№ 04 (April)

The strategy of modern primary school as an institution of public education is the process of development and, in large part, self-development of students as subjects and objects of education. The main vectors that should be implemented in the education system in the current conditions include the fundamentalization of education, as well as the identification of the main components of school subjects and the subsequent finding of relationships between them. The purpose of this work is to develop, theoretically substantiate and implement a model for the formation of the independent work skills for primary school students in Russian language lessons. The sources that served as the basis for this work include works on the methodology and philosophy of research in the field of psychology and pedagogy, which describe various degrees of human personality formation in modern conditions. The theoretical basis included also the works on the development of skills and creative abilities, mainly their structure and the conditions necessary for their appearance and improvement. Theoretical significance of the study – the essence of "formation" and "skill" concepts has been clarified; analysis of the "skill" concept in the interpretation of various authors has been made and presented. The clarification of the definition of "skill" is proposed: 1) the ability to perform consciously a simple action, which becomes automatic through constant training; 2) relatively independent activity, brought to automatism by constant repetition, which has become such due to a combination of those qualities that are one of the conditions necessary for this activity. The practical significance of the study is in finding and structuring the methods, techniques and means of developing the skills of independent work for primary school students in accordance with the types of independent work. The authors developed a model for the formation of the independent work skills for primary school students in Russian language lessons; they worked out the practical material on the formation of the independent work skills for primary school students. The results of the study can be used in the educational process of secondary schools, in the process of preparing future teachers for professional activity. This article examines the formation of independent work skills in primary school students as part of the Russian language study on the basis of the model developed and tested in practice, which includes the following elements: methodological, targeted, content, organizational, activity-oriented and results evaluated ones. This model of developing independent work skills can be recommended for use in the process of teaching primary school students in order to improve the effectiveness of the educational work of teachers.

At present, a number of issues related to the formation of primary school students’ worldview is not mentioned even in a sense of their principal formulation: structure of worldview ideas in primary school age, didactic conditions for their successful formation; content of worldview ideas in the process of teaching school subjects at the sage of primary education. The range of worldview ideas that primary school should give, the volume and content of worldview knowledge, skills, the volume and content of worldview feelings, volitional properties of the students' personality; the influence of emotional-volitional and activity-oriented practical factors on the formation of students’ worldview is not clearly identified. Thus, we can find the contradiction between the great significance of the problem under study and its insufficient solution in the pedagogical theory. The purpose of the study is to identify the pedagogical conditions that ensure the formation of worldview ideas among primary school students in the process of acquiring knowledge. There are various approaches to explaining the essence of the learning process in the pedagogical theory: by V. V. Davydov, P. Ya. Galperin, V. I. Zagvyazinsky, M. M. Makhmutov and others. In our research, we proceed from the epistemological essence of the learning process in the study of S. Р. Baranov, who revealed the role and place of worldview ideas in the process of acquiring knowledge, emphasizing the importance of these ideas’ systematization. The study of the problem of worldview ideas formation among primary school students in the process of acquiring knowledge has led us to a principal idea, which makes up the core of the problem under study and revealing the dependence of the process of worldview ideas formation from the general laws of the cognition process. To effectively control the process of forming students' worldview ideas, the primary school teacher must identify the content and range of ideas about the world around them; know the level of each student’s knowledge; know the educational opportunities of the learning process, including those of the curriculum, educational programs, manuals, etc. The theoretical significance of the research is as follows: the concept and features of worldview ideas about the surrounding world among primary school students are revealed; pedagogical conditions that ensure the formation of students' worldview ideas are identified and experimentally confirmed. The practical significance of the work is determined by the fact that the conclusions and theoretical recommendations contained in it can be used in the educational process of primary schools.

According to the second-generation Federal state educational standard, English language education in high schools is currently aimed at developing students' communicative competence. Interactive methods of forming communicative competence are implemented in the interactive exercises performed by students. They are gaining more and more popularity today. An interactive exercise that forms a speech situation performs a function related to stimulating speech utterance. Learning to read is one of the key types of speech activity in English lessons that students are involved in. The purpose of this article is to describe and analyze interactive methods of teaching reading in high school English lessons, as well as their comparison with traditional teaching methods. The article discusses the advantages of using interactive methods in teaching reading, analyzes current problems and barriers that prevent the widespread introduction of interactive methods into school practice. The relevance of the research is determined by the main goal of teaching English – successful communication. The leading approach to the study of the problem has become research, and the leading method of research – empirical. After analyzing modern domestic and foreign sources, we have developed a set of interactive exercises that will help students better learn the material, as well as diversify their activities in the English lesson. By analyzing the experiment conducted in 7th grades of a high school in the Moscow region, we found that the use of interactive methods of teaching reading contributes to the better assimilation of new vocabulary, and helps to relieve students' tension in the classroom, forms motivation to communicate with their peers. It was found that interactive teaching methods help to increase the interest of high school students not only in reading, but also in learning English in general. This work can be useful for students of pedagogical training areas and methodologists who deal with the problems of innovation in education, as well as for teachers of English, as it contains examples of interactive exercises that can be used in practice.

