№ 09 (September)

The multiple-choice test is one of the most common test formats in modern practice of teaching profession-related communication in a foreign language. However, it serves only for discrete tasks in the training function that essentially restricts its potential. This paper demonstrates that it is possible to expand the uses of the multiple-choice test if we view it as a part of a system of exercises and tasks designed to teach vocabulary as the most important aspect of profession-related speech. It is suggested to use it at the stage of training the lexical units to be learned with the help of incidental acquisition strategy. The study and analysis of psychology literature allows us to identify theoretical prerequisites for the use of multiple-choice test as a tool for joint, simultaneous implementation of two training tasks: explicit – work with the content of the read text, and implicit – practical use of the vocabulary included in the minimum to be learned on the topic. Combining two tasks is caused by the objective need to save classroom time in short-course conditions of a non-linguistic higher education institution. The paper discusses the construction of a lexically emphasized multiple-choice text-based reading test, formulates basic requirements for its compilation and carries out experimental construction of the test in the light of those requirements. The experience of using the constructed test for teaching vocabulary is analyzed on the basis of the data obtained as a result of the control and final tests of knowledge. The research results in concluding that teaching based on the multiple-choice test designed to control the understanding of the text read and simultaneously implement the incidental vocabulary acquisition strategy is promising.

The problem of educational competence formation among future teachers is very relevant, since the implementation of pedagogical influence on students is one of the most important functions of a teacher, along with the function of teaching. The article considers the system of teaching the course "Methodology of educative work" at the Azov-Black Sea Engineering Institute in the process of training future bachelors. The purpose of the article is to analyze the role of upbringing in modern vocational education and to build the system of teaching the discipline "Methodology of educative work" at the university on the basis of this analysis. Methods of analysis and synthesis, critical review of literature, highlighting the essential things, as well as the method of participatory monitoring were used when conducting research at a university. Education, closely merged with training, is one of the most important tasks of modern secondary vocational education (SVE), within which future bachelors will have to work. The article describes the system of formation of the educational competence of students – future teachers of SVE, in the center of which is the discipline "Methodology of educative work". In addition, this system includes interdisciplinary connections with other pedagogical and psychological disciplines, pedagogical and other practices, writing a final qualifying work. The teaching of the discipline "Methodology of educative work" is analyzed, during which it is proposed to pay special attention to collective forms of educational activities, implementation of project tasks, formation of methodological literacy of students, development of their creative approach to education, writing and defending term papers. The orientation to humanization of the process of education and preparation of students for professional activity in a humane educational environment is indicated as the prospects for the development of this discipline. The results of the study can be used in the course of teaching the methodology of educative work in various universities.

In accordance with the requirements of the Federal State Educational Standards of Higher Education, the training of specialists with universal competences in the field of systemic and critical thinking is of particular importance. At the same time, mathematics, as a tool for systemic cognition of the world and critical analysis of objective reality, plays a particularly important role in education. The purpose of the study is to present a model of information and mathematical competence formation (on the example of student teachers) and to evaluate its effectiveness by methods of statistical analysis. A hypothesis about the predictive role of information and mathematical competence (IMC) in the development of students' critical thinking is suggested. The concept of information and mathematical competence was clarified with the method of theoretical analysis, its characteristic features and structural components were defined. It is proposed to design a model for the formation of an IMC based on the principles of compliance with the key competences of the future, the requirements of the federal state educational standard and the corresponding professional standards. Thus, this model includes target, content, technological and effective components. The target component actualizes the formation of the IMC as willingness to apply mathematical knowledge, skills and abilities, as well as ICT tools for searching, critical analysis and synthesis of information, solving complex problems in professional and subject areas; the tasks of forming a creative educational environment and designing a program and diagnostic tools for monitoring the dynamics of the considered competence development among student teachers are concretized. The content component reflects the invariant and variable components of the curriculum, which are revealed in the disciplines of the compulsory part and the part formed by the participants in educational relations. The technological component reveals methods and technologies, as well as forms and means of teaching. The effective component is presented in three aspects: motivational-value, emotional-voluntary and reflexive ones. The effectiveness of the designed model in the point-rating system was assessed by means of the pedagogical experiment. The correlation analysis methods reveal the relationship between the levels of IMC development and critical thinking of student teachers. The conclusion is made about the prospects of further research in the field of designing a model for the formation of information and mathematical competence as a predictor of critical thinking in the system of higher education.

