№ 04 (April)

The authors discuss the urgent problem of assessing the quality of distance and online education as a new format of interaction between participants of the educational process. The assessment of the quality of distance learning in the framework of the study implies the definition of the characteristics of educational activities organization in the format of online provision of educational services, which is considered as an integral indicator of objective data of the education subject (educational achievements received) and integrated subjective data according to the analysis of opinions and judgments of participants in the educational process based on a digital search for relevant messages. The purpose of the article is to substantiate a methodological approach to the implementation of a digital search for the target audience with further extraction of relevant messages for the formation of a data sample. Students and teachers of higher educational institutions who publish various posts on the Internet on the problems of higher education, distance or online education and education in a pandemic are the target audience for this study. Analysis of the data obtained as a result of digital search showed that the topic of education in communities was not popular before the transition to distance learning, however, with the compulsory mass transition to online learning, it became much more often discussed in the communities of both teachers and students. In addition, during the announcement of most Russian universities about the transition to total distance learning, there is an increase in publication activity in relevant communities. In general, organizational messages are more common for universities, the most resonant is the topic of the lack of clear information about the learning process. The assessment of the quality of distance education allows us to display the degree of compliance of the educational results achieved with the expectations of the subjects of education, social needs and regulatory requirements. In addition, the search methodology found in the course of the study, which includes the selection of methods, methods and strategies for information retrieval of the relevant selection of the required data, will allow to consistently form a set of indicators for a comprehensive assessment of the quality of education in future.

The use of immersive technologies as a means of visualizing educational information is the current direction of the modern educational system modernization. The use of 3D–modeling elements in the training of in-demand specialists of the socio-cultural sphere corresponds to the recommendations of UNESCO, the directions of the value-oriented model of government cultural policy. The authors examine the issue of assessing the impact of the use of three-dimensional imaging in training organizers of socio-cultural activities on the quality of their training. The purpose of the study is to define the characteristics of three-dimensional computer graphics use in the training of specialists in the socio-cultural sphere. The methodology is based on the analysis of three-dimensional graphics potential to support international and government educational programs, on the specification of methods of working with a 3D–editor for the areas of training “Methodology and organization of socio-cultural activities. Teaching special disciplines". At different stages of work, the following tools of 3D–graphics, 3D–editors were used: 3DS Max, Maya, LightWave 3D, SoftImage XSI, Rhinoceros 3D, Zbrush, Blender, Wings 3D, Adobe Photoshop, Paint 3D. The results describe the ideas of a methodological approach reflecting the necessary requirements for the use of three-dimensional computer graphics in the training of highly qualified specialists in the social and cultural sphere, taking into account the areas of training "Methodology and organization of social and cultural activities. Teaching special disciplines. " The authors come to conclusion about the positive (tools for activating cognition, feedback; visualization of theoretical information; a variety of ways to present information about leisure activities; reconstruction and 3D–modeling of values, etc.) and negative (rapid overstrain, eye discomfort, vertigo) aspects of the impact of 3D–graphics use in training organizers of social and cultural activities on the quality of their training. The difficulties of the proposed innovations are also formulated: the high cost of 3D–equipment; dependence on paid software; technical failures in cultural institutions; commercialization of the project. The obtained results can be used for the organization of socio-cultural activities of students; the development of applied cultural studies.

