Askhadullina N.N., Eremina A.P.
INNOVATIVE WAYS OF ORGANIZING EDUCATIONAL ACTIVITIES IN VOCATIONAL EDUCATION ^{[№ 3 ' 2021]}
Modern socio­cultural conditions determine new requirements for the personality of a student who is at the center of science, politics and the state. A graduate with creative thinking, capable of creative transformative activity, mobile and flexible, ready for social and individual changes, for participation in them and acceptance of the new as a value, is in demand. The development of personal potential, a reference point for the prospect of life growth and change are important areas of personality education, a significant role in which belongs to the educational component. The study of the theoretical and scientific­practical foundations of the organization of educational activities in vocational education is gaining great importance.
Educational activity is studied within the framework of the theory of pedagogical activity and is determined by the activity content and structure. The organization of educational activities is the ordering of all parts and activities of all its participants in order to give it a sense of purpose, to optimize its functioning and development. It is thanks to the organization that all structures are formed: the structure of management, the structure of pedagogical actions, the structure of relations in the team.
The article reveals the theoretical and scientific and practical foundations of the organization of educational activities. The ideas of modern authors in the aspect of solving the problem are updated. The results of the content analysis of the concept are presented, the content and structure of educational activities in vocational education are revealed. Scientific and practical foundations are revealed through innovative ways of organizing educational activities at the adaptive­motivational, activity­identification, assessment and prognostic stages, subject to organizational and pedagogical conditions: actualization of the motivational potential of the educational and educational environment; enrichment of the content of vocational training with an educational component; inclusion of students in network project activities.

Ksenofontova A.N., Eremina A.P.
METHODOLOGICAL FOUNDATIONS OF THE NETWORK EDUCATIONAL INTERACTION THEORY ^{[№ 4 ' 2019]}
The current stage of development of a network society determines the updating of the goals, objectives and content of professional training of undergraduates. A graduate in demand with the skills and competencies of the 21st century, ready for a successful life and work in conditions of complexity and uncertainty, capable of acting actively in the era of digital transformation is in demand. Substantive changes in the curriculum are gaining importance by enriching its content with a “digital component”. This determines the need to study the theoretical foundations of network educational interaction in the preparation of undergraduates in pedagogical areas.
As a result of theoretical research, we found that the analyzed theory is formed at the junction of two areas in pedagogy: connectivism and social constructivism. Connectivism, like learning in the digital age, characterizes the use of distance interaction technologies, the spread of mass online courses and the construction of educational interaction in network communities. Social constructivism determines the features of interaction with information and the construction of knowledge that occurs in network activities. Scientific and educational networks are becoming a source of new knowledge and experience in joint activities. It is determined that in a global network, changes in personality occur. The phenomenon of “network personality” appears, which develops in both real and virtual space. There is a need to design the analytical environment as a new educational space, as well as to prepare the teacher for network educational interaction. An important means of professional training for undergraduates is the online educational program.
Our review of leading ideas allowed us to establish the formation of the theory of network educational interaction. Her study will expand the understanding of undergraduates about the content and directions of this type of interaction, ways of organizing with network partners, allow them to participate in the innovative development of educational organizations, and will also serve as the basis for finding ways to effectively interact with a “network personality”.

Krapivina M.Yu., Eremina N.V.
TEACHING COMMUNICATION IN THE HISTORY OF PEDAGOGICS ^{[№ 3 ' 2018]}
In this paper, we present a study of the main theoretical and practical approaches to the problems of teaching communication in different periods of human history. It is shown how pedagogical thought developed and changed depending on the needs of society and man. The main characteristics and properties of the concept of communication are singled out and its role in the series “language — speech — communication” is defined. The dual function of communication, its possibilities in the formation of human communities, the organization of productive interaction is revealed. The author conducted a thorough analysis of the works of authors from different epochs, reflecting the main trends and methods of teaching different forms of communication. The study included such periods as ancient history, antiquity, the era of classicism, the Middle Ages, revival, enlightenment, as well as periods of new and modern history. A comparative analysis of the approaches of Western and Russian scientists is carried out. The significant influence of various forms of communication on the processes of transferring experience between generations is shown, the development of scientific and technical thought, education, interpersonal and production relations is shown. The importance of the problem of teaching communication in the changed conditions of modern society is substantiated and, based on a review of historical pedagogical approaches, a projection on a modern approach to learning communication is made. In particular, the needs of modern students of different countries in obtaining linguistic training and mastering various forms of communication have been studied. The article also shows the essential role of interpersonal communication in the current conditions of development of technical means of virtual, mediated communication.

Ganaeva E.A., Eremina A.P.
THE IMPLEMENTATION OF PRACTICE-ORIENTED MODEL OF THE NETWORK OF EDUCATIONAL TRAINING PROGRAMS FOR FUTURE MANAGERS ^{[№ 10 ' 2017]}
The decision of the socio-cultural and socio-economic problems of a continuing nature, meet new challenges, requires the preparation of an effective Manager, able to achieve their goals in conditions of economic crisis, changes in the external environment, complexity of the innovation. So actualize activity approach in training of the future Manager, which in turn dictates the necessity of strengthening practical orientation of training and determine the integration of resources of educational institutions, ensuring the quality of design and implementation of educational programs. Effective means of professional training of a future Manager (in the direction “Pedagogical education”) becomes the network’s educational program. Based on the analysis of theoretical research and practical experience in the implementation of the network of educational programs defined organizational, informative, technological dominance in the implementation of training programs for the future manager. This leads to a change in the role of a manager in education, updating training model, theoretical, technological and resource support for the educational process. Network training program is the most important means of improving the quality of training of the future manager. The article describes the experience of the implementation of the module “State and municipal management” network of educational program “Management in Education” in the Orenburg State Pedagogical University. The core of the module becomes a content production practices — practices of obtaining professional skills and professional experience (management), implemented in the logic of the activity approach in the form of networking, together with the municipal budgetary institutions “Center for psychological and educational, medical, methodical and social assistance” Pulsed center “Orenburg”. The use of possibilities of realization of network educational programs in the professional training of a future Manager (in the direction “Pedagogical education”) allows organizational, informative, technologically, to provide the educational process aimed at training effective Manager.

Eremina A.I.
HISTORICAL — PEDAGOGICAL ASPECTS OF THE ACTIVITIES OF THE BIRSCO TATAR– BASHKIR TEACHER EDUCATION SCHOOL IN 1920 — 1930 "S. ^{[№ 2 ' 2014]}
The article, based on archival materials, reveals the history of formation and functioning of the Birsk Tatar– Bashkir school teacher in the 1920-1930 "s. Conducted historical and pedagogical analysis of the educational institution, shows the extensive positive experience in the training of future specialists.