№ 12 (December)

One of the urgent tasks of pedagogical science is the need to formulate and theoretically substantiate the tasks of applied communication in education as a new branch of pedagogical knowledge, which object of reflection is the process of social communication in the sphere of pedagogical discourse. The authors present an interdisciplinary psychological and pedagogical study, aimed to highlight the opportunities of developing the key components of journalism majors’ social intelligence by means of language disciplines using communicative language education techniques. Based on a review of domestic and foreign psychological and pedagogical literature, methodological approaches to understanding social intelligence are classified, the most popular structural models of general and social intelligence are described, the main features of social intelligence formation at the stage of adolescence and early maturity are observed. It has been proved that in the field of journalism social and communication skills are not only universal, but they are also professionally necessary, therefore, it is necessary to fully use the communicative potential of language disciplines for their development in the context of higher education, since any language is ontologically rooted in culture, society and the human psyche. The authors enumerate didactic techniques that make it possible to effectively form the key components of students' social intelligence – communication skills, intercultural tolerance, empathy, social sensitivity, metacognitive skills, the ability to work in a team, etc. They described didactic opportunities for the development of social and communication skills of undergraduate students with the use of practice-oriented training course on the meta-subject basis “Professional English for Journalists. Levels B1-B2 ". The article presents the results of a psychological and pedagogical experiment, which confirmed the effectiveness of social and communicative skills formation among first- and second-year undergraduate students of the Faculty of Journalism in the process of foreign language training. On the basis of empirical data, the indirect relationship between the positive dynamics of changes in the sociometric status of students, as an indicator of social intelligence, and the introduction of meta-disciplinary educational technologies into the educational process has been experimentally confirmed and conceptually substantiated. In practical terms, the materials of the article can be useful for teachers of humanitarian and language disciplines, psychologists, graduate and postgraduate students in pedagogical areas of training.

The relevance of the research is due to the need to develop high-quality vocational education that takes into account the changes in society that are taking place at present. The family, as an institution of primary socialization of the child, performs the most important functions, including educational one. If the functioning of a family with children is disordered, the risks of family and child distress increase. Specialists of the Child’s Services can recognize children and families who are in a difficult life situation, to be in a socially dangerous situation. In this case, specialists working with families with children are invited, which can include both specialists of the education system and social protection of the population (teachers, educational psychologists, tutors, teachers of additional education, educators, specialists in family work, specialists in rehabilitation work and others). The solution of complex psychological problems and difficult life situations is associated with the need for professional training, the development of the content of basic educational programs. The development of professional competence of specialists working with families with children is one of the key problems of social and vocational education. The research is based on the analysis of scientific approaches: interdepartmental and interdisciplinary, cross-cultural and axiological, personal activity-oriented and competence; principles of taking into account the professional interests of students, involvement in practical training, the development of professional thinking and values, the connection of scientific, theoretical and practical training; development of the personal and professional "inner self" of future specialists and those who actually work with families with children. The article lists a wide range of competence groups: from general cultural and general professional to professional (psychological and pedagogical, communicative, emotional intelligence, professional stability, time management, stress management, etc.). The author reveals the dependence on the correctly justified content of education, taking into account educational and professional standards, curricula of basic educational and additional professional programs, specifics of educational organizations and social protection of the population, their goals and objectives, staffing, and the characteristics of the contingent of students (pupils). A descriptive analysis of the experience of implementing the basic educational program for the bachelor's degree level, area of training 44.03.02 – psychological and pedagogical education, "Family education" profile at the Institute of Pedagogy and Psychology of the Moscow Pedagogical State University is given. An analytical review of modern domestic and foreign works on the development of professional competence of specialists is presented.

