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№ 3 (247), 26 september 2025
doi: 10.25198/1814-6457
 Pedagogics
Kober O.I. ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF A STUDENT’S AXIOLOGICAL POTENTIAL IN THE CULTURAL AND EDUCATIONAL ENVIRONMENT OF THE UNIVERSITYThe state and society's need for university graduates capable of choosing a life path based on traditional Russian spiritual and moral values, aimed at preserving the country's unified cultural space and national identity, has determined current trends in the development of higher education. The development of students' axiological potential in the university's cultural and educational environment has become a priority as a socially significant outcome of state educational policy. This fosters cognitive interest in the cultural and historical heritage of the Fatherland, fosters value self-determination, creative activity, and satisfies the needs for cultural, spiritual, and moral development. The goal of my research was to identify and experimentally test the organizational and pedagogical conditions for developing students' axiological potential in the university's cultural and educational environment. Scientific novelty was ensured by clarifying the concept of “student axiological potential” and providing pedagogical support for the step-by-step development of students' axiological potential in the university's cultural and educational environment. The methodological framework was based on the principles of development and creativity, openness and continuity, and the interconnectedness of values and value-based self-determination within the activity-based, cultural, and axiological approaches. Based on an analysis of scientific works and educational practices, organizational and pedagogical conditions were identified: enriching the content of the cultural and educational process with value-based contexts, stimulating artistic and creative development and student value-based self-determination, and engaging students in project-based and creative activities. These, combined with the informational, emotive, and transformative capabilities of the university's cultural and educational environment, contributed to the development of student axiological potential. Testing these pedagogical conditions in experimental work demonstrated their effectiveness. The predicted result of positive dynamics in the development of axiological potential components in the cultural and educational environment was achieved. Theoretical and methodological research into the pedagogical conditions for developing student axiological potential can be used in educational practice. Key words: axiological potential, student, cultural and educational environment, organizational and pedagogical conditions.
Moroz V.V., Zhuikov S.О. EDUCATIONAL PRACTICES FOR FORMING UNIVERSITY STUDENTS’ VALUE ATTITUDE TO THEIR COUNTRYThe appeal to the topic of the homeland as a value is caused by the emphasis of the modern scientific and pedagogical community on the fact that in order to educate a responsible, highly moral person, a citizen, a patriot, a working man who shares universal human values, carefully treats the cultural heritage and traditions of a multinational people, ready for creative activity and protection of the interests of the Fatherland, optimal ways of forming the value attitude of the younger generation to the Fatherland are required. In order to find a solution to this problem, we turned to the use of educational practices among university students. We conducted a theoretical study based on the scientific approaches of domestic educators to the concept of “educational practices”. From the standpoint of modern tasks of Russian society in the field of education, the concept of “educational practices” contains a set of methods, techniques, forms and means aimed at forming a value attitude of a person to civil society, to the state, to himself as a citizen, to his civil rights and responsibilities. This concept is characterized by a focus on achieving strategic educational goals, the presence of objective and subjective prerequisites for interaction, uniqueness, emotional intensity, and short duration. The use of educational practices taking into account the positive pedagogical experience of the past and present contributes to the formation of continuity of universal human values of generations, an active position of a citizen of a democratic society as personal responsibility for the well-being of the Fatherland, and support for the spiritual and moral aspirations of everyone. The educational process is impossible without referring to values, which are a guideline for a person's activities and behavior, provided that he or she has formed a value attitude. Possessing significant potential, educational practices can become an effective tool in shaping the value attitude of university students to the Fatherland, as well as for achieving key tasks that are relevant not only for the field of education, but also for the state and society as a whole. Such educational practices as volunteering, donation, flash mobs, quests, quizzes, etc. serve as vivid evidence of this.Key words: educational practices, value attitude, Fatherland, spiritual and moral values, university students.
