Korobeynikova A.A., Dmitrieva N.M., Kobzeva N.I.
THE PECULIAR FEATURES OF FORMING COMMUNICATIVE COMPETENCE WHILE TEACHING THE RUSSIAN LANGUAGE AND SPEECH CULTURE TO PHYSICS STUDENTS ^{[№ 2 ' 2024]}
In the modern world, the democratization of economic relations, the rapid development of technology, and increased information accessibility affect the content and structure of industrial production, support systems, the social atmosphere and, accordingly, requests for education and training. The issue of training technical and natural science specialists is an urgent issue. Success in professional activities, in interpersonal relationships, and other social spheres requires a young specialist to effectively use natural language as a tool for creating high-quality products of speech activity: texts in scientific and business styles, various communicative acts. The promotion of the Russian language in the world, which is of great concern to Russian scholars, largely depends on how confidently the Russian language will take a leading position as an international language of science. It seems that the Russian language as a language of science should be preserved through collective efforts. The purpose of the study was to identify the specifics of developing communicative competence among physics students. It has been revealed that referring to physical terms helps to update the knowledge of yesterday's schoolchildren, promotes the development of long-term memory, and serves as propaedeutics for studying specialized disciplines. The process of forming universal and professional competence of physics students within the framework of studying the Russian language and speech culture is inseparable. The work methods we propose contribute to the development of communicative competence, taking into account the interdisciplinary connection between “Russian Language and Speech Culture” and “Physics”. The tasks we have developed with the inclusion of borrowed scientific and technical terms, eponymous, synonymous and homonymous terms, can be used in classroom and independent work, both for the formation of communicative competence, and for its measurement and assessment.

Kobseva N.I., Kazakova O.N., Korobeynikova A.A.
FEATURES OF ORGANIZATIONAL AND METHODOLOGICAL SUPPORT OF FIRST YEAR UNIVERSITY STUDENTS ^{[№ 1 ' 2022]}
Currently, one of the main tasks of educational institutions implementing training at its various stages is to organize a “painless” transition of a person from one stage of education to another, allowing her to successfully adapt, actively function and continuously develop, not only during the training period, but also throughout her life. This requires the creation of favorable conditions for school graduates to enter the walls of a higher educational institution in the status of a student. Such socio­psychological conditions of the transition of a “schoolboy” to a “student” determine the purpose of this pedagogical research — the development of recommendations for organizational and methodological support of first­year university students.
The experience of numerous practices and observations allows us to state: first­year students of bachelor’s degree or specialty are the most sensitive and vulnerable in terms of organizational, psychological, educational, methodological and social adaptation to changing environmental conditions. A lot depends on what impression the student will have after the first acquaintance with teachers, fellow students, university staff. It is important to show goodwill, positive attitude, joy from meeting new people on the part of the teaching staff. Based on the theoretical and practical research, we have developed recommendations for organizational and methodological support of first­year students, taking into account the age and psychological and pedagogical characteristics of a modern university student.
Summarizing the results of the study, we came to the conclusion that following the proposed recommendations on organizational and methodological support of first­year students contributes to the formation of a university graduate in demand on the labor market, a competitive specialist focused on results and quality, as well as ready for professional and psychological adaptation.

Kobseva N.I.
PROCEDURAL MODEL OF MULTIDISCIPLINARY UNIVERSITY TEACHER PROFESSIONAL COMPETENCIES DEVELOPMENT ^{[№ 1 ' 2021]}
Currently, the main activity of the University is to meet the needs of the individual in knowledge, knowledge acquires the status of an “independent value” that allows it to adapt and function successfully in the modern world. This requires proper personnel support, development and implementation of a targeted program for creating teaching staff, including modern forms of management of the development of professional competencies of teachers of higher education institutions. The aim of the research is to develop a procedural model for the development of professional competencies of a teacher at a multidisciplinary University.
The experience of numerous practices and observations allowed me to say that the professional competence of a teacher is formed based on the directions of his activity, provided that knowledge is updated, the development of value-motivational orientations of the teacher’s personality and the activation of research activities. Under the professional competencies of a University teacher, I see an integrative system of values, personal qualities, professional orientations, motivational activity, abilities, and a set of knowledge aimed at achieving a high-quality result of a teacher’s multifunctional activities (educational, educational, methodical, tutoring, scientific, administrative, social, and managerial). Based on my theoretical research, I have constructed a procedural model for the development of professional competencies of a teacher at a multidisciplinary University. The model is developed taking into account the key clusters of professional competencies of the teacher in the context of the main activities of the formation of personnel policy and strategic development of the educational institution.
Summarizing the results of the research, I came to the conclusion that the implementation of the competence model contributes to the implementation of the main goals of continuous professional development of a higher school teacher in the context of education management and the achievement of the final quality result of his activity — a professional, competitive, in-demand University graduate. In my opinion, the development of professional competencies of teachers is focused on the quality of students ‘ education, which is one of the most important indicators of not only the accreditation of an educational institution, but also its image.