With the introduction of digital technologies, human everyday life and relations of production are changing; the economy and education are being transformed. Digital technologies are not only a tool, but also an environment for the existence of a modern person, which opens up new opportunities: learning at any convenient time, continuous education, the opportunity to form individual educational routes, to become creators instead of users of electronic resources. However, such an environment requires teachers to have a different approach to organizing the educational process, to acquire new skills and abilities to work in the digital educational environment. In these conditions, the pedagogical education system must provide training for a graduate with a high level of digital professional competence formation. The purpose of this article is to identify and theoretically substantiate the component structure of the “teacher's digital competence” phenomenon based on the analysis of scientific and pedagogical literature. The article is based on the analysis of works by Russian and foreign scientists. The theoretical model of a teacher’s digital competence structure is formed. The results of the study show that the competence under consideration consists of four components: motivational-personal (the sum of internal and external motives for one's future professional activity), cognitive (the full amount of theoretical knowledge, skills and abilities of a future teacher for effective construction of pedagogical process with the use of digital teaching aids), activity-oriented (practical implementation of the professional pedagogical knowledge of the future teacher, his/her intellectual, cognitive, technical, design and technological skills, necessary skills for the effective implementation of digital technologies in the educational process) and reflective–evaluative (the ability to analyze the performed activity, agree on goals, methods and results obtained, awareness of one's style of activity, readiness for their creative change). These components describe the competences necessary for the teacher to perform his/her professional duties successfully. The results of the research can be used as the basis for the development of optional courses for students of the pedagogical areas of training, programs for advanced training courses and additional education for teachers.

Stress is an integral part of every person's life. It is considered not only as a social, but also as an organizational problem that can affect all spheres of human life. The urgency of addressing the problem of stress control in pedagogical activity is determined by a number of contradictions between scientific and theoretical development of the problem of stress management and existing practical-technical situation with this phenomenon in pedagogical universities, and between the current level of stress in the academic environment and the lack of knowledge about how to control it. The purpose of this article is the theoretical justification and experimental verification of the effectiveness of the stress control model in pedagogical activity. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (experiment), methods of mathematical statistics (to assess the reliability of differences between samples, the G – test of signs and Student’s t-test by were used; to identify the relationships between the data, correlation analysis was used). Stress management in the academic environment of a pedagogical university involves the integration of three criteria: personal characteristics (increased resilience, lack of self-destructive personality traits); professionally significant motivational and value orientations of the individual (formation of positive motivation, the most pronounced type of organizational culture among most part of employees); properties and conditions associated with professional activity (increasing job satisfaction, increasing the level of efficiency, developing the absence of addictions to emergency situations, reducing the current level of stress, changing the individual pattern of stress factors). The main factors of stress control in pedagogical activity are stimulating teachers to study the specifics of stress, developing personal responsibility of each employee for his/her stress resistance, increasing external positive motivation, job satisfaction, and conducting relaxation classes. The theoretical significance of the study is to clarify, supplement and systematize the scientific concepts of stress management in pedagogical activity; to identify and describe the stress factors in the academic environment of the university. The practical significance lies in the substantiation of the criteria and indicators of stress management in the academic environment of the university, which are reflected in the structural and content model of stress control.

Since the introduction and effective functioning of reconciliation services is considered as an opportunity and prospect for the creation of a comfortable and safe school environment, and the teacher's behavior in conflict, his/her attitude, competence, readiness to use modern techniques and approaches largely determine the effectiveness of resolving conflicts that arise in the school environment, we believe it necessary to focus on the purposeful preparation of students for the implementation of measures to resolve conflicts within the practice of a restorative approach. The purpose of the article is to analyze the preparedness of students - future teachers to resolve school conflicts using mediation technologies with the subsequent development of schemes for improving training, filling the main components of training with content. Target category – third- and fourth-year students, "Pedagogical education" and "Psychological and pedagogical education" areas of training, who consider work at school as a possible prospect for them. Research methods: theoretical (analysis of psychological and pedagogical literature on the research problem), empirical (questioning, testing, ascertaining experiment). It is urgent to develop proposals for improving the preparation of students - future subject teachers for resolving school conflicts using mediation technologies in the unity of four components. At the level of the cognitive component, it is important to give students knowledge in the field of mediation practices - first of all, within the framework of studying the disciplines of the psychological module, as well as when students take part in the work of various workshops, master classes, seminars, etc. To form readiness at the level of emotional-volitional, motivational and behavioral components, it is advisable to use trainings, work with cases, modeling situations with an emphasis on the practical component, as close as possible to practical work, in some cases – taking part in the real pedagogical work.