Pak L.G. EXPERIENCE OF ORGANIZING STUDENT SELF-GOVERNMENT AT THE UNIVERSITY: CONTENT ASPECTOrganization of student self-government activities has become an integral component in the preparation of university graduates with an active civic position, a developed sense of social responsibility and a focus on personal and public well-being. The low status of student activism, insufficient motivation to participate in collective management of public life and decision-making, fragmentation of the sense of involvement in the life of the university and society as a whole, insufficient experience of coordination and effective communication hinder student involvement in self-government. The problem can be solved by analyzing the best practices in organizing student self-government activities in the context of updated requirements for strengthening the educational component of the university. I have characterized the activities of the main bodies of student self-government of the Orenburg State Pedagogical University. These include: the student trade union committee, the headquarters of the student teams “Sozvezdie” (student teaching teams, student teams of conductors and work teams of teenagers), the tutor support center, the media center, the fundraising and public relations center, the patriotic center, student clubs, creative associations, the volunteer center “My Vmeste”, the primary branch of the Russian Movement of Children and Youth “Movement of the First”. The main advantages of organizing student self-government include: popularization of the ideas of preserving, strengthening and broadcasting in social practice traditional Russian spiritual and moral values, developing students' awareness of themselves as an element of a single whole – a university, a city, the Russian state, raising viable youth leaders in the context of global challenges and uncertainties, activating the innovative potential of students in the context of citizenship, culture, professionalism, creativity, prevention of extremism and radical ideology, focusing on complicity, multiculturalism and tolerance, developing flexible or trans-professional skills of the future; formation of information and project culture of activists.Key words: modern society, pedagogical university, structure and activities of student self-government bodies, student activism, socially significant activities, mission of serving the university/country, traditional Russian values.
Sakharova N.S. THE ROLE OF INFO-COMMUNICATION SKILLS IN DEVELOPING FOREIGN LANGUAGE COMPETENCE OF UNIVERSITY STUDENTSDue to the strengthening of national sovereignty and information technologies development in the spheres of society, foreign language proficiency is becoming a key factor in personal and professional success. The development of foreign language competence determines the willingness of university students to effectively interact with the use of a foreign language for the purpose of professional training and integration into the international community. The research has examined the concepts of foreign language competence, info-communication skills, as well as identified their components and levels of implementation. The study has found that foreign language competence corresponds to the basic characteristics of communicative competence, includes motivational, linguistic, and pragmatic components, and is implemented at the cognitive, operational, and personal-professional levels. The article has revealed that info-communication skills as a group of communicative skills are a set of effective application of information technologies for working with information in the process of communicative interaction. Info-communication skills can be implemented at cognitive, activity and axiological levels. Info-communication skills and foreign language competence act as the basis for the development of supra-professional competencies and have common grounds: the categories of “information” and “interaction”, which are embodied in a foreign language through information technology. Thus, based on the established links, the significant role of info-communication skills in the development of foreign language competence of university students has been proved. It is concluded that info-communication skills are being transformed into a key component of modern foreign language training for university students, which necessitates their targeted development within the framework of higher school educational programs.Key words: : info-communication skills, foreign language competence of university students, information, interaction, information technology.
Churkina N.I. “CHILDREN’S COMMISSAR”: THE IMAGE OF AN ADULT IN PEDAGOGICAL UTOPIAN PROJECTS OF THE TWENTIETH CENTURYThe adaptation of Soviet educational practices, including the revival of the mass children's public organization, raises the question of the role of an adult in the children's community. Therefore, the description and analysis of the activities of successful educational practices of the second half of the twentieth century (the Commune of Young Frunzensky Children, the Karavella detachment, etc.) allows us to highlight the features of the pedagogical position of leaders that allowed them to become a "cultural model" for their students. Based on the application of the ideas of D.V. Dimke about pedagogical utopias of the Soviet era, the sociological concept of R. Oldenburg, it is concluded that the following can be attributed to the important features of the Soviet pedagogical utopia: the creation of a community of children and adults based on the principles of equality; the development of grassroots democracy; the construction of the material space of the community as a "third place". As a result of the historical and pedagogical theoretical research, I have established that the key feature of the pedagogical utopia of the Soviet period was the unique pedagogical position of the "children's commissar", who became models of acceptable (cultural, social, pedagogical) behavior and activities for children. This position of an adult was based on a special ideology – faith in the humanistic ideals of the Soviet system, romanticization of the heroes of the revolution and war, rejection of double standards. Interaction with children was built on the principles of democratization – equality with children, community of symbolic and discursive practices, a combination of regulation and spontaneity. Leaders and other adults involved in the activities of utopian pedagogical projects possessed high personal qualities – humanity; active civic position, had developed applied skills in tourism, crafts, sports, art. It is possible to adapt and use the experience of their activities in the training of modern advisers to the director on education and interaction with children's public organizations.Key words: pedagogical utopia, director’s advisor on education, commune of young Frunzensky residents, communal methodology, Soviet school, history of education, cultural model.
