Marina N. Cherkasova

The relevance of the study is determined by the position of modern China in the international educational environment, Chinese experience of creating a successful postgraduate education in a relatively short period (1978 – 2024). For the first time, the dynamics of the postgraduate education development from the point of view of obtaining doctoral degrees from 1978 to 2022 has been analyzed and systemic contradictions of the postgraduate school institute in China have been identified. The purpose of the article is to study and analyze the experience of postgraduate education in China on the basis of statistical data and scientific papers on the issues of postgraduate education in China. Research tasks: to give a general description of postgraduate education of China; to identify the trends of postgraduate education. The following methods were used: method of analysis and synthesis; descriptive method for the presentation of specific educational processes involving diachronic and synchronous approaches; the use of the historical method was necessary for highlighting the process of formation of postgraduate education in China; elements of statistical analysis were used to demonstrate the dynamics of the educational process. Results: modern postgraduate education (Master`s programs and doctoral programs) or the 3rd level of Chinese higher education, which is a reflection of the American model, has demonstrated positive development dynamics over a relatively short period. This is the result of normative and regulatory documents worked out by the Party and government apparatus of China, which monitors the activities of universities and the process of awarding academic degrees. The number of qualified specialists with academic degrees in the field of engineering sciences is twice as the number of those in the field of "natural sciences". The problems within the international educational environment, nominated as the "Chinese educational crisis" are highlighted (the growing financial dependence of foreign universities on the investments of Chinese students and the influence of the Chinese scientific diaspora in the academic world). The internal contradictions in Chinese postgraduate education (the need to diversify doctoral programs and degrees) are outlined. The theoretical and practical significance lies in the possibility of using the successful experience of Chinese postgraduate education in the domestic university environment.

The relevance of the study is conditioned by the search for new technologies that can provide a comprehensive education and development of the students’ personality, as well as such methods of foreign languages teaching that could generate high motivation, reveal a complex picture of the world and human relationships to the younger generation, while contributing to the formation of axiological values, characteristic of a particular linguistic and cultural environment, especially during periods of the axiosphere transformation, when many political, social, national, cultural, geographical and other aspects acquire new meanings. At the same time, there are no accepted methods of working with the text today that touch on axiological issues. Therefore, having set the purpose of the study ‒ to work out the methods for forming the axiological field of educational material on the basis of linguo-methodological preparation of English texts within the framework of foreign languages teaching, the authors consider the role of a teacher in organizing learning based on the axiological approach. They give the definition of the interdisciplinary concept of "axiological field" within the framework of methods of foreign languages teaching. The theoretical significance of the study is in developing the methods for forming the axiological field of educational material on the basis of linguo-methodological preparation of English texts, presented in the form of a technological process consisting of four stages (preliminary / pre-text, communicative, creative-and-developing and analytical), determining the essence of the axiological field of educational material based on analysis and comparison of a number of synonymous lexical units taken out from modern media texts in a foreign language. The teacher's potential in the formation of students' axiological values in the process of foreign languages teaching are demonstrated. The proposed recommendations can be useful for teachers of foreign languages, as they demonstrate possible forms of integration of upbringing activities with educational work to form the civic-patriotic qualities of students, their sustainable life position in an ever-changing world.

Examination of e-learning potential in present doctoral education is complicated by the Russian Doctoral Program reforms, the conflict between the educational, research and practical components, changing educational strategies and tactics, and epidemiological situation. Currently, there is a lack of works that explain the potential of e-learning in the formation of a new educational model of postgraduate education, which needs to be reformed and diversified. The hypothesis of the study: during the period of extreme (March 2020-July 2020) and post-extreme on-line learning (October 2020-January 2021) doctoral students of the University (1st and 4th years) had already formed sustainable electronic competences to implement independent research activities within modern trends. The tasks of the study: to identify e-learning challenges and to present an educational model with on-line technologies. The study-survey involved 59 doctoral students of the University: 33 students of 1st year and 26 students of 4th year. The purpose is to analyze the level of e-competences during the period of distant learning (DL) and adaptation to this type of learning depending on the specializations (technical specialties (“T”), information technology (“IT”) and social and humanitarian specialties (“SH”)), course, age. 48.48% of the 1st year students, unlike the 4th year students, show a positive-approving reaction to e-learning and DL in Doctoral Program. Only 30.3% of the 1st year students (27.27 “T" + 3.03 “IT”) were satisfied with traditional learning (face-to-face), as opposed to 50% of the 4th year respondents (46.15 “T” + 3.85 “IT”). We interpret the 4th year students` reactions to long-term DL as sharply negative: 100% of respondents answered “NO” to long-term DL. In the study, a model of postgraduate education using distance technologies (on the basis of the respondents` reactions and the impossibility of universalization of e-learning) is proposed. The practical significance of the work lies in the possibility of using a quantitative and qualitative analysis of reactions to a potential educational model using e-learning to further improve the trajectory of doctoral education. The study can be useful within the framework of the theory of organization of higher education, in particular, for studying the process of formation of scientific, practical and professional competences of highly qualified scientific and pedagogical personnel in terms of diversified education.