The rapid development of information technologies leads to their wide penetration into various spheres of society. In the last three years, the education system has been subjected to the maximum impact of this aspect. Under the influence of objective reasons, the traditional format of face-to-face classes has been replaced by distance learning, which has made significant adjustments to the system of the educational process organization. The relevance of the new phenomenon in mass education is also evidenced by the presence of various terms. Distance, remote or online learning implies the use of modern information technologies. The greatest difficulties arise in the case of teaching a foreign language, which is due to the specificity of the discipline and the communicative orientation of learning. For this reason, one of the main tasks in organizing a distance format is the choice of a communication platform that allows classes to be conducted in accordance with the main didactic principles. The aim of this study is to make a comparative analysis of four available domestic communication platforms (Sberjazz, Yandex. Telemost, Kontur. Talk and TruConf) and evaluate their functionality in relation to foreign language teaching based on the criteria identified in a previous study based at MGIMO of the Russian Ministry of Foreign Affairs. The testing of the platforms under consideration was conducted in German language classes with undergraduate students of MGIMO University. The article was prepared using general scientific methods of collecting and analyzing information, as well as the method of classification. As a result of the comparative analysis, the authors conclude that the Kontur. Talk platform has the greatest advantage. Its use in the organization of distance foreign language classes seems to be the most optimal option and allows to ensure the implementation of the main didactic principles. The theoretical significance of the study is seen in the proposed criteria for classifying communication platforms. The study may be in demand by teachers when choosing a communication platform for conducting foreign language classes in the distance learning format.

The proposed article substantiates the special role of the tutor in building communication skills of primary school children with autism spectrum disorders (ASD). The theoretical and methodological basis of the study were: conceptual tenets of studies revealing the basics of tutor support for children with autism spectrum disorders in inclusive education; theoretical and empirical studies revealing the specific aspects of the communicative sphere of children with autistic disorders; research works revealing the features, technologies, forms and methods of building communicative skills and abilities in children of preschool and primary school age. The purpose of the study is to analyze the activity of a tutor in building communication skills of primary school students with ASD and to highlight its organizational and methodological specific aspects in the process of learning activity based on the technology "Color mode of support". The author describes the use of the technology of support individualization "Color mode of support" in the learning activities of students with autism spectrum disorders as well as the results of the development of methodological tools for the implementation of the tutor's activity to build communication skills of children with ASD in an inclusive school from the perspective of modern approaches to teaching and socialization of children with disabilities, in particular, children with autism spectrum disorders. In addition, this article describes the conditions for ensuring the development of an algorithm for organizing the activities of a tutor for building communication skills of primary school students with ASD. The proposed organizational and methodological tools of the tutor's activity can be used for the formation of communication skills of primary school students with ASD in other general education organizations, as well as be adapted to the needs of preschool and basic general education levels.

At present, thanks to the rapid development of science and technology with the widespread use of the Internet and computers, the use of information technologies in teaching undoubtedly introduces a couple of powerful wings in education, becoming a means of changing the training regime of teachers, which makes teaching methods more and more diverse. It makes a university a bright and creative place for training that provides students with an open educational environment and resources, and can better develop students' attitude to learning throughout life and the ability to actively study innovation. Computer auxiliary training is a need for education reform, as well as the need to adapt to modern training. The rational and efficient use of information technology in teaching to fully stimulate students' interest in learning, mobilize their motivation and develop the ability to continue innovation is an increasingly important task. The relevance of the problem under study is determined by the fact that the model of teaching the use of the public WeChat platform is considered for writing scientific articles in the process of developing professional abilities among students. The implementation of the written speech skills in the process of teaching Russian as a foreign language is analyzed taking into account the characteristic features and advantages of the WeChat public platform in combination with the exercise system. In addition, an example of training course is given in accordance with the training model and designing the experiment. The purpose of this article is to provide a model for teaching Chinese students to use the WeChat platform to write scientific articles, as well as to work out an appropriate training program. Methods for studying the problem – theoretical analysis of the scientific literature, the study of the experience of teaching foreign undergraduate and graduate students to write scientific articles, generalization and systematization of data, modeling a system for teaching Chinese students to write scientific articles using the WeChat platform. The theoretical significance of this study is in determining the advantages and effectiveness of network information technologies in teaching foreign philologists to write scientific articles in Russian. The practical significance of the study is in creating an Internet platform for building the skills of writing scientific work in the genre of “Article” in Russian, and in developing a training model that takes into account the characteristic features of the speech genre and the specifics of online learning.

