№ 06 (June)

The portion of independent work of university students increases every year. This is due to an increase in the proportion of hours allocated to it and to a change in the criteria for evaluating learning results. Digitalization of education makes its adjustments to this process as well. It is necessary to note the importance of purposeful management of independent work, creation of a unified well-coordinated work program for controlling learning activities of students. The study, the results of which are described in this work, was conducted by the Altay State University оf Pedagogy and Humanities named after V.M. Shukshin with students - natural science majors. Its goal was to develop a unified program for managing independent work of students in the context of digitalization of education. The program is based on the management model described in the works on management by A. Fayol. The program highlights the key stages, from working out regulatory documentation for the creation of a unified educational digital environment of the university to the establishment of interaction channels for all participants in the educational process. Creating a unified digital environment that allows effective interaction within the educational process is an urgent present-day task. The management program has been tested for two years. The study started in the active phase of obligatory distance learning, introduced everywhere due to the epidemiological situation in the country. Thus, it was possible to identify the weaknesses of the developing information structure “in the field”, to make the necessary adjustments. The data obtained as a result of the study indicate an increase in the quality of students' involvement in the educational process during independent work. This can be proved, among other things, by the publication activity of students. The results of the two-year developments and the worked-out program can be used by the administrative departments of educational institutions in the work aimed at improving the quality of the organization of students’ independent work through electronic educational resources. In addition, the results of the conducted research may be used in the educational process of secondary vocational and general schools, as well as in the system of upgrade training for teachers.

One of the topical scientific and practical problems of our time is the identification of the potential opportunities of the emotional sphere of a lawyer. The purpose of the article is to study the effects of conflict interaction among college students (law majors) and develop pedagogical technologies to prevent their constructive deformation. The study was conducted in three stages: a) search and preparatory (theoretical study of psychological and pedagogical literature, selection of methods for conducting a diagnostic experiment. Methods were selected taking into account age characteristics and research topics); b) experimental (conducting a diagnostic experiment, interpreting the results). Methods: "САН" – diagnostics of health, activity, mood (V. A. Doskin, N. A. Lavrentyeva, V. B. Sharay, M. P. Miroshnikov); "Self-assessment of the emotional state" (G. Yu. Aizenk); c) control and summarizing stage (analysis and generalization of the results of the study, working out recommendations for correcting the emotional states of participants in the process of protecting consumer rights). Theoretical methods: literature analysis, synthesis, concretization, generalization; empirical: diagnostic experiment, testing. An empirical study was conducted on the basis of Chelyabinsk Bureau of Legal Assistance LLC. The study involved students of the South Ural State College (jurisprudence). They were 19-20 years old. In general, according to the results of the diagnostic experiment, it was found that the emotional state of trainees was characterized by such negative manifestations as: a middle level of aggressiveness, anxiety, frustration, rigidity. These negative manifestations should be eliminated in the course of practical training, since it is an important stage in the personal development of a specialist and the formation of a value attitude to the professional field of activity. For this purpose, a Program has been developed, the system-forming element of which is the elective course "Consulting on the protection of consumer rights." The objectives and tasks of the elective course: to give an idea of the technological aspects of the process of consulting on consumer protection; to form practical skills on the organization and implementation of consulting on consumer protection. Tasks: learning the essence and content of consulting activities for the protection of consumer rights; training in the theory and practice of consulting on consumer protection using professional consultants; reviewing knowledge and development of skills in consumer protection. The curriculum of the discipline "Consulting on the protection of consumer rights" is 36 hours, including lectures – 16, practical classes 8, independent work 12 and a test. Educational and thematic plan includes five sections: Definition and objectives of the consumer protection counseling process; Subjects and objects of consumer protection consulting; Types and forms of consulting on the protection of consumer rights; The structure of the consumer protection consultation process; The role and place of the consultant in the process of consulting on the protection of consumer rights; Evaluation of the effectiveness of consulting services.

