№ 01 (January)

The relevance of the work is due to changes in the federal state educational standards of higher education in a foreign language, where the main role is acquired by business communication skills in oral and written forms and the possession of which is impossible without formed grammatical skills. The analysis of scientific and methodological literature made it possible to identify the specifics of teaching the grammatical side of foreign language speech in a non-linguistic university, the conditions, principles and stages of formation, improvement and development of grammatical skills, types of exercises to achieve the goals set. The purpose of this study is to work out a set of exercises for improving and developing grammatical skills on a communicative basis in a non-linguistic university and justify its effectiveness. The theoretical and methodological basis of this research was made up of works devoted to the problems of teaching a foreign language in a non-linguistic university, teaching grammar of a foreign language, the formation and maintenance of students' motivation. It is proposed to use professional texts as a basis for the exercises. They arouse students’ interest, contribute to maintaining motivation to learn a foreign language. Experimental training, which included the technology of the "flipped classroom" based on the electronic course in the discipline "Foreign Language" in LMS Moodle and the worked out set of communicative exercises based on professional texts, proved their effectiveness. The positive outcomes were obtained as a result of training and were reflected in the final test and student survey. The theoretical significance of the research lies in the revision of approaches to teaching grammatical aspect in a non-linguistic university. The practical significance of the article is in the fact that this technology can be used in teaching grammatical aspect of any foreign language, provided that it is adapted accordingly, depending on the typical language difficulties, students’ needs and curriculum content.

The problem of non-formal education is extremely relevant in pedagogical science and practical work of the universities in the Russian Federation. The potential of such education provides opportunities for a pedagogical university to form students' universal and professional competences in various forms of education and upbringing. The article presents an analysis of foreign and domestic literature on the problem of non-formal education. On the basis of scientific work and educational practice, the work in this field is organized at the Surgut State Pedagogical University. The survey of student teachers made it possible to identify their need for the development of critical thinking, emotional intelligence, creativity, and communication skills. Students offered such forms of non-formal education as master classes, trainings, business games, round tables. These forms are presented in the description of two major projects of the Faculty of Psychology and Pedagogy. The purpose of the article is to describe this innovative pedagogical experience. The first project "Teach me how ...", developed and implemented by the members of the student council "Drive", included master classes for students interested in this topic at the university. The second project "Academy" Your Skills "of the pedagogical team "Klyukva" was aimed at designing a career guidance environment for the development of flexible supra-professional competences among students. The novelty of the project "Teach me how ..." in the "student-to-student" format consists in organizing a whole series of master classes presented in the system at the request of university students. Bachelors acquired such universal competences as the ability to communicate, work in a team, and be creative in specific activities. In 2021, this project won public recognition (1st degree diploma in the District competition "Student of the Year of Ugra – 2021" in the nomination "Volunteer Association of the Year", Khanty-Mansiysk and the International competition of student social projects on inclusive and special (defectological) education "My social initiative”, Kazakhstan, Petropavlovsk). The project “Academy“ Your Skills” was aimed at mastering the“ flexible skills ”of the 21st century: critical thinking, emotional intelligence, creativity, etc. The students defending this project took 1st place in the All-Russian competition of student programs, projects and education practices in general educational organizations "Leaders to school" (April 2021, St. Petersburg). The practical significance of the materials of the article lies in the fact that the methodological tools of non-formal education, in particular, fragments of abstracts of specific master classes, can be used by other pedagogical universities in the process of developing the universal and professional competences of future teachers.

The shortage of paramedical personnel in organizations providing medical care in recent years has necessitated the involvement of students who have not completed six years of medical school in professional activities. At the same time, they have not mastered the full set of competences, and they can acquire and develop these competences, being in the “red zone” mode, only remotely. The national project "Digital Economy in the Russian Federation up to 2025" involves the introduction of digital technologies in all spheres of life, including education. Entering the era of COVID-19, education has undergone changes in the way information is presented, the nature of learning activities and the amount of information for students to study. The purpose of the article was to develop a technology for teaching students of medical universities, which makes it possible to effectively form their readiness for professional activities, including the case of distance learning. To achieve this goal, we solved the following tasks: confirmation of the lack of medical personnel and the need for students to study disciplines remotely; search, analysis of ways to form readiness for professional activity; search and analysis of the currently available pedagogical means of providing the educational process and their potential to remotely develop the competences specified in the federal educational standard for the specialty; proposal to improve information tools for use in the process of training future doctors and working university students. The competence-based approach has become the leading approach to the study of the problem. In the course of the study, the following methods were used: the method of analysis, the method of comparison, the method of expert assessment and the survey method. An analysis of the report of the Ministry of Health of the Krasnoyarsk Region in 2021 confirmed the shortage of medical personnel in the Krasnoyarsk Region (in 2020, medical organizations in the Krasnoyarsk Region are not staffed with nursing personnel by 31.1%). Based on the results of the analysis of digital tools, a model of an interactive site with a voice module was chosen for description and further improvement for students of a medical university. The theoretical significance of the article lies in the addition of technical means of interaction between a teacher and a student in a medical university. Scientific novelty lies in the development of criteria for the pedagogical effectiveness of the information learning environments technology. The list of means used in medical education to support the educational process has been identified and evaluated. The percentage of pedagogical effectiveness of the technology proposed by us is calculated. Combining experience in medicine, education and information technology will allow us to develop a plan for further research within the framework of a competence-based approach. The results of the study can be used in medical universities of the country.

