Yezhova T.V., Stukolova E.A.
MODERN FOREIGN LANGUAGE LESSON IN THE CONTEXT OF EDUCATION DIGITAL TRANSFORMATION ^{[№ 4 ' 2023]}
Among the goals of digital transformation, there is a transformation of the model from a traditional one into a model of continuing education, and under these circumstances, school becomes the stage where, among others, the basic skill of a modern person is formed — the ability to learn. Teaching to learn is one of the most important ideas of current federal state educational standards.
The authors propose to consider a modern foreign language lesson in the unity of aspects-components: communicative-interactive, logistical, procedural, instrumental. Each of the conditional components, representing an independent whole, is determined by and determines itself the normal functioning of content and activity, internal and external entities, as regards the lesson as a form of organization of the educational process at school.
It is suggested that the complete replacement of teaching tools and means with digital analogues is impractical, due to the need to take into account certain patterns of mastering linguistic norms, a foreign language communication, as well as compliance with the health care rules for children and adolescents – students of educational organizations implementing general education programs in the country.
The purpose of the study is to reveal the prospects of digitalization within the framework of the modification of components-aspects of a foreign language lesson, as well as to analyze the basic principles and conditions required for the transition to one of the levels of digital transformation of education as proposed by modern researchers.
The authors come to conclusion about the need of a multi-level approach to change, to digitalization of each of the components-aspects of the lesson, about the potential choice of the desired depth and intensity of digital transformations in each case.

Yezhova T.V., Stukolova E.A.
METHODS OF DIGITAL TRANSFORMATION OF THE PROCESS OF FOREIGN LANGUAGE TEACHING AT SCHOOL ^{[№ 4 ' 2022]}
The paper deals with the relevance of the problem of revising the existing methods, programs, tools for foreign language teaching, taking into account the irreversible process affecting all spheres of human activity, all layers and levels of public life — the digital transformation process. The modification of traditional and innovative methods of work in the field of a foreign language teaching is supported by the idea about the integrative qualities of the educational system as a whole — its adaptability, flexibility, internal predisposition to change following the changes in the society in which it exists.
The authors revealed the main features of the digital transformation of the education process, presented the stages of this process, created an algorithm for the foreign language teaching transforming using the example of a chosen educational technology, highlighting the effective and accessible information technologies to apply to a lesson of a foreign language.
The study identified key aspects of the implementation and development of an algorithm for applying the methods of digital transformation of the process of foreign language teaching at school through the analysis of the theoretical aspects of the digital transformation of the learning process; guidelines development for the implementation of this process at the lesson of English.
The algorithm for introducing and applying digital transformation techniques in the process of foreign language teaching is presented with a sequence of actions in a project on the topic “Mother Nature”.
Based on the results of the approbation, it was concluded that for the full and successful implementation of the methods of digital transformation of education it is necessary to adhere to a consistent and strategically targeted course, taking into account the levels of digital transformations that are universal for most social spheres.

Ezhova T.V., Kolobova L.V.
ON THE QUESTION OF PUPILS’ SELF-EDUCATION ^{[№ 5 ' 2019]}
Fundamental changes in the modern education system require the school as a final product — a developed personality, capable and ready for continuing education. The process of teaching foreign languages at school has great potential from the point of view of upbringing and development: in the lessons of a foreign language, students work out general educational activities and develop communication skills. As an indicative result of a foreign language school education, the ability and readiness of the graduate to further continuous self-educational activities, which are required for successful functioning in a multicultural and multilingual world, are advocated.
In the course of the study, we found that for the successful formation of a culture of self-education in the school, all the necessary methods of educational activity should be worked out successively. We found that with targeted stimulation of students to linguistic and self-educational activities, a stable internal need is formed for the search and development of a system of self-education methods. The activities of students are holistic in nature and occur in the unity of its components: motivational, regulatory and adaptive. The component composition of self-education allowed us to identify the essence of the process of linguo-self-education — this is self-educational activity, the purpose of which is to maintain and increase the level of knowledge of a foreign language culture. The formation of the skills of linguo-self-formation is expressed by the presence of self-regulation, which makes it possible to quickly develop the necessary action schemes for solving the tasks.
Self-education skills are an essential skill for an educated person in the 21st century. The approach, when students themselves create or obtain their knowledge and experience a sense of independence in the educational process, increases the motivation for learning.

