№ 07 (Jule)

The relevance of the chosen research topic is determined by the following reasons. Firstly, the need to improve educational processes is due to the constant transformations taking place in public life, which entail the emergence of new phenomena that affect the matter of human professional activity, which ultimately determines the need for the formation of appropriate skills and abilities. Secondly, the need to improve the methods and forms of educational process implementation is dictated by its own importance for human life. In other words, the development of society and the state actually pushes for the need to update various aspects of human existence, including the processes of obtaining new knowledge. The main purpose of this study is a comprehensive study of the content structure of the educational process in terms of teaching legal disciplines, fixing the main problems and developing measures to eliminate them based on theoretical material and empirical experience. The article analyzes the tenets of modern pedagogical and legal doctrine on the organization of the educational process in terms of teaching legal disciplines in organizations and institutions of higher education system. The provisions of normative legal sources regulating educational activities are studied, the author's opinions and approaches to the implementation of the educational process in terms of teaching legal disciplines are considered. The actual problems of theoretical and applied character are identified, and ways of solving them are presented, taking into account the requirements of these days. The results obtained in the course of this study have accumulated theoretical material and many years of practical experience of the author as their foundation. The theoretical significance of the research results lies in the possibility of their use in the course of further doctrinal works on the organization of the educational process in terms of teaching legal disciplines in educational organizations and institutions. The practical significance of the results of the research work lies in the possibility of using them during the development of teaching materials for legal disciplines.

Prevention of early school failure is the main factor in increasing the level of learning the substantive elements of the initial stage of education by primary school students, which principally characterizes the quality of education in a modern school. Foreign and domestic researchers agree that academic failure occurs from the very beginning of schooling. In this regard, the search for effective measures to prevent school failure becomes relevant. The direct dependence of success in learning on the level of speech development of the student is an indisputable fact for modern methodology. It is this fact that determines the need for early prevention, in particular, in the framework of the speech development of primary school students. The authors of the article come to the conclusion that one of the factors of success or failure of trainees is the level of intellectual and speech skills development as the most important component of their functional literacy. The purpose of the article is to model the process of organizing early prevention of first-graders' academic failure through the development of intellectual and speech skills. To achieve this goal, the following research methods were used: theoretical analysis of scientific, methodological and psychological-pedagogical literature; generalization and interpretation of scientific data; statistical processing of experimental data, method of pedagogical design. The article provides a detailed theoretical analysis of the stated problem, presents a classification of intellectual and speech skills, substantiates the components (target, content, technological, effective) of modelling the process of organizing early prevention of first-graders' academic failure through the development of intellectual and speech skills. As part of an experimental study, the level of early academic failure of first-graders was found, the main causes of its occurrence were defined, and the level of intellectual and speech skills formation in students was characterized. The main results of the study will ensure updating of all structural components in terms of the implementation of the proposed methodological model taking into account the specifics of primary general education. The theoretical significance of the article lies in the formulation and description of the main directions of modeling the process of organizing early prevention of first–graders' academic failure. The practical significance of the article is determined by the possibility of organizing work on the prevention of learning failure in the field of speech development based on the systematic development of intellectual and speech skills of first-graders.

Modern additional professional education sets the task of continuous education for teachers of general education organizations for the systematic updating of their professional competences and the development of teachers’ professional subjectivity. The professional subjectivity of a teacher is subjectivity that is realized in the professional field and allows the teacher to find solutions to professional contradictions, engage in professional self-development, and “remove” professional deficits in teaching and self-education. For the development of teacher’s professional subjectivity, appropriate conditions are necessary, one of which is the development and implementation of the concept for the development of teacher’s professional subjectivity in the system of additional professional education. The purpose of this article is to review and analyze the works of modern researchers who analyze the essence of subjectivity, professional subjectivity, its specifics, general characteristics, as well as presenting the basic grounds for the development of teacher’s professional subjectivity. The article resulted in the main provisions of the concept of teachers’ professional subjectivity development in the system of additional professional education. These are the following: 1- the development of any concept is determined by its relevance, social reasons, public demand; 2 – the concept of developing the professional subjectivity of a teacher in the system of additional professional education is based on the study of subjectivity phenomenon; 3 – the presented concept of the development of teachers’ professional subjectivity in the system of additional professional education is a system of theoretical-methodological and methodological-technological knowledge about the development of a teachers’ professional subjectivity, which contributes to more complete professional self-realization of the teacher. The theoretical significance of the study lies in the analysis of modern works of domestic and foreign scientists on issues of subjectivity, professional subjectivity. The practical significance of the study is in the development of the main provisions of the concept of developing the professional subjectivity of a teacher in the system of additional professional education, which can be applied in the process of upgrading teacher training.

