The main directions of educational robotics, as well as the possibilities of educational robotics and its impact on other subjects such as technology, science, mathematics and physics are considered. The author’s teaching methods based on LEGO educational constructors are studied. The most popular learning methods at the moment are the method of Filippov Sergei, the method of Polyakov Konstantin Yurevich and increasingly popular method is the League of Robots, Author Paul Basker. On the basis of age psychological features, and also Federal State Educational Standard of new generation, criteria for the analysis of the chosen techniques have been compiled, the analysis of techniques is carried out. The result is presented in the table. An example of testing a training robotics course at the Children’s Center for Educational Robotics of Tomsk State Pedagogical University, as a result of which a practical orientation and a meta-subject teaching technique for educational robotics have been proved. Keywords: Educational robotics, meta-subject learning technique, teaching method | 1056 | |||||
| 614 | The article considers the process of students’ critical thinking development through the English language resources. The authors highlight the importance of English in the developing of students’ universal competencies and their adaption to the current professional requirements. The article outlines the essential critical thinking skills that allow students to comprehend the received material, break down the material into its constituent parts, to distinguish relevant information from extraneous material, to synthesize, to infer and evaluate it. The educational foreign-language text is used as a means of students’ critical thinking development. The authors emphasize the text’s multifunction nature and its contribution into enhancement of students’ thinking activity. Despite the teachers’ keen interest in the process of critical thinking developing some authors prove the lack of methods and techniques promoting its growth. The article gives an overview of Bloom’s taxonomy and outlines its application in the educational process. The taxonomy is widely used to set educational objectives, to formulate motivating exercises and monitor headway in knowledge and skills developing. The study shows that not all textbooks and tasks are intended to enhance critical thinking skills. So, the authors analyzed their English textbook and changed their approach to work with the texts. The article describes the experience proving that new challenging tasks help students comprehend the received information, distinguish relevant facts, summarize and learn to evaluate. Keywords: foreign language, universal competencies, critical thinking, educational foreign-language text, Bloom’s taxonomy | 1056 | |||||
| 615 | The problem of socialization of students with autism spectrum disorders is addressed. One of the main problems of interaction with adults and peers is violation of communication owing to the distorted perception of reality. The analysis of strong and weak points of use of speech components of children of the specified category is carried out and one of the modern approaches to enhancing communication processes – the use of alternative communication is presented. The inclusion of scripted (scripted, automated) phrases in the learning process, social interaction, and game allows children with autistic range disorders to form the communication skills that are necessary for their inclusion in a society. The article presents examples of social scenarios that mimic children in the classroom. The significance of the diagnosis of speech typologies in ASD is determined, which is due to the determination of the educational path of social communication in children with ASD. The analysis of the behavior and interaction of autists with adults was also carried out according to the following criteria: a large volume of nouns, imitation of nouns, a small number of imitations, wider use of narrative sentences, the presence of correlations of the subject’s concept of a word. In this regard, among children with ASD, both reference and expressive children can be distinguished. Keywords: children with autism spectrum disorders, communication, referential and expressive speech type, social and echolalistic scripting | 1055 | |||||
| 616 | The professional difficulties of teachers and the educational difficulties of primary schoolchildren, updated by the regime of total distance learning caused by the spread of COVID-19, are highlighted. The author concludes that regulatory and cognitive UUD are insufficiently formed in children, which entailed the educational helplessness of the child. The reason for this is the lack of focus on educators on the formation of the ability to learn and the relationship between subject and universal educational activities. The author discusses why distance learning cannot be the basic form in elementary school: the harmful effects on children’s health, the destruction of general cultural skills, technological risks, the destruction of living contacts with adults and other children. The author shows how the didactic scheme of the lesson and the professional functions of the teacher have changed: from intermediary to organizational and methodological. The main features of the online lesson and the typical mistakes of teachers during its conduct are highlighted. It is shown how it is possible to attract parents to the implementation of different models of interaction with the child in home schooling. The author predicts how the traditional lesson will change due to the teachers getting the experience of intensive distance learning in elementary school, which didactic and methodological aspects will become relevant. Keywords: distance learning, universal educational activities, lesson, elementary school (student), interaction | 1055 | |||||
| 617 | One of the urgent problems of the development of additional education of children in Russia is to increase its accessibility and quality. Modern measures of state policy in the field of education are aimed at updating the content and technologies of additional education of children in accordance with the needs of the individual and public order, ensuring its accessibility for children with different educational needs and opportunities in the context of increasing the efficiency of the resources used. The article discusses the basic principles of the development of the system of additional education of children in Russia at the present stage. Based on the analysis of modern regulatory and program-targeted documents, a characteristic of the main directions of modernization of regional systems of further education is presented. The leading theoretical ideas of building a system of personified continuing education are described: individualization, personalization and personification. The analysis of modern state requirements for the regional system of additional education of children is carried out, the leading mechanisms of the formation of the regional system of additional education are highlighted. The author analyzes the content of personified funding for the implementation of additional general education programs in accordance with the requirements of accessibility, quality and effectiveness. The meaning of the idea of personalization in continuing education is disclosed applicable to the system of accessibility and quality management of educational programs. Based on the program approach, a model of a regional system of additional education for children is proposed that meets modern requirements. Keywords: model, regional educational system, personified additional education of children | 1054 | |||||
| 618 | The article addresses the relevance of language training in the system of engineering education due to the change of modern educational paradigm towards the necessity of training a competitive specialist with a high degree of readiness to interact in the international professional environment. The analysis of the peculiarities and problems of language training in a technical university is the subject of a great number of scientific papers; however, this issue remains topical due to the permanent modernization of higher education and the improvement of training models and technologies. The aim of the article is to conduct scientific and methodological analysis of the processes of organization and management of language training, which had a unique format of experimental training at Tomsk Polytechnic University. The beginning of the “language boom” reforms can be considered as 1998, when the Comprehensive Program for Intensification of Foreign Language Training of Engineering Students was launched. By now this program can be the subject to analysis, as it has a 20- year history of evolution and by now there is no comprehensive description of the dynamics of language development in the scientific literature. The scientific and methodological analysis, including authors’ own pedagogical observations, is aimed at describing the five stages of language training development, identifying the causes that were the catalysts of change, evaluating measures to eliminate problems and contradictions, and measures that contribute to a more comfortable and effective environment for further development and formation. The authors describe and characterize in more detail the processes that are relatively innovative for the university system of language training. Adaptive language training instructional practices for undergraduates and elective courses of individual student choice have been considered as such processes. The authors conclude with their arguments regarding potential measures that could bring the situation to the level of qualitative changes and improvement of language training in other technical higher education institutions. Keywords: language training in a technical university, language competence, adaptation training, elective course, ESP, CLIL, interdisciplinary pedagogical tandems | 1054 | |||||
