№ 04 (April)

The relevance of the research is due to additional opportunities for improving the quality of mathematical education in a digital school, support of cognitive interest, and solving practice-oriented tasks by means of including mobile services in mathematical activities. The research problem is determined by contradictions: between the possibilities of modern digital technologies in terms of developing cognitive activity, improving the quality of mathematical training and the educational model implemented by educational institutions; between the need to provide resources for solving problems of a socio-economic nature in the conditions of the fourth industrial revolution and the insufficient level of graduates’ mathematical education. The purpose of the study is to justify theoretically and test experimentally the effectiveness of using mobile technologies for the development of students’ cognitive activity in solving practice-oriented tasks. The research methodology is based on the analysis of works of foreign and domestic authors whose authority and scientific reputation are recognized by the scientific community. The study of the possibilities of mobile technologies for the development of educational activity was conducted using the method of analysis of subject teachers’ particular works, scientific and methodological literature concerning the use of digital tools in teaching. Then, using the forecasting method, we determined the potential of mobile technologies for organizing students' activities to solve practice-oriented tasks, and formulated a hypothesis about qualitative changes in the results of teaching mathematics. The method of systematization and generalization of facts allowed us to formulate basic concepts and didactic principles. The main provisions of the system-activity oriented approach are the research methodological basis for the formation of required competences of future specialists. At the stage of the pedagogical experiment, empirical methods were used: involved observation, questionnaires, testing, and analysis of students’ academic results. The authors clarified the essence of the concepts "cognitive activity", "mathematical thinking", "mathematical literacy" for the digital school. They investigated the possibilities of using mobile technologies for the development of cognitive activity and formulated didactic principles and issues of including mobile technologies in a personalized environment for solving practice-oriented tasks. The proposed specific materials for improving methods, tools, and organizational forms of training focused on the formation of mathematical thinking determine the practical significance of the presented research. The theoretical significance of the research lies in the fact that the authors describe the basic ideas of a methodological approach to the use of mobile technologies for the development of students' cognitive activity in solving practice-oriented tasks in the process of working out "smart" design solutions that meet the challenges of global digital transformation. The article may be used, first, to ensure personalization of mathematical learning through creative, interdisciplinary, educational and research work of students on mobile application development, social integration and professional orientation; second, to change the concept of mathematical education in school; third, to improve the implemented educational model for training highly qualified specialists of the professions for the future "new" industry.

Now the goals of modern education are not the sum of students’ knowledge, skills. The goal of modern education is to develop personal, cognitive, and communicative students’ abilities so that students become successful and competitive individuals. There is a meta-subject learning result. Today, teachers do not have any difficulties in forming and developing meta-subject results of educational activities, but they do not know how to evaluate and diagnose the results. So, the article is devoted to the problem of diagnostics students’ educational results in the process of learning technology. We evaluate the meta-subject results by using diagnostic cards. This problem is relevant, because modern education is aimed at achieving meta-subject results of students’ learning. The purpose of the article is to provide methodological tools for diagnostics of regulatory universal learning actions of basic school students, which got an expert assessment. Evaluation of the results is made based on the implementation of interactive practices in technology lessons. We used the decomposition method for a system of regulatory universal learning actions diagnostics. Each individual operation has descriptors that define the levels of capability for certain actions. Practicing each individual operation (skill) will work on the formation and development of the action as a whole. The theoretical significance of the article is realized in a contribution to the development of scientific ideas about diagnostic materials in the field of evaluating meta-subject results. Practical significance is in detailed methodological development of diagnostics for regulatory universal learning actions of basic school students, so teachers of technology can use them, as well as teachers of other subject areas who work in the basic school.

Participatory design is a relatively new method of designing organizational structures in pedagogical environment. It is aimed at involving various subjects of educational systems, including representatives of government bodies, business, local communities, activists and other interested parties, in the process of making organizational decisions. On the one hand, the participation of stakeholders in pedagogical projects makes it possible to attract additional resources. On the other hand, it is necessary to have a well-thought-out organizational structure in the educational system for their involvement and work with them. We understand under the design architecture the whole complex of all objects in any unit of the territory, which helps establish an organized structure extremely important for the life of the project. From this perspective, consideration of the technology for the formation of the design architecture for partners in educational organizations and the municipality, often as their founder, is of particular relevance. Accordingly, the aim of the article is to describe the technology for creating an effective organizational structure for participatory design in the education system of the municipality. The leading approach in this case is the system-activity approach. The approach provides the organization of integrated activities for the management of the organizational structure, in which all types of activities are coordinated to achieve the objectives. As a result of the study, the authors of the article determine the technology of forming an effective organizational structure for participatory design in the education system of the municipality, which includes organizational management steps, inputs and outputs of management processes. The theoretical significance of the article is due to the contribution to the development of methodological ideas about the technology of pedagogical design architecture formation. Practical use of the research results allows us to build work on creating an effective organizational structure of the design in the educational system.