The article is devoted to the current problem of finding effective methods for stimulating students' motivation to choose a future profession within the framework of career guidance work at school. The purpose of the study was to identify and systematize such techniques in accordance with the main directions of improving the professional self-determination of school students. In the course of the work, theoretical research methods were used: analysis of approaches to defining the basic concepts of the problem under consideration, analysis of foreign and domestic literature on the issue of career guidance for school students, generalization of our own experience in organizing pre-profile and specialized training for high school students to choose a future profession and systematization of the identified techniques. The analysis of the concept of “career guidance work at school” was of a systematic nature, since this phenomenon was studied precisely as a combination of directions for improving the professional self-determination of school students forming a system of modern career guidance work in an educational institution. The main result of the article was the systematization of the main methods of stimulating the motivation of high school students to choose a future profession within the framework of professional work at school. The stages of career guidance work included: a) the initial stage of pre-profile preparation (initial vocational guidance), b) the main stage of professional self-determination, c) the stage of specialized training (training in their major with subject-oriented and professional tests), d) the stage of psychological and pedagogical supporting professional self-determination of high school students. The theoretical significance of the study lies in the presentation of career guidance work at school as a specially organized process based on the use of techniques to stimulate students’ motivation to make a conscious and confident choice of a future profession. The results obtained by the authors of the article can be used as the basis for in-school systematic career guidance work with any categories of students.

The relevance of the problem under study is related to the study of the characteristics of psychological and pedagogical support for the development of communication among adolescents at risk. A child’s communication with adults and peers is an important condition for the development of mental abilities and personal qualities of a teenager. Adolescents who experience communication difficulties have problems with learning, in the exchange of information, and their interpersonal relationships are distorted. Purpose of the study: to analyze the characteristics of communication development in adolescents at risk, to identify the content and forms of communication development, to work out a program of psychological and pedagogical support for the development of communication in adolescents at risk. The works of scientists in the field of communication, educational and developmental psychology, and the psychology of deviant behavior serve as the theoretical and methodological basis of the study. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (testing, pedagogical experiment); methods of quantitative and qualitative analysis. The study involved 20 risk group adolescents. The diagnostic program included 6 methods. The novelty of the publication is associated with the development of a system of psychological and pedagogical measures aimed at developing communication among adolescents of this category. These procedures are collective in nature and help overcome difficulties in mastering the leading type of activity. Dialogue, game, training technologies, individual and group forms of work were used, aimed at building communication with peers, achieving mutual understanding, etc. The study showed that psychological and pedagogical support for the development of communication in adolescents at risk will be more effective when taking into account their psychological characteristics, relying on the positive motivation of students to acquire communication skills, carrying out preventive measures to decrease difficulties in communication and interaction as well as deviant behavior. The program’s activities included the work with teenagers and their parents; they can be used in the work of an educational psychologist, social educator, educational adviser, class teacher, etc.

The development of microlearning is associated with pandemic and post-pandemic changes and trends in higher education system, as well as the characteristics of the modern world: VUCA-reality, shortage of attention span, development of neuroscience, request for corporate training, obtaining specific, targeted skills and knowledge. These characteristics are clearly expressed in the connection of microlearning with mobile learning and computer-mediated learning. The objective of the article is to describe some techniques in microlearning that can be used to increase the efficiency of the educational process for students of language specialties. Some techniques are well-known and widely used. A little emphasis on their implementation or adjustment of assignments can optimize understanding of the material. Elements of microlearning can be part of both classroom and extracurricular activities, and can represent required and optional components of the learning process. The presented techniques are based on the authors’ experience, and are also the result of scientific and methodological analysis of literature on the research topic. The analysis of the research topic publications shows the following dominant features: close connection between microlearning and mobile learning; connection of microlearning with specific topics, splitting large blocks into smaller ones; the research material is available at any time and anywhere; microlearning can be integrated into the process of classical learning, etc. Visualization is an important modifier of the microlearning concept, so there is an active use of presentations, mind maps, diagrams, tables and emoticons. For the purpose of creating ideal conditions for the realization of students' potential abilities, various online platforms are used, in particular, the Telegram platform, chatbots, alternative methods of presenting material, flash cards, scrapbooking, etc. The theoretical significance of the study is related to the synthesis and generalization of the existing scientific groundwork on microlearning, its application in the context of higher education. The described techniques are used with students of language specialties at Chelyabinsk State University. The conclusions provide generalized information on the considered topic.