| 619 | In the article the aspects of teaching foreign languages to students with the application of distance technologies are considered. The advantages of distance learning are studied, the learning technology and the influence on mastering material are described. The authors justify the thesis that distance learning technologies must be applied together with traditional technologies according to university upgrading, integration and educational tendencies. The article gives the structure of distance learning course for studying foreign languages to students at Surgut State University. The university provides teachers and students with access to Wi-Fi, computer rooms and online libraries. In order to ensure successful learning as well as support for students, teachers of the Foreign Languages Department use digital curriculums, online repositories for teaching materials, tools and a management system for content development and course management. The present article provides an up-to-date evidencebased information of how distance learning has been developed at Surgut State university. In fact, distance learning is built on the organization of individual interaction, which increases the efficiency of teaching and organizing topics. It also describes the monitoring system at the university. As an example, the system is built on the basis of operational student and lecturers feedback, access to the automatic control through testing systems. Keywords: distance learning technologies, teaching of foreign languages to students, the Internet, Information Technology, the structure of distance learning course, innovations in education, language material, methods of teaching | 1053 | |||||
| 620 | The article examines the evolution of design leadership: from industrial to graphic and media design, which is accompanied by an expansion of the design impact zone, from the solution of functional and aesthetic tasks in industrial design to the influence of design on the formation of the worldview today. The globalization of design possibilities increases the requirements for the designer’s professionalism. One of the significant components of the professionalism of the artist, designer is the color competence. Currently, color is an object of study in many disciplines that consider the patterns of color perception, color perception, color rendering, the formation of the ability to perceive and convey the color richness of the surrounding reality. However, the problem of the emotionally expressive function of color, the relationship of color and emotion, and the justification of the methodology for the formation of the colorist competence of future artists and designers remain less studied. The article presents the results of a formative experiment aimed at developing skills to use color as a means of creating an artistic image. As a result of the development of the pilot program, students demonstrate the ability to achieve consistency in the emotional content of the intention and expressive means of color composition. Keywords: design; coloristic competence; communicative, aesthetic, symbolic, emotional and expressive functions of color; artistic image | 1052 | |||||
| 621 | The studies of domestic authors that are available in modern scientific literature are presented, which provide an opportunity to summarize at a theoretical and methodological level the conceptual provisions related to the construction of psychological support. It is emphasized that psychological support is realized in order to ensure the psychological development of a personality in modern society, prevent the development of negative tendencies, and overcome the difficulties of personal growth. It is argued that the introduction of personality-oriented innovation technologies into the educational space is complicated by the rigid attachment of teachers to the historically established forms of organization of the educational process, the inability of educational systems to design and control the formation of the learner’s creatively oriented and self-developing personality. The genesis and phenomenology of psychological support of the subjects of the educational space is analyzed. Target reference points of the project activity of the psychologist for its direct implementation are highlighted. The models of the scientific and methodological management of the educational process, first aid, escort and personality development have been identified and characterized. The essential characteristics and mechanisms of psychological support are described as a basic trend that assists the personal and professional development of students. Keywords: personal developmental education, psychological support, professional development, self-development, existential problems | 1048 | |||||
| 622 | The experience of introducing the results of scientific research of students to organize extracurricular educational and research activities of students in biology is described. It is shown that this is one of the main factors contributing to the study of students in schools. This is due to both age-related characteristics and the material and technical organization. An example of the implementation by students of the 5th grade of elementary basic research skills in botany when studying the topic “Germination of seeds and seedling growth” using the results of scientific studies of students is given. A workbook has been developed in which a student can record the results of his research, repeat and consolidate theoretical material. A workbook is an integral part of the developed extracurricular activities, can be used by a biology teacher to timely control the level of assimilation of the material and independent activity of all students. Analysis of the results of the pedagogical experiment showed that the level of knowledge of students in the experimental group was higher than in the control group by 28%, while the students of the experimental group received elementary research skills. The introduction of the results of their own scientific research for the organization of extracurricular educational and research activities of schoolchildren in biology allows students at the graduation to be ready theoretically and practically both in subject areas and in the teaching field. This contributes to the development of students’ skills of independent research and its use in their future pedagogical activities. Keywords: teaching and research activities, extracurricular activities, federal state educational standard, workbook, elementary research skills | 1047 | |||||
| 623 | The facts testifying to the problems of modern education are given. One of the significant problems that many educators and teachers ascertain is a general decrease in motivation for education and, especially, in the study of school physics, which leads to shortcomings in the overall development of students. The drop in interest in physics among schoolchildren also affects the insufficient choice by graduates of schools of technical specialties in universities and the difficulties in studying subjects in universities, as noted by university teachers. The way out of this situation is to increase the motivation for the physics of schoolchildren from the very beginning of its study. As the study of questions of motivation to study the subject shows, it can appear only in activities that interest students, in most cases it is practical activity. Since the active inclusion of students in practical activities is currently hampered by a lack of time in the lessons, it is proposed to use students to perform home experiments to develop motivation for the subject – physics. The introduction of home experiments in grades 7-8 is based on the characteristics of adolescence, when students aspire to active independent or joint educational activities and this activity should be interesting and contribute to their success. Ways to increase motivation to study the subject based on home experiences are presented. Recommendations for teachers are formulated that contribute to effective results in terms of increasing motivation for the subject and obtaining additional and in-depth knowledge of students. Keywords: difficulties of modern education, motivation and cognitive interest in learning, the role of practice in teaching physics, home experiences as a means of developing motivation | 1047 | |||||