The relevance of the article is due to the need to analyze the problem of the formation of the XXI century key competencies in future teachers, as well as the general trends that have developed in the education system in recent years. In Russia, the accelerated implementation of digital technologies in all areas of activity is regulated by Decree of the President of the Russian Federation No. 204 of May 7, 2018 "About national goals and strategic objectives for the development of the Russian Federation for the period up to 2024". The problem of the research is determined by the contradictions: between the capabilities of modern digital technologies and the training model and technical capabilities implemented by educational organizations; between the need to provide resources for solving socio-economic problems in the conditions of the fourth industrial revolution and the insufficient level of information literacy of future teachers. The purpose of the study is to describe and justify the information platforms that a modern teacher who has the necessary level of competence in the field of digital technologies in education needs to know. To do this, a comparative analysis of the platforms proposed for study is carried out, and their potentials for use in the professional sphere are identified. The structure of the key competences of the XXI century is presented, and they are considered in the context of studying the discipline "Digital Technologies in Education". In order for future teachers to develop the necessary competences, the article offers and describes a number of resources that can be used in their work. The results of the study include recommendations for studying the resources and platforms used in the educational process. Following methods were used: theoretical – analysis of methodological literature and normative documents, forecasting results; practical - pedagogical observation, testing, modeling of the online learning process – they help to bring up the main problems and find the most effective ways to solve them when organizing student training. The materials of the article can be used in the preparation of practical classes in this discipline in universities, as well as for the organization of upgrade training courses for teachers.

In the face of intensive flows of technological information and a change in business processes and industrial activity there is an increase in demand for employees who are competent in the situations of international transactional, functional engagement. The problem of improvement in quality of profession-oriented foreign language education for non-linguistic students becomes actual. The purpose of the article is to analyze the praxeological aspect in profession-oriented foreign language education for non-linguistic students. On analyzing the main approaches applied in profession-oriented language teaching, we can note the advantages of student-centered paradigm emphasizing the creation of the favourable environment for cultivating students’ autonomy in terms of intellectual, social and communicative activity. The frame of reference to the basic concepts and essentials of system-based activity approach, communicative approach and meaning didactics let us assume that the essence of preparing students for professional language usage consists in providing successive transitions to the stage of verbal interconnection along with applying in-depth learning and meaning-formation techniques on the contextual basis. The findings can be described as follows: the dimensional characters of learning materials selection related to holistic professional mindset formation are specified; the development of the scheme of processing the professionally-oriented texts with the focus on cultivating professional communication skills through recycling specialisms and practices of meaning formation. The conclusions and generalizations may be instrumental in the refinement of structural pedagogical aspects of academic research efforts in teaching profession-related foreign language. Praxeological factors of improving the procedural aspect of professional communication competence of nonlinguistic students (activity concentration, comprehensiveness, phasing, main link accentuation) result in the expected changes set by FSES-3. Based on praxeological principles, the suggested pedagogical solutions of cultivating professionally oriented competence in non-linguistic students provide reliable means of organizing teaching to good effect and may lie at the core of conducting empirical research.

ICT tools expand the opportunity of implementing intercultural IT communication in the context of interaction of all participants in the educational process. The use of educational and methodological materials based on ICT tools and the organization of teacher - students journalists interaction represent an integrated IT-learning environment that allows us to implement intercultural communication, improve educational services and provide access to educational resources from any mobile device. The relevance of the study is due to the spatial information dynamics in the field of communication in the context of journalists’ education computerization. The aim of the study is the theoretical and practical confirmation of professionally oriented intercultural communication based on the use of ICT tools as a component of the process of preparing student journalists for qualified work. Theoretical and empirical methods are used in the study. Based on the results of the study, the article presents a theoretical and practical justification of the necessity and significance of using ICT tools for professional mobility and the development of the practice of interaction between broad sections of the public on topical and socially significant issues in the field of intercultural communication. The theoretical significance lies in the fact that the study complements the theory and methodology for the formation and development of intercultural IT communication in the aspect of preparing journalism majors for professional activities using modern tools in the context of computerization of society in general and higher education in particular. The practical significance lies in the direction of the use of ICT tools that provide participants of intercultural communication with various types of professionally oriented technical assistance and support, as well as solving such problems as optimizing learning management, increasing the effectiveness of the educational process.

The introduction of preschool education to a new level of institutionalization as a result of its recognition by the federal law "On Education in the Russian Federation" as a stage of general education has significantly changed the approach to setting the tasks for its development. If earlier preschool education had been considered as an auxiliary system for the supervision and care of children, then after 2012 there was a need for the formation of high-quality educational programs, their appropriate resource support, etc., which determines the importance of studying this area. The purpose of the article is to analyze the financial support for the implementation of the tasks of improving the availability and quality of preschool education in modern conditions. During the analysis of the legislation and the implementation of the educational policy measures in the Novosibirsk region, it was found that there are typical regional problems, as well as the specifics of the studied region in the development of preschool education, on the basis of which the vector of its improvement was determined.