The relevance of the problem under study lies in the fact that the formation of the information culture among schoolchildren is a key task of modern education. Modern means of the digital educational environment (DEE) should be used to solve this task. The purpose of the study is to prove the effectiveness of the DEE funds use in the educational process of a secondary school for the formation of information culture of students. The research methods were: theoretical analysis of psychological, pedagogical, methodological literature on various aspects of the research problem, analysis of the content of normative legal documents, generalization of pedagogical experience, pedagogical experiment, testing and questionnaires, qualitative and quantitative analysis of the empirical research results, data processing using methods of mathematical statistics. Theoretical significance: the essence and structure of the student’s information culture are defined as a dynamic integrative characteristic of the student's personality, possessing motivational and value orientations, moral and ethical responsibility, reflexive and evaluative skills, capable of information activities to perform educational tasks in digital educational environment. Practical significance: diagnostic tools have been developed and applied, including a combination of valid methods that allow assessing the level of the formed information culture of schoolchildren by means of DEE within the framework of the identified components (motivational-value, information-activity, moral-ethical, reflexive-evaluative). The homogeneity of the groups, as well as the effectiveness of the formation of the information culture among students was confirmed using the statistical method of processing research data. Novelty: the following DEE didactic tools have been implemented: digital educational resource, online excursions, digital books, educational mobile computer games, animated films, school television, school messenger channel, mobile application for self-development. The positive dynamics of the formation of the information culture among schoolchildren in experimental groups has been obtained. The presented didactic means of DEE can be used for the formation of the information culture of schoolchildren by teachers of secondary schools.

The relevance of the article is due to several contradictions of modern Russian education: the increase in the number of students in all training programs in secondary vocational education, the increase in income from secondary vocational education due to paid educational services and the unpreparedness of ninth-graders to make a responsible choice by the time they acquire basic general education, the continuing focus of the labor market on specialists with higher education. These contradictions determined the aim of the article: to highlight the reasons and possible consequences of the popularity of secondary vocational education programs among schoolchildren and to determine optimal models of continuity between secondary vocational and higher education. The review of the conceptual foundations of continuous training in the systems of secondary vocational and higher education allowed the author to draw a conclusion about the most popular and developed approaches in pedagogical theory: continuity of training at the level of didactic decisions (coordination of the successive content of education (within cross-cutting academic disciplines) and teaching methods (methods, technologies, forms)). The study used comparative analysis of theoretical approaches and the results of a survey of 132 students of secondary vocational education institutions in Omsk about the reasons for choosing secondary vocational programs and plans for continuing education at a university. The results of the study made it possible to forecast the possible consequences of the current situation in secondary vocational education for all levels of education. It is necessary to improve the procedure of the Unified State Exam at the school level (the fear of which pushes a significant part of schoolchildren to enter secondary vocational institutions), to introduce forms of earlier vocational guidance at school. At the level of secondary vocational education, we are to consider secondary vocational education programs as the first stage of end-to-end professional training. At the university level - initiate and promote different forms of continuity (didactic and methodological), update the most popular education formats among graduates of secondary vocational institutions (correspondence and distance learning, hybrid form). The theoretical significance of the study is in identification of the characteristics and reasons for the popularity of secondary vocational education programs among modern schoolchildren, in description of the necessary conditions that allow minimizing the risks of large outflow of schoolchildren after the 9th grade. The practical significance of the results is associated with the possibility of using the conclusions of the article for working out specific solutions at all levels of education.

The relevance of the study of the prerequisites and historical conditions for the development of non-formal education in Russia is due to the fact that the system of non-formal education at the present stage has acquired a number of key features that have marked its formation as an independent social institution. In this regard, a historical excursus allows us to identify the periodization, its boundaries and the content of the changes that led to the formation of the informal sector features at the present stage. The author makes the analysis of scientific publications of modern foreign authors who viewed it through the prism of: 1) development of the informal sector as a means of overcoming backwardness in the "third world" countries and eliminating illiteracy; 2) informal education as a means of greater individualization and personal orientation of learning, increasing the level of professional competence and skills of people who already have a high level obtained in the formal system; 3) informal education, supported by the formal sector management system, to increase access to education in remote areas and rural areas. The purpose of the study was to substantiate and define the boundaries of the development stages for non-formal education in Russia. For this purpose, the author applies the methods of theoretical research: analysis, synthesis, idealization, ascent from abstract to concrete, which allows us to specify the object of research and describe the totality of its properties and characteristics; the method of idealization to simplify complex systems of interaction in pedagogy; formalization to represent the described object in a sign-conditional form; historical method for identifying historical facts and mental recreating the historical process that reveals the logic of the parallel development of formal and non-formal education systems in Russia. The main result of the study was a substantiated definition of development periods for informal education: Stage I – 899-1237 (IX-XIII centuries), stage II – 1237-1682 (XIII-XVII centuries), stage III – 1682-1825. (the last quarter of the XVII – the first quarter of the XIX century), stage IV – 1826-1900. (the first quarter of the XIX century – the beginning of the XX century), stage V – 1900-1917. (the beginning of the XX century), stage VI – 1917-1991. The theoretical and applied perspective significance of the research results lies in the fact that it allows us to clarify and concretize the content of the stage VII – the development of non-formal education practices at the present time, defining its institutional characteristics and prerequisites for the design of the content.