Foreign languages teaching at a higher military school is an important process for the formation of a military specialist. In order to manage effectively foreign languages teaching at a higher military school, it is necessary to highlight key elements of the process and understand how they interact. The purpose of the work is to simulate the process of teaching foreign languages in higher military schools and describe the models obtained. Universal methods of scheme design have been applied. The author used categorical-symbolic methods of logic-sense modeling. Simple and extended functional interaction schemes have been developed. A functional resource of energy is presented at the entrance of the scheme of a foreign language teaching system in a military higher school. It’s a social order for a qualified military specialist with knowledge of foreign languages. The second block of schemes’ interacting elements includes teachers, students and learning environment in the simple scheme; a programming unit (a foreign language training system, including goals, principles, content, means and technologies) and an executive body (department of foreign languages of a higher military school) in an expanded scheme. As a result of the interaction, students’ foreign-language communicative competence is formed; the students master their foreign language for professional purposes. At the end of the process (the last block of scheme) we can see a military specialist who is able to use a foreign language in everyday and professional activities effectively. The need to distinguish between the English terms "teaching" and "learning," both denoting "education," is emphasized. The learning process is viewed from two points of view. The learning process is also presented in the form of circular phased schemes, from the position of the teacher (planning, organization, implementation, evaluation, adjustment) and from the position of the student (perception, understanding, training, application, creativity). Modeling the process of teaching foreign languages at a higher military school contributes to the expansion of the theoretical base of the methodology of foreign languages teaching in military higher schools. It makes it possible to unify the design, implementation and management of foreign language teaching.

The problem of learning motivation has long been in the center of scientific interest of teachers, psychologists and methodologists. As the analysis of literature showed, most of the research focuses on the educational motivation of students engaged in traditional or distance format. The purpose of the study is to examine learning motivation in the context of a blended (full-time-distance) format of conducting classes, as well as to analyze the motivational characteristics of students at different levels of higher professional education. The following questionnaires were used to study the motivational characteristics of students: test "Diagnostics of Professional and Educational Learning of Students" by K. Zamfir in the modification of A. A. Rean and the scale "Need for cognition" of the test-questionnaire "Diagnostics of self-actualization of a person" by A. V. Lazukin, adapted by N. F. Kalina. Comparative and correlation analyses were used to process the obtained data. Calculations were carried out using the SPSS Statistics 26 package. The research sample consisted of 377 students of N.P. Ogarev Mordovian State University and St. Petersburg State University of Economics, studying in three major groups of training areas (economics and management, social sphere, natural sciences), undergraduate, graduate and postgraduate levels. According to the results of the study, it can be concluded that external positive motivation is the prevailing type of motivation among students of the first stage of study, starting from the second year, while freshmen of undergraduate and specialty levels, as well as students of the second and third stages of professional training (graduate and postgraduate levels), are dominated by internal motivation. The study of the ratio of three types of motivation (motivational complex) showed that the worst motivational complex, according to the terminology of Zamfir – Rean, is more common among 1st year students, less often among graduate and postgraduate students. The results of the study contribute to the development of scientific ideas about the role of learning motivation at different stages of training. The presented material can be used for further study of the problems of motivation and for planning of the educational process.

Currently, the problem of competent professional self-determination of school graduates can be considered particularly relevant. Its solution depends on constantly changing socio-economic, socio-cultural factors and attitudes to the prestige of professions in society. An important role is also played by such reasons as: the position of family members, teachers and friends; the location of the educational institution; awareness of the condition of the labor market; the abilities and inclinations of the student. In addition, potential specialists in the field of pedagogical professions are expected according to the number of graduates of a higher educational institution. In this regard, the importance of correct and informed choice of profession by high school students is of particular relevance. This choice should be made by future members of society at school already. It is the specialized psychological and pedagogical classes that make it possible to give clear ideas about the specifics of the teacher's work to high school students. Such classes are not just a component of the professional orientation system for school graduates, but also a resource for personal development, because a modern psychological and pedagogical class can become an important element for revealing the abilities of students, revealing and developing pedagogical gift, forming leadership qualities and skills necessary for successful professional activity in human-centered spheres. Therefore, the purpose of the study is to theoretically substantiate and experimentally test the effectiveness of the of psychological and pedagogical classes model functioning, which was developed at the BSPU named after M. Akmulla. The theoretical significance of the study is in developing the idea of the directions and organizational and methodological characteristics of work in psychological and pedagogical classes, determining the stages of the educational process (pre-specialized and specialized); selecting and developing curricula for elective courses of psychological and pedagogical subjects, identifying optimal methods and forms of training in psychological and pedagogical classes, and substantiating the types of effective specializing. These works formed the basis of the model of psychological and pedagogical classes developed at the BSPU named after M. Akmulla. The practical significance of the study is due to the fact that the developed model of psycho-pedagogical classes, a number of procedures and projects can be used by teachers of other educational organizations of the Russian Federation. The presented materials can serve as a basis for working out methodological recommendations for teachers of psychological and pedagogical classes. The results obtained in the study can be widely used in the practical educational work of higher education organizations in our country.

