Ludmila Konovalova

The relevance of the article is due to the problems of modern pedagogical reality: the loss of interest in the study of pedagogical disciplines in universities that are not related to the training of professional teachers. Long-term experience of practical pedagogical activity in the universities of the Ministry of Internal Affairs of Russia allows the author to talk about the loss of students' interest in the study of pedagogical disciplines. The author sees the need to overcome value neutrality in the study of pedagogical disciplines, which will activate the subjective position in the educational process, form positive motives in educational and cognitive activity and make the learning process personally significant for the student. The main purpose of the article is to make a theoretical analysis of works on the research problem and the wish to show the importance of referring to a literary text in the process of studying pedagogical disciplines. It is also important to refer to the works reflecting the relationship between the teacher and the student, to the peculiarities of their behavior, to the pedagogical techniques and methods used by the teacher, to his individual skill, speech, ways of solving pedagogical problems. All this does not always correspond to the methods and ways of solving pedagogical problems described in textbooks on pedagogy, but, according to the author, it is necessary and relevant in modern conditions. Based on the analysis of scientific and pedagogical literature, the necessity of developing a new concept of artistic and figurative cognition of pedagogical reality is shown and the experience of working with a literary text is presented. The methodological basis of our research is the work of domestic and foreign authors on the problem of pedagogical hermeneutics and pedagogy of the text. To achieve the purpose of the article, we used theoretical methods (analysis of publications on research problems) and empirical methods (the author's experience of working with a literary text when teaching pedagogical disciplines). A number of conclusions are formulated about the need to develop methods, techniques and tools in the practice of teaching that form interest in pedagogical disciplines within vocational education. The proposed literary texts, which present characters of teachers, and most importantly, complex pedagogical situations, can be used in the process of teaching pedagogical disciplines in order to overcome the value neutrality of the student's personality and the formation of an artistic and vivid perception of reality.

Order of the Ministry of science and higher education of the Russian Federation № 987 of August 12, 2020 approved the Federal state standard for the area of training 21.05.04 Mining. The development of modern technological production, such as mining and processing, requires high-level personnel training. This leaves an imprint on the process of their learning, the vector of which is determined by the educational standard. This is what makes the issue of analyzing the Federal State Educational Standard 3 ++ in the area of training 21.05.04 relevant: on the one hand, in connection with the introduction of this standard, on the other, with the absence of an approximate educational program in the area of training. The purpose of the work is to identify the main factors that have made it necessary to update the FSES, and a number of innovations in the FSES 3 ++. The leading research methods of the problem are theoretical (analysis of pedagogical literature on the problem) and interpretation methods. The article presents a comparative analysis of FSES 3+ and updated FSES 3 ++ in the area of training 21.05.04 Mining. The authors studied changes in the structure and content of the Federal State Educational Standard in the area of training 21.05.04 Mining, the requirements for its implementation. The article emphasizes that the changes in the Federal State Educational Standard 3 ++ in comparison with the Federal State Educational Standard 3+ in the area of training 21.05.04 Mining reflect the continuity between educational standards. The change in the competences of a specialist was especially noted: universal competences were proposed instead of general cultural competences, the definition of general professional competences was changed, professional competences should be determined by an educational organization with a focus on professional standards. The authors emphasize the increased role of the employer in creating an educational program and developing a list of professional competences in the studied area of training. The practical significance of the work lies in the fact that the presented analysis of FSES 3+ and FSES 3 ++ not only revealed changes in the updated standard, but it should also be taken into account when developing professional educational programs in the direction of training 21.05.04 Mining. The article may be interesting for teachers and heads of educational organizations preparing specialists in the field of mining, as well as scientists conducting research in the field of continuous professional training.

The article is devoted to the problem of developing the creative thinking of specialists in mining. The authors believe that one of the ways to solve this problem is to inspire mining majors (21.05.04 area of training) and refresher courses students of this area to read more.