Sikorskaya G.A., Tomina I.P.
THE ATTITUDE OF A HIGH SCHOOL STUDENT TO COGNITIVE INDEPENDENCE AS A NECESSARY QUALITY OF PERSONALITY ^{[№ 3 ' 2024]}
The strategic goal of the Russian state policy in the field of education is defined as improving the quality of education that meets the requirements of innovative economic development, modern needs of society and every citizen. In this regard, the main goal of individual human progress is the development of cognitive independence, which contributes to the disclosure of personal capabilities and abilities. The study, conducted using the methods of questionnaires and statistical analysis, identifies the main goals of educational activities from the point of view of high school students, including theoretical readiness for a future profession, the desire to be successful in life, interest in new knowledge, as well as interest in the very process of cognition. The reasons for choosing the priority of independent work opportunities are determined, such as the presence of a problem in which he is personally interested; choosing his own way to solve the task; obtaining his own result, significant for himself; having your own point of view. Thus, the main task of the development of cognitive independence, in the opinion of students, is the disclosure of their personal potential, the inhibiting factors in this case are, respectively, a large overload during the educational process, lack of opportunity for self-expression, lack of attention to individual work on the part of the teacher. Based on the analysis of the results of measuring the level of development of cognitive independence of high school students, motivation and readiness of high school students for independent activity, their assessment of the importance of independent work, as well as studying the attitude of high school students, teachers, parents to cognitive independence, the reasons for the development of cognitive independence as a necessary personality quality, now a high school student, later a university student, a professional in production, successful in human life.

Tomina E.F., Manohina S.Yu.
CREATION OF MASSIVE OPEN ONLINE COURSES IN COMPLIANCE WITH DESIGN RULES AND COPYRIGHTS ^{[№ 4 ' 2023]}
Open educational resources are used in higher education. The purpose of this article is to explore the design rules and regulatory frameworks for the development of massive open online courses through the use of digital tools in education. For the study, the stages of writing a massive open online course, developed by university teachers for students, taking into account the most optimal, comfortable design, are analyzed. For the implementation of educational activities, e-learning and distance learning technologies when implementing educational programs in the field of education using e-learning technologies and interactive participation through open access to the Internet, it is necessary to use legislative acts as a guide. A massive open online course is aimed at supporting the professional activities of a teacher, using methods and tools. The implementation of the course provides opportunities for active dialogue between student and teacher in a mixed format. The results of the study are intended for university teachers and organizations that provide advanced training for teaching staff in the field of implementing massive open online courses in universities.

Semenova N.G., Tomina I.P.
INTERMEDIATE PROJECTS METHOD IN CONDITIONS OF INTEGRATED ELECTRONIC EDUCATIONAL RESOURCES APLICATION ^{[№ 10 ' 2017]}
One of the main tasks of vocational education informatization is to prepare a highly qualified, competitive specialist who is ready to carry out professional activities in the information society, including independently conducting research activities during projects execution that integrate the subject knowledge of several scientific fields. In this regard, the interdisciplinary projects method, relating to problematic tuition methods, acquires special significance in the technical university. Under the interdisciplinary projects method we mean such way of the training organization when in the process of educational (research) projects execution, students develop the skills to apply knowledge in solving educational (research) problems from other subject areas. In the context of vocational education informatization, the structure and content of the project method is changing, a new stage is “Software Implementation”, which activates the activities of both the teacher and the student. The teacher activity activization is related to the fact that he provides training to students not only in his subject area, but also in the use of electronic educational resources. The activation of students’ learning and cognitive activity is accompanied by the activity of recording their research results in an individual tasks block of an electronic portfolio or an electronic workbook, and also by developing a presentation on the research activities results. All this activates the student’s mnemonic activity, namely: the processes of understanding, memorizing, preserving and reproducing the studied material, which is fundamental for the implementation of projects that integrate the subject knowledge of several scientific fields. The use of electronic educational resources in the intersubject projects method is accompanied by the organization of a new information interaction of the educational purpose realized in the trinity: subject (teacher) — object (ESM) — subject (student). In the traditionally formed training system, the main participants in information interaction are only two: a teacher and a student. The result of organizing and conducting the learning process on the basis of the interdisciplinary projects method in the context of the integrated use of ESM is the twofold goal achievement: the professionally directed intersubject connections formation level increase and the increase the of ICT competence level.

