Valeriya Tropnikova

The pedagogical community contemplates the dynamism of changes in the educational environment. Pedagogical activity is changing. This is due to the impact of new technological conditions and situations of social interaction. There is a need for teachers to use virtual educational environments. The factors that influence the development and growing interest in gamification in education are: pedagogical potential of games, interest in technology, a certain connection between the game process and the learning process, the ideas of developing cognitive interest as a motivation for learning and the possible coordination of various resources with the educational process. The educational policy of developed countries is based on educational analytics, which makes it possible, using data sets, to process pedagogical information and introduce new innovative teaching technologies into the educational process to increase the efficiency of the education system. The relevance of the topic is associated with the need to expand the practice of innovative pedagogical teaching technologies, which is determined by the requirements of industry, scientific and technological progress and social relations. The vocational education system, changing the formats of educational programs, expands the didactic potential using new pedagogical technologies: gamification, robotic platforms and artificial intelligence in teaching. International experience testifies to the significant use of gaming technologies in the practice of teaching in various areas: socio-economic, natural science, IT areas and others. Russian educational practices, while modernizing the education system, also use gaming technologies in non-gaming processes in order to increase the motivation and involvement of users of educational services. The purpose of the work is to identify the pedagogical potential of using software and platforms with gamification technologies in the vocational education system using the example of the Novosibirsk Medical College. The theoretical significance of the article is in justification of using gaming technologies and massive open online courses (MOOCs) for secondary vocational education. It is recommended to use MOOC platforms with multimedia and gamified content for disciplines of the natural science cycle, integrating them into the educational process.

An important condition of specialists training is the providing participants of educational process and heads of any educational institution with timely information for making decision concerning the choice of pedagogical technologies strategy. The relevance of this study is associated with the demand for information about the knowledge, skills and abilities of first-year students in any disciplines, including the discipline "Chemistry" to assess their level without taking into account the results of USE. Objective knowledge assessment is carried out by the monitoring at the level of secondary vocational education (SVE). The entrance control is used as a part of educational process monitoring. Comparative analysis of the training level in the first-year groups made it possible to determine compliance with the requirements of the Federal state educational standard for General education in Chemistry. The aim of the work is to identify drawbacks in school education, which are common for schools in the Novosibirsk region and other regions, for their subsequent elimination. It was used the codifier of the content elements of the entrance control test in general chemistry of the basic level for the 9th grade of the general education school. The results of the analysis make it possible to identify topics that the students did not fully understand, as well as the absence of differences between the level of knowledge of students from different regions. The conclusion is made that the knowledge level of Chemistry is insufficient. It is necessary to increase the number of hours in the work programs for the repetition of the secondary general school basic course and these students must attend additional chemistry classes. The theoretical significance of the article is connected with the justification of the hours number adjustment in the work programs, which are devoted to the repetition and generalization of the basic school program material in chemistry. It is recommended to build optimal trajectory of students' training, which also includes distance testing technologies. The results of monitoring on the disciplines of the subject field "Natural Sciences" can be useful for heads of secondary schools and educational authorities at the municipal and regional levels for making administrative decisions.

Modernization as a process of change in the education model is related to the challenges and requirements of the present in innovative components. The experience of reforming higher education systems in Finland, Sweden and Norway is studied. The results of the analysis made it possible to identify significant features of the training programs. They are related to global changes on the labor market, migration flows and the aging of the population of European countries. Economy, technology, society are changing education models. The problem of education was the contradiction between the shift to practical value and the relevance of education, on the one hand, and the need to allocate considerable resources to new trends by national governments, on the other hand. A distinctive feature is the presence of foreign models for the students from 25 years to 64 years. It was made the conclusion about the significant role of government and business in educational and innovation politics of the Nordic countries. The governments of the Scandinavian countries, developing the institutional environment and basic infrastructure, benefit from the globalization of education, giving citizens the opportunity to gain knowledge and skills, to have a healthy environment that they need to get a job and a high income. Having received education, citizens participate in local, national and global communities. The article has important theoretical value. The possibilities of using these teaching methods for postgraduate education are justified. It is recommended to expand the capabilities of modern remote e-learning technologies, including the disciplines of the natural-science cycle.