| 624 | Conditions of formation of psychological and pedagogical conditions of adaptation of children to school already at a stage of preschool education are considered. There is a great influence of the degree of development of psychological factors in preschool children on the success of their adaptation to school. Particular attention is paid to the problem of adaptation of children to school, taking into account the development of their sound, lexical and grammatical structure of speech, phonemic abilities. Factors influencing successful adaptation of first-graders are generalized. The addition of one more factor to this group is substantiated: competent and expressive speech of the child, correct pronunciation of letters and syllables, developed phonemic abilities. The analysis of the ratio of phonemic abilities and subsequent adaptation of children to school was carried out. At the theoretical level, the features of manifestation of phonemic abilities in the learning process in the first grade and their impact on the success of adaptation to school. The main approaches to the formation of phonemic abilities in preschool children are considered. There are specific conditions for the organization of classes in kindergarten for the development of phonemic abilities, taking into account the age characteristics of children and special requirements for the organization of work with children at this stage of development according to the Federal State Educational Standard for Pre- School Education. It is concluded that the timely development of phonemic abilities will contribute to the correct pronunciation, understanding of speech, its perception, and then successful learning in school, which will lead to a more favorable and positive adaptation of firstgraders. Keywords: phonemic abilities, speech, adaptation, preschoolers, maladaptation, grammatical structure, sound reproduction | 1046 | |||||
| 625 | We described the issues of different age education in a rural school and presented the main components of information literacy of school students (obtaining information; evaluating information; using information). The concept of “information” is disclosed. We studied the relationship of information literacy with such types as network literacy (the ability to analyze, collect and use information coming from social networks); digital literacy (the ability to understand and use information provided by a variety of formats and sources using a computer); internet literacy; computer literacy (knowledge, skills and abilities necessary for understanding information and communication technologies, including hardware, software, systems, networks (local networks and the Internet)); media literacy (knowledge, skills and abilities necessary for understanding all means of (mass) communication and formats in which the creation, storage, transmission and presentation of data, information and knowledge is carried out). We gave examples and analysis of the current situation in rural schools, the reasons why it is necessary to develop and implement information and communication technologies in small schools and the practice of their application. We also described the main directions of development of teachers in rural schools (areas that require special attention when designing a development program for a particular school) and the conditions that are necessary for this. Keywords: information literacy, rural school students | 1046 | |||||
| 626 | The article considers the state of modern pre-school education in Russia and Mongolia. It is indicated that in both countries, preschool education of children is a rightful and integral part of the state system of general education, which assumes the continuity of the educational process with ensuring a harmonious transition of children from preschool to primary school education. The article focuses on the goals and objectives of the education of children of senior preschool age, formed in the normative documents of Russia and Mongolia, based on personality-oriented pedagogy. The importance of understanding the current tasks of preschool childhood in both state educational systems is noted not from the point of view of preparing five- and six-year-olds for systematic education in school, but from the point of view of forming a viable personality and intrinsic value of preschool age. A comparative analysis of the current state of pre-school education in Russia and Mongolia has shown that both systems focus on the needs and age opportunities of the child, with the right to choose institutions, programs, forms of activity, methods of education and upbringing. It is concluded that the system of pre-school education in preschool institutions in Mongolia is at the stage of development, while in Russia there is sufficient experience to spread and enrich the educational system as a whole. Keywords: preschool childhood, pre-school education, school preparation, preschool institutions of Mongolia, Russian education system | 1046 | |||||
| 627 | The relevance and heuristic value of the article lies in the fact that the materials presented in it will give reason to researchers, scientific supervisors of graduate students, organizers of science and the graduate students themselves to understand how to ensure the highest productivity of training highly qualified personnel, to increase the prestige of research activities. The problem of a modern graduate student is not that he is not able to generalize well-known materials and that he cannot offer something new in his field of knowledge, but how to check the effectiveness of what is offered as organically «fit» theory into experimental designs. Simply put, how to build a relevant experiment. It is in this that the main value of the materials presented in the article is seen, which will help the subjects of this process most reasonably approach the choice of approaches to the organization of postgraduate training, methods and techniques of experimental research, building its content and presenting the results. The subject of the work is the mechanisms (approaches, methods, means) of studying the readiness of graduate students for research activities in the context of scenario-event organization of the educational process. The novelty of the work is that it shows how one of the main components of the productivity of postgraduate training – readiness for research activities can be qualimetrically evaluated by measuring three components: the level of selfrealization; motivation and formation of relevant competencies. The practical significance of the work is seen in the application of scenario approach models to the preparation of graduate students and the incorporation of various «events» into these models, in the systematic construction of the main stages of the experimental work and the interpretation of its results for each of the measured parameters. Keywords: research activity, readiness for self-realization, motivation, the formation of research competencies, scenario-event organization of the educational process in graduate school | 1044 | |||||
| 628 | The article presents the author’s view on the training of qualified specialists for agricultural production. The economic and managerial training of qualified specialists for agricultural production is considered taking into account the World Skills Russia standard in the field of training “Agricultural mechanization” using the example of secondary vocational education. The author describes the model of training qualified specialists in the specialization «Agricultural Mechanization». The specification of the World Skills standard on the competence “Operation of agricultural machines” is given. The introduction of this specification in the educational process of OGBPOU «Tomsk Agrarian College» is described. The process of organizing training sessions is considered. The connection of teaching with life, with agricultural production is not only the use of materials about the historical path of agricultural science and practice, but the consideration of an urgent issue as the need for knowledge of the economy, organization and planning of agricultural production. The teacher’s task is to apply economic knowledge in practice, for example, in the study of agricultural machinery, that is, machines and mechanisms, to be able to determine the effectiveness of the use of machines, fertilizers, pesticides, etc. Thus, in the matter of training students, it is important that the content of classes include specific material aimed at developing students’ interest in their chosen specialty. Keywords: secondary vocational education, qualified specialists, economic management training, agriculture, standard specification, theoretical training, intersubject communications, production training | 1043 | |||||
