№ 05 (May)

The relevance of the study in the article is due to the development of globalization processes in the modern world and the intensification of international cooperation in various fields of professional activity, which entails an urgent need to prepare students for intercultural communication. The aim of the study is theoretical and practical justification of career guidance web quests technology as a factor in improving the effectiveness of preparing students for intercultural communication. The study used theoretical methods (the study and analysis of pedagogical, methodological literature, materials and publications in the pedagogical and journalistic periodicals on research problems, as well as concretization, analogy, modeling and analysis of the pedagogical experience of universities) and empirical methods (questioning, conversation, interviewing, testing, analysis of students’ learning results, observation, ascertaining and forming experiments, qualitative and quantitative analysis of experimental data and their mathematical processing). According to the results of the study, the article presents the theoretical and practical justification for the need and importance of using the technology of career guidance web quests technology as a factor in improving the effectiveness of preparing students for intercultural communication. The theoretical significance of the study lies in the fact that its results contribute to the theory and methodology of teaching a foreign language in terms of preparing students for intercultural communication. Results of the study reflect the principles of work organization based on the use of career guidance web quests technology in teaching a foreign language; expand the understanding of career guidance web quest technology; substantiate the criteria and indicators of students' readiness for intercultural communication with the use of career guidance web quest technology. The practical significance of the study is in the development of assessment tools which help determine the effectiveness of preparing students for intercultural communication using the career guidance web quest technology as well as in introducing the career guidance web quest technology into the educational process in order to prepare students for intercultural communication.

The problem of optimizing the process of teaching the Russian language to foreign first-year students in non-linguistic universities and the formation of universal competence determine the relevance of the study in the article. The aim of the study is the theoretical and practical justification of the linguoculturological paradigm of teaching Russian to foreign first-year students in non-linguistic universities. To achieve the goal of the study, the survey method was used to obtain objective and subjective information about the success of Russian-language communication of first-year foreign students in non-linguistic universities and the usefulness of materials provided to students for learning the Russian language and culture of the country. According to the results of the study, the article presents a didactic model of teaching Russian to foreign first-year students in non-linguistic universities, developed in the context of a linguocultural paradigm. The proposed training model is implemented in Russian and foreign universities. The didactic model of training is aimed at the formation of universal competence among students. Universal competence assumes that students will use the acquired skills and knowledge in the field of the Russian language in order to establish intercultural communication in the country of the language being studied. Universal competence in the framework of the study includes the linguistic component, speech, subject and cultural components. The novelty of the study lies in the fact that an attempt was made to theoretically substantiate and develop a linguoculturological paradigm for teaching Russian to foreign first-year students in non-linguistic universities – based on the identified communicative and cultural needs, as well as theoretically justify the selection and presentation of linguistic and cultural materials that would contribute to the formation of universal competence. The theoretical significance and practical value of the work lies in the fact that a linguocultural paradigm of teaching the Russian language is developed on the basis of studying the linguodidactic and cultural needs of foreign first-year students in non-linguistic universities and correlating them with the communicative needs for using the Russian language in the country of the studied language.

The article analyzes the specifics, didactic opportunities and pedagogical features of the meta-subject approach implementation in the process of learning foreign languages by journalism majors (training area 44.03.02, bachelor degree level). The relevance of the study is determined by the need to modernize the journalistic education system due to new social trends and the needs of the information society, including the process of media convergence, the emergence of new types of public relations, the inclusion of journalists in the global media space, the system of various professional communities, wide social, political and cultural activities. The purpose of this study is to justify the methodology and describe the pedagogical conditions and practical techniques for the formation of meta-subject competences of journalism majors by means of foreign language training at the university. To achieve the goal of the study, the following theoretical and empirical methods were used: analysis, synthesis and classification of scientific and pedagogical information, questionnaires, testing, pedagogical experiment, elements of content analysis, and methods of statistical processing of experimental data. The main result of the study is the identification of those universal meta-competences of future journalists that can be effectively formed in the process of learning foreign languages at the university, which was confirmed in the course of the experimental work. The theoretical significance of the study lies in the description and classification of meta-subject competences necessary for working in the public sphere and including such key personal characteristics as communicative and managerial skills, leadership qualities, teamwork ability, self-organization ability, commitment, metacognitive competences, critical and analytical thinking, skills in working with information, etc. The positive results of the experimental work carried out on the basis of the faculty of journalism of the Kuban State University and aimed at the formation of meta-competences in the process of introducing metadisciplinary teaching technologies into the system of foreign language education are of practical importance.

