Keyword: «рефлексия»

The article is devoted to the study of the relationship between empathy and reflection in the professional activities of psychologists-consultants. Theoretical approaches to understanding these phenomena and their integration in counseling practice are analyzed. The cognitive, affective and behavioral components of empathic response, as well as mechanisms of reflective regulation of professional activity are considered. A methodological matrix for the development of integrative skills of empathy and reflection at various stages of professional development of specialists is presented. The necessity of a systematic approach to the formation of these competencies in the process of professional training and continuous development of psychologists-consultants is substantiated. Factors influencing the effectiveness of integration of empathic and reflective processes in therapeutic practice are identified. Directions for improving the system of professional training of specialists are proposed, taking into account modern requirements for the quality of psychological assistance.

The article is devoted to the study of the linguistic and didactic potential of school educational and methodological complexes as an instrument for the formation of the language portfolio of students. Based on the analysis of foreign and domestic classifications, the main types of language portfolios and their invariant structure are described. Special attention is paid to the practical implementation of the method using the example of «Spotlight» and «Starlight». The components of educational and methodical complexes and the mechanisms of integration with the subject of the student’s book are analyzed in detail. Examples of particular tasks from modules that can be included in the language portfolio are given.

The article reveals the theoretical and methodological aspects of personality-oriented education in relation to the lessons of the natural science cycle (biology, chemistry, physics, and geography). The conceptual foundations of the approach are analyzed, including the ideas of humanistic psychology, the cultural and historical theory of L.S. Vygotsky, the activity approach, and the concept of I.S. Yakimanskaya. The article describes the key principles of implementing the approach in natural science education (consideration of individual characteristics, reliance on subjective experience, and reflection) and the methodological tools (project activities, problem-based learning, and experimental research). It is shown how the application of these methods contributes to the development of students' cognitive activity, the formation of a scientific worldview, and environmental culture.

The article is devoted to the problem of developing the subjectivity of a modern schoolchild in the context of individualization of education. The paper considers pedagogical support (tutoring) as a key mechanism that ensures the student’s transition from the position of an object of pedagogical influence to the position of an active subject of their own educational activity. The author analyzes the theoretical foundations of the subject approach, clarifies the conceptual framework, and identifies the structural components of subjectivity (activity, autonomy, ability to reflect, and responsibility for choice). Special attention is paid to the specifics of tutor support: the principles of openness, variability, and eventfulness. The article presents practical aspects of implementing tutoring practices in secondary schools and proves their effectiveness in forming students’ conscious attitude towards learning and life self-determination. It is concluded that tutoring acts not just as a teaching method, but as a humanitarian technology aimed at unlocking the child’s personal potential.