| 629 | Currently, the modern teacher is increasingly faced with the need to process a large information amount in classes’ preparation. This is especially true of university teachers who need to convey to students a lot of new information, using modern educational technologies. They consider lesson plans writing as a routine and time consuming activity. We propose to use the “structuring” of the lesson, in the process of which the teacher determines its theme, formulates the goal, objectives, final results and distributes the material into groups in accordance with the new state educational standards. In the future, such an information fragmentation has a positive effect on the students learning. In this article, the problem of structuring a lesson is considered with the interconnected teaching of German as a second foreign language, since the planning of such a lesson is associated with the simultaneous teaching of various aspects of the language. Of the entire spectrum of modern teaching technologies, in the course of teaching a second foreign language, health-saving, gaming, technologies of modular learning, personalityoriented, and others were applied. The practical training structure in the second foreign language has been experimentally tested and confirmed. It is proved that a properly structured, phased study of material leads to its effective learning by students. Keywords: structuring, modern learning technologies, second foreign language, higher education institution, interconnected teaching | 1042 | |||||
| 630 | The article analyzes the current state of vocational education. Vocational education is considered as a social phenomenon. The characteristics of vocational education as a component of the educational system at the present stage of development are presented. It is noted that the current state of vocational education is at the level of modernization in favor of the use of innovative educational technologies. Attention is focused on the main trend of modern professional education – its digitalization. Integration of the Russian vocational education system into the world educational system is one of the priorities of the state educational policy. It is noted that the basis of modern vocational education is at the level of modernization in favor of the use of innovative educational technologies. The principles underlying modern education are highlighted: continuity, practice-orientedness, integration, continuous professional development, learning “online + offline. The situation caused by the coronavirus COVID-19 led to the fact that educational institutions were forced to switch to new formats of education (distance and online learning). The main factors that influenced this situation are the COVID-19 pandemic, the accumulated international experience, the modern needs of society and the market economy. It is noted that, despite the technological and organizational difficulties, common approaches to professional training remotely and online were developed, a database of educational content was created. Keywords: vocational education, pandemic, digitalization, distance learning, online education, proctoring | 1042 | |||||
| 631 | The modernization of society raises issues of training personnel with developed innovative potential. In this situation, the issues of studying the specifics of the innovative behavior of the individual, the development of the innovative potential of students in the context of professional education are relevant. The study of innovative potential and innovative human behavior is based on an activity-based approach in psychology. Innovative activity creates favorable conditions for the development of personality, the effective use of internal potential. In innovative behavior, a person realizes his “actual potentiality”, the ability to transcendence, and personal growth becomes an actual state. For the development of the innovative potential of the individual, it is fundamentally important to develop the worldview of the individual, tolerance to uncertainty, and the need for self-realization. The problem of initiating innovative behavior is of great interest today. For modern pedagogy and psychology, the task of forming and developing a personality focused on innovative behavior is currently becoming urgent. Although the concepts of “formation” and “development” are close, the development process is still more significant in this issue, since it involves subjectivity, human activity. Currently, a promising model in the preparation of a modern specialist is a model of professional selfdevelopment, where the emphasis is on the internal activity of a person, the need for selfrealization. A necessary condition for the development of innovative potential is the educational environment, where a person is included in the cultural ties of society. The educational environment should contribute to the formation of an innovative culture of students, create a single and holistic process of innovative training of specialists. Keywords: innovative potential, innovative behavior, personal self-development, educational environment | 1039 | |||||
| 632 | The article is devoted to the analysis of such social phenomenon as tolerance to children and adolescents with developmental disorders. It contains a fragment of research carried out by the authors during 2009–2017. Based on the analysis of the answers given by representatives of three socio-demographic groups (pupils in secondary schools, students of higher educational institutions, adults) to the author’s questionnaires their attitude to children with disabilities from four categories was studied: children with mental retardation, cerebral palsy, blind and visually impaired, deaf and hard of hearing. Adult respondents express less tolerant attitude to children with disabilities, in comparison with students and schoolchildren: 45.9 % object to teaching their children together with a child with developmental problems, 41.2 % speak out for separate education, 33.9 % object to joint extracurricular activities. 82.5 % of students and 76.6 % of adults are not ready to provide voluntary, even temporary, assistance. A comparative analysis of interaction with them in various spheres and situations is described. In general, the studied groups are characterized by differences in the answers to the questions, suggesting and not suggesting personal involvement in the situation of interaction with such a child, more pronounced in the responses of adult respondents. The differences in the level of tolerance, as in different social situations of interaction and in relation to different categories of children with disabilities were obtained. Keywords: tolerance, schoolchildren, students, adults, children with mental retardation, hard of hearing and deaf children, children with cerebral palsy, visually impaired and blind children | 1037 | |||||
| 633 | The article represents the results of the first stage of research aimed at identifying ethnically determined models of pedagogical interaction for teaching foreign languages as a part of the basic module of Bachelor’s programs at university. The need to organize multicultural interaction in a classroom makes institutions of higher education solve several acute problems. These are supporting intercultural dialogue in poly-ethnical student groups, accommodating ethno-cultural differences in the teaching process along with respect to national spirit of students, creating appropriate educational environment for intercultural communication, as well as integrating students into poly-ethnical environment of university. The experience of Kemerovo State University (KemSU) teachers and lecturers in training international students is under consideration. The study has been carried out with the use of pedagogical observation, comparative analysis, literature review, survey, questioning, and interviewing. The analysis of interaction between students and teachers in poly-ethnical university environment provides the basis to describe 1) interpersonal relationship and interaction within poly-ethnical student groups, 2) international students’ communication with university teachers and lecturers, 3) involvement of international students in university social life. KemSU takes a variety of measures to involve international students in the social life of the university as well as the city and the region. The research has shown that there is no need in much effort aimed at correction of students’ interaction in poly-ethnical student groups. However, it is necessary for the university staff to take regular measures directed at developing and maintaining interethnic tolerance. At the same time the research has revealed the difficulties in the interaction of international students and teachers in the process of classroom work. Therefore, it is essential to develop and implement the models of pedagogical interaction to improve the process of teaching and learning in poly-ethnical university environment. Keywords: higher education, interethnic tolerance, international students, poly-ethnical university environment, pedagogical interaction | 1037 | |||||