The relevance of the research is explained by the urgent need to intensify the universities’ innovative activity to solve the problems of the country technological development, the basis of which is the development of inventions in engineering field. The purpose of the article is to examine the characteristics of engineering inventive activity that currently exists in university practice and to identify the potentials for its intensive development. The research used methods of studying information sources, content analysis, expert assessments, written survey, interview, statistical and system analysis. The main empirical data were obtained during a survey and content analysis of interviews with experts, who were experienced university inventors and had a large number of patents and certificates of authorship. The article discusses the well-known concepts and models of inventive activity. Based on the obtained empirical data, the authors built a model of inventive activity for modern university specialists. Comparative analysis of this model and the well-known algorithm for solving inventive problems (ARIZ) by G.S. Altshuller made it possible to determine the characteristics of the structure and content of the inventive activity of university staff (teachers and researchers), as well as its limitations. The scientific novelty of the work lies in determining the specific features and disadvantages of university inventive activity and identifying opportunities to increase its activity and effectiveness. The hypothesis is substantiated and confirmed that there is a gap between conceptual and methodological achievements in the field of inventive creativity and the instrumental and methodological arsenal used by university inventors. The results of the research allow us to conclude that there is a potential for improving university inventive activity, which can be realized by enriching the instrumental and methodological arsenal, expanding and strengthening the range of motivating factors, as well as creating special mechanisms and services for the active involvement of young and experienced researchers in the inventive process.

The relevance of the issue of inventive thinking necessary for the successful solution of practical problems by TRIZ (theory of solving inventive problems) methods, and the psychological and pedagogical conditions of its development is due to the following. The modern world imposes new requirements on a person associated with the ability to perceive and process information. The information flow overwhelms a person, and it turns out to be difficult to process such an excessive amount of data. The reason is that the brain is not evolutionarily adapted to processing high-density information flows, and inertia and clipping of thinking appear as a protective psychological mechanisms that minimize the effects of overload. This leads to a decrease in the quality of perception and analysis of information, and therefore to a decrease in the quality of mental activity. Under these conditions, TRIZ can be an effective way to overcome the described difficulties. However, only those subjects who possess developed inventive thinking can use the achievements of TRIZ, therefore it is necessary to identify the psychological and pedagogical conditions for its formation among representatives of the modern generation of students. The purpose of the study is to identify the specific features of inventive thinking and to determine the psychological and pedagogical conditions necessary for its successful development. The study is based on G.S. Altshuller's ideas about overcoming psychological inertia, five heuristic levels and three stages of solving an inventive task, the idea of brainstorming, which intersects with the ideas of modern neurophysiology about the condition of super excitation of the cerebral cortex with simultaneous fixation on finding a solution while solving inventive tasks; N.V. Rubina's ideas about the structure of inventive thinking and the ways of its development, the connection between the development of inventive thinking and the ontogenesis of the human psyche; achievements of modern developmental psychology: the ideas of L.S. Vygotsky about the periods of childhood associated with age-related neoplasms, the zones of actual and immediate development and the transfer of the acquired cognitive function from the first to the second by pedagogical means; the work of D.B. Elkonin on the leading type of activity at each stage as a basis for pedagogical interaction. As a result of the study, three groups and three modules, three stages and eight strategies of inventive thinking specificity were identified and the psychological and pedagogical conditions necessary for the development of inventive thinking were formulated. The novelty of the study lies in the fact that on the basis of research in the field of theory of thinking and theory of problem solving using TRIZ methods (as a type of activity), psychological and pedagogical conditions for the development of inventive thinking were formulated. The theoretical significance of the work lies in the systematization of the specific features of inventive thinking and in justification for taking these features into account in pedagogical methodology. The practical significance lies in the formulation of recommendations for the design of classes for the development of inventive thinking by practical teachers. This study may be useful for practicing TRIZ teachers, methodologists in the field of TRIZ pedagogy, educators of preschool educational institutions and school teachers using TRIZ ideas in their work, parents of students who are interested in inventive activities.