Kobseva N.I.
DIAGNOSIS AND CORRECTION OF THE TRAINING POTENTIAL DEVELOPMENT OF THE TEST CONTROL ^{[№ 3 ' 2019]}
The modern realities of socio-economic development are creating new requirements for the quality of higher education, updating intellectual resources and guidelines for preparing a modern highly qualified specialist capable of moving from education “for life” to education “throughout life” in order to achieve the level of competitive professional demand in the job market. Universities are directly confronted with the question: “How to increase student learning?”, “What are the most effective methods of organizing the educational process?”, “What determines student learning?”, “How to increase the level of teaching potential of educational technologies?”.
The experience of numerous practices and observations made it possible to simulate situations as a result of which the use of test control significantly increases the emotive-value side of the learning process, the interest of students, not only the level of formation of competencies, but specific difficulties, knowledge gaps and mistakes of students are revealed, which leads to their timely correction. It should be noted that high-quality diagnostic control always has a distinct educational character, that is, it has educational potential. Summarizing the views of domestic and foreign scientists on this issue, I found that the introduction of a systematic, high-quality test control in the learning process becomes an effective way to increase student learning. Test control is one of the most modern, objective and gentle tools for obtaining information about the process of assimilation of knowledge.
Summarizing the results of the study, I came to the conclusion that the training potential of test control, its development can be represented as a synthesis of cognitive, value, practical indicators and level criteria (higher, middle, lower), the analysis and application of which allows the diagnosis and correction of its development. They are developed in the context of the students’ main areas of activity, taking into account their age and socio-psychological characteristics: the sensitive period of development, computer addiction, the desire for collective interaction, critical thinking, professional self-determination, development “I-concept”, value orientations, life guidelines.

Kobseva N.I.
PROFESSIONAL COMPETENCES IN THE CONTEXT OF A COMPETENCE-BASED APPROACH IN EDUCATION ^{[№ 5 ' 2018]}
Modern realities of socio-economic development give rise to new requirements for the quality of professional higher education, actualize competence guidelines in the preparation of a modern highly qualified specialist as a subject of scientific research, creative self-development, productive self-determination and successful self-realization, capable of learning new lifelong learning (continuing education) the goal of achieving a competitive, competence-based professional. Universities are directly confronted with the question “What to teach and how to teach?”, “What competences and with what help to form?”
Under the competencies I see a set of motivated activity of the individual, skillful use of scientific and practical methods taking into account a concrete situation, valuable orientations, personal qualities, abilities and a complex of knowledge. My numerous observations have allowed simulating situations as a result of which professional competences have appeared as unity of the professional and personal and business characteristics of the person necessary for the effective solution of certain tasks within a concrete position in the course of motivated achievement of qualitative result. At the same time the level of development of competences directly depends on self-development and self-improvement of the personality, and also, certainly, on the skillful, timely help from outside.
In my opinion, development of professional competences of a context of the competence-based focused approach assumes at least existence:
– a certain level of scientific and practical knowledge — a gnoseological indicator;
– valuable and motivational orientations of the personality, active subject — an axiological indicator;
– abilities to practical, productive activities — a praksiologichesky indicator.