The article is aimed at analyzing and improving existing career guidance practices. Today, children are changing, the world of professions, society, professionally important qualities are undergoing changes, that leads to the need to justify, fill in new technologies for professional self-determination. The purpose of the article is the analysis of modern technologies of career guidance in adolescence and young age, the evaluation of the effectiveness of training programs for students to make a conscious choice of profession in the ever-increasing complexity of expanding living conditions. The authors note the importance of building up readiness for a conscious and independent construction of a personal educational and professional route, the active inclusion of students, their parents in the process of self-determination. The basic methods of career guidance are considered: informational, activating, developing, diagnostic and consulting. The target category of the study is students in grades 7–9. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (questioning, testing, formative experiment). The development of proposals for improving the system of modern career guidance is rather relevant. As a result of rethinking new approaches to career guidance, the authors focus on the training of specialists providing psychological and pedagogical support to students in the process of formation and implementation of the educational and professional route. The results of the study can be the basis for working out new instruments and the content of professional self-determination. The study meets the important challenge of the present – the creation of a system of professional self-determination of students and professional growth of specialists. The materials of the article can be used by bachelor students in psychological and pedagogical areas of training, researchers and practitioners dealing with career guidance issues, and for the organization of psychological assistance to students.

One of the priorities of Russian education that implements info communication and digital technologies is the widespread use of distance education, which is equated with traditional forms of education. The relevance of the work increases sharply due to the fact that in the conditions of the spread of coronavirus and the increase in the real risk of infection with it, almost all educational institutions are switching to distance learning. The key figure in solving this problem is the teacher, whose level of training largely determines the effectiveness of the entire distance learning process. The purpose of the research is to improve the quality of training of University teachers to work in the distance learning conditions through the gradual formation of their professionally significant qualities. Both theoretical (identification of contradictions of the problem under consideration, analysis, synthesis, comparison, etc.) and empirical (observation, survey, testing, monitoring, etc.) research methods were used in the study. The main results of the study were: a comprehensive analysis of psychological and pedagogical literature on the designated topics; based on previously developed technology for distance learning, we defined the stages of teachers’ training technology and gave the characteristics of the information stage; tools, methods and techniques used at this learning stage were presented, the activities of the course leader and teachers were shown. Theoretical significance of the work consists in: defining the term «technology», requirements for the development of distance learning technologies, designing the information stage of the technology for training distance learning teachers. The practical significance of the work is due to the opportunity to use the research findings in the process of training / retraining teachers for distance learning. The results obtained in the course of the research can be used to improve the professional readiness of University teachers to work in the system of distance learning in educational institutions of various types.

The search for ways to optimize the teaching of a professionally-oriented foreign language has recently become more active. In this regard, of particular interest are the study of the theory and practice of applying a number of intensive psychological and pedagogical methods and the application of innovations to the traditional methodology of teaching a professionally oriented foreign language. In this regard, this article is devoted to such an urgent topic as the creation of psychological and pedagogical conditions for the development of students' analytical abilities to study a professionally oriented foreign language. The purpose of this study is to design psychological and pedagogical conditions for the development of students' analytical abilities to study a professionally oriented foreign language. Basic research methods: study and theoretical analysis of scientific works on psychology and pedagogy; analysis of programs and educational literature of Russian and foreign universities, traditional and intensive teaching methods for professionally oriented foreign language; generalization of advanced Russian and foreign pedagogical experience; questionnaires, observation, conversations, role-playing games and situations, testing; pedagogical experiment in the conditions of real teaching a professionally-oriented foreign language in Russian and foreign universities; statistical processing of experimental results. According to the results of the work, the effectiveness of the proposed psychological and pedagogical conditions for the development of students' analytical abilities to study a professionally-oriented foreign language is theoretically grounded and experimentally verified. The validity of the proposed psychological and pedagogical conditions for the development of students' analytical abilities to study a professionally oriented foreign language is theoretically substantiated and experimentally verified. The practical significance of the study lies in the fact that the proposed psychological and pedagogical conditions for the development of students' analytical abilities to study a professionally oriented foreign language are introduced into the specific educational process of teaching a professionally oriented foreign language in Russian and foreign universities. Methodological recommendations on the use of the developed psychological and pedagogical conditions for teachers of foreign languages are developed.