In a society of uncertainty, the issue of identifying the personal characteristics of university students that mediate the process of professional self-determination becomes particularly relevant. This knowledge makes it possible to predict the success of this process. The aim of the study is to identify the correlation of professional identity types among first-year students with sense of purpose in life, academic motivation, and professional experience. The theoretical basis of the study was the concept of personal potential by D.A. Leontiev, the provisions of the self-determination theory by E. Deci and R. Ryan, theories of meaning, based on which an assumption was formed about the structure of personal predictors of university students’ professional self-determination. The study resulted in identification of the connection between the status of professional identity and indicators of the sense of purpose in life, the nature of academic motivation and the professional experience among first-year students. A moderate positive relationship was found between indicators of professional identity status and the sense of purpose in life on the scales: «General sense of purpose in life», «Goals in life», «Life process», «Life outcome», «Locus of control – Self», «Locus of control – Life». A moderate positive relationship was found between indicators of professional identity status and internal motivation, as well as a moderate negative relationship between indicators of professional identity status and amotivation. Respondents with the “achieved” status of professional identity have the highest indicators of the sense of purpose in life and internal motivation, they have a plan for their own professional career and experience of professional training or activity, they are already working or are going to work in their chosen field of training and do not intend to change the area of training as compared with holders of other professional identity statuses. The theoretical significance of the study lies in clarifying ideas about the patterns and factors of professional self-determination of university students. In a practical aspect, the results of the study will make it possible to predict the results of professional self-determination and will be useful for individualizing the support of professional self-determination of first-year students at a university.

The relevance of the topic under discussion is to examine the theory and practice of grammar learning optimization, which is essential for mastering spoken English. The purpose of this article is to analyze the essence of integrating the use of communicative-cognitive and gamified approaches for the effective learning of grammar in conversational practice (based on the English language). The article examines in detail the role of grammar in learning spoken English and various theoretical approaches to teaching grammar, such as communicative-cognitive and gamified approaches. The study revealed a number of effective methodological techniques for teaching grammar in conversational practice. These include: interactive exercises; role-playing games, simulations and group discussions that allow participants to apply grammatical structures in their own communicative settings; authentic materials; the use of texts, audio and video recordings of real speech, which demonstrate grammar patterns in context; reflective practice, which involves engaging students in analyzing their natural speech errors and encouraging them to use grammatical structures in a way that is most natural to them; technological tools, that is, the use of interactive applications, speech training software and online platforms that provide an engaging and personalized learning environment. This article makes an additional contribution to the theoretical understanding of grammar teaching in conversational practice. It provides language teachers with practical methods that can enhance grammar teaching and ensure student language acquisition. The study highlights the importance of combining different teaching methods to meet the diverse needs of students and create a supportive and motivating learning environment. The results of the study can be used by English teachers, methodologists and curriculum developers to create effective language courses focused on communicative goals.

The relevance of the article is due to the increasing interest in works focusing on the pedagogy of cooperation as a modern form of relationship, both in higher education in general and in a technical university in particular. The roots of the pedagogy of cooperation could be traced back to ancient times, finding development and continuation in the ideas of innovative teachers of the Soviet period. The article considers modern trends in the pedagogy of cooperation as a form of modern education in the engineering sciences field. With all the merit of V.N. Obrastsov’s scientific legacy as well as his expertise in professional training for the transport industry, there is practically no theoretical and practical researches on his pedagogical approach to educating transport engineering specialists. The purpose of the study is to analyze the scientific and pedagogical heritage and the ways of cooperation pedagogy implementation in V.N. Obraztsov’s professional activities and work. An important trajectory of the research is studying, preserving, and applying his pedagogical traditions and educational practices. The purpose of the study required embracing the entire spectrum of V.N. Obraztsov’s scientific heritage and works devoted to his activities. It includes examining the main approaches to conveying technical knowledge, analyzing the concept of «pedagogy of cooperation» in Russian and foreign academic literature, and developing the principles of linkage between V.N. Obraztsov’s pedagogical practice and the pedagogical cooperation concept. The article uses the following research methods: theoretical analysis of literature, historical and comparative methods, generalization, and data systematization. The article considers key features of V.N. Obraztsov’s pedagogical practice, such as providing and distributing technical knowledge, the main approaches to pedagogy cooperation, and educational models based on this concept. The authors conclude that person-to-person relations based on students’ expanded autonomy contribute to the efficient dissemination of technical knowledge and its development in new directions. The practical significance of the study is its pedagogical application in different forms of educational activities in a technical university, both in teaching foreign languages and other disciplines. The results of the research may be interesting for educators and instructors, scientists and practitioners, as well as a wide range of persons interested in the interconnection of «teacher-student». The study of the scientific and pedagogical heritage of academician V.N. Obraztsov confirmed the theoretical value of his works and opened new prospects for the development of higher engineering education in Russia.