| 634 | The article focuses on the effectiveness of traditional assessment tools applied in higher education for teaching generation Z, considering the fact that the new generation of students has its own characteristics, including increased anxiety and lack of long-term forecasting skills. These features, combined with the intuitive use of the Internet, reduce the effectiveness of traditional written tests, giving way to more interactive methods. The authors suggest a number of modern tools suitable for the formative and summative assessment in both classroom and remote learning, highly demanded during the pandemic: Quizlet multimedia cards, Learningapps small interactive modules, the Edpuzzle platform for video files, online testing services of Kahoot! and Class Marker, as well as Mentimeter interactive presentations service. The indisputable advantage of the listed applications is their intuitiveness, and therefore they do not require long training for using them, and they also can reduce the time spent on the preparation and evaluation of students’ tests. The proposed interactive assessment tools imply an active use of smartphones by students and have a positive effect on their motivation, help them form a proper idea of their own progress and integrate digital technologies into the educational process, which in itself is already a priority for the modern education system. Keywords: assessment tools in higher education, information technology for teaching, generation Z, digital learning environment, foreign language teaching, non-linguistics majors | 1037 | |||||
| 635 | A survey of university teachers (130 people) from various study areas was conducted to identify the prevailing attitudes and judgments about the implementation and prospects for the development of various formats of higher education in an unstable epidemiological situation and changing socioeconomic conditions. The authors attempted to analyze the factors that determined the survey results and the challenges of creating conditions ensuring the optimal implementation of various formats in a modern university. The successful experience of the university faculty in a number of projects in the development of the digital educational environment at the international and all-Russian level is described. Inferior learning outcomes in the online format in comparison with face-to-face and blended format were reported by the respondents. The survey revealed an optimistic view of the teaching community regarding the prospects for the development of a blended format. Blended and face-to-face formats were preferred by the majority of respondents, regardless of their teaching experience at the university. Questions about the level of online education, effective tools for assessing its quality, measures to encourage online work turned out to be the most “sensitive”, which was reflected in the significant proportion of evasive answer to the above questions. Higher education ecosystems often lack professionals specializing in instructional design, data analysis, educational program development, educational technologies, etc., which adversely affects the quality of educational products. Keywords: higher education, educational format, online learning, blended learning, teacher assessment of learning outcomes, COVID-19 | 1037 | |||||
| 636 | The authors present a review of the main studies devoted to the study of urban and rural foster families. Also they provide statistics on the placement of children in foster families in large cities and rural areas. The aim of the study was to identify the types and relationship of life values of parents and teenagers in foster families of metropolis and the countryside. The aim of experimental study is to identify the specifics of life values, the personality orientation of the adoptive parents of the metropolis and the countryside. The study covered 156 foster parents of the metropolis and 148 foster parents of the countryside, 112 teenagers living with foster parents of the metropolis, and 98 adolescents living with foster parents in the countryside, aged 14–15 years. The study of life values, resilience of foster parents and teenagers was carried out through the methodology of M. Rokich. To study the relationship between the life values of foster parents and adolescents, the Spearman criterion (p) was used. The authors of the real study have revealed the preferred terminal values and instrumental values of adoptive parents and teenagers of the metropolis and the countryside. They have also identified the equivalent ranks which are important for adoptive parents and teenagers of a metropolis according to terminal values: health, material well-being. The ones have found the discrepancies in such values as life wisdom, freedom, the presence of good and faithful friends, knowledge. The coincidence of instrumental values is honesty, education. The authors noted that there were coincidences between adoptive parents and teenagers of the countryside on the scales of terminal values – health, interesting work, the beauty of nature, a happy family life, the happiness of others, creativity, confidence. There was a coincidence in instrumental values – tolerance, courage, efficiency, firm will, education, breadth of views. The researches have established the interconnections between instrumental values of foster parents and teenagers in foster families of the metropolis and the countryside, the terminal values of parents and teenagers in foster families of the countryside and the absence of such connections in foster families of the metropolis. The researches have concluded the most significant factors affecting the presence and absence of relationships between parents and teenagers from foster families of the metropolis and the countryside are lifestyle, family traditions. The results can be applied in the selection, training and support of foster parents in the centers of comprehensive support of foster families. Keywords: life values, resilience, foster parents of metropolis, foster parents of the countryside, life values of teenagers from foster families | 1035 | |||||
| 637 | Introduction. Many aspects of history of formation at the beginning of the XX century, both the pre-revolutionary and Soviet periods, have still not received adequate lighting in historical and pedagogical studies. With development of the economic sphere of the state at a boundary of XIX – the beginnings of the 20th century, education became mass and gained more and more secular character, and the system of training of teachers demanded change in approaches and methods of teaching. Reforms in the system of pedagogical education in the conditions of revolutionary events, changes of political regimes in the years of civil war, formation of the Soviet school system forced to look for actively more effective strategy for preservation and development of traditions of teachers’ training. In these conditions, people who defined professional formation of future teacher and sought to keep the educational capacity of educational institutions in any circumstances were of particular importance. Research objective is to restore Alexander Konstantinovich Volnin’s biography – the famous representative of the Russian professional and pedagogical corporation of the beginning of the 20th century. His pedagogical career was connected with active participation in processes of reforming of the teacher’s institutes directed to improvement of the principles of training of teachers and the organization of business of national education. Material and methods. Article is prepared on the basis of unique archive materials and the publication of various profile editions. Results and discussion. Throughout the Soviet period of historical and pedagogical researches the name of A. K. Volnin was mentioned only in connection with his pupil famous for the Soviet teacher A. S. Makarenko. These circumstances made impossible an objective research of the biography of Alexander Konstantinovich. Using the fractional information collected from the most different and quite often contradictory sources it is established that the major stages professional Alexander Konstantinovich Volnin’s activity in the sphere of pedagogical education, were connected with history of the Poltava and New Nikolaev teacher’s institute. He took the most active part in development of provisions of reform of teacher’s institutes of 1917. He was an expert and the methodologist in the field of training of teachers for labor school. Conclusion. Studying of history of development of pedagogical education, traditions of teaching, restoration of historical continuity in work of various generations of teachers is an important factor of development of pedagogical science and daily teacher’s practice. Keywords: Alexander Konstantinovich Volnin, history of pedagogical education, reform of teacher’s institutes, A. S. Makarenko, Poltava teacher’s institute, New Nikolaev teacher’s institute | 1032 | |||||