The development of the child’s sensory perception is one of the most important elements of his cognitive progress, which will determine the need for specially organized purposeful work on his/her development in the process of sensory education, including the work in the conditions of a preschool educational institution. The significance of this topic is determined by the interest of many psychologists and educators, both domestic and foreign. Today, there are several well-known sensory perception developing systems that are used in one degree or another in the education of preschool children. Among the foreign ones, this is primarily M. Montessori’s system; it is worth noting in the domestic pedagogy of the pre-war period the works of E. I. Tikheeva. The modern Russian system of sensory education of preschool children is based on the psychological theory of perception, and primarily the works of L. A. Wenger, whose ideas were developed by such teachers as A.P. Usova, N. P. Sakulina, N. A. Vetlugina, A. M. Leushina, V. I. Loginova. Didactic games are one of the most effective tools for the development of sensory perception at a young preschool age. The aim of this work was an experimental evaluation of the effectiveness of didactic games with Dienes blocks use in the development of sensory perception of primary preschool age children. To achieve this, we have developed and tested a program for the development of sensory perception of younger preschoolers using didactic games. We used logical Dienes blocks as the didactic material in the experiment, which are a set of basic geometric figures of different colors and sizes. A comparative analysis of the results of sensory perception development level diagnostics carried out at the ascertaining and control stages of the experiment proved the effectiveness of the implemented program, since the level of sensory perception of children in the experimental group into which we purposefully selected children with a lower level of sensory development significantly increased. In addition, we noted statistically significant negative dynamics of the number of children with a low level of sensory development. The results obtained prove the effectiveness of didactic games use, including the use of Dienes blocks, in the development of sensory perception of primary preschool age children. Besides, the developed and tested program may be used in the practice of preschool educational institutions.

In the modern system of education, the issues of organizing technological education are of particular relevance, including training of students for solving design and technology concerning tasks, due to the priority of this direction of the country's economy development, which determines the relevance of the study. In this connection, the need to find approaches to the systemic formation of relevant skills is growing, including the stage of primary general education. The solution of design and technological tasks for primary school students can be considered as a leading means of developing creative abilities of a person and the formation of motivation for professional activities in the sphere of design and technology in future. Learning modern methods of creating new technical solutions produces a developing effect on the personality of a younger schoolchild, as it helps to change his/her perception of technical objects, helps to overcome inertia of thinking, improves attention concentration skills, helps to establish personality traits such as determination and will in setting and achieving goals. The system of formation and development of students’ design and technological skills should be continuous, starting from school age and ending with self-education after university graduation. Despite rather great interest in theory and practice to the development of the aspect under consideration, it is necessary to examine in more detail the essential characteristic of the process of teaching primary school children to gain skills for solving design and technology concerning tasks. Based on the principles of the activity oriented approach, the authors examine characteristic features of design and technology concerning tasks as one of the types of educational tasks that are solved in the framework of technological education of students in primary school. Thus, the purpose of the article was to reveal the essential characteristics of the process of teaching primary school children to gain skills for solving design and technology concerning tasks which will be necessary for the effective development of their relevant activities. The basic approaches to the formation of the considered skills in children of primary school age are analyzed, the main stages of this process organization are highlighted. The content of the article will be useful in the work of primary school teachers in the process of planning training sessions with students, working out technical tasks, including organization of extracurricular activities, as well as for additional education teachers.