The requirements of modern education issue serious challenges to both teachers and students in terms of the quality of education, the development of each child, and working out an individual approach to achieve success. However, not all students can meet such high requirements for mastering all subjects of the school curriculum, their academic performance decreases as they grow up. The problem is especially acute for secondary school, when students need to make an informed choice of their own educational route, choose a profession. There is often a situation when a student evades independent choice, prefers to cheat off tasks, in fact, demonstrating educational deviation. In this regard, the issue of the formation of positive educational motivation remains one of the urgent problems in modern pedagogy. The article presents the intermediate results of experimental work within the framework of a dissertation research on the peculiarities of the application the tasks aimed at developing soft skills in the educational process. The problem of academic failure as one of the signs of educational failure is actualized. The author reviews existing works of domestic and foreign scientists on this issue. The aim is to characterize the ways of forming positive educational motivation in academically unsuccessful schoolchildren with the help of educational tasks aimed at the development of flexible skills. Learning tasks for grades 8-9 aimed at developing flexible skills have been worked out for the experiment in such academic subjects as algebra, geometry, Russian, physics, history and social studies (10 tasks for each group of subjects). The experiment involves a team of teachers in these subjects (four people) in the 2022/2023 academic year. Methods of observation, interviews with teachers working in experimental classes are used. Individual work sheets were worked out and used with a plan to eliminate gaps in knowledge (with tasks aimed at developing flexible skills) in the framework of additional individual work with students who received the "unsatisfactory" mark at the end of the academic quarter. Experimental group of failing students: two students of the 8th grade, eight students of the 9th grade. The presented research results allow us to conclude about the peculiarities of the influence of tasks aimed at the development of flexible skills: increased interest in the subject, slight influence on academic performance. The data obtained can be used in the work of secondary and high school teachers, as well as for further pedagogical research.

The preparation of students in the area of training "Physical Education" is carried out in accordance with one of the professional standards "Head of an organization (branch of an organization) operating in the field of physical education and sports". This professional standard includes labor functions (management of material resources of a physical education and sports organization, management of income-generating activities, etc.), knowledge (fundamentals of economics, labor legislation, budgeting and financing, etc.) and skills (analysis of financial and economic activities of a physical education and sports organization, evaluation of its effectiveness, etc.) economic orientation. Hence, we can conclude that the fundamental quality for a modern head of a physical education and sports organization is the formation of economic competence. High-quality training of students is possible in case of developing a structural-content model for the formation of economic competence among "Physical Education" majors using digital technologies. The need to improve the existing system of training students aimed at developing their economic competence, as well as the use of digital technologies in the educational process is confirmed by the theoretical analysis of the works of domestic and foreign scientists presented in this study. The purpose of the study is to design and substantiate a structural and content model for the formation of economic competence of future bachelors in the area of training "Physical Education" using digital technologies. The results of the analysis have shown that the level of economic knowledge of the younger generation has been declining in recent years. To ensure the full-fledged socio-economic development of the country, it is necessary to improve the educational process aimed at the formation of economic competence., Scientists consider the use of digital technologies in training students as a possible solution to this problem, which meets the requirements of the digital transformation of higher education. The main theoretical methods were used in the work: analysis, comparison, generalization of the results of domestic and foreign studies. The main results of this study are: designing a model for the formation of students' economic competence, its justification; development of pedagogical conditions that ensure the implementation of the model. The scope of this study results’ application is professional education and training of students in the areas "Management and economics in the field of physical education and sports", "Sports management", "Economics of companies and organizations in the field of physical education and sports". The theoretical significance of the study is the formation of prerequisites for improving the process of training students in various areas aimed at increasing their level of economic proficiency. The practical significance of this work is the implementation of the developed model of the formation of economic competence of students in the process of training "Physical Education" majors of the profile "Management and economics in the field of physical education and sports" at the National Research State University named after N.I. Lobachevsky in Nizhny Novgorod.

The socio-pedagogical activity of a design engineer is far from being of primary importance in the list of his/her main job duties and qualification requirements, which is the decisive factor that creates significant problems for him/her in the process of mentoring activity associated with socio-pedagogical risks. Therefore, the problem of developing mentors' readiness to socio-pedagogical risks arising in the process of internship training requires the development of technological support for this process. In this regard, this article is devoted to designing the technology of development of mentors' readiness to socio-pedagogical risks in the process of intra-corporate training of trainees in the aircraft construction industry. The methodology of designing this technology is based on the ideas of process-technological approach, which involves integrity and step-by-step achieving its purpose accomplished by the formation of socio-personal, organizational, methodological and informational-communicative readiness of mentors to socio-pedagogical risks in the process of internal corporate training of trainees. The proposed in the article technology of mentors' readiness development to socio-pedagogical risks in the process of internship includes cognitive-orientation, needs-research, activity-oriented and evaluation-reflexive stages, as well as phased content of socio-personal, organizational-methodological and informational-communicative readiness of mentors to these types of risks.