The relevance of the topic under consideration is conditioned by the necessity for the teacher to search for effective ways of teaching, satisfying the needs of modern school students: the opportunity of creativity and free choice, personal activity and satisfaction in the process of learning, instant achievement of results. The aim of the study is to evaluate the potential of using eduScrum to prepare ninth grade students for the Basic State Examination in English. The leading method of research is the formative experiment, during which the authors determine the influence of the pedagogical technology by W. Weinands on the preparation for the Basic State Examination in English of ninth-grade students of Lyceum № 23 in Beloozersky. The observation of the followed students at different stages of the experiment, comparative analysis of their errors, questionnaire survey of students on the achievement of personal results play a significant role as well. The study is preliminary in nature, laying the foundation for a subsequent, larger-scale study of the potentials of using eduScrum. Summarizing the results of the study, we can confidently state that the eduScrum technology played a positive role in preparing ninth-graders for the Basic State Exam in English. In particular, the positive impact of V. Weinands’ pedagogical technology on the achievement of subject and personal results of students was revealed. For example, eduScrum is the most effective way to prepare for the Speaking and Writing sections of the exam. In the area of personal results, the technology under study contributes to the development of such qualities as responsibility, self-confidence and communication skills. The theoretical significance of this study consists in generalizing and systematizing information about eduScrum technology as applied to the subject of English. The practical relevance of the research presented in this article is in identification of empirical aspects that have a direct impact on the effectiveness of eduScrum and require special attention from practicing teachers preparing ninth-grade students for the Basic State Examination in English.

The relevance of the problem under study is determined, on the one hand, by the rapid spread of digital technologies in the modern academic environment, which requires organization and high-quality methodological support, on the other hand, the problem of visibility in teaching a foreign language is in the focus of attention of the modern teacher. One of the tools for high-quality methodological support can be a thematic digital collage aimed at developing foreign language epideictic speech of graduate students in the modern academic environment. The purpose of the study is to present the didactic aspect of the thematic digital collage implementation as a tool for the development of epideictic speech of graduate students in the modern academic environment. The study attempts to clarify the terms “digital collage”, “digital collaging”, “actor-rhetor”. The didactic potential of using thematic digital collage as a tool for developing foreign language epideictic speech of graduate students is justified. The didactic advantages of using digital collage, digital collaging are described; the need for their use in modern academic environment is substantiated. The structural and content characteristics of a graduate student's foreign language rhetorical competence are analyzed. The authors propose an algorithmic prescription for organizing work on the development of foreign language rhetorical and communication skills of graduate students using a complex of structured communicative tasks and rhetorical tasks aimed at overcoming foreign language rhetorical difficulties. The study used the Neyman Pearson lemma to assess the statistical significance of differences in indicators. The scientific novelty lies in the fact that a thematic digital collage has been proposed and implemented as a tool for the development of foreign language epideictic speech of graduate students. The results of the study show that the use of digital collaging and thematic digital collage contribute to the development of foreign language epideictic speech of graduate students, allowing them to effectively respond to a situation or event, showing their uniqueness; achieve focus on current tasks and improve their effectiveness.

The relevance of the study is determined by the increased attention on the part of the state to the problem of educating future defenders of the Fatherland, which is due to the difficult international and domestic political situation for Russia. Preserving and strengthening the traditions of the professions of service, which include police service, is becoming a priority educational task facing the teaching staff of the Suvorov military schools of the Ministry of Internal Affairs of Russia. One of the most difficult periods for Suvorov school students is considered to be the initial stage of training, when the adaptation and autonomisation of an older adolescent in a new environment, that is, socialization, takes place. In this case, the purpose of this work was to clarify the concept of socialization of students, its structure and characteristics. During the review of domestic and foreign literature, modern ideas about socialization, its semantic load, age characteristics of older adolescents, certain aspects of the processes of adaptation and self-determination, the importance of tradition in these processes were concretized. The methodological basis of the research is the philosophy of tradition, the concept of socialization, the theory of optimal social environment for an adolescent and humanistic ideas in building an educational environment of modern authors. To achieve the goal set in the study, theoretical methods of synthesis and analysis, including hermeneutical and comparative, were used. As a result of the study, the socialization of students of the Suvorov military schools of the Ministry of Internal Affairs of Russia at the initial stage of training is defined as a two-pronged process of adaptation of older adolescents to a subordinate environment and their self-realization in the future profession of a policeman. The structure of the socialization of first-year students is demonstrated, representing a complex of two multidirectional processes of adaptation and isolation, a community of educators and students of different ages, as well as ways of interaction between them. The signs of socialization are revealed: a culturally-based understanding of the police service as a profession of service, awareness and positive perception of belonging to the Suvorov brotherhood, active acceptance of the norms of the college dormitory, active involvement in the creation of educational events. The effectiveness of socialization consists in maintaining a balance between adaptation and isolation. The conclusions obtained in the study enrich the theoretical base in the field of training future personnel of the internal affairs bodies, set the necessary direction in the development of modern educational tools in the Suvorov military schools of the Ministry of Internal Affairs of Russia.