Guzhavina A.E. SOCIAL AND PARTNERSHIP RELATIONSHIPS IN THE PREPARATION OF UNIVERSITY GRADUATES FOR WORK IN THE HIGHER ART EDUCATIONSocial partnership is an important condition for the development of many aspects of the formation of future qualifications of a university graduate, in particular, an artist-teacher. Universities use various variations of partnerships between different organizations. Successful holding of various events, such as conferences, exhibitions, career guidance work is also possible subject to constant support of interconnected work. Our university is actively developing social partnerships with other educational organizations, introducing innovative systems and approaches that determine the direction of this cooperation. The system of social partnership of our university is built on the principle of “school – college – enterprises – customers of personnel – universities” and ensures interaction with a wide range of stakeholders. One of the key elements of this system is the opportunity for senior undergraduate and graduate students, full-time and part-time students, to work in their specialty at partner enterprises, which significantly increases their chances of successful employment. The interaction of the Institute of Arts of our university with other universities, various educational institutions and cultural organizations allows for the effective use of various forms of cooperation, such as mutually integrated organization in holding scientific and practical conferences, seminars, festivals-competitions and plein airs for students with the opportunity to travel to partner sites. An important achievement is the significant expansion of the range of educational opportunities, covering all levels: from basic and additional education to higher and postgraduate professional education programs. The number of partner organizations providing bases for practical training and research activities of students and postgraduates has increased significantly. This allows them to gain valuable practical experience, consolidate theoretical knowledge and develop the necessary professional skills in various fields, including educational institutions, public organizations, local governments and social services.Key words: social partnership relations, vocational education, art education, practice-oriented training, professional activity.
Dai Yunfang SPECIFIC METHODOLOGICAL PRINCIPLES OF TEACHING RUSSIAN WORD ORDER TO 12TH-GRADE CHINESE SCHOOL STUDENTSTeaching Russian word order to Chinese students is particularly challenging due to significant differences in the syntactic organization of the Russian and Chinese languages. Despite the existence of studies devoted to teaching word order to foreigners, the methods of teaching 12th-grade Chinese students remain underdeveloped. The aim of the study was an attempt to systematize specific methodological principles aimed at effective mastering of Russian syntactic structure, taking into account the characteristics of the Chinese audience. In the course of the theoretical study, nine specific methodological principles of teaching Russian word order were developed. Among them: differentiation of teaching word order in sentences and phrases; taking into account the characteristics of the initial stage of language learning; use of specially selected language material; application of a minimum set of basic constructions; distributed arrangement of learning tasks; combination of structural and functional approaches; parallel development of oral and written speech skills; use of latent questions; systematic consideration of typical student errors. The methodological basis was the analysis of curricula, classification of student errors and adaptation of methodological recommendations to the conditions of a Chinese school. The work conducted demonstrates that the proposed system of principles allows creating an effective methodology for teaching Russian word order, taking into account both the linguistic features of the Russian language and the specifics of perception of Chinese students. The implementation of these principles contributes not only to the acquisition of grammatical norms, but also to the development of communicative competence, which ultimately ensures the students' readiness for successful speech interaction. The developed approach can serve as a basis for creating curricula and manuals aimed at the Chinese audience.Key words: principles of teaching, word order, Chinese students, Chinese school, teaching methods.
