Gylchachak Polyshkina

This article is devoted to the use of EMC «English in focus» in foreign language lessons. The article presents examples of working with the topics of the CMD on the principle “from the highest to the lowest”. The authors make the conclusion that the use of EMC helps to increase the efficiency of educational work.

This article focuses on the linguistic-cultural aspect of the working programs in German language. The article presents examples of creating learning situations in German language lessons contributing to the development of sociocultural skills. The authors made a conclusion about advisable use of the linguistic-cultural aspect in the lessons of German.

This article focuses on the system of assessing the ICT competence of students. The authors present the examples of the tasks worked out for the students, aimed at identifying almost all skills: access, controlling, integration, evaluation, document creation, transfer, definition. It is concluded that the worked out methodology allows to evaluate and monitor the effectiveness of ICT competence development.

The relevance of this research is caused by the fact that nowadays there are no common methods and criteria to estimate meta-subject skills of teenagers. There are lists of universal learning activities (ULA) for primary schools, some methods have been developed and approved, some results have been analyzed and systematized, but the same process in secondary schools has just been started. At the same time, we should remember that developing and estimating of meta-subject skills in secondary school must be organized according to other rules, taking into account some special psychological features of teenagers. The age of adolescence causes some peculiarities in the process of cognition, communication, coordination of activities, self-understanding as a person and looking for one’s own place in the world. Everything should be considered to assess teenagers’ universal learning activities. The main methods of the research are studying the information about meta-subject skills assessment, analyzing the results of all-Russia, regional and school tests on ULA formation, and possibilities of their use in writing ULA development program. In this article we analyze methods of teenagers’ ULA assessment, we determine different ways of assessing them, we describe some technologies of distant educational projects in detail, we discuss ULA classification and some criteria of assessing them. We review the results of other research done on different basic and regional innovative platforms of Kirov Region Institute of Education Development, these results demonstrate the level of teenagers’ universal learning activities formation. According to this analysis, the article shows the possibilities of distant educational projects technology use for the assessment of teenagers’ ULA formation level. It can be useful to work out some programs of ULA development in educational organizations. It also may be used for teachers’ further professional education.

The urgency of the research is based on the fact that today teenagers start to study according to the new standards of teaching. A teenage period has some features of cognition, communication, personal activity coordination, awareness of oneself as a person and determination of one's place in the world. Everything should be considered while planning the development of universal educational actions (UEA) for teenagers. The results of the current researches in the quality of education (all-Russia control tests, regional tests) show that teenagers demonstrate quite high subject results and medium (or even low) inter-subject results of learning. Such universal educational actions as a competence of working with information, comprehensive reading, an ability to work according to the instruction and to organize business cooperation, self-control and correction are developed insufficiently. It means that educational organizations should pay more attention to the issues UEA development. Some technologies of the media education can be used to develop these skills of UEA in teenagers, considering their psychological characteristics. The research is based on the study of information on the issues of using media-education, all-country control tests and regional and school checking results analysis of the UEA skills development. The article analyses the approaches to the concept of «media education» in Russian and foreign literature, identifies the possibilities of these technologies in the development of teenagers’ UEA, describes the technologies of media education used in the classroom and after-school activities, examines the results of the research conducted on basic and regional innovative grounds of Kirov Regional Institute of Education Development, which demonstrate how the use of media education technologies influences the development of teenagers’ UEA. Based on this analysis, the article presents the opportunities of use the media education technologies in the classroom and after-school activities, their influence on the development of teenagers’ inter-subject actions, which can be useful in the working out of educational organizations programs for the development of teenagers’ UEA, as well as in improving the professional skills of teaching staff.