Ezhova T.V.
THE ROLE OF THE PEDAGOGICAL DISCOURSE IN THE FUTURE PROFESSION IMAGE FORMATION ^{[№ 10 ' 2017]}
In the educational process not enough attention is paid to the formation of concept of the image as a socially significant value, which influences the effectiveness of activity in different spheres of social practice. The potential of the educational discourse in the image formation activity of agents of educational process is not fully realized, its options and resources in the context of the future profession image formation are evidently underestimated and not completely analyzed. On the basis of analyses and generalization of theoretical data in the given article the key statements in the definitions of concepts “pedagogical discourse”, “image”, “image of the future profession”, conceptually significant characteristics of the pedagogical discourse are presented, the potential options of the pedagogical discourse in the context of the future profession image formation and specification of the image of professional future are disclosed. The image of a specialist in certain sphere of science or industry, which is considered in the mass consciousness as the image of a representative of some profession, influences the vectors of professional orientation in the consciousness both of an individual and society in the whole. Relevance of a profession at the labor market, the possibilities of life journey, professional advancement and self-actualization in the profession chosen are of paramount importance for the agents of educational process in the future profession image formation. Maximal use of the pedagogical discourse potential in the future profession image formation can help to avoid the possible mistakes of attribution, caused by the wrong conceptualization of specifics in the future professional activity by the agent of educational process and minimize the risks of corrupted image of the future profession and professional future.

Solodkova E.G., Ezhova E.A., Melikhova I.A.
SYSTEM OF AN OBJECTIVE ASSESSMENT THE GISTOMORFOLOGICHESKIKH OF CHANGES OF A CORNEA AFTER SURGICAL TREATMENT ^{[№ 12 ' 2015]}
To investigate and develop criteria for quantitative analysis histomorphological changes in the cornea after different types of effects on the cornea according confocal microscopy. The results of confocal microscopy at 274 patients (487 eyes) after different types of effects on the cornea — LASIK, PRK, corneal collagen crosslinking, and after contact lens orthokeratology lenses. We studied the morphological changes of the cornea, typical for these types of effects. The study developed a single 4-point system assessment of the general morphological changes of the cornea, allowing objectify assessment of all the structures of the cornea and the effectiveness of the treatment, as well as study the features of reparative and regenerative processes in the cornea. When orthokeratology correction observed thickening of stromal nerve fibers and the formation of so-called "acellular zone" in the follow-up of 1 month. After Lasik surgery microjets noted the presence of corneal flap, metallic inclusions in the interface, "fragments" of nerve fibers in the ablation zone. Change innervation to decrease the number of nerve fibers was noted by us and after the PRK and CBC in terms of supervision of up to 1 month. Start reinnervation after surgery occurred in a period of about 1 month. After corneal collagen cross-linking in the follow-up of 1 month or more in all cases observed the appearance of a linear opacities in the middle and back layers of the stroma.

Fokin V.P., Ezhova E.A., Balalin S.V.
CONTACT CORRECTION OF AMETROPIA AFTER LASIK ^{[№ 12 ' 2015]}
We observed 20 patients who had previously been held excimer laser vision correction. The median age was — 26.8 ± 0.27 years. Patients were divided into two groups of 10 (10 eyes). In group 1 uncorrected visual acuity (UNCA) averaged 0.24 ± 0.01, sphere-equivalent (SE) — 1.58 ± 0.1 diopters, best corrected visual acuity (BCVA) — 0.98 ± 0.01. In group 2 UNCA averaged 0.23 ± 0.01, SE — 1.63 ± 0.1 diopters, BCVA — 0.99 ± 0.01. Patients in one group were assigned to the soft contact lens (SCL) ("1-Day Acuvue TruEye") in daily wear. Patients in group 2 were assigned orthokeratology contact lenses (OKL) ("Emerald"), used during sleep. Research UNCA, BCVA, SE, holding biomicroscopy was performed at 1, 3 and 6 months after the appointment of a contact lens (CL). Within 1 month of observation in the appointment of CL was obtained significant (p < 0.05) increase and decrease UNCA, SE in group 2. Significant differences in BCVA between the use of OKL and SCL has not been received (p > 0.05), which indicates a positive effect on the equivalent of both options on the parameters KL BCVA. Using OKL, as well as SCL, allows to obtain high functional results of vision correction, and given a certain congruence of OKL and the profile of the cornea after LASIK, provides an additional opportunity to achieve a stable and comfortable vision for the patient.

Еzhova T.V., Samorukov А.А.
DISCURSIVE COMPETENCE AS A FACTOR OF SUCCESSES OF PROFESSIONAL ACTIVITY OF A SPECIALIST ^{[№ 2 ' 2011]}
The article provides the analysis of the concept "discourse competence". The article also examines conceptionally significant characteristics of discourse competence as the integral component of general and professional culture of a specialist. The article states the role of discourse competence in successful professional activity of a subject.

Ezhova E.V.
SOME PROBLEMS ARISING AT CRIMINAL CASE RETURNING TO PROSECUTOR ^{[№ 3 ' 2008]}
Some problem questions which arise in court practice at criminal case return to prosecutor are regarded in this article.

Ezhova T.V.
TO THE PROBLEM OF STUDYING OF PEDAGOGICAL DISCURS ^{[№ 2 ' 2006]}
The analysis of the concepts "discurs", "pedagogical discurs" is given in this article. Also conceptual important characteristics of pedagogical discurs are offered; functions, structure, specific of studying phenomenon are described here and studying of pedagogical discurs from the position of integrative and system approach is proved in this article. At the same time pedagogical discurs is considered here not as isolated phenomenon but as phenomenon, connected with pedagogical activity and communication directly.