Keyword: «axiological approach»

Changes taking place on our planet, require displaying them in a modern educational content. In this regard, an important place belongs to the modernization axiological context. It is intended to include the content of geographical education multidimensional objects such studies, which are axiological phenomena. By similar objects include "Geography and ecology of native land" as "an island of the noosphere" and represents a model of harmonious interaction between man and nature, thus realizing the humanistic values. This concept is of great importance in the educational enrichment of educational content and value- activity aspect, per-sonal meaning, and therefore has a huge importance in the implementation of axiological approach. Its area has great potential formation of the valuable relationship.

This article is devoted to justification of the conceptual ideas that contribute to the understanding of the essence of the student’s (the future teacher’s) creative individuality formation. The author reveals the idea of axiological essence formation of creative personality and the idea of the value conditionality set of stipula-tions due to which this very process’ efficiency ensures.

The article focuses on the current priority scientific, methodical and practical directions in the professional preparation of students for work with children who have difficulties in development from the point of value-semantic reference points in the implementation of professional activities.

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.

The article deals with the problem of defining the key concepts of creativity pedagogy - "creativity" and "creative abilities". This is due to the fact that their definitions in the works of modern researchers often contradict rather than complement each other. The purpose of the article is to analyze publications in scientific pedagogical editions for the last decade to identify common and different approaches of researchers to the definition of "creativity" and "creative abilities" and to identify the needs of teachers concerning the development of creative abilities in students. The results obtained will allow novice researchers and interested teachers to discover new shades of meaning in widely known concepts.