In the context of digitalization of society, a comprehensive school faces new challenges, a school that gives a start in life to students with disabilities. Currently, teachers should be ready to provide pedagogical support to their students in mastering new and rapidly updating technologies. Pedagogics should be ready to keep up with the times to solve the problems of socialization of students with disabilities. The purpose of this article is to comprehensively consider the current state of readiness of teachers for socialization of students with disabilities in the context of digitalization of society. The work includes a survey to study the digital competence of teachers, without which it is impossible to solve the tasks of socialization at a decent level. The teacher should be psychologically prepared, have appropriate knowledge in the field of digital technologies, have the skills to use them in practice. Due to the absence of a special subject for the study of digital technologies at school, the solution of socialization problems in the conditions of digitalization of society is seen through the introduction of digital technologies into lessons in various subjects, correctional and developmental classes and educational practice, explaining their significance and opportunities. As a result of the study, the specific features of teachers' motivation to use digital technologies in their professional activities are defined, the value-meaning foundations of their activities in this direction are analyzed and the characteristics of teachers' functional readiness are highlighted. The article defines vectors and ways of teachers’ professional improvement in terms of the introduction of students with disabilities into the modern world, where digital technologies are important tools. The theoretical significance of the article lies in the fact that for the first time an analysis of the readiness of teachers for the socialization of students with disabilities in the conditions of digitalization of society has been made. The article will be useful for teachers working with children with disabilities, developers of advanced training courses, scientists conducting research in the field of teachers’ professional development.

The article deals with the issue of linguo-cultural language pedagogy, within the frames of which it is highly urgent at the present time to model the cultural language identity of learners of the language. This trend is relatively new and insufficiently developed. Nevertheless, the relevance of teaching the linguo-cultural aspect of linguistic identity is supposed to be indispensable, imminent and vital. The author of the article proposes one of the feasible approaches within the constraints of culture-bound FLT&FLL concepts in modern Language Pedagogy, that is, the approach of teaching high school students the basics of text interpretation of a literary text with the help of allusive names at the English language lessons in groups with advanced study of English. The purpose of the paper lies in the theoretical analysis of scientific works on the issue of peculiarities and aims of the secondary language identity formation, modes of its development on the basis of interpreting activity while studying a literary text containing allusive names in a foreign language, and grounding the possibility, regularity and expediency of using the approach offered. The leading methods in the research of the given problem are the person-centered approach, the theory of secondary language cultural identity, the activity-based approach and also the communicative approach accepted in contemporary Language Pedagogy. The author of the article considers the benefits of implementation of the methodological approach of learning allusive names while interpreting a fictional text in teaching English to high school students in classes with advanced study of English in terms of second language cultural identity development as compared to traditional practices of teaching reading skills. This technology facilitates the harmonious development of second language cultural identity which contributes to successful communication in the process of intercultural interaction in a foreign language. Teaching the interpretation of a literary text has a classical algorithm of work with the text, including pre-reading, while-reading and post-reading tasks. Then, when working on allusive names, it is necessary to use commentary, various language search exercises to fill in tabular data with encyclopedic information correlated with allusive names, as well as activity-based interactive exercises in the form of role-playing games, games such as "Auction", training by "stations". At the final stages it is recommended using searching and heuristic methods, such as the method of projects (group and individual), drawing up a route of heroes' movement in the work of literature, blogging on behalf of the hero, communicative tasks in the form of situational dialogues on the material of the interpreted text.

Research background: qualitative and quantitative changes taking place at the present stage of development of the higher education system in Russia have led to a shift in emphasis in the competition between higher education institutions and the educational product they offer: universities improve the quality of the implementation of educational programs by promoting new or more competitive products in increasingly tough competition for entrants. The purpose of the article is to reflect the results of a large-scale monitoring of the quality of the implementation of educational programs of a higher educational institution. Research hypothesis: the authors suggest that in order to improve the quality of the implementation of educational programs of the university, it is necessary to analyze the existing strategy in the framework of digital distance learning, as one of the most popular in modern conditions and gaining more and more popularity. As a research method, a sociological survey (questionnaire) was chosen, the respondents of which were 250 students and teachers of the Russian State Social University. The study revealed that the vast majority of respondents refused to completely switch to digital distance learning – about 87% of respondents. However, students of bachelor's and master's degree studies of the correspondence department were in favor of using digital distance learning in the educational process – 80% and 75%, respectively. At the same time, the low quality of training programs used in digital distance learning, and the lack of individual adaptation of training materials to the requirements and abilities of the student, requires the introduction of interactivity into the materials and the competent content of training programs, which is one of the indicators that affect the choice of an educational institution by potential consumers of educational services. The authors came to the conclusion that it is necessary to organize the training of teachers to improve their professional level in order to meet the challenges of our time in the form of digital technologies. It is also necessary to organize control over the use of digital technologies in education. The results of the study can be used to improve the quality of the implementation of educational programs of the university.