At the present time, a two-tiered higher education system is being implemented in Russia, which makes it possible to train technology teachers for professional work. The rationale for research is to examine the current state of the master's degree programs in Russian universities and to determine the potentials of the professional competency development for technology teachers. The purpose of the research is to identify conceptual transformations of master's degree programs in the period from 2016 to the present day in terms of technology teachers' training. The article briefly demonstrates Russian master's degree institute formation, describes the stages of master's education evolution, and analyzes the normative acts regulating the activities of modern higher education at the level of a master's degree programs. The analysis of domestic and foreign research shows the facilities for students' training according to master’s degree programs in various historical periods of the Russian education evolution, and the function of the modern master's degree programs in the technology teachers' training system is determined. In the course of the research, a list of universities implementing continuous two-tiered training of technology teachers was determined, and a comparative analysis of the fields of study available at the universities from 2016 to 2023 was done. Based on the comparative analysis, the main master's degree program fields of study relevant for the technology teachers' training are identified: "Digitalization", "Innovation", "Education Management", "Technological Education" and "Pedagogy". The article presents a description of the master's degree program fields at every of examined moment, as well as analyzes the dynamics of registered changes. Special attention is paid to the description of the advantages of the training fields relevant for the professional development of technology teachers in 2023. The theoretical significance of the research is in determining the conceptual transformation of master's degree programs in the aspect of technology teachers' training and the interpretation of the relevance of these programs in terms of compliance with social and economic situation. The practical significance of the research is in demonstration of the relevant fields of training for technology teachers who are in search of an optimal educational trajectories that meet professional needs and interests.

Informatization is a key element of the educational process transformation. Digitalization is also impossible without this process and reconsidering the category of "information" in education. Informatization of education refers to integration technologies and digital tools of the educational system, it is necessary to improve the processes of teaching and learning at all educational levels. The process of informatization takes place by means of both classical and innovative tools. Informatization tools take in a wide range of technologies and software applications that allow you to process, store, retrieve and distribute information. Examples include computer hardware and software, databases, networking tools, cloud computing, and mobile devices. The purpose of the study is to identify the characteristic features of informatization and its necessity for the development of the social institute of education in today's changes. Approaches to the study of this issue by means of a systematic approach have been identified, since education is a multidisciplinary category, therefore, the informatization of this sphere is studied both in domestic and foreign literature. Within the framework of the study, the opinion about informatization among students and specialists in the field of education is analyzed, the most common tools and products of informatization during the educational process are noted. The sociological research on the informatization of education contributed to the collection of data and opinions of various individuals and groups related to the use of technology in education to identify opinions on the need to increase the level of informatization. In this regard, the issue of continuous professional development and retraining of teaching staff is relevant, since the issues of informatization are dynamic ones and require the improvement of skills. The scientific novelty of the research is implemented by the authors through the identification of the components of information capital and the inclusion of informatization as a process of information infrastructure formation. The theoretical significance of the study results lies in the determination of key tasks for the modernization of the infrastructure of education institution, so that the informatization process goes on more efficiently. The results of the practice -oriented work can be used as part of the preparation of road maps for the implementation of informatization of definite educational institutions.

The educational potential of a foreign language as a subject is reasonably high, which is confirmed by the target tenets of educational standards. Mastering a foreign language is directly related to the formation of both subject and meta-subject (key) competences. It is impossible to achieve integrated foreign language education goals unless teachers apply a balanced variety of relative didactic tools. Nowadays, foreign language teachers have access to an enormous diversity of such tools. School textbooks reflect the authors` approach to the choice and combinations of these instruments. Based on some theoretical methods (analysis of the definition of the term ”didactic tools” and a system approach to their combinations), the authors suggest a few working models of their classroom application. They also rely on the results of questioning school foreign language teachers to explore which tools and their combination models are commonly chosen or not in their practices. The article describes the results of the study which included two stages. At the first stage 182 school teachers of foreign languages were asked to fill in the questionnaire. The questions covered the experience of school teacher of foreign languages concerning the use of teaching and learning tools. The teachers-participants were divided into 2 groups according to their level of involvement in their professional activity and their professional experience. The study has shown that 89% of the school teachers are not satisfied with the teaching and learning tools offered by the coursebooks they use. At the second stage of the study the authors analyzed a coursebook massively used to teach English at schools. The results of the study have revealed that more experienced teachers are much more active in introducing changes to the coursebook they use as the didactic tools offered by the coursebook under review are poor and repetitive. Teachers` awareness of a variety of didactic tools and the ability to apply them properly in the classroom indicate a high level of their professional competency which can guarantee quality outcomes of foreign language education.