| 638 | Realization of pedagogical ways to solve the problem of maintaining physical activity of civil servants of power structures is constrained taking into account objective (increase of age and age-related changes of health, tense mode of professional activity, possible “office” character of work, violation of the mode of labour and rest, presence of pernicious habits, etc.) and subjective (disparity of level of knowledge about the role of physical activity in professional activity, actual situation of professional development of specialist; lack of skills to maintain physical activity at a level that ensures normal well-being, ability and efficiency of performing professional tasks; ignoring physical activity and sports) factors, defiant the decline of this activity. The analysis of foreign experience indicates a trend of increasing attention to the physical performance of public servants, physical activity as a factor in ensuring the ability to work. Understanding of physical activity as a phenomenon, conditioned by internal reasons, recognition of its biosocial nature allows including physical activity in the number of aims of continuous trade education of civil servants of power structures, such attributive characteristics, as independence, internal motivation and consciousness of man, must be taken into account in the practical instruments of it. One of the methods for increasing the effectiveness of maintenance of physical activity of civil servant in the security forces is pedagogical support. In the development and realization of individual models of physical activity an important role is played by the rich in content constituents of pedagogical support (organizationally-rich in content module of Form and Methods of Maintenance of Physical Activity of Servants, individual consultations, active forms, reflection, monitoring). Keywords: physical activity of civil servant of power structures, continuous trade education, pedagogical support | 1031 | |||||
| 639 | The paper considers the issue of organization and implementation of distance education in higher education institutions during the period of self-isolation and quarantine, established in many countries in connection with the spread of a new coronoviral infection. Examples of the main problems and trends revealed by sociological surveys of university instructors and students conducted in Russia and abroad have been described. Thus, the number of educational institutions had to introduce three main types of teaching and learning including asynchronous with students studying independently, synchronous based on web-conferencing services and blended covering both the types; the most popular trends in dealing with the implementation of digital teaching and learning indicated student volunteering activities in providing technological and psychological support to teachers and school students. The results of the online survey of university instructors and students in Tomsk State Pedagogical University conducted at the end of the spring semester 2020 have been exposed. The author identifies some possible directions of the university on work with digital technologies in education and implementation of successful cases and practices: an introductory stage of training university students and instructors how to use digital tools in the teaching and learning process, updating university digital platforms and tools, providing on-going technological and methodological support to university instructors, arranging seminars on best teaching and learning practices. Keywords: distance learning, online survey, self-isolation, electronic resources, digital technologies in education | 1030 | |||||
| 640 | The article highlights the issues of the development of the quality of higher education under modern conditions through the provision of the network interaction of the universities. This article clarifies the concepts of “quality of education”, “network (joint) educational programs”, “academic mobility”, reveals the essence of the content of network interaction. The main contexts that determine the actualization of the network interaction of universities in Russia and abroad are identified. The practice of implementing the network interaction of Tomsk State University aimed at the ensuring of the academic mobility of students is described. The analysis of scientific and pedagogical literature on the development of the quality of education is presented. The article presents that in order to achieve the quality of higher education under modern conditions, it is necessary to substantiate the potential of university networking and to ensure its conceptual apparatus. Through the combination of the benchmarking survey, analysis of the university regulation documents and a set of the interviews with the Russian and international students – participants of the academic mobility programs, a deeper understanding of the importance of the universities’ networking interaction is developed. This study proves the necessity for the universities to consider the use of a universities; networking interaction for the development of the quality of education. Keywords: quality of education, networking, joint (network) educational programs, academic mobility | 1030 | |||||
| 641 | The present psychosemantic study investigates visual perception of English iconic (imitative) words by Russian L2 learners. The Lexical decision task was conducted to collect the data. The participants (N = 106) were visually presented with three type of experimental stimuli: 32 iconic words divided into four groups according to their de-iconization stage (8 words per group), 32 non-iconic words and 32 non-words constructed according to English phonotactic rules. The pre-selection of iconic vocabulary into four groups was performed by the method of diachronic evaluation of the imitative lexicon. The linguistic status of iconic words was controlled for in the Oxford English Dictionary (OED), the 3d edition (section “Etimology”). The stimuli were presented visually in random order under a strict time limit. The parameter under investigation – the stage of de-iconization of an iconic word – refers to the degree of preservation of original iconic (according to Pierce) associative connection between form and meaning. De-iconization takes place under the influence of two system factors: regular phonetic changes (“distortion” of a word form) and semantic shifts (“expansion”, broadening of a word’s meaning). The findings of the study revealed that the participants need a different amount of time to recognize 1) iconic and non-iconic words, 2) iconic words at different stages of de-iconization. The least de-iconized words are characterized by slower recognition time and higher error rates than non-iconic words and highly de-iconized words, which makes them similar to non-words. It signifies a delay in cognitive recognition of these most “vivid” iconic words. Word recognition impairment may also be accounted for by the interference of the expressiveness parameter and by the semantic processing. It is assumed that the use of iconic words in language teaching contributes to vocabulary learning. This assumption is not fully supported by the empirical data of our study since deiconization is an important variable in psycholinguistic studies of this kind. The results of our research enable us to gain a better understanding of cognitive mechanisms of the perception of iconicity. Keywords: psycholinguistics, sound symbolism, iconicity, phonosemantics, English, Lexical decision, visual recognition of verbal stimuli | 1028 | |||||
