№ 09 (September)

The trend of globalization sets a new goal for the Russian education system – to educate a person capable of global thinking. It implies a person has the idea that he is not only a part of his culture, but also a citizen of the world, an active participant in cross-cultural communication, and communication in the professional sphere in particular. As the basis for the integration of human society, intercultural communication requires certain training for its implementation, so the task of developing students' cultural component as the most important mechanism of professional and international cooperation becomes urgent. The article considers the essence of the cultural component of professional communication of undergraduate students of higher education institutions. The purpose of the research is to analyze the state of the problem of forming the cultural component of University students in pedagogical theory and practice. The article analyzes the works of modern researchers devoted to cultural competence. Modern requirements for training bachelors at the University are studied. The essence of the cultural component of professional communication, methods and factors of its formation, successful implementation in professional activities are determined. Technologies and approaches to teaching a foreign language and ways of forming the cultural competence of bachelor linguists by means of a foreign language are considered. The authors present the results of a survey of first-year students of the Chuvash State University named after I. N. Ulyanov to identify the level of their knowledge about the countries of the studied language at the initial stage of training at the University. They justify the potential of a foreign language for the formation of a cultural component of professional communication of undergraduate students.

The relevance of the study is due to the search for new forms of improving the professional competence of teachers in the continuing education system in the context of modern qualification requirements. The purpose of the article is to study the essence of the phenomenon under study, to describe the characteristic features of corporate training as an effective resource for the development of both professional and personal qualities of an individual teacher, and for the development of the teaching staff as a whole. Based on the analysis of domestic and foreign studies, the article presents the results of studying the teacher’s corporate training as a pedagogical phenomenon, gives an analysis of the use of this form in the process of improving the professional competence of a teacher in continuing education. The leading approaches to the study of the problem are competence-based and team-based approaches that justify the need for educators to develop common methodological approaches to pedagogical support for students to achieve educational results. The article presents the results of a theoretical study of professional competences development in an intra-school system of corporate training. A model is described for enhancing the professional competence of a teacher in corporate training, including conceptual, substantive, technological and reflective components, within which corporate training becomes a systemic basis for professional improvement of a teacher in the context of effectively organized methodological work in a specific educational organization, in accordance with its specific features and strategic directions of development. The conclusion is substantiated that the opportunities of corporate training are more promising than traditional methodological work to solve the task of developing the professional competence of teachers within a team approach and taking into account the corporate culture of a particular educational organization. To sum up, it is concluded that the corporate training resource is useful both for improving the professional competence of teaching staff and for implementing the development strategy of the educational organization in the direction of improving the general quality of education. The theoretical significance of the article lies in actualizing the opportunities of corporate training for improving the professional competence of teachers. The practical significance of the article lies in the use of research results for the implementation of corporate training of teachers in a specific educational organization.

The relevance of the research topic is due to the fact that in recent years, teachers and employees of the scientific library note the following phenomenon - in the process of educational activities at the university, students actively use the materials from the Internet, not using the educational resources of scientific libraries. This problem resulted in the low attendance of scientific libraries and reduced reading of scientific literature in general, which largely affected their academic results. The author notes the following main functions of the scientific library: educational, cultural, information and communication. The main function of the scientific library, educational, is characterized as contributing to the education and self-education of students by means of scientific literature. The author reveals the specificity of the scientific library, which consists in the fact that it was established and functioned to meet the information needs of the intellectual elite of society in the most changeable and developing spheres of culture – science and education. The scientific library has always been faced with the task of equally fulfilling the educational function, which was the obligation to provide users with comprehensive scientific information in all spheres of knowledge. The study, analysis and generalization of scientific literature, characterizing the typology of scientific libraries, made it possible to determine the classification of scientific libraries. The purpose of the article is to study the specific features of the educational potential of scientific libraries. Objectives of the article: 1) to reveal the educational potential of the scientific library, 2) to find the reasons for the decrease in the systematic use of educational resources of the scientific library in the process of educational activities by students. Methodological approaches to the study of the scientific library as a component of the educational system were the following: systemic, reflecting the philosophical ideas of integrity, organization, interaction of the system with the external environment, studied in the scientific works of I. V. Blauberg, E. G. Yudin; historical, organically combined with cultural studies approach, developed in the works of L. Wilson, L. S. Vygotsky, Yu. M. Lotman and other domestic and foreign scientists, which allows us to study the scientific library as a cultural and educational phenomenon. Methods used by the author to achieve the goal: analysis of scientific literature, survey, questionnaire, generalization of the obtained information, analysis of the results. The theoretical results of the research may be interesting to university teachers and employees of scientific libraries; practical results may be used for the development of methodological materials on the formation of students' motivation for professional education in the conditions of scientific libraries.