The activity of a teacher in solving educational tasks using works of contemporary art as a meaningful basis of education is one of the significant areas of educational practice, since it ensures the inclusion of students in the context of contemporary culture. However, teachers have serious difficulties in organizing educational interaction with schoolchildren if contemporary art is at the center of such interaction. The reason for such difficulties is in the fact that modern pedagogical science lacks clearly formulated and justified conditions for the use of contemporary art in educational interaction. This provision is especially relevant in relation to the spiritual and moral education of students, which forms the foundation of all educational work. The article describes the pedagogical conditions that it is advisable to create at different stages of interaction in the field of spiritual and moral education. The purpose of the study is to substantiate the system of pedagogical conditions necessary for effective educational interaction, in which the teacher acts as an intermediary between the child and contemporary art in order to assign students the values necessary for the spiritual and moral development of schoolchildren. The leading approach to the study of the problem is the humanitarian approach, from the standpoint of which spiritual and moral education is considered as a value-semantic phenomenon that ensures the inclusion of the child in the world of values through the creating of socio-cultural meanings in various objects and phenomena of culture. The scientific novelty of the study consists in the fact that for the first time it presents pedagogical conditions in a structured form, due to the specifics of pedagogical interaction content, which are works of contemporary art. The main results of the study include the identification of three groups of pedagogical conditions for the effectiveness of the use of contemporary art works to solve the problems of spiritual and moral education, applied at three stages of educational interaction respectively. The theoretical significance of the research results lies in the possibility of their use for working out a holistic model of the teacher's activity on the use of contemporary art works in the field of spiritual and moral education. The practical value of the results presented in the article lies in the fact that they can be applied in the educational process of the school to solve the fundamental problem of including students in the context of contemporary culture with the aim of their spiritual and moral improvement.

One of the most important tasks of modern education in a rapidly changing socio-cultural environment is the formation of a creative person who can actively interact in society, find optimal solutions in difficult situations, show flexibility and mobility in the system of social relations, taking into account the established sociocultural norms, be able to critically evaluate them, make constructive proposals for their development and improvement. In this regard, the problem of the formation of social competence of primary school students becomes especially urgent. Game modeling is an effective means of involving students in solving social problems, immersion in an artificially created, safe environment that simulates social reality. The relevance of the research presented in the article is due to the need for primary school teachers to clarify the pedagogical conditions for using game modeling in the primary school classroom as a way to develop the social competence of primary school students. The purpose of the article is to describe the results of a natural pedagogical experiment on the formation of social competence of primary school students by means of game modeling. The theoretical significance of the study lies in the fact that the authors identified, substantiated and structured in their work the pedagogical conditions for the use of game modeling as a way of developing social competence and correlated its stages and methods with being formed social competences of primary school students. The practical significance of the study is due to the development of teaching materials, description of the practical use of the game constructor in the primary school classroom, compiled in accordance with the level of student involvement in the modeling process. The research results are of practical interest: primary school teachers can use in their work such materials as a technological map of a lesson based on game modeling; a set of lessons using game modeling on the topic “Surrounding world” ( grade 2, A.A. Pleshakov FSES EMC “School of Russia”), card index of games, game constructor, compiled in accordance with the level of student involvement in the process of modeling the game. The results obtained in the course of the research can be used in the development of teaching aids and didactic materials for primary school.

The relevance of the topic of the article is exposed through the modern priorities of the development of education, which imply the creation of an inclusive educational environment, maximally focused on taking into account the special educational needs of students with disabilities in educational activities. The problem of the research presented in the article is determined by the existing contradiction between the need to ensure the quality of inclusive education of students with disabilities and the insufficient readiness of teachers to carry out professional activities in the context of the diversity of educational needs of specific students. The objectives of the study are the development of conceptual foundations for a new paradigm of professional development for teachers of different profiles on the basis of interdisciplinarity and team interaction; creation of a model for advanced training of teachers, involving the integration of knowledge and the operationalization of collegial skills to increase their competence in the field of building and implementing individual educational trajectories of students with disabilities in inclusive education. These aspects of the teacher's readiness for effective work in the context of inclusive education are considered as significant components of their professional activity in the context of the diversity of educational needs of students. The presented author's ideas make up the methodology for creating a new paradigm for professional development of educators, namely, the conceptual unity of the content of advanced training programs for teachers of different profiles; the expedient unity of theoretical knowledge as such and the ways of its practical use by teachers of different profiles; the unity and differentiation of the theoretical and operational components of professional development programs for teachers of different profiles, revealing the features of the individualization of education for a student with disabilities. The proposed model of professional teacher development on the problem of individualization in inclusive education concretizes these content ideas. The scientific novelty of the presented research is determined by the development of the author's paradigm for professional development of teachers from the standpoint of interdisciplinarity and team interaction in the process of creating an inclusive educational environment. The significance of the research results is characterized at the theoretical level in terms of expanding ideas about inclusive education and on the practical side – in terms of the development of an educational product in the form of a model for advanced training of school teachers of different profiles in relation to the individualization of the educational environment for students with disabilities.