The Federal State Educational Standard of basic general education declares that the result of learning a foreign language at school should be a certain level of foreign language communicative competence formation, due to which a student will be able to carry out the process of everyday and/or professional communication with native speakers. One of the most important aspects of a student's communicative competence is the knowledge of grammar. It is grammar that provides the construction of competent foreign-language speech in accordance with literary linguistic norms. Grammatical differences between languages often cause students’ grammatical interference, that is typological grammatical errors which are stable and difficult to correct. The prevalence of this type of language difficulties in learning a foreign language indicates the relevance of the study, setting as its goal the development of exercises to overcome grammatical difficulties and prevent potential errors in students’ speech. The aim of this study is to examine ways to overcome typical cases of grammatical interference at the lessons of a foreign language. In this article, the most typical grammatical difficulties of schoolchildren when learning English will be analyzed, as well as ways to prevent and overcome them. The data acquired as a result of the study allow us to evaluate which exercises can be the most effective to level out grammatical interference in middle school students and which exercises can help to eliminate some typical grammatical errors. The worked-out learning exercises to reduce grammatical difficulties for secondary school students in English lessons can be integrated by practicing teachers into the educational process.

In connection with the development of friendly relations between China and Russia, the need for specialists in the field of foreign languages with good communicative competence is increasing. However, we still face many challenges in developing the communicative competence of Chinese Philology majors in learning Russian. This fact determines the relevance of research on the development of the communicative competence of Chinese philology majors. The purpose of the article is to develop an algorithm for the formation of communicative competence in Chinese philology students based on the material of word equivalents. Research questions mainly include the following aspects: 1) What is communicative competence? 2) What are the main components of communicative competence? 3) What are the levels and aspects of the development of communicative competence? 4) What are the stages to be passed in the development of communicative competence? 5) What problems do Chinese philology students face in the process of developing communicative competence in Russian? 6) What place in the development of communicative competence of Chinese philology students is occupied by Russian word equivalents phrases in the process of learning Russian? Methods are selected according to the purpose and questions of the study: the method of analysis of scientific and methodological literature, the method of data analysis, the method of analysis and synthesis when presenting the results of the study. This work will complement theoretical studies of communicative competence and will contribute to the improvement of Russian language curricula in Chinese universities, as well as enrich the theory of teaching foreign languages to Chinese philology majors. The description of the close connection between the development of communicative competence and the various stages of the formation and improvement of the speech production of Chinese philology students will allow us to develop methodological techniques for more effective learning of word equivalents when teaching the Russian language to foreigners.

Within the framework of psychoanalytic theory, the causes of psychosomatic phenomena are associated with the characteristics of secondary narcissism, which develop in a complex discourse of relations with the primary one. This discourse is in tune with another phenomenon, which can be referred to as "narcissistic trauma". The purpose of this work is to test the hypothesis, that experimental groups with different severity of psychosomatic complaints when comparing them empirically give a picture corresponding to the manifestations of narcissistic trauma. An important part of such a study is the selection of the correct set of methods for the study of narcissistic traumatization and its accompanying borderline phenomena, as well as the registration of psychosomatic complaints. The novelty of the work is in the fact that the identified collections of psychometric constructs, within the framework of which the manifestations of narcissistic traumatization, narcissistic anger (rage) fit in, give the prospect of operationalization of these concepts. The results of the study are reflected in the form of correlation and interpretation of empirically obtained data with theoretical models.