Akimov L.A.
HERITAGE OF V.A. SUKHOMLINSKY IN ENSURING THE STUDENTS SAFETY ^{[№ 3 ' 2023]}
The current situation of the world order in the era of global changes in the value foundations of the life of both an individual and various communities and states as a whole presents humanity with a wide range of challenges of political, economic, socio-cultural plans, overcoming which requires the education of a viable personality.
Safety as a socio-cultural concept, the imperative of individual and social development needs a “safe education”, determines the need to comprehend pedagogical theories and educational practice in relation to the socio-political, economic, cultural level of development of the country and the situation of development of students. There is a demand for the development of a humane socio-personal educational paradigm (V. I. Zagvyazinsky) to implement the idea of ensuring safety in education, reflecting the goals, values, meanings of pedagogically appropriate ways and means of creating and maintaining a safe educational environment; educating a person with a culture of a safe lifestyle.
The analysis of the problem in pedagogical science and educational practice indicates that the term “safety” is currently used in all spheres of human activity, in various scientific studies, in various semantic contexts. The conceptual nature of security in pedagogical research, on the one hand, confirms its global reach in solving pedagogical problems, on the other hand, it hinders the implementation of a holistic approach to its provision in the education system. Beyond pedagogical reflection are the deep foundations of the concept of “security”, reflecting the noxological orientation of educational practices in historical and pedagogical terms, along with the “non-rootedness of value valeological orientations in the real life of the Russian people” (P.F. Kubrushko, V.A. Devisilov). which led to the appeal to the pedagogical heritage of V.A. Sukhomlinsky.
In the course of the study, a pedagogical understanding of the concept of security is presented — as a state of subject-subject relations, reflecting a situation in which the subjects of interaction assess the possibility of harming each other (the result of exposure that entailed undesirable and (or) adverse effects of exposure) and to themselves as insignificant.
The analysis of the experience of the Pavlysh school made it possible to identify the valeological dominants of educational practices (health-oriented, organizational-guiding, communicative-creative), the implementation of which is timely and necessary both to achieve the quality of education and to educate the younger generation capable of ensuring personal, public and state security.

Akimov L.A., Ryndak V.G.
DEVELOPMENTAL POTENTIAL OF THE PEDAGOGICAL UNIVERSITY EDUCATIONAL ENVIRONMENT IN THE CULTURE FORMATION OF A FUTURE TEACHERS SAFE LIFESTYLE ^{[№ 1 ' 2021]}
The increase in the crisis phenomena of modern life determines the social order for pedagogical universities to establish a culture of a safe lifestyle of the future teacher, who is capable of timely and appropriate actions to meet the ever-increasing challenges of ensuring safety in education and raising a viable generation. The fruitful actualization and realization of the developing potential of the educational environment of the pedagogical university to achieve the effectiveness of the process under study is in demand.
The purpose of our theoretical research was to substantiate the developing potential of the educational environment of the pedagogical university in the formation of a culture of a safe lifestyle of the future teacher and the experience of its implementation. The concept of “developing potential of the educational environment of a pedagogical university” is considered by us as a set of resources and opportunities. They can be successfully implemented by the subjects of pedagogical education in the selected areas to ensure the necessary and sufficient pedagogical, didactic, organizational conditions for the formation of a culture of a safe lifestyle of the future teacher. The resources and capabilities of the developing potential of the educational environment of a pedagogical university are classified by us as available means that determine the achievement of the effectiveness of the process under study. What is fundamentally new in the results of our research is the allocation of normative-cultural, didactic-professional and interactive-productive spheres in the developing potential of the educational environment of a pedagogical university, within which the allocated opportunities and resources are implemented.
Thus, it is advisable to structure the developing potential of the educational environment in the totality of resources, opportunities, and areas in which the effectiveness of the formation of a culture of a safe lifestyle of the future teacher is achieved. Resources and opportunities can be demanded by university teachers for a socially determined, pedagogically accompanied process of changing the professional and personal quality of a teacher.

Akimova L.A.
MATRIX ANALYSIS OF «CULTURE OF A SAFE LIFESTYLE FOR A FUTURE TEACHER» CONCEPT ^{[№ 5 ' 2019]}
The instability and crisis of the social, economic, environmental, and ideological situation, the scale of man-made disasters, and the devaluation of generally accepted traditional norms, rules of life, and lifestyles required a serious transformation of the education sector. Demand a culture of safe lifestyle of the future teachers are able to productivity of innovation given the impact of taken decisions from the point of view of social good, educational effectiveness.
The analysis of the problem in pedagogical science and educational practice shows that the culture of a safe way of life of a future teacher has not been studied as a pedagogical phenomenon. The article presents the results of matrix analysis based on a combination of orientation, Gnostic and integrative techniques. Forty-eight dissertation pedagogical studies on healthy lifestyle culture and safety culture were analyzed in the period 1999-2017. In the line of pedagogical studies of healthy lifestyle culture, it is determined that it is understood in the orientation to self-development of a person, the educational environment, humanistic relations and the creative nature of pedagogical interaction. Pedagogical research on safety culture shows that the activity aspect of the phenomenon under study is developed, which is characterized by a focus on socially significant values in the organization of pedagogical interaction.
Culture of a safe way of life of the future teacher — professional and personal characteristics, integrating socially significant life values, pedagogical Outlook, knowledge, skills that ensure the acquisition of experience in organizing professional and educational practices of a safe way of life. The components and criteria of the studied phenomenon are highlighted, which will allow us to study the process of its formation in the educational environment of a pedagogical University.

Akimova I.I.
EXPRESSION OF TAXIS RELATIONS IN POLIPREDICTIVE AND POLYPROPOSITIONAL PROPOSAL LEVEL ^{[№ 7 ' 2017]}
Objective grammar is necessary for lingvodidaktik. It means representation of all possible ways and means of expression of extra language contents. In this connection the problem of expression of values of a taksis by aspectual-temporal Rusian Verb”s forms within the polypredicative and polypro-positive offer statement has linguo-didactic interest. The temporal relations of different type arising in the polypredicative and polypropositive statement of Russian are presented taking into account the mode (register) of speech. It is showed that each taksis situation arises in a certain text type. The problem of differentiation of direct and figurative uses had been brilliantly solved for forms in Present tense, but for past and future tense form the problem of presentation is not solvedup to the end. The presented observation consider a factor of the speech mode and Russian verb direct/figurative aspectual temporal forms use in the aim of the metodical representation of the Russian grammar of verbal aspects. In favor of relevance of differentiation of the communicative and narrative speech modes (registers) and, respectively, direct and figurative senses of aspectual-temporal forms of the Russian verb, testify different opportunities of the use of temporary and aspectual forms in the Russian and Chinese languages. In Russian the aspectual-temporal forms of a verb are had figurative use, but not in Chinese. In the Chinese narrative text there is no the indicating to the future tense formant whereas in the Russian narrative future tense forms are widely presented in the Present and Past tense value. The conclusion about the needs of taksis category linguo-didactical representation is drawn for the purpose of verbal aspectual-temporal forms the use mastering and understanding training in the different narrative speech mode.