The relevance of this particular article is underlined by the arising need to analyze the problems and challenges that have emerged during the tuition of non-Russian speaking students on a distance, as well as the general situation in the Russian educational system, in which preparation for the new academic year largely depends on the experience gained on the previous schooling semester. Therefore, the purpose of the author in this work is to explore the available possibilities of online learning in Russia on various platforms, and come up with a practical set of tutoring exercises that can be used in this format. For this purpose, a comparative analysis of various platforms is made, their positive and negative sides are revealed in this article, as well as the parameters for choosing the most suitable working methods for practical use. The main problem showcased by the author, is that the majority of educators in Russia have never worked remotely, and the online format requires some difficult technological approaches. This process of learning in the most comfortable conditions for both the teacher and the students requires many levels, many of which are simply out of the reach of the teacher (for example, economic aspects), however, those that are purely technological are showcased in three stages of work at the preparatory faculty of Moscow State Pedagogical University (MSPU). One of these aspects is to perform as close as possible to a traditional classroom lesson – the lesson consists of a phased practice of speech skills using various interactive materials. In addition, the work considers a range of issues covering the organizational, methodological, didactic, psychological aspects of education, and also analyzes the complex issues of organizing educational activities in an online lesson in a student audience of levels A1 – B1. Another aspect would be the scientific research results, which include the most useful recommendations and samples of tasks for the development of different types of speech activity – speaking, listening, reading and writing. In the article author uses the following methods: theoretical – analysis of methodological literature and regulatory documents, forecasting results; practical – pedagogical observation, analysis, testing, modeling of the online learning process – to reveal the main problems and find the most effective ways to solve them when organizing distance learning for students. To increase motivation for learning the Russian language and relieve stress in a complex format of distance learning during testing, the author proposes to use various educational games while working online; describes some of the extracurricular activities carried out at the faculty during the period of distance learning. The materials of the article can be used in the preparation of practical classes at the preparatory faculties of universities.

The relevance of this problem is due to the fact that a new challenge to the education system is currently being formed. There is a growing need for a person who is ready to solve ambiguous problems effectively, create highly intelligent technologies, and participate in the development of the country in the conditions of complex society formation. In this regard, close attention is paid to increasing the intellectual and creative potential of individuals, which would ensure both their personal competitiveness and the competitiveness of the country as a whole. The solution of this problem in relation to high school students is of particular importance because they are characterized by the active development of theoretical thinking, their conscious desire for creative activity and self-development. Currently, high school students have opportunities for the development of their intellectual and creative potential. This means the introduction of FSES into the educational process and its modernization. High school students have also such a resource for the development of their intellectual and creative potential as the educational activity of the class teacher who can explain its essence and role in the life of a modern person. The class teacher can systematically carry out practical work on the development of intellectual and creative potential of high school students, on the formation of a meaningful axiological attitude to it and motivation to participate in solving specially selected tasks and to self-development. The most important condition for the effective solution of these pedagogical tasks is the teacher's awareness of the essence and structure of the intellectual and creative potential of senior students. The purpose of the research is to determine the essence of the intellectual and creative potential of high school students, its structural components and sub-components. The main approach in the study is a systemic approach, in accordance with the principles of which (integrity, hierarchy, structuring, etc.), the authors identified the signs and main ideas of the concepts "potential", "intellectual potential", "creative potential" developed by scientists. Based on their analysis, the authors proposed the definition of the concept "intellectual and creative potential" and worked out the structure of intellectual and creative potential of high school students. The theoretical significance of the research consists in a new definition of the essence of "intellectual and creative potential" concept and the development of the structure of intellectual and creative potential of high school students. The worked out theoretical materials can be used by teachers involved in the organization of the discussed process, since they will be able to work more consciously and effectively to develop this potential in students.