The effectiveness of the library as a sociocultural institute depends not only on professionalism, but also on the emotional abilities of librarians (their sociability, response to unforeseen situations, the ability to "read" the needs, expectations and interests of others), and the skills of using digital technologies in library collaboration. The authors study the problem of justifying the effectiveness of the use of gaming applications in the context of the formation of an emotionally-comfortable library environment. The purpose of the study is to examine the potential of gamification tool AhaSlides for the development of emotional intelligence of participants in library-information interaction. The methodology is based on identifying the opportunities of library collaboration and digital technologies for the development of personal emotional intelligence; on clarifying the options and forms of gamification services application in the work of libraries. Scientific novelty: the potential of using gaming applications to build the skills that form the basis of emotional intelligence (emotional awareness, managing your emotions, self-motivation, empathy) is justified. Theoretical significance – the factors have been identified that affect the quality of using gamification tools for the development of emotional intelligence of participants in information and library interaction. Students of the Orel State Institute of Culture, employees and users of the Centralized Library System of the city are involved in experimental work. AhaSlides is a means of gamifying for interaction of employees, readers, visitors and partners of libraries. The N. Hall test was applied at the stage of diagnosis and assessment of emotional intelligence formation. Pearson's χ2 test was used as a statistical processing method. The results present a methodological approach containing: a description of the program for training library specialists; ideas and principles of including digital tools of gamification in the design of the library-information collaboration environment for the development of the emotional intelligence of its participants. The prospects for gamification of the library environment have been determined: the involvement of new users, the use of neural networks, support for career guidance, etc. The results obtained can be used in the training of specialists in the library and information sphere, in the work of libraries and other institutions of a cultural and educational nature.

The issues of the quality of teachers’ professional activity are the issues of the future society. Constant changes in society leave a negative imprint on the activity of the teacher, increase the workload. The limit of the strength and capabilities of the teacher levels the values of the activity and work of the students. The ability to differentiate significant and insignificant areas of activity decreases. The pedagogical orientation, which has been actively studied for decades, remains an important personal and professional quality of a teacher, integrating various aspects of teacher’s work and providing educational results. The current situation requires the provision of theoretical grounds for the implementation of the most important part of the pedagogical orientation, which remains a category with a wide range of understanding and an insufficiently resource-based method of diagnosis. The purpose of the article: substantiation of the phenomenon of pedagogical intentionality as a component of pedagogical orientation, presentation of diagnostic potential and research results. Leading research approaches: phenomenological, humanistic, personal activity-oriented, cultural-historical and theoretical approaches to the study of the abilities of the teacher. The leading method of the empirical part of the study is intent analysis, which allows us to identify the content in the text that reflects the motivational side of the text, the author's intentions behind the speech. Results of the work: in the course of a theoretical review of domestic and foreign studies, the essence and role of pedagogical intentionality in the activity of a teacher is shown as a key component of pedagogical orientation, which, in turn, is an integrative personal and professional characteristic of a teacher that determines educational results. The method of studying the pedagogical intentionality of the teacher is substantiated and presented. The results of the study of pedagogical intentionality on a sample of 128 teachers are shown. It was revealed that only a smaller part of them showed the presence of pedagogical intentionality. The theoretical significance of the article consists in the development of a new conceptual and diagnostic apparatus of pedagogical intentionality. The practical significance lies in a detailed and reproducible method of research and diagnosis of the teacher's pedagogical intentionality.

The use of pedagogical technologies that involve improving the quality of education is becoming increasingly widespread in the practice of training student teachers in the higher education system. The article summarizes the practice of the development and application of one of these technologies related to the preparation of future teachers to manage the project-based activities of secondary school students. The purpose of the article: to present a description and demonstrate the advantages of the technology of training future teachers to manage the project-based activities of secondary school students. The theoretical analysis of the problem is supplemented by empirical research using diagnostic techniques: the comprehensive author's methodology (questionnaires on motivational-value, activity-oriented, reflexive-evaluative components, a test on the cognitive component); K. Zamfir's methodology modified by A. Rean "Study of professional activity motivation"; R.S. Nemov's methodology "Pedagogical situations"; methods "Evaluating the level of pedagogical reflection formation " by O.V. Kalashnikova. The research resulted in the development and testing of a technology for training student teachers to manage the project-based activities of secondary school students. The use of the proposed technology makes it possible to train future teachers more effectively, which is proved by the results of the conducted experimental work: the indicators in the experimental group have significantly improved in comparison with the results of the control group. Evidence is given of the effectiveness of using technology for preparing future teachers to manage the project-based activities of secondary school students. The theoretical significance lies in the fact that the definition of the technology of training future teachers to manage the project-based activities of secondary school students is clarified, the pedagogical technology of its formation in the process of training student teachers in a university is presented. The practical significance lies in the fact that the results of the study are implemented in the practice of training future teachers. The conceptual basis of the presented pedagogical technology of training future teachers to manage the project-based activities of secondary school students can be used in the process of training teachers in the system of vocational education.