| 642 | The digitalization in education poses a challenge for higher education to form students’ digital competencies, including interaction through digital technologies, information and data management, the ability to solve various problems in the use of information and communication technologies, integration and digital content processing. The purpose of this study is to identify the level of formation of digital competencies of cadets of the Academy of the EMERCOM of Russia. The research was carried out at the State Fire Academy of the EMERCOM of Russia with 168 first-year students. Main research methods: survey, conversation and interview. The results of the study illustrate a lack of students’ digital competence, in particular, information digital competencies (knowledge of the essence of digital footprint and cyber shadow) and digital competence of communication and cooperation (compliance with precautions when working on the Internet). Digital competence of 80 % of respondents was low: they have not heard anything about the concepts of “digital footprint” and “cyber shadow” and don’t take special precautions when working on the Internet. 15 % of the respondents had an average level of development of digital competencies: they are familiar with these concepts, but found it difficult to identify their essential content characteristics and precautions when working on the Internet. 5 % of the respondents have a high level of development of digital competencies: they know and understand the meaning of the concepts of “digital footprint” and “cyber shadow”, and observe precautions when working on the Internet. According to the results of the study, the authors came to the conclusion that there is a need for information and methodological support of students in this direction, which implies the integration of digital material into the content of disciplines, the inclusion of elective classes, the introduction of digital modules and additional educational programs. Keywords: digital footprint, cyber shadow, digitalization of education, Internet, students, high school | 1028 | |||||
| 643 | This article presents the process of development of pedagogical support of visually impaired learners with multiple severe developmental disorders (exemplified by deafblind learners), including visually impaired learners in Russia and Siberia, starting prior to the revolution of 1917 until the present day. Experience has proven it is essential to know the history of pedagogical support of visually impaired learners with multiple severe developmental disorders to gain a better understanding of the current status of the subject. This pedagogical research allows you to trace the dynamics of the formation of special institutions in chronological order from the beginning to the present time. The establishment of such institutions took place on charitable basis without state financial support. The role of the All-Russian Society of the Blind in organizing the employment of blind adults and current status of rehabilitation centers are shown. The article considers the emergence of scientific schools and their role in the development of the content and methods of teaching blind and deafblind children. Pedagogical and typhlopedagogical developments that occurred many years ago leave a significant mark in science. It is emphasized that the interest of science in teaching the blind was born very slowly. Only by the middle of the twentieth century a network of state special institutions for blind and deafblind children has appeared. Some prominent scientists and teachers who have made a valuable contribution to typhlopedagogy are noted. Keywords: special institutions of pedagogical support for the blind and deafblind children, typhlopedagogy, students with multiple severe developmental disorders | 1027 | |||||
| 644 | The article shows a new sociocultural vision of the principle of intellectualization, focused on the development of the intellectual culture of bachelors from various perspectives. The material for the study was the development system of the intellectual culture of bachelors of higher education, where the principle of intellectualization was the backbone principle. A theoretical and methodological analysis of the leading concepts on the topic under study, a content analysis, comparative analysis. In the study of pedagogical experience, the method of classification and analogies was used. Empirical methods included questioning, conversation, comparative analysis. Statistical methods were based on mathematical analysis methods. The leading methodological approaches, the functional significance of the principle of intellectualization as a special reference point, necessary for the implementation of the new generation of FSES in higher education are shown. The psychological and pedagogical significance is disclosed, the trend of intellectualization as a leading direction and the social need for the development of Russian education in the future, forward taking into account international challenges: innovation, information, development of nano, bio, cognito, information technology, integration processes, employer requirements, is substantiated. The pedagogical view reveals the principle of intellectualization in improving the quality of bachelor’s training at a university. The sociocultural aspect of the implementation of the principle of intellectualization provides professional growth, a career for bachelors in the near and long term. Particular attention is focused on the possibilities of manifesting the principle of intellectualization through the parameters of activity, content structure, level indicators of the development of intellectual culture of bachelors. The effectiveness of the implementation of the development system of the intellectual culture of bachelors is proved, where the principle of intellectualization has become the system-forming element of the system. The levels of development of intellectual culture, the main types of activity in educational, research work are determined by the following indicators: activity in the training session; research activities; Bachelor’s mental work culture; reflective activity; experience of communicative interaction. Indicators of the development of intellectual culture were analyzed and taken into account at each course (from 1 to 4 courses) for undergraduate in technical and pedagogical areas. It is proved that the principle of intellectualization is a key strategy, a guideline that provides a high level of development of the intellectual culture of the future bachelor of various directions. The implementation of the principle of intellectualization is embedded in the content and activity components of education and involves the active involvement of future bachelors in scientific and practical activities, focusing on obtaining a specific result, which ensures the future professional success of bachelors. Keywords: intellectualization, principle of intellectualization, professional training, intellectual culture, quality of training | 1026 | |||||
| 645 | The article presents the results of diagnostics of gender-role self-determination of fifth – seventh grade pupils. For this purpose, an essay was organized on the topic “When I am 20 years old”, in which each pupil described his desired future. The analysis of the essay texts was carried out on the following aspects: profession; hobby; development of personal qualities; family life; desirable image in the future (in the eyes of others); activity in free time. It was confirmed that this technique has diagnostic capabilities to identify the features of genderrole self-determination of adolescents aged 11-14 in a mass school. In particular, it was revealed that the adolescents aged 11-14 years found to have no significant effect on their choice of occupation groups, the choice of hobby and leisure time activities. To some extent, age affects pupils ‘ choice of personality traits that they want to develop. If pupils in the fifth grade are more likely to choose internal (personal) qualities, the seventh graders are much more likely chose external characteristics. The impact of social desirability stereotypes at 11 years is stronger than age stereotypes. However, by the age of 14 these roles are changing places: age stereotypes affect adolescents more than stereotypes of social desirability. The gender impact of adolescents was also considered in all aspects. Keywords: gender-role self-determination, pupils of 5-7 classes, diagnostics of genderrole self-determination, results of diagnostics | 1025 | |||||