The problem of improving the formation of the business speech culture among cadets in military universities makes teachers think about choosing the most effective pedagogical ways. The purpose of this article is to characterize one of these ways through the use of a system of developmental exercises and tasks. According to the author of the article, the following pedagogical conditions can ensure the implementation of this approach: the gradual introduction of knowledge on the culture of business speech with a gradual complication of the studied material; pedagogical training and retraining of teachers of military universities to implement the formation of a culture of business speech among cadets based on a communicative activity-oriented approach to training; making a "team" of teachers who carry out this process of training cadets based on a communicative activity-oriented approach to training. The characteristics of the pedagogical way considered in the article and the conditions that provide it are closely related to the scientific task of the study, which consists in developing scientific and applied provisions for the formation of a culture of business speech among cadets of military universities based on the development and improvement of their general culture, the culture of military-professional communication, public speaking skills and competent writing of business texts of various genres, the assimilation of ethical and legal norms, strengthening the moral consciousness of future officers. Exercises and tasks were selected from the point of view of traditional, problem-based and communicative activity-oriented approaches to learning. The communicative activity-oriented approach was chosen as the main one in the study. The system of developing exercises and tasks involves a gradual increase in the level of knowledge, skills and abilities of students in the process of studying business speech by complicating the nature of the proposed material and the forms of its presentation in accordance with the main components of the culture of business speech (military-professional, regulatory, moral and ethical). When conducting classes on the culture of business speech based on the methodology of a certain approach, the formation of imitative, modeling and spontaneous skills of cadets is taken into account. The theoretical significance of the article consists in determining scientific approaches to the formation of a culture of business speech among cadets of military universities. The theoretical conclusions of the work can be used as a scientific basis for further research in the field of improving the quality of cultural, speech and professional training of military specialists. The practical significance of the results obtained lies in the possibility of using the material of the article by scientists conducting research in the field of military-professional and business communication, as well as those interested in the problems of self-improvement of pedagogical culture and methodological skills.

Interethnic relations in the educational environment are characterized by complex social processes that include interaction, mutual understanding and interpersonal relations among students of different nationalities. Therefore, educational organizations require systemic psychological and pedagogical support of the process of interethnic interaction, so that relations are established not on suspicion, isolation and hostility, but on the basis of a desire for cooperation and mutual understanding. All this determined the purpose of the study: to theoretically substantiate and experimentally examine the interethnic relations of older adolescents in the conditions of the multicultural environment of the educational organization. The study was divided into three stages: search and preparatory, experimental, control and generalizing. The following research methods were used: analysis of scientific literature, generalization, synthesis, experiment, observation, test, and survey. The following methods used for studying interethnic relations of older adolescents are also presented: diagnostics "Acceptance of others" (W. Fey); express questionnaire "Index of Tolerance" (G. Soldatova, O. Kravtsova, O. Khukhlaev, L. Shaigerova); method "Diagnostics of interpersonal relations" (T. Leary). To calculate and test the hypothesis of the research work, we took the Mann-Whitney U-test. All methods were selected in accordance with the age of the subjects. The experimental study was carried out on the basis of the "South Ural Multidisciplinary College" (metallurgical complex) in the city of Chelyabinsk. 26 1st-year students aged 16-17 years trained in the specialty "Processing of metals by pressure" took part in it. Three used methods showed that adolescent migrants and adolescent citizens of the Russian Federation have practically the same level of interethnic relations and tolerance. According to the results of mathematical and statistical calculation using the first method, the level of acceptance of others among adolescent citizens of the Russian Federation is not lower than that among adolescent migrants. According to the second method: the level of tolerance among adolescent migrants is not lower than the level of tolerance among adolescent citizens of the Russian Federation. There are no statistically significant differences in the level of acceptance of others between adolescent citizens of the Russian Federation and adolescent migrants. Both categories of adolescents have an identical level of tolerance, despite their ethnic diversity.