The relevance of studying the issue of the relationship between emotional and intellectual components of learning and cognitive activity of primary school students is due to the fact that currently primary attention is paid to the thinking processes in the cognitive activity of students. The increase in the amount of information that needs to be assimilated in modern conditions has sharpened and strengthened the value of a person's intellectual abilities. This has led to a well-known underestimation of the role of emotions, narrowing the cognitive activity of the student to rational forms of learning the educational material. In addition, a unified theory of educational cognition has not yet been developed, so there is no theory where the relationship of emotions and intelligence would be one of the priorities. The article examines the role and place of emotional and intellectual components of learning and cognitive activity of primary school students; the structure of the emotional component and its impact on the intellectual development of a young student. The intellectual component includes the transfer of knowledge, skills and abilities, the development of thinking; the emotional development of students requires thoughtful and purposeful guidance of emotions on the part of the teacher. In the learning process, these components act in a permanent unity. However, a number of methods of the primary school teacher's influence on the emotional and intellectual spheres of students have not yet been sufficiently described in pedagogical theory and they are not used enough in mass school. Despite the fact that the role and place of emotional and intellectual components in the learning and cognitive activity of a young student have been considered in the works of many well-known teachers and psychologists, it has not yet been possible to create a coherent, clear theory of educational cognition, where the relationship of emotions and intelligence would be one of the priorities. In this regard, the authors’ research was aimed at finding ways to simultaneously influence on the intelligence and emotions of students in order to improve the quality of learning and cognitive activity of a primary school student and determine the pedagogical conditions for their implementation. The authors have identified and experimentally tested the psychological and pedagogical conditions that ensure the interrelation of emotional and intellectual components in the learning and cognitive activities of primary school children, allowing them to achieve high learning outcomes.

The relevance of the study is due to the fact that the problem of resilience, as well as victim behavior, is particularly acute in the modern world, both at the level of public policy and at the level of individual groups, an individual. The study of this issue is due to the process of personal formation in adolescence, as well as the need to organize career guidance and provide psychological and pedagogical assistance in the process of obtaining higher education. The article presents the results of an empirical study on the problem of victim behavior and resilience of students, conducted on a sample of 268 respondents. Ontogenetic, typological features, as well as factors and conditions for the emergence of victim behavior are theoretically considered, and a model of resilience is described. As a result of the study, it was found that a very low role victimization (76%) and a high level of resilience (72%) prevail in the student environment. In the samples of boys and girls, there are statistically significant differences in the average values of the social role of the victim (t = 2.9, p ≤ 0.01), the position of the victim (t = 2.0, p ≤ 0.05), the integral indicator of victim behavior (t = 2.3, p ≤ 0.05) and general viability (t=3.4, p ≤ 0.01). As a result of the study, it was found that resilience and role-based victim behavior are related.

Corporate events are an important HR management tool that can help a company achieve its strategic goals and improve employee performance. The purpose of the article is to identify the bases of classification and grouping on their basis the types of corporate events. The results of the study made it possible to identify the types of corporate events and combine them into groups on several grounds: content, regularity, duration, types of events, format and objectives of the event. The identification of types of corporate events and their classification allows the use of various corporate events in achieving the strategic goals of the organization with greater efficiency.

The analysis of the system of sustainable development indicators of the German federal states is an urgent issue, since it allows us to assess the development degree of the sustainable development concept and the system of sustainability indicators at the regional level, determine the contribution of each federal state to the achievement of German national indicators and, as a result, UN Sustainable Development Goals. The aim of the study is to compare the system of German sustainable development indicators at the federal and regional levels. In the course of the work, an analysis of the universal system of LiKi indicators of German federal states was made; the structure of the thematic fields and sub - indicators of states is represented; sub-indicators of states and German sustainable development indicators are compared; the contribution of federal states in achieving German Sustainable Development Goals has been evaluated.

The relevance of the problem under study is due to the low efficiency of government support for small business in retail trade in cities, which negatively affects the level and quality of service to the population. The purpose of the study is to analyze and systematize forms of government support for small businesses in the retail sector. The author has worked out a typology of forms of government support for small businesses in retail trade based on a morphological matrix. Disadvantages are identified and recommendations are proposed for improving the forms of government support for small retail business at the municipal level.