The dominance of the highly informative methods of teaching foreign languages at non-linguistic universities and the lack of use of technology of project activities in a foreign language, which enables to develop communicative skills of future specialists as the basis of their readiness for intercultural communication, determine the relevance of the research in the article. The aim of the research is the theoretical substantiation, development and testing of experimental models by means of communicative skills formation in students of non-linguistic universities during the implementation of project activities in a foreign language. The article was prepared on the basis of the following methods use: analysis, questionnaire, interview, observation, survey, pedagogical observation and generalization of personal teaching experience, experimental teaching in student groups, method of expert evaluations, ranking, analysis of students’ project work products, pedagogical experiment, and statistical methods. According to the results, the paper presents theoretical and practical justification of the need to develop the model of communicative skills formation among students of non-linguistic universities during implementation of project activities in a foreign language. The theoretical significance of the study lies in the fact that it defines the structure of communicative skills in the implementation of project activities in a foreign language; it identifies and justifies the directions of project activities in a foreign language for students of a non-linguistic university, contributing to the effective formation of their communicative skills during the implementation of project activities in a foreign language. The practical significance of the research results: a set of training tasks has been developed aimed at the formation of communicative skills among students of a non-linguistic university during the implementation of project activities in a foreign language; the content of projects for students of non-linguistic universities was worked out; a set of diagnostic materials was worked out to evaluate the results of project-oriented learning activities of students of a non-linguistic university while learning a foreign language.

The training of highly qualified specialists has always been a priority for higher education. In modern conditions, university graduates should have a wide range of professional competences. The acquisition of professional competences by students should not be limited to classroom studies at the university. It should include an independent study of disciplines to obtain deeper knowledge, independent search for information and analysis of the material found, a creative approach to solving tasks, issues of time organization and interest in professional growth. The correct organization of independent work of students (IWS) by teachers of higher education requires the creation of pedagogical conditions by the university. For the organization of IWS, the use of distance learning technologies (DLT) is no longer an innovation and the effectiveness of DLT use in various areas of the university practice has been studied for a long time. At the moment, the use of DLT to organize IWS during practical training is an urgent task. The federal state standard (FSS) 3 ++ requires that, according to the results of educational practice, the student must obtain certain skills and competences, and the time for practice is limited. The purpose of this article is to identify and systematize pedagogical conditions for organizing students' independent work with the use of distance learning technologies to increase the effectiveness of practical training. Research Methods: theoretical analysis of the organization of students' independent work with the use of distance educational technologies; diagnostic methods (observation, conversation, questioning, and analysis). Based on the analysis of the literature and the reflection of their own experience, the authors obtained the following results: pedagogical conditions for the effective organization of independent work of students specializing in the area of training 11.03.02 "Information and communication technologies and communication systems" (ITCS) during practical training have been identified and characterized. Measures have also been developed for the implementation of the considered pedagogical conditions. The theoretical significance of the study is due to examination of the pedagogical conditions for the organization of IWS using DLT. The practical significance of the study consists of the research materials which can be used in the organization of educational practice of students specializing in the area 11.03.02 ITCS. The worked out recommendation promotes the targeted development of the three main components of the teacher’s readiness (the head of the educational practice) for the organization of IWS with the use of DLT during educational practice: motivational, methodological and technological, and also makes it possible to use this experience for the organization of IWS using DLT during practical training of students specializing in other areas. The novelty of the work is the justification of pedagogical conditions under which the use of DLT in the organization of students' independent work during the practical training allows us to increase the efficiency of acquiring the necessary competences due to the clarity, accessibility and systematic presentation of the necessary material, succession of individual tasks, and teaching students to use their time efficiently.

The study of business speech culture forming process among cadets of military universities allowed the authors of the article to put forward and experimentally prove the hypothesis that for the effective planning and implementing of this pedagogical process, it is necessary to optimize its methodology and technology by motivating students to work independently. The purpose of the article is to analyze the role and significance of students' motivation for independent work and the conditions for its formation when teaching them the culture of business speech. According to the authors of the article, motivation for independent work results in positive perception of the studied material by students, activates their experience of self-actualization of speech activity development, promotes the desire for independent search and creative approach in the process of business speech culture forming. The authors of the article believe that the following conditions are necessary to create motivation for independent work of cadets: to take into account internal and external motives of students and to form a team of teachers that would contribute to the development of students’ motivation. Independent learning of cadets is considered as a special type of speech activity that requires not only the development of certain personal traits and qualities, but also the formation of a system of views, beliefs, needs and psychological attitudes, i.e. motivation. In their study, the authors use a communicative activity-oriented approach in teaching military University cadets the culture of business speech. The article identifies the difficulties of optimizing the methodology and technology of teaching business speech culture in modern higher military schools, and also provides specific recommendations for solving this problem. The practical significance of the results obtained is the possibility of using the article by scientists conducting research in the field of business communication and military professional education to optimize the methodology and technology of training based on the motivation of students to work independently.