Anciferov D.S. ECONOMIC UNIVERSITY EDUCATIONAL PROCESS CHARACTERISTICS IN THE FUTURE ECONOMIST INFORMATION AND ANALYTICAL SKILLS DEVELOPMENTModern society is defined by researchers as informational, post-industrial, the distinctive feature of which is the attitude to information as a value, resource, factor in human development. Improvement of information technologies and services does not cancel the relevance of the problem of information quality, the ability to work with it and productive use in educational and professional activities, therefore new requirements are put forward for the training of students in terms of the formation and development of information-analytical skills.The purpose of this article is to characterize the educational process of an economic university in the development of information-analytical skills of a future economist based on the study of its organization, regulatory documents in the field of education, psychological and pedagogical literature, and the experience of dissertation research. The study of psychological and pedagogical sources allows us to say that the development of information-analytical skills is a complex, systemic process, its features are due to the specifics of future professional activity, the role of an economist in public relations and the essence of the information society. During the study, the features of the future professional activity of students, possible barriers to organizing the process of skills development, approaches of different researchers on this issue were studied, which made it possible to determine the resources (personal, substantive, practical) and opportunities (semantic, epistemological, transformative) of the educational process of an economic university, considered as a means of ensuring the effectiveness of the development of information-analytical skills of a future economist. These features must be taken into account to ensure the effectiveness of the process of developing information-analytical skills of a student – a future economist, when determining the content of the educational process, choosing methods and forms of developing information-analytical skills in combination with the specifics of the direction of training and future professional activity.Key words: educational process, information-analytical skills, student, economist.
Ganaeva E.A., Tavstukha O.G., Tarasenko P.O. MODEL FOR TRAINING A PERSONNEL RESERVE OF EDUCATIONAL ORGANIZATIONS HEADSIn modern socio-economic conditions, it is of scientific interest to study the structural components of the training process for the reserve of heads of educational organizations. The theoretical and methodological grounds and the specifics of developing a model for the preparation of the reserve of heads of educational organizations are determined. In the course of the study, the block structure of this model is substantiated, which is implemented in accordance with the aim-to create conditions for the formation of managerial competencies of candidates for the post of head of an educational organization and stages: analytical-preparatory, developing-forming and evaluative-reflective. The methodological block of the author’s model is represented by a personified approach and relevant principles - context, principle of addressability, activation of the subjective position of the reservist. The content and technological block of the model reflects the directions, methods and tools of the phenomenon under study. The effective block describes the components of the management competence of the reservist, its criteria, levels of formation, the estimated result. A factor ensuring the effectiveness of the preparation of the personnel reserve of the heads of educational organizations is a mentoring that we understand as a socio-pedagogical technology for supporting personal and professional development of a person. The clarification of the mentoring methodology required the solution of the problems of training mentors in the framework of formal and informal education to mutually enrich their interaction with reservists. Key words: model of training, reserve of heads of educational organizations, mentoring, scientific and methodological support of reservists.
Demenev D.A. FORMATION OF STUDENTS’ PROFESSIONAL AND LABOR EXPERIENCE IN HIGHER EDUCATION INSTITUTIONSIn the context of a dynamically changing professional environment and increasing demands on specialists, higher education institutions are faced with the task of preparing graduates who are able to successfully integrate into the labor market and adapt to work in a rapidly changing professional environment. For effective professional training, it is not enough to simply transfer theoretical knowledge – it is necessary to integrate theory and practice, develop professional competencies, and form a value-based attitude to work and personal qualities necessary for future professional activity. It becomes obvious that it is necessary to form a student’s professional and work experience as one of the key results of the educational process. In the course of the theoretical study, a working definition of a student’s professional and work experience was proposed as an integral result of the educational process, expressed in the formation of sustainable professional motivation, a system of specialized knowledge and skills, as well as experience in solving professional problems in a real production environment. The structure of professional and work experience includes four interrelated components: motivational (characterizes the system of value orientations, motives and attitudes of the individual in relation to professional activity), cognitive (includes professional knowledge necessary for the implementation of work activity), activity (reflects the formation of professional skills and abilities, the ability to solve professional problems) and reflexive (expresses the student's ability to analyze and evaluate his/her professional activity, identify his/her strengths and weaknesses, plan his/her own professional development). The concept of labor education is aimed at developing a responsible attitude to work, professional motivation and readiness to perform production tasks. Professional and work experience is formed in the process of educational, research, project, industrial and extracurricular activities. Particular attention should be paid to mentoring, industrial practice and independent work of students. The formation of students' professional and work experience requires a targeted organization of the educational environment, integration of various types of activities and development of personal qualities. This approach ensures the successful adaptation of graduates to the requirements of the modern labor sphere, promotes their professional self-realization and effective entry into the professional community.Key words: student’s professional and work experience, work education, higher education, professional identity, professional competencies, integration of theory and practice, educational environment.