Kazakova O.N., Kobseva N.I.
PRE-UNIVERSITY EDUCATION IN THE SYSTEM OF MODERN PROFESSIONAL TRAINING ^{[№ 8 ' 2017]}
Those who live in the realities of the modern educational paradigm of pre-University education is an important component of continuous education that provides continuity between the stages of the main (General) and higher education. An informed inclusion of pre-University education in the continuing education system makes it a significant factor in the actualization of the process of preparation of future specialist, bachelor’s, master’s in accordance with the requirements and challenges of the XXI century. Thus is implemented a kind of “zero course” preparation for learning in a modern University that allows students to not only successfully pass the entrance tests, but also subsequently improved the quality of master professionally oriented academic disciplines (modules). System interaction of the University with schools is based on the ideas of the cluster approach in education: around the University combined educational organization of General and additional education of children, municipal formations of cities and districts of the region on the basis of common objectives. The University is the intellectual center supporting school innovation, scientific and methodological knowledge, advanced pedagogical and information technologies, instructors, consultants, teachers-Tutors. Therefore, modern requirements to training of specialists, bachelors and masters, in which the focus of counseling is largely determined by the condition of the labor market, lead to the need for improved career guidance and close cooperation of the higher school educational institutions of General, secondary professional and additional entities, representatives of authorities, the education authorities municipal and regional levels. Thus, the pre-University stage of education can be considered as one of the components of the Foundation of modernization of Russian higher school, while the high quality of pre-University education, associated with the achievement of the required level of preparedness of the applicant to the training and formation of the motivational potential for the future of the profession, transformirovalsya in the strategic goal of higher education.

Gostev A.N., Kobseva N.I., Ivanova O.A.
TEACHING KONFLIKTOGENS E-LEARNING IN THE CONTEXT OF SOCIAL STUDIES ^{[№ 5 ' 2017]}
In an era of innovation modern society received a new tool for its movement towards a more perfect existence — digital technology. Digital means of finding, selecting, collecting, storing, processing, aggregation, sharing, information dissemination improved means of production, modernize all spheres of human activity, including education. Electronic means of information sharing technology allows to update all forms of learning, greatly facilitate access to human resources, public knowledge of how to create, and destroy. The results of the observation of educational practice show that such training has konfliktogeny system, which inevitably projected onto the culture of vocational training of the Russian youth. The results of the observation of social practice show that all modern states konfliktogeny relayed to the education system. Today, there are so many that without the use of electronic media in teaching, they cannot be effectively and promptly resolved. For example, information technology reduces the standard of training costs, slow down or stop the migration of young people to big cities and more. The article presents a sociological analysis of pedagogical eLearning contentious. One of the key is education and education and the educational process. This conclusion is supported by results of specific sociological studies conducted in 2016 and tested in a number of scientific meetings, including at the international scientific conference “Social engineering Moscow higher education” March 15, 2016. The positive impact of e-learning is directly dependent on three factors: the quality of training of the teaching staff, the reliability and availability of knowledge and motivation of participants of the educational process.

Kobseva N.I.
TEST CONTROL AS INTEGRATION TOOL OF FUNDAMENTAL NATURAL-SCIENCE KNOWLEDGE OF STUDENTS OF UNIVERSITY ^{[№ 7 ' 2015]}
Analysis of the integration of basic scientific knowledge of students on the basis of the leading concepts of modern science, revealed a direct correlation of becoming natural-science world view of university students on the timely correction, diagnostic control over the process of mastering the natural sciences. Therefore, as a technical means of integrating scientific knowledge, we have seen the intensification of "feedback". Easy to implement and productive one for the actualization of "feedback" (the evaluation mechanism) between teacher and student, based on the specific content of the discipline, test control acts as a modification of the pedagogical control. This test control assists in addressing the two key problems of optimization technology in the teaching of management: achieved the educational results and the teachers and students spent time on it. According to the principle of "feedback" function pedagogical control should be treated as timely and continuous adjustment of mental activities of students, i.e. validation of the response and errors as a motivational element of further training. In keeping with the integrative approach of the test tasks are not the result of a mechanical, mathematical addition, as the result of a complex interaction of the individual images. Logical integrity of the structure of tasks aimed at creating methods of thinking; specifically reveal the real potential to develop student's general and specific mechanisms of mental activity: synthesis, analysis, synthesis and abstraction. Based on the research we can say that systematic, orderly, focused test control knowledge provides efficient mastery of the students a large amount of new information, develops the ability to exercise self-esteem and self-control, to solve important problems — fully effectively use every minute of the student and faculty time. Thus, the integration of scientific knowledge on the basis of the leading concepts of modern science is yielding positive results in the context of deepening cooperation in the value "teacher ↔ student": the introduction of the test control, the creation of problematic situations, the organization of collective interaction.