| 646 | The system of assessing the knowledge of students in the Tatar school began to take shape at the end of the 19th century. The final forms of assessing the quality of knowledge – translation and final exams – were introduced. The phenomenon of “Jadidism” appeared, and a new female school began to rapidly develop on the model of the new-method male schools. As a result of the introduction of new secular subjects, programs and textbooks, the results became visible. This required new, advanced forms of assessing the quality of knowledge. The methodology and procedure for conducting public translation and final exams were similar, but their goals and objectives were different. During translation exams, the main emphasis was on checking and determining the level of quality of students’ knowledge, as well as attracting the attention of the general public to the problem of education and training of the female population. During the final exams, certain results were made, new tasks were outlined in the activities of the school and the life of graduates (new subjects were introduced; girls who showed good results were offered to continue their education in professional educational institutions). During these events, great attention was paid to identifying and solving women’s problems: upbringing, education, the role and place of women in the family and society, etc. In both cases, the material side of the issue had an important role: during the events devoted to the examinations, the material and financial base of the school was replenished, and the material situation of students and teachers improved. A rich source for studying this problem is the materials of the Tatar periodicals of the early twentieth century – the newspapers Vakyt (Vremya), Sibiriya, Tormysh (Zhizn’), Koyash (Solntse), etc. The authors cite individual articles from these newspapers. Keywords: female education, girls’ schools, assessment of the quality of knowledge, exams, newspapers | 1025 | |||||
| 647 | The article deals with the definition of “grammar skill”. Structure of grammar skills and their types are given. The subject results of studying the English language described in the approximate general educational program of secondary education are analysed. The subject results of studying the English language that include grammar (syntactic) skills are pointed out. In accordance with the required grammar (syntactic) skills, the author’s method of the development of students grammar (syntactic) skills in the English language “Grammar Battleship” is presented. The relevance of the method in connection with the necessity to achieve practical skills in the English language given in the approximate general educational program of secondary general education is substantiated. The aim of the teaching method “Grammar Battleship” is to master syntactic skills that require understanding and use of correct word order and organization in phrases and sentences. The teaching method passport including its name, purpose, duration of implementation, location, toolkit and instruction in English is described. It is shown how to asses students activities as a result of the method implementation using the indicators according to system-activity approach to teaching the English language. In conclusion of the article, the author indicates the possibility of method transforming depending on students English level. Keywords: grammar skill, structure of grammar skill, syntactic grammar skills, foreign language, teaching method of development grammar (syntactic) skills “Grammar Battleship” | 1024 | |||||
| 648 | Changes in society, the complexity of professional tasks actualize the request to universities to train specialists who are ready for innovation. To develop the innovative potential of students, the modern educational process in universities should be focused not only on the professional training of students, but also on the development of personality. Innovative activities, solving creative tasks to create new products and technologies require active work of the intellect, motivation and will, and this stimulates the development and selfdevelopment of a person. An important factor in the development of innovative potential of students is the educational environment. The functioning of this environment should be based on a systematic analysis of the object, subject, processes, and conditions of innovative development. In addition, it is important to determine the criteria for the effectiveness of the innovation environment, as well as to implement the principle of ensuring the continuous development of students. For the development of innovative potential, it is necessary to use psychological and pedagogical support of the educational process. The main principle of psychological and pedagogical support of the educational process is to take into account the individual characteristics and capabilities of students, the development of their resources. Psychological and pedagogical support of the educational process should be aimed primarily at the actualization of personal competencies that determine innovative activity. For the development of innovative potential, students should participate in the choice of an individual educational trajectory, show educational initiatives and implement them in research activities. Keywords: innovative potential, educational environment, personal self-development, activities, competencies, psychological and pedagogical support | 1024 | |||||
| 649 | The relevance of the article is due to the fact that cognitive learning theories are the most recognized in modern domestic didactics. They act as a psychological and pedagogical substantiation of didactic systems that implement the values of cognition and the development of students’ cognitive abilities, when training is based on the direct experience of students, its expansion in the course of search, research, active development of the world. The following positions are proposed as prerequisites for the development of cognitive didactics in the context of personality development in the era of digitalization of education: the need to take into account the directions of transformation of the higher education system: educational goals, forms of education, teaching methods, management tools; focus on solving the general goal of transforming the educational process at the present stage of development of higher education – on the generation of knowledge; the use of the regularities of functioning and the formation of mechanisms of cognition of students in the process of realizing the systemforming goal of cognitive didactics – the effective cognitive organization of a person; generation of professionally oriented knowledge in the context of the transition to the construction of holistic life-pedagogical situations within the framework of the situational approach as a theoretical and methodological strategy focused on solving cognitive problems; the use of cognitive tools in the process of implementing the situational-event mechanism of the formation of the personality structures of students’ cognition within the framework of the student’s educational activity. Keywords: cognitive didactics, digitalization of education, cognitive modeling, pedagogical situation, cognition, thinking, control, educational and cognitive process, interaction of subjects, cognitive organization of a student, thinking, transformation of education, situational approach, situational-event mechanism, knowledge constructs, situational maps, cognitive styles | 1024 | |||||
| 650 | The methods of interaction between parents and children on the problem of developing the interest of the younger student in mathematics are submitted for consideration. Parents have serious difficulties in organizing their own help for children, not only in the framework of home independent work, but also in performing various tasks in mathematics, which makes it difficult to solve this problem. The research material was the results of a survey of parents, on the basis of which their position on the organization of work to develop the interest of younger students in mathematics is revealed. This problem is traditionally solved by the teacher in the classroom, and when organizing extracurricular activities, it involves parents. In relation to adults, the teacher takes an authoritarian position. It determines what difficulties the student is experiencing in learning individual subjects and what help parents can provide. The indicated variant of adult interaction leads to the fact that parents also take an authoritarian position when organizing independent activities of younger students. At the same time, the development of interest in learning at school, including academic subjects, requires a change in the position of adults. In this regard, it is advisable to inform parents about ways to develop younger students’ interest in mathematics, about ways to organize activities for their implementation, which can have a significant impact on the success of the younger student in mastering the content of the initial course of mathematics. For parents to understand the importance of a new way of organizing joint activities, it is necessary to change the teacher’s position from authoritarian to partner. This makes it possible to create conditions for mastering the techniques of productive interaction aimed at developing younger students’ interest in mathematics and mathematical activities. Keywords: mathematical activity, interest, methods of interaction organization, Junior school student, parents | 1023 | |||||