The relevance of the research is due to the didactic opportunities of 3D modeling tools for personally-oriented learning and involving students in solving problematic tasks of a creative nature, as an important condition for improving the quality of educational results and training of graduates. The research problem is determined by the contradiction between the opportunities of 3D technologies to improve the quality of learning by taking into account the individual characteristics of the student’s personality, cognitive interests, professional aspirations and the learning model used in educational organizations. The aim of the study is to substantiate theoretically and verify experimentally the effectiveness of 3D modeling technologies use for personalization and improving the quality of learning. The research methodology is based on the analysis and generalization of the works of foreign and domestic authors concerning the issues of learning personalization, 3D modeling tools use for the design of educational environment. Evaluation of the quality of learning, analysis of three-dimensional models, observation, and generalization of the results were carried out during the pedagogical experiment. 55 fourth-year students of the Faculty of Computer and Physical and Mathematical Sciences of the Vyatka State University in Kirov were involved in the study. Statistical validation of the obtained results reliability was performed with the use of Mann-Whitney test. The authors clarified the concepts of “personalization of learning”, “creative activity” taking into account challenges to the digital educational environment and focusing on the training of specialists who would be in demand in future. The problems of personalization of education (awareness of choice, gradation of the system of tasks) are identified; they are described from the perspective of teachers and students. The potential of 3D-technologies with respect to improving the quality of graduates’ training is investigated due to the possibilities of taking into account their individual age and psychological characteristics in a personalized educational program. Some features of personally-oriented learning based on 3D modeling technologies are revealed by the authors on the example of conscious choice by students of a software tool, the study of theoretical foundations and three-dimensional modeling tools, solving structured tasks of a creative nature, constructing design solutions. The materials of the article may be used, firstly, to ensure the personalization of learning during the creative work of students to make 3D models; secondly, to support vocational guidance and personal self-realization, taking into account the priorities of the digital economy.

In accordance with the current Federal State Standard of Primary General Education, the organization of project and research activities of primary school children is one of the most important and necessary conditions for the full development and socialization of the child’s personality, carried out through activities aimed at successfully mastering universal learning activities, which is supposed by the fundamental methodology of a system and activity-based approach. The project and research-based learning of primary school children, being insufficiently studied from the point of view of practical implementation, is an alloy of various activities in which the child participates to achieve meta-subject results. However, the potential of this kind of work for primary school students still requires a comprehensive study and practical implementation in schools. Thus, the purpose of the presented article is to describe the content and forms of project and research-based learning of primary school students through activities of "Children's University", justification of the effectiveness of the technology for managing the relevant educational project. The leading approach in this case is the modeling of the project activity system in primary school education with the inclusion of a system and activity-based approach, the project-based and developing education methods. As a result of the study, the practical component of the work is presented: detailed description of all the events taking place on the educational platform, specification of the main classes for primary school students. In the course of the study, the authors carried out work on testing the project management technology for the “Children's University” project, analyzing the data obtained during the ascertaining and control experiments. The theoretical significance of the article is due to the contribution to the development of scientific ideas about the project- and research-based learning of primary school children within the activities complex "Children's University" aimed at harmonizing new knowledge with the level of the student’s abilities development. The practical use of this technology allows us to organize the work of step-by-step introduction of project- and research-based learning into the practice of an educational organization. The article may be interesting to primary school teachers, students of pedagogical areas of training, researchers studying the project- and research-based learning of younger students.

In modern conditions of the developed information environment, media literacy skills are necessary for the socialization and personal development of an individual. Media literacy allows a person to use the media space safely, to question incoming information from the media environment, not to fall for the tricks of online fraud and the spread of misinformation. People today are focused on information coming from the media space, and this fact emphasizes the urgency of the issue of developing media literacy, teaching young people how to communicate using technical means (not only at the amateur, but also at the professional level). The ability to build communications on the Internet effectively allows the individual to become more competitive in the labor market. Media literacy needs to be developed from school age. The Federal Law “About Education in the Russian Federation” defines the concept of inclusive education, which allows children with disabilities to get education. The study presents a model for the formation of media literacy among students in the framework of inclusive education. The leading research approaches in the article are the concepts of proximal development zone and the activity-based approach (L. S. Vygotsky and A. N. Leontyev); theory of media education (V. Weber, Yu. S. Inyakin, O. P. Kutkina, A. V. Fedorov). The model is developed on the basis of theoretical analysis and pedagogical experience. It is suitable for students with disabilities with the observance of the “no harm” rule for students with conditionally normal development. The authors highlight the forms and methods of media literacy formation within the framework of inclusive education; examine the knowledge, skills necessary for media literacy; describe the principles and conditions that allow us to use the model for both normatively developing students and for children with disabilities. The article will be interesting to educators, psychologists of comprehensive and correctional schools, students and graduate students specializing in “Special defectological education” training area.