Kobseva N.I.
PROCEDURAL MODEL OF BECOMING OF NATURAL SCIENCE IMAGE OF THE WOLD OF MODERN STUDENTS UNIVERSITY ^{[№ 2 ' 2015]}
Analysis of the understanding of the image of the world in the context of pedagogical science reveals a fundamentally new problem situation is not so much a system of pedagogical knowledge as a whole educational environment of the university. On the teacher puts great responsibility — in the becoming of modern university student's personal neoplasm's "The image of the world" with the activation of emotion-value orientation of the individual. In this methodological basis, permeating all elements of the educational mechanism acts axiological approach that values relationships entangle all spheres of human activity, the transition of personal needs in human values and reflect the core of becoming an integral and valuable scientific outlook of university students. The process of becoming rich in structure, content, since it includes both development and formation, but the formation is the highest phase of a qualitatively new form is characterized by the subject of cognition. Analyzing the implementation of the formation of natural scientific image of the world of university students, we have designed a procedural model for the formation of the phenomenon, based on testing that went to the isolation of us in the course of the experiment pedagogical conditions of this mechanism. Procedural model of formation of natural science images of the world is a complex integrative design, involving the students in the whole process of attitude, worldview, outlook on the basis of the actualization of emotion-valuable relation to scientific knowledge, scientific research which reflects the historical types of scientific rationality. Thus, the procedural model of the formation of natural scientific image of the world is structured in the context of axiological approach and presented in the form of the relationship of three blocks: basic, basic and evaluation. The model is a single axis in the form of criteria and indicators of level, which is the fundamental basis of psycho-pedagogical specificity of discipline "Concepts of modern science" and a number of pedagogical principles that reflect the ideological ideas of natural-scientific picture of the world. The top of the model expresses the emergence of the phenomenon, which is realized through the introduction of pedagogical conditions in the educational process.

Kobzeva N.I.
METHODOLOGICAL BASIS OF BECOMING OF HOLISTIC AND VALUE OF THE UNIVERSITY STUDENTS WORLD VIEW ^{[№ 7 ' 2014]}
This paper reflects the approach to the problem of formation of the modern world view students. The author reveals the specifics of becoming a holistic world view and values of university students based on the methodological principles of the discipline "Modern concepts of natural science."

Kobseva N.I.
PECULIARITIES OF BECOMING OF NATURAL-SCIENCE "IMAGE OF THE WORLD" STUDENTS OF THE UNIVERSITY ^{[№ 7 ' 2012]}
The complex of conditions of becoming of natural-science "Image of the World" of students of university of humanitarian and socio-economic directions is presented on the basis of discipline of "Conception of modern natural science". We consider the psychological and pedagogical specificity of the discipline.

Kobzeva N.I.
"IMAGE OF THE WORLD" AS A PEDAGOGICAL PHENOMENON ^{[№ 1 ' 2012]}
The author analyzed various approaches to understanding the teaching of science, "Image of the world", including the perspective of phenomenology. The methods of formation of university students' "image of the world" are based on its value, integral, and the active nature.

Deryabin D.G., Mikhaylenko N.A., Kobzeva Т.G.
THE VARIANCE ANALYSIS OF THE ALKYL PHENYL ALCOHOL EFFECTS IN THE SYSTEMS "FERMENT-SUSTRATUM"AND "ANTIGEN- ANTIBODY" ^{[№ 12 ' 2008]}
The significance of the alkyl phenyl alcohol (APA) impact on the reaction components "Ferment-Substratum" and "Antigen-Antibody" was quantitatively assessed through the variance analysis method. It was found that in these two-component systems the C1-APA acted both through modification of functional activities of the protein molecules and alterations of the substratum characteristics and, in particular, antigens. On the other hand, most significant action mechanism of the C6-APA was found to be its direct modifying impact on the ferment activity and antigen-binding capabilities of the antibodies.