In recent years, there has been a surge of interest in the study of the image of Russia in various sciences – social psychology, history, political science, political geography. The issue of forming a positive image of Russia takes an important place in the system of the country's priorities. The study of the country's image should consider both of its sides – in the world ("external image") and at home ("internal image"), which can often include contradictory, multidirectional trends. We propose to study the image of the country as an integral one, since it reflects the images of the territory, culture, people, national symbols, ideas about political power (such as images of the state, power, political institutions, leaders). The aim of the study was to develop a program for diagnosing the image of Russia among foreign military personnel, to diagnose the image of Russia among cadets (foreign military personnel) and to identify the most informative criteria and indicators for assessing the image of the Russian state. During the study, criteria, and indicators for assessing the image of Russia in the minds of foreign military personnel were identified. The methodological basis is the strategy of mixing methods: a pedagogical experiment, a survey method (questionnaires, in-depth interviews, case studies), an information analysis method (essay analysis), generalization and systematization of research results, design of educational and methodological recommendations. The theoretical significance of the work lies in the fact that new methodological approaches are proposed to the development of a program for the formation of a positive image of Russia while teaching the disciplines of the social and humanitarian cycle. The practical significance of the work lies in the opportunity of introducing it into the educational process to correct the image of Russia among foreign military personnel: in setting goals and objectives, determining the content, methodology, and results of the learning process; in holding extracurricular and educational events, organizing different forms of cultural, leisure and everyday activities.

The relevance of the research is related to building mutually beneficial cooperation between Russia and China. Such cooperation can take place in many directions and in many areas, but we were interested in the problems of pedagogy, affecting the issues of possible cooperation between Russian and Chinese teachers in the field of didactics and methods of teaching mathematics in preparation for entering universities. The research provides a descriptive comparative characteristic of the mathematical content of the discipline and its structuring in the preparation of applicants for the entrance exam in mathematics in Chinese and Russian universities. The subject of the research was determined by the content of the educational material of only three topics: set theory; functions, their properties and graphs; trigonometric functions. The limitation in the subject is due to the limited scope of the article. These topics are traditionally studied in our schools, and are also submitted for control when passing the entrance exam to universities. The purpose of the research is to find the similarity and difference between the Russian and Chinese didactics of mathematical education, reflected in the textbook for preparing applicants for entering universities in China and Russian textbooks and teaching aids. The article provides an analysis of the content and didactic aspects of mathematical content necessary to prepare applicants for entering universities in China in comparison with Russian mathematical educational traditions. The main approach to the research was a comparative analysis made according to the following criteria: the content of educational material in mathematics and its didactic aspects. As a result of the study, it may be concluded that the content of mathematical education and its didactic aspects are in many ways similar and practically coincide with the didactics of school mathematics in Russia. This similarity can ensure continuity in the transition from studying in Russian schools to studying in Chinese universities and vice versa. The found differences can mutually enrich not only didactics, but also teaching methods in both countries. The theoretical significance of the study consists in raising the question of the potentials of interaction between Chinese and Russian university teachers in the field of didactics and methods of teaching mathematics in universities. Further research can expand and ensure real cooperation between the two neighboring countries in the field of mathematical education.

Recently, there has been a search for ways to optimize language education in connection with the demand for using a foreign language as a means of communication in various subject areas, not only in linguistic sphere. In this regard, the idea of integration and implementation of interdisciplinary links with other disciplines in the practice of teaching becomes especially relevant. Content and language integrated learning is an innovative technology that allows us to simultaneously develop foreign language communicative competence, expand knowledge and improve skills in the chosen subject area. The article presents a variant of integrated teaching of English using history and culture-related materials with a focus on the implementation of this teaching in high school as part of extracurricular activities, electives, etc. The emphasis on working with high school students is made, firstly, because of their sufficient level of language proficiency to understand authentic historical texts, and secondly, because of the relevance of general cultural competence and interdisciplinary skills that will be especially needed in the future professional education for this particular age group. Thus, the purpose of the study is to substantiate the introduction of an integrated English language teaching course using history and culture-related materials to optimize the formation and development of interdisciplinary skills and to systematize the potentials for implementing this process. The leading approaches underlying the study are integrated-skills approach, competence-based, personality-oriented and activity-centered approaches. The main results presented in the article include the interdisciplinary skills singled out for this study that will be developed through the integration of two or more disciplines, in our case the humanities, as well as the description of the conceptual foundations of integrated English and history learning. The theoretical significance of the article is to justify the introduction of content and language integrated learning into school practice based on correlation with the results of the main educational program, namely personal, meta-subject and subject results, indicated in the federal state standards of school education. The practical significance is reflected in the description of the potentials of using integrated teaching of English and history in high school.