One of the conditions for successful learning at school is the development of certain skills, qualities, mental processes in students, for example, such an aspect of attention as concentration. It is necessary to teach children to concentrate at the beginning of training, when organizing various forms of training, as well as doing special work. The purpose of this study is to verify the selected working conditions for the development of first-graders' concentration focus in the process of organizing an astronomy club. The club allows us to expand and deepen the knowledge of children, to create more favorable conditions for the development of certain personal qualities and processes, for example, such an aspect of attention as concentration. The article describes the process of organizing work to develop the concentration of first-graders’ attention during astronomy club classes, as well as an experimental study concerning this problem, confirmed by testing in an educational institution.

The article is devoted to the study of the possibility to develop second-graders’ aesthetic perception of landscape painting at the lessons of the surrounding world. The research task was to study pedagogical conditions for the development of second-graders’ aesthetic perception of landscape painting at the lessons of the surrounding world. The purpose of our study is to identify the pedagogical conditions for the development of second-graders’ aesthetic perception of landscape painting at the lessons of the surrounding world. Landscape painting allows us to expand and deepen the knowledge of children, as well as to teach them perceive and appreciate the beauty of the surrounding objects of nature. The article describes the process of developing aesthetic perception of landscape painting in second-graders at the lessons of the surrounding world, as well as an experimental study concerning this topic.

The relevance of the investigated problem is due to the fact that one of the common types of family relations today is a single-parent family. These families face a number of difficulties and problems, and the technology of social prevention becomes significant for their solution and prevention. The purpose of the article is to analyze the implementation of the family problems social prevention technology. The main results made it possible to find a relation between the quantity and quality of work with recipients of social services, the progress achieved in the interaction and the growth of material well-being of the family.

Modern goals of education include requirements for the development of student’s abilities and educational motivation as a result of education, which determines the personal and professional orientation of a teacher; this indicates the relevance of the research topic. The aim of the work is to prove that the pedagogical orientation is a factor in the educational motivation of students in primary school. The results of the study were obtained on a sample of 16 teachers and 480 their students. Reliability calculation according to Fisher's φ * criterion showed the reliability of differences in the effectiveness of teachers: the orientation of the primary school teacher to interaction is a factor in the educational motivation of his/her students.

At the moment, the bulk of Russia's GNP is produced precisely by the entities of natural monopolies, and this determines the relevance of the problem under study. The purpose of the article is to define the essence of natural monopolies, as well as to assess the role that they play in the economy. Based on the results of the study, the authors reveal the approaches to determining the essence of a natural monopoly as an economic category, that is, its concept and features; specify its functions; identify the problems associated with the insufficient functioning of natural monopolies entities in Russia, and justify the need for government intervention.

Each year, the Council on International Financial Reporting Standards (hereinafter – IFRS) takes on work to improve and update international financial reporting standards, taking into account the current economic situation and the requests of interested parties. New standards as well as amendments to existing documents are introduced for public discussion. The relevance of examination of changes in international financial reporting standards is associated with the adaptation of Russian companies joining the international market. The aim of this work is to examine the amendments that came into effect in January 2020. Based on the results of the study, the authors present a detailed analysis of the amendments introduced by the IFRS Council, affecting the financial instruments (IFRS 9, IAS 39, IFRS 7), accounting for employee benefits programs (IFRS 19), the procedure for providing additional information in reporting (the definition of significance has been adjusted).

At the turn of the century, trade between Europe and Asia began to grow rapidly, which required new logistics and infrastructure routes for faster and cheaper delivery of goods from one part of the continent to another. “One Belt – One Road” is the most global economic project of the People’s Republic of China: the country is actively promoting this project, it is its main foreign policy priority. The purpose of the article is to consider the reasons for its launching, directions, routes, shortcomings of the economic belt of the New Silk Road and the 21st century Maritime Silk Road; to analyze what benefits it brings for other states to take part in this project. The result of the article is a description of China’s actions mechanism and assessment of the project viability as a whole.