Currently, there is no need to talk about the prerequisites for digital transformation in the economy, digitalization of education, because they have already occurred. It would be illogical to assume that enterprises, including small and medium-sized businesses, will be able to remain effective, working according to the old model, using traditional approaches and methods. It is also well known that education is an essential part of the economy, and the level of education in society is compared with the parameters of economic development and population's well-being. In this regard, the need to use information communication and distance technologies in education is significantly increasing. A necessary condition for the effective use of these technologies is the availability of teachers who are capable and ready (professionally, technically, psychologically) to work in the distance learning system. The purpose of the research is to develop the structure of teacher's activity in distance learning conditions and to analyze the components of his / her activity. The leading approaches to research are a systemic approach (the study of any object as a complex integral socio-economic system) and an innovative approach (the ability to quickly respond to changes dictated by newly formed circumstances and the external environment). The novelty of the research consists in choosing a topic (not sufficiently developed at this stage) and considering it in the focus of socio-economic development of society. The main results of the work are: justification of the technique of a tutor / teacher of distance learning; development of the work structure of the teacher of distance learning; analysis of the components of his/her activities. The theoretical significance of the article is in expanding the knowledge concerning the specifics of the activities of distance learning teachers. The practical significance of the work consists in applying the results obtained in the organization of training / advanced training of university teachers to work in the conditions of distance learning. The acquired knowledge and skills can be used in training teachers not only in the system of higher education, but also in secondary educational institutions of various profiles.

The relevance of the project-based learning is due to the demand of society for the training of specialists - future teachers who would be ready to solve non-standard problems that are reflected in a practice-oriented activity. The purpose of this study is the theoretical justification of project-based learning at the university for the development of personal and professional qualities of future teachers. The methodological basis of the research are the ideas of developing education and the activity-oriented approach, general scientific methods of comparative analysis, synthesis and generalization. The theoretical significance of the article is as follows: the authors reveal the concept content of the project-based learning in the university as a purposeful, organized in a special way pedagogical process of creating a case situation of subjects interaction to make a product, the quantity and quality of which corresponds to the set goal; analyze the forms of project-based learning and the professional and personal qualities of future teachers developed in the course of it. The practical significance of the article lies in the fact that the conclusions and provisions contained in it reveal the ways of organizing project-based learning at the university for the development of personal and professional qualities of future teachers, and the considered stages of organizing a particular practice-oriented project "Organization of a competition for creating a design for the pedagogical faculty environment" clearly illustrate the presented theoretical provisions. The article specifies the content of the main stages of organizing project activities, the observance of which is necessary to achieve the practical goal set in the course of the project: the stage of formulating the problem, the stage of designing a solution to the problem, the stage of planning the project implementation, the stage of implementation and the final (reflexive) stage. The content of the stage of formulating the problem is considered in detail on the example of the practice-oriented project "Organization of a competition for creating a design for the pedagogical faculty environment". The research materials can be used both in educational and extracurricular work of a pedagogical university.

