Salavat R. Musifullin

In the modern world, characterized by informational and political confrontation of ideologies, the preservation of civic identity becomes an important aspect for Russian society. The formation of civic identity among students occurs spontaneously in the conditions of digital space. in the current situation, the revision of pedagogical approaches to this problem becomes an urgent task. The formation of basic values among students in the learning process plays a key role in the formation of civic identity, and the disciplines of the humanitarian cluster play an important role in this process. The aim of this study is to identify the potential of the Humanities for the formation of civic identity among students. The research methodology is based on system-activity and personality-oriented approaches. The aim of the study was achieved through the application of theoretical and practical methods of scientific research, such as theoretical analysis, synthesis, questionnaire method and pedagogical experiment. The analysis of advanced pedagogical practices made it possible to identify the pedagogical conditions for the formation of students' civic identity in the process of studying the disciplines of the humanitarian cluster. The results of empirical data collection were analyzed and summarized in the course of the study. To confirm the reliability of the results obtained, criteria and level indicators of the civil identity formation were developed, which were verified using appropriate methods tested for validity. The theoretical analysis of scientific research has made it possible to clearly define the essence of the «civil identity» concept. Based on the analysis of advanced pedagogical practices, the conditions for the formation of civic identity in the process of studying the disciplines of the humanitarian cluster were identified. The results of the study made it possible to determine the educational potential of the disciplines of the humanitarian cluster in the formation of civic identity among students.

In the context of modern education, the formation of critical thinking skills among students of a pedagogical university is of particular importance, since it is carried out in an information society. If a student can think critically, he/she can, accordingly, express a subjective opinion, make the right choice in a timely manner, solve vital and scientific problems, reasonably build a dispute, make an objective assessment of someone else's point of view. The humanities block of disciplines at a pedagogical university (we are talking about such disciplines as philosophy, social studies, psychology, literature and art) provides students with fundamental knowledge about human society, culture, history and worldview. Therefore, the aim of the study is to identify the leading approaches to the definition and formation of critical thinking among students of a pedagogical university in the humanities block classes; to experimentally test the effectiveness of a number of activities and the academic discipline "Technology for the development of critical thinking". To achieve this goal, the tasks of forming critical thinking among students of a pedagogical university were highlighted: the ability to analyze, compare, synthesize and generalize. In addition, it is planned to conduct a study to assess the current level of critical thinking among students of a pedagogical university, as well as to develop and test the effectiveness of new strategies and pedagogical techniques for the development of this skill. The theoretical significance of the research lies in the fact that the idea of the peculiarities of critical thinking formation in the humanities block classes among students of a pedagogical university has been expanded, criteria and levels of critical thinking formation in students of a pedagogical university have been identified from the position of a system activity-oriented approach; a curriculum on the discipline "Technology of critical thinking development " have been developed and practically implemented. The practical significance of the study is due to the fact that the developed measures and described methods of working with students of a pedagogical university can be used by teachers of other educational organizations of the Russian Federation. The presented materials can serve as a basis for the development of methodological recommendations for teachers of universities in the country. The results obtained in the study can be widely used in the activities of higher education organizations in humanities classes. The article contains a theoretical analysis of various approaches to the assessment of critical thinking, offering an integrated method for the formation of critical thinking skills among students of a pedagogical university. The paper presents the results of the analysis of the concept of "critical thinking", defines criteria and indicators, and characterizes the levels of critical thinking formation. The authors suggest methods and techniques for developing critical thinking in educational practice in the humanities classes, and propose algorithms for working with various types of visual texts. At the same time, any sources of information presented in the form of text, images, diagrams, etc. are considered as visual texts.

Currently, the problem of competent professional self-determination of school graduates can be considered particularly relevant. Its solution depends on constantly changing socio-economic, socio-cultural factors and attitudes to the prestige of professions in society. An important role is also played by such reasons as: the position of family members, teachers and friends; the location of the educational institution; awareness of the condition of the labor market; the abilities and inclinations of the student. In addition, potential specialists in the field of pedagogical professions are expected according to the number of graduates of a higher educational institution. In this regard, the importance of correct and informed choice of profession by high school students is of particular relevance. This choice should be made by future members of society at school already. It is the specialized psychological and pedagogical classes that make it possible to give clear ideas about the specifics of the teacher's work to high school students. Such classes are not just a component of the professional orientation system for school graduates, but also a resource for personal development, because a modern psychological and pedagogical class can become an important element for revealing the abilities of students, revealing and developing pedagogical gift, forming leadership qualities and skills necessary for successful professional activity in human-centered spheres. Therefore, the purpose of the study is to theoretically substantiate and experimentally test the effectiveness of the of psychological and pedagogical classes model functioning, which was developed at the BSPU named after M. Akmulla. The theoretical significance of the study is in developing the idea of the directions and organizational and methodological characteristics of work in psychological and pedagogical classes, determining the stages of the educational process (pre-specialized and specialized); selecting and developing curricula for elective courses of psychological and pedagogical subjects, identifying optimal methods and forms of training in psychological and pedagogical classes, and substantiating the types of effective specializing. These works formed the basis of the model of psychological and pedagogical classes developed at the BSPU named after M. Akmulla. The practical significance of the study is due to the fact that the developed model of psycho-pedagogical classes, a number of procedures and projects can be used by teachers of other educational organizations of the Russian Federation. The presented materials can serve as a basis for working out methodological recommendations for teachers of psychological and pedagogical classes. The results obtained in the study can be widely used in the practical educational work of higher education organizations in our country.

In accordance with the requirements of the Bologna Declaration, at the present time the Russian Federation implement the state educational standards of the third generation. The long process of preparation to transfer Russian high education to Federal State Educational Standard had finished and since 2011 new standards has been used. During the recent decades the problem of establishing the uniform requirements to the quality of professional training and the criteria by which to judge the results of education has been the focus to foreign and local education community and scientists. One of the innovations of the new state standard is the formation of the general cultural and professional competences during the educational process instead of already familiar "knowledge, skills and habits".