The relevance of the work is justified by the search and development of personal moral qualities, which will contribute to positive interpersonal interaction in the period of humanization of society. This trend has not passed by inclusive education as well. Such personal qualities may include empathic ones. They allow us to understand and accept anyone, regardless of their social status, age and abilities, to help a person in a difficult situation. Purposeful process of empathic qualities development can improve the effectiveness of interaction of primary school students with disabilities with others, as well as promote their inclusion in the general educational process. The aim of the article is to describe a pilot study on identifying primary school students' ability to recognize their peers' emotions, their capacity for empathy and cooperation in the conditions of inclusive education. To achieve the goal of the research the following tasks were solved: theoretical analysis of the research problem was made; empathic qualities were defined; the methods for identifying these qualities in younger pupils were selected; the quantitative and qualitative analysis of experimental data on the identification of empathic qualities of primary school students in the conditions of inclusive education was presented. Different groups of methods were used in the process of solving the tasks of the pilot study: theoretical (analysis, synthesis, comparison, generalization of scientific sources on the problem of primary school students’ empathic qualities development in the conditions of inclusive education); empirical (educational experiment, survey, testing); processing of empirical data (content analysis, methods of mathematical analysis). The theoretical significance of the study is in the clarification and generalization of scientific knowledge on the problem of empathic qualities development among primary school students in the conditions of inclusive education. The practical significance of the study is in conducting a pilot study to identify empathic qualities of primary school students in the conditions of inclusive education. The analysis of the experimental data obtained was used for working out a program for the development of empathic qualities of primary school students in the conditions of inclusive education.

Currently, the predictable, calm world has been replaced by a dynamic and complex VUCA world, in which it is important for the digital generation of young people to use soft skills. Many of these skills are based on the appropriate level of development of certain types of thinking and its qualities. The purpose of our research was to study different types of thinking among high school students, which could contribute to their personal self-knowledge, timely correction of the characteristics, developed at an insufficient level, and more conscious further professional self-determination. The sample was made up of regular groups of high school students. The work used a set of complementary methods: organizational, theoretical, empirical, data processing methods, methods of research results presentation. To study the types of thinking at the ascertaining and control stages of the study, the following diagnostic tools were used that were consistent with the indicators of validity, reliability, standardization, and representativeness of test norms: the questionnaire «Determination of thinking types and the level of creativity» (Bruner), the test «Logical patterns» (Lippman), the method «comparison of concepts» (Vygotsky, et al.), the method «Exclusion of excess» (Rubinstein), the test for the assessment of logical thinking, the test «Meaning of words». In the course of the formative experiment, a specially worked out program was used, which included a set of lessons, divided into several blocks. Its implementation was accompanied by the introduction of a number of experimental conditions. The results obtained made it possible to identify a tendency for the prevailing development of thinking in images among modern high school students (which is characteristic of clip thinking) and a fall in the indicators of logical thinking, which is reflected in the uncritical perception of information, illogicality of the choices being made, the lack of desire to find the most rational method of solving the problem and the ability to generalize large databases, etc. With purposeful systematic work on the development of different types of thinking of high school students, the most mobile in terms of change are symbolic and creative types of thinking. Other types can be developed as well with appropriate work, but at a slower pace.

The relevance of studying conflict behavior, ways of responding to conflicts and the ability to resolve conflict situations is due to the importance of the communication skills formation and personal self-regulation development. The study was conducted in order to examine the influence of an increased level of rigidity on the choice of behavior styles in conflict. The pronounced rigidity of the person influences the choice of passive strategies for resolving conflict situations. A person with increased indicators of mental rigidity is least likely to use the rivalry style among the active methods of responding to a conflict.

Modern media space, as a new environment of socialization, often contains models of deviant behavior that can be borrowed by participants in virtual relationships, since they are broadcast by reference persons. Subsequently, such behavior can be transferred to real interaction and block personal growth. The purpose of the study, due to this aspect, was to identify the dominant forms of deviant behavior in young men studying at a secondary vocational educational institution. The results obtained indicate that the predominant strategy of respondents is demonstrative socially desirable behavior.

The article highlights the importance of studying personal self-actualization as a style-forming factor of individual pedagogical activity. The purpose of the article is to show the peculiarities of the relationship between self-actualization and individual style of pedagogical activity among teachers with different pedagogical experience. It was found that respondents generally share the values of a self-actualizing person, and have differences in the expression of pedagogical activity styles depending on the length of work. It was revealed that teachers with less than five years of work experience who have high indicators on the value scale are more likely to use an emotionally methodical style of pedagogical activity in their work.

The article is devoted to the issue of the privacy of the personal psychological space in primary school age. This period of childhood is characterized by a sharp expansion of the social interaction circle, an increase in requirements and restrictions, as well as a 7-years-old crisis. Taking into account the socio-psychological conditions of the home environment allows us to implement some actions that help the child successfully adapt to a new role. The purpose of the work is to define the conditions of the home environment that have a connection with the privacy of the primary school student’s psychological space. The main results of the study: a relationship was found between the indicators of privacy and the order of birth, the number of children in the family, the presence or absence of violations signs in upbringing.