Keyword: «basic general education»

Today one of the priority directions of education development is its digitalization, the main goal of which is to improve the quality of education. Various digital resources are offered to complement traditional learning tools. When choosing them, each educational institution, as well as a teacher, should not only intelligently include resources in the educational process, transform methods, technologies, teaching methods, but also be guided by their facilities to meet the requirements of the federal state educational standard of basic general education, both to subject results and to meta-subject ones, in particular, to regulatory universal learning actions. The article is devoted to the issue of studying the opportunities of using online services for the formation of regulatory universal learning actions among students of grades 7–9. Based on the experience of Russian teachers, within the framework of this article, the online service "YaKlass" was selected, which is one of the most promising educational resources not only in Russia, but also abroad. It is intended for students learning all basic school subjects. The purpose of the article is to study the opportunities of using the online service "YaKlass" for the formation of regulatory universal learning actions among students of grades 7–9 and test them in educational practice. The research methodology is based on system-activity, personality-oriented and digital approaches to teaching, analysis of scientific publications and innovative experience on the specified problem. The results of the study highlight the main facilities of the online service "YaKlass" for the formation of all components of regulatory universal learning actions, describe the experience of the author and other teachers, provide some empirical data on the use of the resource in an educational institution. Summarizing the experience of foreign and domestic researchers in the implementation of digital technologies in the educational process in order to form students' regulatory skills add to the theoretical significance of the study. The article may be of interest to teachers, students of pedagogical universities, methodologists who study digital tools for the formation of regulatory universal learning actions among students.

The article analyzes the introduction of new educational standards in basic general education, focuses on its main components, and notes the advantages of education in accordance with them. The author also emphasizes that the third-generation FGOS differs from the previous one by innovations in the content base, for which schools should be ready.

The modern stage of improving education is characterized by a focus on the development of the student as a person who fully owns speech in all its forms. The most important component of the process of language personality development is the development of linguistic and linguistic (linguistic) competencies of students. Severe speech disorders are a serious obstacle to the formation of a developed language personality of primary school students. In high school students with TNR, with properly organized correctional work at the first stage of training, the level of speech development of students approaches the conditional norm. However, according to the research of scientists, students who have certain developmental disabilities, and at the second stage of education retain lexical and grammatical errors in independent speech (both oral and written), which indicate first of all that schoolchildren do not possess the necessary degree of systemic language relations, those lexical and grammatical generalizations that underlie normal speech activity. Special studies aimed at solving the problem of studying the level of development of linguistic and linguistic (linguistics) competencies of primary school students for children with severe speech disorders have not been conducted: a methodology for examining the level of development of linguistic and linguistic (linguistics) competencies of primary school students for children with severe speech disorders has not been developed, criteria for its formation have not been established. Thus, the relevance and, among other things, the contradictions of this study are determined, on the one hand, by the social order of society aimed at the development of the student as a subject of speech activity, on the other hand, by the lack of development of the linguodidactic methodological system for studying the level of development of linguistic and linguistic (linguistics) competencies of primary school students for children with severe speech disorders.

The relevance of the study is determined by the need to create effective conditions for the full personal, intellectual, and social development of students in modern schools. This problem is particularly significant in rural educational institutions, which functioning is complicated by small number of students in class, limited material and technical resources, and a shortage of qualified teaching and psychological-pedagogical staff. These factors significantly complicate the organization of the educational process and require teachers to be highly professional and ready to provide psychological and pedagogical support to students. The aim of the article is to develop a model for the organization of psychological and pedagogical support for students in grades 5-9 of rural schools focused on improving the quality of education in rural schools through a rational distribution of functions among teachers, and the development of their psychological and pedagogical competence in conditions of personnel and resource shortages. The methodological foundation of the study comprises systemic activity-oriented, functional, and personality-oriented approaches, allowing us to consider psychological and pedagogical support as an integrated, manageable system. The main result of the study is the development and justification of the author's original model for organizing psychological and pedagogical support for students in grades 5–9 of rural schools, which includes methodological, motivational and goal-oriented content as well as activity-oriented, and result assessment blocks. The article defines the goals, objectives, and principles of psychological and pedagogical support, as well as the main activities of specialists involved in this process. The authors reveal the theoretical and practical aspects of organizing support and clarify the concepts of “management of psychological and pedagogical support” and “model of organization of psychological and pedagogical support”. The theoretical significance of the work lies in the development of the provisions of the theory of pedagogical management in terms of managing psychological and pedagogical support for students in rural schools. The practical significance lies in the possibility of using the proposed model in the activities of rural educational organizations to improve the effectiveness of support and the quality of the educational process.