Olesja V. Feoktistova

The article justifies the need to develop preservice teachers of Russian as a foreign language with an understanding of the methodological potential of works of art, as well as the specifics of preparing and conducting lessons using them. The aim of the study was to develop the content of training student teachers to use paintings in RFL lessons and to propose a system of key teaching methods. In defining the theoretical foundations of instruction, the study drew upon works addressing the concept of integrated language and culture teaching, the linguocultural aspects of foreign language instruction, and the use of visual aids in teaching Russian as a foreign language. To develop the linguodidactic and psycho-pedagogical foundations of instruction, lesson samples were analyzed, the teaching process was observed, and interviews were conducted with instructors experienced in creating educational materials based on works of art. A questionnaire was conducted among RFL teachers to identify the frequency and reasons for using paintings. This allowed us to obtain information about the difficulties faced by teachers in preparing and conducting lessons using visual arts. The results of the study indicate the need to incorporate the developed training system into university-level education. The painting serves as a starting point for modeling and designing the process of teaching Russian as a Foreign Language. The theoretical significance of this work lies in the fact that, based on modern scientific and pedagogical achievements, the content of students' preparation for modeling and designing lessons using paintings has been determined: the methodological potential of paintings has been clarified in the context of teaching Russian as a foreign language, and a methodological model for constructing lessons has been determined. The practical significance of the research lies in the developed structure of university classes and the system of analytical, reproductive-constructive, and creative (productive) tasks, which can be used in the practice of teaching university disciplines and in the system of additional professional training. This type of training expands the ideas of preservice and in-service teachers about the possible tools for developing communicative competence, promotes the realization of their creative potential, and fosters the use of various methods, techniques, and tools for instruction.

The article substantiates the need to use a projective strategy as a conceptual basis for preparing graduate students for a professional (demonstration) exam. The aim of the study was to propose a system of tasks for preparing student teachers for a professional (demonstration) exam, taking into account the specifics of the projective strategy implementation. The research material includes the provisions of the projective education theory, the idea of the essence of designing and constructing the educational process. In the course of the study, students' activities were monitored at the pre-examination stage and in the process of participating in the professional (demonstration) exam. In addition, methodological products prepared by exam participants were analyzed. The scientific novelty lies in clarifying the concept of "projective strategy", which makes it possible to transform the student's existing knowledge and experience into a new format for the independent implementation of their professional activities and self-realization. The idea of the nature of projecting, its actual specifics determined by the objective correlation of ideal design with action in the space is the basis of this strategy. The article presents the goals and content of university classes, offers a system of tasks that is built taking into account the projective strategy and is aimed at forming the readiness of student teachers to present the progress and results of solving a professional examination task with justification for the actions performed. The results of the conducted research point to the need to include the developed educational system in university training. This strategy is aimed at a systematic, progressive and active solution of a professional task: from the search for a linguistic methodological idea to self-control over the progress and results of its implementation. It ensures the integration of psychological, pedagogical and subject-methodical knowledge and skills, promotes the development of a professionally oriented attitude to the upcoming role of the exam participant. The task system, developed on a projective strategy basis, helps student teachers to form an idea of exam preparation as an integral process, correlated with a certain sequence of stages of methodological activity, at each of which methodological products are created (lesson passport, technological map, summary (scenario) of a lesson fragment, monologue-introspection). The obtained research results expand the scientific understanding of the importance of a projective strategy in the system of linguistic and didactic training of future teachers. The structure and content of university classes developed on its basis can be used in the practice of teaching university subjects and in the system of advanced training of school subject teachers.