The study is aimed at highlighting the issue of interaction between a teacher and foreign students in the process of forming the readiness of foreign students for intercultural cooperation, which is especially important in the multicultural educational environment of a university. In addition, experience of intercultural cooperation in terms of multi-dialogue of cultures is important for future specialists to realize their professional potential. The aim of the study is a theoretical and practical justification of the need for pedagogical support for the formation of foreign students' readiness for intercultural cooperation when teaching Russian as a foreign language. Theoretical methods were used for the work (study and analysis of pedagogical, methodological literature, materials and publications in the pedagogical and journalistic press on research issues, as well as concretization, analogy and analysis of the pedagogical experience of universities). The results of the study reflect the principles of organizing pedagogical support for the formation of foreign students' readiness for intercultural collaboration; expand the understanding of the specialized content of foreign students’ education; show that it is important to show the value significance of the intercultural education for the development of a foreign student’s personality and his/her formation as a future specialist, therefore, the teacher needs to ensure that foreign students understand the intercultural character of education by determining of the intercultural situation when learning the profession, and reflection on the concepts of socio-cultural activity, knowledge of the content of intercultural education and methods of enhancing socio-cultural work. The theoretical significance of the study lies in the fact that its results complement the theory and methodology of teaching Russian as a foreign language in the aspect of preparing foreign students for intercultural cooperation. The practical significance of the research lies in the development of alternative means of teaching Russian as a foreign language in terms of preparing foreign students for intercultural cooperation in the system of higher professional education, taking into account the author's interpretation of the research concept and the variability of methodological techniques. As a result, in the process of teaching Russian as a foreign language using the means of social and cultural cooperation, the personality of a foreign student is transformed and acquires variable abilities through the implementation of intercultural activity methods.

One of the important and difficult stages in the system of multistage education is the transition from school to university education. Studying the issues of preparing students for entering a university is rather relevant, since the foundation for further successful education and work is laid at this stage. Analysis of published data showed that it is necessary not only to solve educational problems at the preparation stage, but also to include elements of adaptation to university forms and teaching methods, to form communication skills and abilities. The authors of the article propose an approach based on the implementation of the subject course. The purpose of the study is to show the effectiveness of an educational and adaptation course in chemistry as a means of preparing students of secondary schools for entering a university. The study was carried out using a systemic-philosophical approach and a set of complementary methods: analysis of psychological and pedagogical literature and the authors' own experience, students survey, statistical processing. The course is based on the principles of interactive learning and is presented as an integral system of psychological and pedagogical techniques, teaching methods, educational tools. The novelty and theoretical value of the work are due to the simultaneous comprehensive solution of educational, adaptive and communicative tasks. The effectiveness of the course is shown on the example of its implementation in a district secondary school for four years and is confirmed by the increased interest of school students in studying chemistry in the 9th grade and the successful passing of the Basic State Examination, an increase in the average score of the USE results. The practical significance lies in the fact that graduates who have completed the educational adaptation course acquire the necessary and sufficient knowledge for coping with university programs in chemical disciplines, they are ready for university forms and teaching methods, do not experience psycho-emotional discomfort when school system of assessing knowledge changes to the point -rating, and they have necessary communication skills and abilities. This course is effective as a methodological basis for career guidance work. It is recommended for implementation in secondary schools.

The article is devoted to the study of the development of creative thinking in junior schoolchildren by means of graphic exercises. It is this age that is sensitive for the development of creative thinking. The aim of the work was to test the effectiveness of using graphic exercises for the development of creative thinking in first graders. The authors consider theoretical and methodological aspects of using graphic exercises, give examples of tasks and present the results of experimental work. It is noted that at this age we build the foundation of mental activity methods, and form the basics of mental actions.

The purpose of the work is to study the problem of organizing conflict-free communication and to determine the main areas of activity for improving the skills of its implementation in the learning process, which will contribute to further successful interaction in gaining knowledge and in professional activity. The main approaches to solving the problem of conflict-free communication are examined; the connection of the communicative act with the manifestation of the conflict is found, the opportunities of language disciplines in the formation of the skills of conflict-free communication are specified. The author draws a conclusion that it is necessary to develop the skills of constructive discussion, which allows us to prevent conflicts while defending our point of view.

Today, the problem of professional burnout of employees is significant for most organizations. We understand under this burnout the process of gradual loss of emotional and physical energy, which manifests itself in symptoms of fatigue, exhaustion, personal detachment and decreased satisfaction from work. The purpose of this work is to summarize views on the nature and essence of professional burnout, its causes, factors, symptoms and consequences; to identify the factors of professional burnout in train dispatchers. The main results of the study: the author describes specific features of train dispatchers’ work, determines the main factors of burnout in the traffic control directorate, and proposes recommendations for reducing their negative impact.