Dyrdina E.V. THE POTENTIAL OF STRUCTURAL CALCULATION GRAPHICAL METHODS IN THE DEVELOPMENT OF ENGINEERING INTUITION IN FUTURE ARCHITECTS AND BUILDERSFormation of engineering thinking is a key moment in studying theoretical and construction mechanics. Visual methods of calculation of structures for development of engineering intuition in students of architectural and construction works. Methods of graphical statics, such as construction of force and rope polygons, provide development of understanding of distribution of force, skills of critical checking of digital calculations and development of "sensory constructions" through its geometry. At the same time, their use does not require deep mathematical training and special tools. When teaching mechanics, we are faced with the problem of growing roller model in construction design. Risks of "blind" trust in results of software packages without understanding of basic solutions are high. The purpose of the study was to substantiate advantages of using graphical methods in the near future and development of engineering science among students of architectural and construction organizations. Six didactic techniques aimed at development of engineering theory are proposed, including connection of theories with historical, use of heuristic methods, computer tools and their criticism, development of spatial thinking, problem-based learning and study of historical context. The pedagogical experiment involved 138 students of architectural training. Its results show that the use of graphic methods significantly improves the understanding of the work of structures and increases interest in the course. Thus, graphic methods have not lost their relevance and can effectively compete with the modern listed methods in the training of future architects and engineers.Key words: engineering thinking, engineering intuition, methods of teaching theoretical and construction mechanics, methods of graphic statics.
Kipreev S.N. SOVIET CINEMATOGRAPHY EDUCATIONAL POTENTIAL FOR THE PATRIOTISM FORMATION IN CADETS OF THE MINISTRY OF INTERNAL AFFAIRS OF RUSSIA EDUCATIONAL INSTITUTIONSToday, the system of patriotic education of modern employees of internal affairs bodies is actively improving through the use of effective pedagogical methods, one of which is watching movies. Soviet cinema had significant educational potential for forming a sense of patriotism in viewers and was aimed at educating a harmonious and comprehensively developed personality. Films of that time not only entertained, but also educated people, instilling in them heroic and patriotic ideals. I conducted a study on organizing movie screenings of Soviet films in order to form patriotic feelings in those educated. In the experimental group for the formation of professional patriotism, a significantly higher level of patriotic motivation of young police officers was diagnosed compared to the control group. Participants in the experimental group demonstrated a higher level of professional knowledge and skills, as well as a deep understanding of their role and responsibility. They showed greater readiness for learning and self-development, actively participated in trainings and seminars, which contributed to their professional growth. Young police officers openly expressed pride in their profession and aspiration for its development. It was revealed that color films of the post-war period of the USSR history had a greater influence on modern youth. Pre-war films and films of the last years of the Soviet Union history aroused less interest among cadets. Respondents everywhere pointed to a weak awareness of Soviet films, and an increase in interest in domestic cinematic masterpieces as a result of special pedagogical influence. The survey results indicate that today Soviet and modern Russian cinematography are approximately equal for police officers. Many young people are not familiar with the classics of Soviet cinema, for a significant number of our contemporaries brought up on the examples of Hollywood films and mass culture, Soviet aesthetics and cinematic style are unusual, however, with the right instillation of love for domestic cinema, it can be attractive to young viewers.Key words: Soviet cinema, education system, professional patriotism, educational potential, patriotism.
Marina O.V., Glushkova S.A. CONTINUOUS TRAINING MODELS OF RUSSIAN AS A FOREIGN LANGUAGE TEACHERS IN SIBERIAN FEDERAL DISTRICTContinuous training of a specialist, that is, improving his professional skills and abilities, is mandatory in the modern world, when the development of a person from the personal and professional side becomes the main thing. Training a specialist in Russian as a foreign language, which is based on the principle of continuity of stages, stages, education, is consistent with state programs for the promotion of the Russian language outside the Russian Federation. In the course of our theoretical study, an analysis of educational programs of classical and pedagogical universities of the Siberian Federal District was carried out in order to identify existing models of continuous training of teachers of Russian as a foreign language. The regions of the district were divided into three groups. The first group consisted of universities in which training is carried out only at one level of education – in the bachelor's or master's degree; the second – universities in which training is carried out at two levels – in the bachelor's and master's degree; the third – universities in which training is carried out at three levels – in the bachelor's, master's and postgraduate programs. The three-level model was identified in only one subject of the Siberian Federal District – Altai Krai. In addition, a "conditional" model of continuous training of a specialist within a separate subject was established, when a student completed the first stage of higher education in one university, and the second stage in another university of the same region. The possibility of building a continuous training model in a separate subject of the federation and the mobility of a graduate of one of the areas in the case of building his own educational trajectory depend on the number of programs implemented.Key words: continuous training, stages of continuous training, Russian as a foreign language, higher education levels, Siberian Federal District.