Semenova N., Tomina I.
THE INTEGRATED USE OF ELECTRONIC EDUCATIONAL RESOURCES IN THE PROCESS OF FORMATION OF PROFESSIONAL DIRECTED INTERDISCIPLINARY CONNECTIONS ^{[№ 7 ' 2017]}
Mathematics in technical universities is the basis for the study of professional disciplines. often, however, have to face the fact that the students, having sufficient mathematical knowledge, can’t use them in solving professional problems. This is because the formation of the mathematical apparatus in the process of teaching mathematics students of technical profiles insufficiently professionally oriented. In this regard, of particular importance is the formation of interdisciplinary connections between the discipline of mathematics, and professional disciplines. Formation of professionally directed interdisciplinary connections in learning mathematics must be implemented with the help of new didactical means of education — electronic educational resources (EER), the structure and content of which are professionally oriented. Requirements for developing e-learning resources: the structure of the ESM structure didactic training cycle; computer visualization of educational material; compensation; professional orientation of content of e-learning resources, determine the structure and content of each section of electronic educational resources. The structure of e-learning resources developed by teachers that includes: setup-target; reference encyclopedias; e-notes; illustrations; explanatory; training; professional problems; test items; control. One of the successful ways of implementing the integrated use of ESM in the educational process is interdisciplinary project method, containing the following stages: organizational; research (educational); programmatic implementation of individual tasks; presentation of the results of the study. The result of the organization and conduct of the process of learning mathematics based on the proposed method of learning in the integrated use of the ESM is to achieve the twin goals: improving the level of formation of professionally oriented interdisciplinary connections; increase the level of ICT competence.

Gamova N.A., Kulish N.V., Tomina I.P.
EDUCATIONAL OPPORTUNITIES INDEPENDENT WORK OF STUDENTS ^{[№ 2 ' 2016]}
Organization of educational activity should be considered in the context of the success of the introduction of independent work of students in the innovative elements aimed at the formation of new connections and relationships of cognitive activity, which create space for their development. To form the experience of independent work of students, need orientation in the flow of information. This creates the following opportunities for developing training: increasing demand of students in the self; are prerequisites for the coordinated work of teachers and students; activates the intrinsic motivation of educational activity; assimilated the logic of the study (data management and analysis, allocation problems, hypotheses, hypothesis testing, formulation of conclusions). Independent work of students under the guidance of the teacher allows them to become the subjects of education. There is a development initiative and activity of students, there is understanding of the development of scientific knowledge. Developing the capability of independent work of students under the guidance of a teacher in the study of mathematical analysis is to gain experience of the students' independent work, competence, responsibility, readiness for professional growth and competitiveness in the labor market. In this respect, the growing importance of classroom organization and students' independent work in the learning process for the formation of skills of self-education that is the basis for postgraduate education and further training.

Gamova N.A., Kulish N.V., Tomina I.P.
PERSONAL INDEPENDENT WORK OF STUDENTS IN MATHEMATICS ^{[№ 1 ' 2016]}
Multi-level training of students, as well as the individual style of educational activity of each of them all at the same time does not allow to go to a particular level of competence (information, mathematical, foreign language, etc.). It requires a special organization of independent work, the development of its methodological support in a tiered system of higher education. Based on work practices, we believe that the individual independent work will be more effective if students will work in groups of 2-3 students, which allows the direct result of the process of knowledge sharing, creates favorable conditions for their active personal involvement in the educational process. Students thus serve as members of the mutual control and mutual motivation as a factor, creative, communicative, socio-cultural activities, providing a significant increase in the effectiveness of the cognitive activity of each participant. Independent work university students in teaching mathematics should be improved, using a personally and professionally — oriented approach, the score-rating system, modern information technology, etc., that will determine the student's individual route to self-employment, improve the quality of his mathematical education. The presented theoretical and practical recommendations to make the individual independent work available for analysis and projected in academic and extracurricular activities.

Tomina E.F.
PEDAGOGICAL IDEAS OF JOHN DEWEY: HISTORY AND CONTEMPORANEITY ^{[№ 2 ' 2011]}
The article presents stages of development of pedagogical ideas John Dewey in educational space of foreign countries and Russia. The is shown urgency of ideas John Dewey in modern educational practice. The methods based on ideas are considered John Dewey: the Dalton-plan, a method of projects.

Semenova N.G., Tomina I.P.
THE MULTIMEDIA TRAINING SYSTEM IN MATHEMATICS AS A MEANS OF MOLDING OF THE PROFESSIONAL DIRECTIVITY OF THE INSTRUCTION OF THE STUDENTS OF ELECTRIC POWER SPECIALTIES ^{[№ 9 ' 2010]}
The authors substantiated the formation of the professional directivity of instruction in mathematics by means of the structured content of the created multimedia training system, and revealed the psychological and pedagogical special features of instruction in mathematics of the students of electric power specialties.