Keyword: «коммуникация»

Modern educational activity requires a high level of practical orientation due to the deep internal transformation of the most of economic, social and other processes characteristic to the modern level of human development, primarily in the digital sphere. The current situation requires scientific conceptualization and transfer of the gained in the process of educational activity knowledge, and the practice of implementing these processes should also take into account modern requirements of computerization. Digital technologies in education are implemented through the use of information and digital means and various channels of interaction in the educational process, completely computerized or based on the use of hardware and technological support, often also associated with the use of digital technologies. The impact of digital transformation on the practice of learning activities is often realized through the use of information and digital means in the educational process in the form of the implementation of a technological learning management system. However, this is complicated in the current situation by the fact that the absolute majority of information and digital tools traditionally used by educational organizations have a foreign origin. At the same time, a situation may arise in which educational organizations should be ready to promptly change these tools with minimal damage to the educational process. All of the above characterizes the relevance of the issues studied and defines the accepted formulation of the purpose of the study as considering the specific aspects of the use of information and digital tools, in particular learning management systems, in the educational processes of Russian educational institutions, depending on the areas of training. Based on the results of the study, conclusions were drawn about the possibility of a prompt change of the information and digital means used, if necessary. The study was based on the processing and analysis of the survey results conducted among students of the Kazan National Research Technical University using a set of research methods in order to achieve its goal and test the proposed hypothesis.

The article describes the role of Internet communication in the educational environment for the development of professional competencies of future specialists. The implementation of Internet communication can increase the motivation of students, form professional competencies, and develop communication skills. The positive aspects of organizing the interaction of students in the information environment are considered, and the shortcomings of Internet communication within the framework of the organization of the educational process are analyzed.

Digital technologies are entering the everyday life of every person. The process of education is changing either. This entails the need to change the methodological training of future primary school teachers in accordance with the requirements of the time. The modern stage of computerization in Russia has led to the emergence of a new generation of children. Teachers begin to work with children of the alpha generation. These are the children of a new generation, making new demands on society. Relevant for novice teachers is the correlation of the school digital educational space, their own experience in the use of information and communication technologies, the already existing computer experience of a modern child and the main goal of learning - acquisition of knowledge and skills. The future primary school teacher has to take into account the characteristic features of alpha generation children in the educational process, linking their psychological characteristics, widespread computerization and traditional school. The purpose of this article is to analyze the possibilities of integration of the following positions into learning process: use of gadgets in the learning process; distribution of cognitive resources of the child in the process of completing tasks; evaluation of the child’s activities; implementation of non-standard learning; development of communication skills among primary school students; negative consequences of uncontrolled inclusion of digital materials in the educational process. The leading method for studying the problem is a pedagogical experiment. The essence of the experimental work was to use the worked out approaches to the alpha generation in the process of methodological training of future primary school teachers. The theoretical significance of the work was in the analysis of the literature on the designated problem and the identification of characteristics of children of a new generation. The practical worth of the article lies in the proposed variants of correlating the characteristic features of children of the alpha generation with the organization of the educational process.

Teaching the Russian language must necessarily have a communicative orientation, aimed at developing in students the ability to communicate with native speakers on a variety of topics, to participate in dialogue with each other, with teachers, and with native speakers. Studying interrogative sentences will help improve students' communication skills and develop their communicative competence. The purpose of the article was to identify ways to use interrogative sentences as a means of developing communicative competence among Chinese students. The article presents the results of a theoretical and methodological study based on methods of analysis of scientific and methodological literature, observation, comparison, systematization, as well as on the method of designing a system for using interrogative sentences in a communicatively oriented educational process. It is noted that interrogative sentences are an effective means of building a dialogue with an interlocutor, therefore they are important tools for developing communicative competence. Situations for addressing interrogative sentences and ways of using them in RFL classes have been identified. Interrogative sentences are an indispensable resource when working with additional authentic materials in Russian (movies, television, cartoons, etc.); when communicating with native speakers of the Russian language in a natural and artificial language environment; when getting acquainted with the rules of Russian etiquette; when students master such a form of educational work as an interview, etc. The RFL teacher, in the course of developing communicative competence among Chinese students, should draw the students’ attention to using them to express not only a question, but also a request. He/she must also take into account the cultural characteristics of Chinese students, which cause difficulties in developing their communication skills. The theoretical significance of the article lies in the formulation of the need for a systematic approach to practical use of Russian interrogative sentences by Chinese students. The practical significance lies in the selection of tasks for the use of interrogative sentences as a means of developing communicative competence in students.