Matrosova Y.S. PEDAGOGICAL EMPATHY IN OF TEACHER AND STUDENT INTERACTION IN STUDY OF PEDAGOGICAL DISCIPLINESAt present, the interaction between a teacher and a student in the process of professional pedagogical training causes certain difficulties. Based on the theoretical research, among such difficulties, I have identified mainly the subject orientation of professional training, a decrease in students' interest in studying pedagogical disciplines, a superficial understanding of the essence of pedagogical activity, etc. An emotionally comfortable atmosphere of interaction between educational subjects and pedagogical empathy of a teacher play a significant role in preventing these difficulties. Based on the methods of theoretical analysis of existing definitions of the concept of “pedagogical empathy” and direct observation, I have established the signs and structural components of pedagogical empathy as a scientific concept. Emotional, cognitive and behavioral components are substantiated as key components. The role of each of the components in the interaction between a teacher and a student was also established. Thus, the emotional component of pedagogical empathy contributes to the creation of an atmosphere of joint living and experiencing educational situations; the cognitive component contributes to the teacher's understanding of the feelings and moods of students, the features of their perception; the behavioral component ensures constructive interaction between the teacher and students based on the use of humanitarian technologies and social-emotional learning technologies. The obtained results allow us to speak about the legitimacy of using the concept of “pedagogical empathy” in studying the characteristics of interaction between a teacher and a student. The role of pedagogical empathy in the interaction between a teacher and a student in the process of professional pedagogical training of future teachers is important. Pedagogical empathy influences the creation of a positive learning atmosphere, the emotional state and academic performance of students.Key words: empathy, pedagogical empathy, interaction between teacher and students, pedagogical disciplines, pedagogical activity.
Osin M.V., Egorova G.I., Seliverstova M.V. STRATEGIES, TACTICS OF FORMING BASIC SCHOOL STUDENTS INCLUSIVE SECURITY AS A BASIS FOR THE YOUNG SPECIALIST SUCCESS CULTUREToday, there is a high level of professional burnout and outflow of young teachers from schools in education. One of the reasons is the insufficient readiness of young teachers to form inclusive safety as a factor in their own culture of success in the profession. Inclusive safety ensures the state of protection of all children from violence, discrimination and accompanies the process of their development based on trust, respect, and support. The culture of success of a young specialist is considered as a stable system of professional values, attitudes, competencies, practices for achieving positive results in the profession. The conceptual relationship and interdependence of concepts are reflected in the matrix of integration of components of inclusive safety and culture of success, taking into account the developed strategies and tactics. The strategy of “Personal and Professional Development” includes various tactical techniques. The strategy of “Pedagogical Interaction at the Class Level” is based on the implementation of programs for the development of empathy, communication, cooperative methods, and class hours. The Individual Differentiated Connection strategy provides personalized assistance to each student, taking into account the characteristics of their psycho-emotional state. The experimental work was conducted to study the influence of strategies and tactics for forming inclusive safety of students as a necessary condition for the formation of a culture of success of a young specialist (work experience of 1–3 years). The final index was calculated on a five-point scale, where each position corresponded to the level of formation of the studied characteristics. Effective pedagogical interaction had the strongest influence on the culture of success. In addition, a survey of young specialists was conducted, who expressed their opinion on the importance of using strategies and tactics to reduce the level of emotional burnout, to increase the number of initiatives, to reduce staff turnover, and to improve school climate indicators. The integration of inclusive safety and a culture of teacher success turns a school into a self-sustaining system where everyone feels protected, children study better, teachers realize their potential, burn out less and create more new things, the school becomes a center of attraction for talents.Key words: inclusive safety, formation, strategies, tactics, culture of success, young specialist.