The relevance of the article is basically determined by the need to create a flexible and continuous system of vocational pedagogical education, the overdue changes in the professional work of pre-school and primary education teachers and the importance of developing their creative potential and transforming training, taking into account the requirements of time and individual personal characteristics. The purpose of the study is to substantiate the key priorities for the development of personal and creative potential as an important component of professional and pedagogical culture among modern teachers of preschool institutions and primary schools. To achieve this goal, pedagogical experience, modern normative legal documents and scientific achievements, as well as research results on the creative potential and professional and personal qualities of modern teachers working in the system of pre-school and primary education, were studied from the position of competence, cultural, axiological and other approaches. The authors present the historiography of this issue study, describe the main priority goals, principles, conditions for the formation of professionally conditioned and demanded components of personal and creative potential among modern teachers of pre-school institutions and primary schools. The theoretical significance consists in generalizing the experience and scientific and pedagogical knowledge, in determining the main components of personal and creative potential as criteria for the successful activity of teachers in pre-school institutions and primary schools. Special attention is paid to substantiating the importance of an active pedagogical position, information and media culture and readiness for self-development and self-education as a fundamental basis for successful professionalization and personal and creative formation of teachers. Axiological, motivational, operational activity-oriented, evaluative-reflective, emotional-volitional and other components are described as professionally conditioned elements of the personal-creative component. An individual component is based on the individual typological characteristics of each teacher. The practical significance lies in the possibility of developing effective educational and methodological support for the process of improving one of the significant components of professional and pedagogical culture, taking into account the identified axiological aspects.

According to the Ministry of Science and Higher Education of the Russian Federation, as of November 2023, 355 thousand foreign students are studying in Russia, which is about 7.6% of the total number of university students. In this regard, there is a need to develop effective methods of teaching Russian as a foreign language that would take into account the specifics of teaching in higher education institutions. One of these techniques is the use of problem situations, which are actively used in various fields and can be successfully adapted for teaching foreign students. The purpose of this article is to study the use of technology of problem situations in the practice of teaching Russian as a foreign language in higher education. This technology is a method based on creating an educational environment where students are faced with real situations that require the use and development of speech and communication skills in Russian. This article discusses the basic principles of using the technology of problem situations in the practice of teaching Russian as a foreign language in higher education, namely the selection of suitable tasks for creating problem situations, the organization of group work and further feedback from students. Teaching Russian as a foreign language can be a difficult task, especially when foreign students are faced with situations in which they cannot correctly express their thoughts, both in everyday and academic life. Problem-based learning technology involves creating a situation in which students must use their communication skills in practice, and not just memorize grammatical rules. The study will analyze which topics and tasks can be used as problem situations, as well as what advantages and limitations exist when using this technology in higher education. One of the leading approaches to studying the problem is the analysis of existing research and publications on this topic. Particular attention is paid to the effectiveness of technology use and its impact on the learning process of foreign students. The technology of problem situations is an effective method of teaching Russian as a foreign language in higher education. It allows students to actively participate in the learning process, develops their communication skills and promotes a deeper understanding of the Russian language. The main results of the study show that the use of technology of problem situations in the practice of teaching Russian as a foreign language contributes to a more active involvement of students in the educational process. Specific situational tasks that require students to apply language skills in real life motivate them and arouse their interest in learning the language. Communicating through situational tasks allows them to use their language skills and learn new vocabulary and grammar.

The relevance of the study is determined, on the one hand, by the provisions of the Federal Law "On Education in the Russian Federation" in terms of the focus of primary general education on the formation of positive motivation in learning activitiy, the Federal State Educational Standard of Primary General Education on the formation of personal results associated with the manifestation of cognitive interest as a component of learning motivation in general and in Russian language lessons in particular. On the other hand, by the need to either revise the existing methods and techniques for developing learning motivation in Russian language lessons, or work out new ones that take into account the peculiarities of the mental processes of modern primary school students, their interest in modern information and communication technologies. The purpose of the study is to identify pedagogical conditions for the development of learning motivation in Russian language lessons in the second grade in the process of using a web quest. General logical methods (analysis, deduction, generalization) and empirical research methods were used. The works of domestic and foreign researchers on the problems of developing learning motivation, applying information and communication technologies in the pedagogical process, developing theoretical and practical aspects of web-quest use in Russian language lessons in primary school served as the methodological basis of the study. The main result of the article is generalization of information devoted to development of learning motivation in Russian language lessons in primary school. Particular attention is paid to application of web-quest as an effective means of learning motivation development. Different approaches to the concept of "web-quest", its structure, pedagogical conditions of application in Russian language lessons in primary school are considered, the results of creation of web-quest and its implementation in the educational process in the second grade are presented. The theoretical significance of the study is presented by the results that expand the understanding of pedagogical conditions necessary for learning motivation development of primary school students in Russian language lessons, an attempt to systematize knowledge about web-quest as a means of teaching. The practical significance of the study consists in the development and testing of a web quest as one of the means of developing the learning motivation of second-graders in Russian language lessons. The obtained practical results can be used by researchers for further study of the problem of developing learning motivation in Russian language lessons and searching for new methods of its solution, as well as by primary school teachers for use in the educational process in order to increase learning motivation in Russian language lessons.

