Savva L.I., Novikova T.B., Kurzaeva L.V., Dubrovskiy V.V.
DEVELOPMENT OF A COMPETENT MODEL OF REQUIREMENTS FOR THE RESULTS OF TRAINING SPECIALISTS IN THE FIELD OF COMPUTER GRAPHICS AND GAME SPECIAL EFFECTS ^{[№ 1 ' 2023]}
Today, the industry of computer graphics and game special effects and its application in the development of computer games, virtual/augmented reality (Ar / Vr) occupies a leading position in all areas of life. The training of specialists for the computer graphics and animation industry is very important. However, today, in higher educational institutions there are no disciplines that consider the knowledge and skills of working with computer graphics and special effects for game development and Ar / Vr. The computer games industry is mainly self-taught, who study independently in certain areas of graphics from separate courses. There is no complete course in computer graphics for the computer games industry, Ar/Vr. We have decided to develop an electronic course on the discipline “Fundamentals of creating computer graphics and game special effects for the industry of computer games and virtual/augmented reality”. We have presented in detail the description of the development of a computer model of requirements for the results of training of specialists in the field of computer graphics and game special effects in the gaming industry. After analyzing the theory, a list of professions of people who are employed in the industry was described and their functionality was highlighted. Based on previously identified professions, using international standards, the requirements for the competencies of IT specialists in the field of computer games, computer graphics and animation have been formed. From the identified competencies, a competency-based model of requirements for learning outcomes in the subject areas of the computer graphics and animation industry in the computer games industry was synthesized.

Gnevek O.V., Savva L.I., Ponomareva L.D.
CHANGES IN THE FEDERAL STATE STANDARDS OF GENERAL EDUCATION IN THE LIGHT OF THE THEORY OF DEVELOPING EDUCATION ^{[№ 4 ' 2022]}
This research discusses the possible risks associated with the possible discrediting of the activity-based approach to learning, due to the specification of the requirements for subject results for each academic subject, implemented in the new Federal State Educational Standard, with the uncertainty of the “system-activity approach” concept content. Recognizing the timeliness and the need to specify the requirements for substantive results for each academic subject, the authors note that this innovation in the methodological plan revives the illusion of the possibility of returning to Zunov’s approach (the formation theory for a certain set of knowledge, skills and abilities), which is detrimental to the modern school. In this regard, it is important for teachers to decide on the methodological basis of pedagogical activity that corresponds to the target idea of the latest standards. The article examines the reasons that require a return to the methodological foundations of the activity approach in the light of V.V. Davidov’s theory of developing education, an essential understanding of this phenomenon is offered. The main reasons include 1) the need to form, develop and improve the student’s mechanism of goal-setting; 2) the need to derive the content of the concepts being mastered in educational activities by the students themselves; 3) the development expediency of meta-subject educational within the framework of the particular academic subject assimilation; 4) proven implementation effectiveness of the task method in teaching; 5) the expediency of a radical transition to a dialogic form of education in the jointly distributed students’and teachers’activities.

Savva L.I., Dyorina N.V.
VECTOR OF PROFESSIONAL EDUCATION FOR THE DEVELOPMENT OF LEADER QUALITIES IN THE GLOBALIZATION WORLD ^{[№ 2 ' 2019]}
Globalization has a mixed effect on the situation of youth in the modern world. The orientation of vocational education towards globalization provides youth leadership for the renewal of traditional social institutions. Thanks to leadership qualities, young people can enhance their status in the globalizing world, benefit from globalization and contribute to the progress of society. At the same time, there is a weakening of the connection between education and the globalizing outside world, and a loss of influence on the positive attitudes of youth leaders. In a globalizing world, the development of leadership is an advantage of professional education, but the great difference in its capacities in different countries gives rise to global inequality.
Our theoretical analysis revealed the interplay of globalization and education as a trend in the globalization of vocational education. Our study of international conceptual documents in the field of education and labor determined the potential of the education system in the development of leadership qualities of youth. The direction of the vector of vocational education on the development of leadership qualities for a success strategy in the globalization world, the ability to lead a decent life through equal access to quality education, global knowledge sharing, the creation of the foundations of a democratic choice of a person’s own path, the development of additional and vocational education systems has been established. We emphasize the priority of public sector functions in ensuring positive globalization impacts on vocational education for countries with any income level.
Thus, the vector of modern popular professional education should be aimed at developing leadership qualities of students in the coordinates of the priorities and values of globalization. Vocational education in order to develop youth leadership skills provides knowledge of the attributes of globalization, relevant training systems, the ability to build a trajectory of life success.

L.Y. Savva
FORMING THE INTERPERSONAL TEACHER'S COGNITIONIN THE PEDAGOGICAL ESTABLISHMENT TECHNOLOGICALASPECT . ^{[№ 1 ' 2002]}