Nataliya Vorobeva

In recent years, there has been a surge of interest in the study of the image of Russia in various sciences – social psychology, history, political science, political geography. The issue of forming a positive image of Russia takes an important place in the system of the country's priorities. The study of the country's image should consider both of its sides – in the world ("external image") and at home ("internal image"), which can often include contradictory, multidirectional trends. We propose to study the image of the country as an integral one, since it reflects the images of the territory, culture, people, national symbols, ideas about political power (such as images of the state, power, political institutions, leaders). The aim of the study was to develop a program for diagnosing the image of Russia among foreign military personnel, to diagnose the image of Russia among cadets (foreign military personnel) and to identify the most informative criteria and indicators for assessing the image of the Russian state. During the study, criteria, and indicators for assessing the image of Russia in the minds of foreign military personnel were identified. The methodological basis is the strategy of mixing methods: a pedagogical experiment, a survey method (questionnaires, in-depth interviews, case studies), an information analysis method (essay analysis), generalization and systematization of research results, design of educational and methodological recommendations. The theoretical significance of the work lies in the fact that new methodological approaches are proposed to the development of a program for the formation of a positive image of Russia while teaching the disciplines of the social and humanitarian cycle. The practical significance of the work lies in the opportunity of introducing it into the educational process to correct the image of Russia among foreign military personnel: in setting goals and objectives, determining the content, methodology, and results of the learning process; in holding extracurricular and educational events, organizing different forms of cultural, leisure and everyday activities.

Study of pedagogical culture in the educational process for training highly qualified military personnel is an urgent and scientifically significant task. In connection with the adoption of the federal state educational standard for higher education "Special purpose vehicles" (Order of the Ministry of Education and Science No. 948 of August 11, 2020), one of the most important requirements for the system of higher military education is the effective development of pedagogical culture in all its components diversity (general pedagogical, sub-pedagogical, military-professional, and personal). The aim of the study was to diagnose pedagogical culture, transform it during the educational research experiment and fix the obtained changes. The object of the research was the pedagogical culture of the adjuncts of a military university on the example of the Omsk Automotive Armored Units Engineering Institute; the subject – "I-concept" of an adjunct teacher. The methodological rationale is a strategy of mixing methods: an expert survey, a focus group method, in-depth interviews, and a case study method. The expert survey was necessary for the study and assessment of the changes in the higher education of the Russian Federation by the faculty corporation on the example of military universities. Focus groups consisted of adjuncts and were to help in finding answers to the following questions: the main problems and trends in the development of the higher education system; traditional and new paradigms of higher education; competence-based approach in education: problems, concepts, tools. In-depth interviews with adjuncts were conducted to trace the trajectories of understanding and assimilating the technologies of military pedagogical activity. Case studies were the central method and they were aimed at studying the practices of implementing pedagogical experience. Practical cases involved immersion in the pedagogical process, fixed observation, including video recording. We kept an observation diary, which included the main elements of the training session. Adjuncts performed the preparation of a structural and functional diagram of the learning process; tables of objects, stages, and forms of designing the educational process; matrices of intra- and interdisciplinary connections for a specific training course. It was necessary to work out teaching materials for a lecture, group classes, seminar, practical lesson. The adjuncts demonstrated fragments of the training sessions, which were recorded on video, based on which the analysis and evaluation of the tasks presented by the teacher and students were carried out. The theoretical significance of the work lies in the fact that new methodological approaches to the gradual development of the pedagogical culture of an adjunct of a military higher educational institution are proposed. The practical significance of the work lies in the possibility of introducing a special course "Pedagogical culture of a military lecturer and its development" into the educational process.

Confessional female education has several specific features: class isolation, strict subordination of the diocesan to the bishop, inseparability of the educational and edifying processes. Russian historiography studied the specificity of female education in the post-reform period, associated with the breakdown of the traditional patriarchal model of female education understanding. Within the framework of historical feminology and gender studies, the question was raised about the professional self-realization of diocesan schools students. Purpose of the study: firstly, to introduce the information about the activities of the Omsk Women's Diocesan School in 1906-1917 into scientific circulation. Secondly, to identify the specifics of female theological education in the Siberian province. The sources of the research were: clerical works and other materials of a regional nature, a significant amount of which is presented in the fund of the Omsk Spiritual Consistory, the diocesan periodical "Omsk Diocesan Gazette", where the reports of the diocesan observer and the statements of the Diocesan School Council were published. Based on the reports of the diocesan observer on the condition of parish schools and literacy in teaching and education, the teaching and methodological process, teaching staff and the condition of teaching and educational work are reconstructed. The Omsk diocesan school for women was supported by contributions from the diocesan purse, the income of the diocesan candle factory and private donations. The educational process was aimed at obtaining an education sufficient for teaching in primary school. In contrast to the tendencies of strict regulation of church practical implementation in women's education, noted by researchers using the example of the European Russia, the students of the Omsk Women's Diocesan School performed completely “non-female” mission in the church, such as lighting lamps, giving a lectern, carrying out candles at the entrances and to the Gospel reading, which is usually the prerogative of the sacred sexton. Changes in the teaching staff indicate a gradual prevalence of male teachers and an increase in the educational graduation level. The theoretical significance of the work lies in the fact that the presented material and conclusions can be used in further research of the history of the Omsk diocese in the 20th century, as well as in the study of the history of spiritual education in peripheral dioceses. The practical significance of the work lies in the possibility of using its materials in educational work: in the preparation of specialized courses on the history of the Russian Orthodox Church, as well as for preparation of articles, reports at scientific events of various levels.

The paper discusses the technique of studying the Old Russian literature on history seminars. The author proposes the typology of competence-oriented tasks. The possibilities of the method of genetic analysis of the text is based on the example of the work of students with fragments of historical sources (“Chronicle of Ancient Years”, “Zadonshchina”, “Legend about the Mamay Battle”, hagiographic literature) on practical lessons of “History”.