The issue of the relevance of preparing future teachers for managing project activities of students in the main school is determined by the need to take into account the formation of skills in performing project activities in the final assessment of the students’ results in mastering the basic educational program of basic general education. The purpose of the article is to theoretically substantiate the model of preparing future teachers for managing the project activities of students in the basic school, to reveal its structural and component composition, the content of the stages. To solve the set goal, we analyzed approaches to modeling; identified the essential characteristics and structural components of the model for preparing future teachers to manage the project activities of basic school students; determined the requirements for the created model; presented the content of the model of preparing future teachers for the management of project activities of basic school students. The model includes interconnected units: target, methodological, structural-content, technological, result-evaluative ones. According to the model presented in the article, the training of future teachers to manage the project activities of basic school students is carried out in stages, realizing the function of a technological unit, and generally contributes to the formation of readiness for professional activities. The theoretical significance of the study lies in the fact that the results of the study will contribute to a deeper understanding of the specifics of the training of future teachers; expand scientific understanding of the means and methods for the formation of professionally significant qualities and professional competences; will stimulate the development of the content of the professional training of new format teachers at the university. The practical significance of the study lies in the focus of its results on improving the professional training of teachers in the area of "Pedagogical education". As a result, the structure of the developed model includes elements that make it possible to take into account the possibility of interaction between structural and functional components, but the emphasis in the model is made on the implementation of the pedagogical process itself (process model) - on technology. Technology is part of the model - the examined pedagogical system.

The relevance of the presented article is due to the need for a detailed analysis of the characteristic aspects of the evaluation of universal competences during the transition to the 3++ FSES of higher education. In modern professional education, more and more attention is paid to the formation of universal competences among students, since universal competences combined allow graduates to make successful professional career in at least one area. The article examines the essence and content of universal competences of the updated federal educational standards of higher education 3++, taking into account changes and additions, as well as problems related to measuring and evaluating the formation of universal competences of students in the development of bachelor's degree programs. The analysis of the main approaches, techniques and procedures for evaluating the universal competences of students is made. In the process of studying the problem, logical and statistical methods were used, the scientific works on this issue were analyzed, the characteristics of the FSES of higher education 3++ were considered, and universal competences were evaluated. As for the results of the study, the "universal competences" concept is undergoing changes in the modern Russian university due to the introduction of new FSES 3++. This problem can be defined as the identification of universal competences. The classification of universal competences, ideas about the quality of a person in the educational standard, humanistic potential, the quality of goal-setting in educational policy and in quality management of education depend on its solution. This is followed by the conclusion that universal competences are an important means of training future specialists for an innovative economy.

The main feature of middle age is the process and result of reconsideration of values and the purpose of life and activity, which determines the relevance of examining these aspects in relation to men and women of this age period. We have assumed that the transformation of the sense sphere of a middle-aged person has a gender specificity. For this purpose, an empirical study was organized. The results of the study confirmed the suggested hypothesis, and also made it possible to identify the main distinctive features of the crucial choices of middle-aged women and men.

The study of the seasonal prevalence allows retailers and products manufacturers to determine the work-load of retail premises, calculate the number of sales personnel, and competently plan the product range, therefore, the topic of the scientific article is rather relevant. The purpose of the study was to analyze the seasonal prevalence in the egg market, identify the causes and rationalize the ways for regulating seasonal prevalence. The paper analyzes the level of production and consumption of eggs in the local market, describes the reasons of the seasonal prevalence, and proposes measures to adapt the actions of poultry producers to fluctuations in demand.

The relevance of the researched problem is conditioned by the importance of small business for the socio-economic development of the country, which took the greatest shock of the coronavirus pandemic. The purpose of the research is to analyze the theoretical and practical foundations in the field of government regulation and support of business activity in general and small sector in particular. The goals and objectives of government regulation of business activity are systematized, its main directions are determined, the necessity of government support of small business in a pandemic is proved.