Interactive forms of education are widely discussed in foreign and domestic scientific literature. Interactive forms of education have become one of the means of activating the educational process in higher school and they are widely used in teachers training institutions. A theoretical review of works devoted to interactive learning has shown the need for their application to improve the quality of education and the formation of students' competences. In this regard, the relevance of the studied problem is associated with the use of interactive learning forms, in particular, organizational and activity games in the university course of the academic discipline «Methods of teaching the Russian language». The research purpose is to study theoretical material on the problem of interactive learning in order to develop a model of organizational and activity games for pedagogical universities. The system and empirical approaches were used to solve the research problems. The system approach to the study was used during the theoretical consideration of the interactive form (organizational and activity games) in the system of general principles of interactive learning. The empirical approach was used in the study of educational activity through the experimental work. As a result of the study, the authors offer a model of organizational and activity game in the academic course «Methods of Teaching the Russian Language» for the students majoring in the Russian and English languages. The theoretical consideration of the interactive form (organizational and activity games) in the system of general principles of interactive learning allowed them to develop and use a new form of practical training for a student group to form the professional competences of a Russian language teacher. The theoretical significance of the article lies in a review of theoretical material on the problem of interactive forms of education in foreign and domestic pedagogy; the authors examine the principles of using interactive forms of learning in a higher educational institution. The practical significance of the article is associated with the use of experimental material in pedagogical work within the course of the discipline "Methods of teaching the Russian language" for students of pedagogical universities.

The article is devoted to the methods of developing oral coherent dialogical speech in primary school students by means of theatrical games. The research subject was the study of pedagogical conditions for the development of coherent dialogical speech of third graders through the use of theatrical games in the classroom. The aim of the study was to identify the pedagogical conditions for the development of coherent dialogical speech in third graders in the process of theatrical games. The authors characterize the methods of developing oral dialogical speech of third-graders at the basic lessons in primary school, and present some worked out and tested theatrical games.

The article is devoted to the problem of the development of algorithmic thinking of fourth-graders in mathematics lessons, which is relevant in modern society. This is due to the fact that one of the requirements of the Federal State Educational Standard of Primary General Education imposed on the results of mastering the subject area “Mathematics and Computer Science” is “learning the basics of algorithmic thinking”. At the present stage of the education process, various technologies are used related to working with interactive equipment, and the Smart Notebook program is a common program for it. It allows you to make presentations, notes, drawings, develop tasks. Therefore, we set the goal of the study: to identify the pedagogical conditions for the development of algorithmic thinking of fourth-graders in mathematics lessons by means of the Smart Notebook program tasks. The article examines the works of mathematicians on the problem of algorithmic thinking development that make up the Smart Notebook program, which can be used in mathematics lessons, and identifies the advantages of the program. The authors give examples of tasks using the Smart Notebook program for the interactive whiteboard.

The reduction in the number of credit organizations due to the annual revocation of a significant number of their licenses by the Central Bank of the Russian Federation, which resulted in malfunction of many companies and organizations, loss of citizens’ personal savings – all this constantly raises criticism and protests from the country's business community and population. The purpose of the article is to assess the impact of the Central Bank of the Russian Federation on the dynamics of the number of credit organizations in the Russian Federation by changing the ownership and equity capital of corporate entities. The study analyzes changes in banking legislation, starting from the period of the banking legislation reform in the USSR in the late 1980s and the establishment of the first cooperative banks, the subsequent formation of the banking system of the RSFSR and its transformation into a sovereign two-level banking system of the Russian Federation. The authors analyze types and frequency of regulatory acts of the Central Bank of the Russian Federation that affect the ownership and equity capital of commercial banks, the dynamics of the number of registered and existing credit organizations and the dynamics of their total ownership capital. They examine dynamics of the number of liquidated credit organizations for the entire period of the modern Russian banking system existence and the influence of individual heads of the Central Bank of the Russian Federation on the reform process. The study found that even a significant reduction in the number of credit organizations did not cause a reduction in the total ownership capital, but it contributed to its multiple increase, which positively affected the stability of the entire credit system of the country.

The concepts of market failures and government failures are often given as arguments of supporters and opponents of government intervention in the economy, that is why the problem under study is urgent. The purpose of the article is to analyze the effects of market failures and government failures on the economy. According to the results of the study, it was found that the market can cope with many failures (information asymmetry, external effects), and government intervention can sometimes aggravate the situation.