Sikorskaya G.A. SELF-COMPILATION OF SUBJECT TEST AS EDUCATIONAL FACTOR OF UNIVERSITY STUDENTModern university student education is characterized by the level of formation of key subject competencies, the ability to choose a rational approach to solving educational and life problems, and the ability to acquire knowledge independently. The goals of the educational process are determined by the requirements of state educational standards, the degree of implementation of which is fixed by various forms of assessment, in particular, testing. A test is a set of standardized control tasks with the necessary system–forming statistical characteristics that provide reliable and valid estimates of a measurement variable. Testing in mathematical disciplines serves not only to assess the subject theoretical knowledge of students, but also to assess the ability to solve mathematical problems of various levels of complexity. In general, the search for ways to solve problems is a process of creative thinking, the main component in building a research understanding of the problem–solving process. An effective way of learning how to solve problems is their construction – a set of mental operations that, according to a given abstract situation, allow you to formulate a task and complete its solution. The process of creating a test consists of constructing a task (question); observing the proportions between the task condition and the answer; building distractors, taking into account balancing the ratio with the correct answer. Independent preparation of a subject test by a university student contributes to the formation of the ability to identify life problems and find solutions to them; the development of inquisitiveness of mind, inventiveness of thinking, which is especially in demand in the professional development of a future engineer.Key words: university student, testing, task design, subject test preparation, quality of education.
Flyantsraih A.P. FEATURES OF EDUCATIONAL AND PREVENTIVE ENVIRONMENT IN DEVELOPMENT OF STUDENT’S CIVIC IDENTITYModern Russian universities play an important role not only in education, but also in the upbringing of students, forming their civic responsibility and active social position. However, in the context of globalization, digitalization and the growth of social threats, such as extremism and destructive behavior, universities are faced with the task of creating an effective educational and preventive environment in the development of the civic identity of the student. This environment should contribute to the development of sustainable values, legal awareness and the ability to resist negative influences in young people. The results of my theoretical research showed that the educational and preventive environment of the university includes four key components: educational (integration of civic values into curricula), socio-psychological (support and adaptation of students), preventive (combating deviant behavior) and communicative (development of student initiatives). The effectiveness of this environment depends on the use of modern technologies, such as digital platforms, interactive methods and project activities. Regulatory documents, student self-government and cooperation with public organizations play an important role. Formation of students' civic identity requires a comprehensive approach combining traditional educational methods with innovative technologies. Universities must adapt to modern challenges by developing flexible and interactive forms of work in order to prepare socially responsible citizens who are able to actively participate in the life of society and resist destructive tendencies.Key words: civic identity, educational and preventive environment, higher education, digital technologies, student government, social responsibility, prevention of deviant behavior.
Shalamova О.О. STAGES OF TRAINING FUTURE PSYCHOLOGISTS IN FIELD OF OCCUPATIONAL SAFETYThe professional activity of a psychologist is closely connected with daily work with difficult client cases and situations, the work of a psychologist is connected with the emotional, communicative, psychological load of the specialist himself, as well as the requirements of the labor market for long-term working capacity, stress resistance, etc. At the same time, there is no special training in the field of safety of professional activity in the process of professional education of future psychologists. For students, as future specialists in their field, training in the field of safety of professional activity is extremely necessary to maintain professional well-being and health, prevent professional burnout and, as a result, possible departure from the profession. The purpose of the study is to highlight the main stages of training psychology students in the field of safety of professional activity during the period of basic professional training. As a result of the theoretical study, successive stages of training are designated: diagnostic, content and evaluative-effective. Important features of training future psychologists in the field of professional safety are: the use of methodological approaches (personally oriented, personalized, personalized and modular-competence), building an individual trajectory for training students, using a modular training structure, developing organizational and methodological conditions, describing the content and structure of competence in the field of professional safety. The identified successive stages can serve as a basis for developing tools for training future psychologists and, as a result, tools for developing the relevant competence, which in turn will help the future specialist maintain his professional health, develop a set of his own rules for the safety of professional activity, and will contribute to long-term and effective work.Key words: training of psychologists, professional security of a psychologist, competencies, competence approach, training of psychologists, professional training.
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Editor-in-chief |
Sergey Aleksandrovich
MIROSHNIKOV |
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