The urgency of the problem under examination is caused by the need to update the content and procedures of external assessment of the quality of vocational education, an essential factor of which is the improvement of expert activity. Identifying the characteristics and potential of expert activity, determining its opportunities for the development of higher education, improving the quality of professional activity, personal and professional improvement of experts will significantly improve its quality. The purpose of the article is to justify the characteristics and potential of the expert activity in the field of external quality assessment of higher education, the identification of which will ensure the objectivity and high quality of this work, the maximum involvement of experts in this type of activity. The leading methods of research of the problem were: pedagogical modeling and design, theoretical analysis and generalization of educational practice of expert activity in the field of external assessment of the quality of education in a university (using the example of accreditation expertise), as well as methods of mathematical statistics, which made it possible to examine the potential of expert activity on the basis of analysis of its complex opportunities associated with the development of higher education, improving the quality of professional activities, personal and professional development of experts. The article reveals a set of theoretical provisions that determine the nature and specificity of the expert activity in the field of external quality assessment of higher education. The potential of expert activity in the field of assessing the quality of higher education in its external and internal aspects, its principles, content and procedure are determined based on the requirements of the legislation of the Russian Federation in the field of education. It was studied on the basis of the opinion of qualified experts in the field of state accreditation of educational institutions and scientific organizations. The materials of the article can be useful for updating the expert activity in the field of external quality assessment of higher education in terms of both the methodology and the procedure for its implementation, taking into account the characteristics and potential of the expert activity, as well as in developing concepts for training experts in the field of external quality assessment of higher education.

Based on the analysis of theoretical literature and empirical data, it was determined that a great number of fears among modern children is an urgent problem for preschool educational institutions. The purpose of the work is to examine the fears of preschoolers and make recommendations for preventive work with them. Methods of empirical research: ascertaining experiment; testing according to the methods: C-scale "Fears and worries in children" (A. I. Zakharov), drawing test "My family"; anxiety test (R. Tamml, M. Dorki, V. Amen) (for diagnosing children), anxiety test by Ch. D. Spielberger (interpreted by Yu. L. Khanin) (for diagnosing mothers); methods of mathematical and statistical data processing are represented by Spearman's rank correlation criterion. The study was conducted on the basis of the Municipal state preschool educational institution "Kindergarten No. 7" of the Yemanzhelinsky municipal district of the Chelyabinsk region (N = 60). As a result, the authors revealed statistically significant correlations of fears with the general level of anxiety of the child, the general level of personal anxiety of the mother, and the child's ideas about his/her family. Therefore, a comprehensive program of preventive work is required, taking into account the level of anxiety of children, the anxiety of their mothers and the peculiarities of family upbringing. The most commonly used preventive measures are those that provide information for a better understanding of problems and their resolution. Most of these prevention programs involve cognitive-behavioral approaches, which explains why most of the preventive measures were found in the field of pedagogy. But this pedagogical process must necessarily start with a diagnosis, which is necessary for the development of appropriate preventive strategies (for example, the formation of problem-solving skills, self-esteem or social support). Pedagogical interaction should be highly professional and begin with a diagnosis based on a battery of tests that we have tested. We recommend holding a series of educational meetings, trainings for parents on managing their own anxieties, discussing traumatic behavior by means of conferences, videos, lectures or newsletters.

Determining the market value of real estate objects is a rather complicated and to a certain extent unique process, since it is almost impossible to find two absolutely identical objects. As a result, the justification and selection of the necessary methodological assessment tools is a very pressing task. The purpose of the work is to make a comparative analysis of existing approaches to assessing the value of real estate. The main results of the study: the theoretical foundations of real estate evaluation were studied, a comparative analysis of methodological approaches to real estate evaluation was made; the advantages and disadvantages were revealed, the conditions and limitations of the application of each of the approaches were substantiated.