Issues of digital addiction have become extremely relevant in the last decade, including in the context of education, due to the rapid development of technology and the active introduction of artificial intelligence into all spheres of life. The scientific community is actively researching aspects of the negative impact of digitalization, risks and consequences of excessive media use. However, there are still different, often quite contradictory, opinions regarding the essence and indicators of the very phenomenon of digital addiction. The aim of this work is to determine the key aspects of pedagogical work at a university to prevent and reduce the risk of digital addiction among young people based on the analysis and generalization of world experience in studying this phenomenon and the original diagnostic research. The objectives of the work included: analysis of existing approaches to the study of the phenomenon of digital addiction, conducting a diagnostic study aimed at identifying the risk of the formation of digital addiction among young people in the process of using digital devices to perform educational tasks, highlighting relevant aspects of improving pedagogical work at a university to prevent formation of digital addiction of students. The main conclusions that the author comes to in this work concern the ambiguity of interpretation of the term «digital addiction», the components and criteria of this phenomenon, the lack of media literacy level of the generation of «digital natives» that would be sufficient to withstand the risk of digital addiction emergence. As a result, the concept of digital addiction was concretized on the basis of analysis and comparison of various approaches to its interpretation, including that as a pedagogical problem. Some contradictions were identified that exist in the field of university education and contribute to the formation of digital addiction among young people, which makes up the theoretical significance of this work. The practical significance of the study lies in the fact that the author formulated some aspects that require consideration when planning and organizing pedagogical work at a university to eliminate the negative effects of media use and reduce the risk of the formation and development of digital addiction among young people.

The study of the development of different types of thinking in university students is quite relevant today. In the modern conditions of a rapidly changing reality, it is important to train specialists of a new type, capable of acting on the basis of flexible algorithms, independently designing new methods, algorithms and types of activity. The development of such abilities is determined by the special type of thinking – inventive thinking, the development of which in specialists requires new approaches and methods in training. The development of inventive thinking can also be determined by the content of training. The article presents the study of the problem of developing inventive thinking in university students, that is, thinking that allows them to critically evaluate incoming information and transform it, thereby applying new activity algorithms, rather than copying existing ones. Training of personnel who can quickly solve complex and non-trivial problems, transform existing algorithms and sequences of actions within the framework of educational, work and other activities is relevant. At the present stage, there is rather weak methodological support of teachers who train students in educational organizations of higher education system, in terms of developing inventive thinking. The aim of the study is to analyze the conditions for developing inventive thinking among students of educational organizations of higher professional education, including within the framework of studying disciplines of the natural science cycle. The following tasks were solved: approaches to the problem of developing inventive thinking were analyzed; pedagogical conditions for the development of inventive thinking (organizational, conditions of the content of training, methodological conditions) were identified. The potential of the content of natural science disciplines as one of the means of developing inventive thinking was analyzed. In the course of the work, a number of pedagogical conditions was identified that could contribute to the development of inventive thinking. The theoretical significance of the study lies in the fact that the work systematizes approaches to defining and understanding the essence of inventive thinking. An approach to understanding inventive thinking is presented: both as an integrative quality of the individual and as a system of competences formed in the process of learning and other activities. The main conditions for the development of inventive thinking are identified. The practical significance of the presented study lies in the fact that in the course of the work, recommendations were given for the development of inventive thinking of students in the framework of university training.

The child's speech development involves the completion of learning the syllabic structure of a word by the age of three. However, in case of dysarthria, the development of syllable structuring is delayed. The purpose of the article is to study the prerequisites for violation of the syllabic structure of words in preschool children with dysarthria. Theoretical analysis of the scientific literature has shown that today only a small part of research is devoted to the study of violations of the syllabic structure of words in dysarthria and the causes of their occurrence, which emphasizes the relevance of the study. The article explaines the concept of syllabic structure and its development in ontogenesis, gives the analysis of prerequisites for the development of the syllabic structure of a word in preschoolers with dysarthria.

The importance of the "own health" value for a person has recently become increasingly great. It is particularly relevant for middle-aged people, but the degree of its importance varies among this contingent. The purpose of our study was to study and identify the most characteristic individual typological features of a person who attaches great importance to the value of "own health". As a result, individual typological features were identified that are characteristic of people who differently assess the degree of significance of the value “own health”.

When analyzing the phenomenon of individual human capital, one cannot fail to take into account the factor of the quality of life of both the individual and his/her family members, which is especially important in 2024, which has been declared the Year of the Family in the Russian Federation. The aim of the study was to analyze the relationship between solving intrafamily social problems associated with unable to work family members and improving the quality of regional human capital. It is shown that effective regional policies aimed at meeting the social needs of unable to work family members (children and the elderly) affect the ability of the working population to ensure their professional development, which ensures an increase in the quality of regional human capital.