Keyword: «components»

The relevance of the work is due to the study of the formation of students’ communicative competence aimed at the development of culture, language and history of the Sakha people, promoting successful dialogue with representatives of other nationalities taking into account regional education specifics. The aim of the study is to develop communicative competence of students in the process of learning English on the basis of the use of ethnocultural traditions of the Sakha people. To achieve the goal of the research, we have the task of clarification and definition of essential characteristics of communicative competence, identification of its component structure taking into account the specific features of regional education, determining the level of its formation when learning English based on the use of linguistic and cultural material. The study used a method of analysis of psychological-pedagogical literature, aimed at clarifying the essential concepts «communicative competence» taking into account the specifics of regional education. Scientific novelty of the results obtained is defined as follows: the authors developed an idea of structuring formation of students’ communication competence, which is based on the use of ethnocultural potential of traditions of people of Sakha in educational process, present the analysis of «communicative competence» concept in the studies of Russian and foreign authors, define its level and components taking into account the specifics of regional education. The theoretical significance of the study is in expanding scientific knowledge in the field of regionalization of education through the theoretical substantiation of a significant scientific problem of ethnic-cultural competence of students in modern conditions and its implementation taking into account the potential of the ethnocultural traditions of the Sakha people in learning English. The practical significance of the results of the study is that a diagnostic tool has been developed and applied, including a set of techniques that allow us to assess the level of formed communicative competence of the trainees. In addition, the educational material of the subject «Foreign language» has been enriched, which helps to gradually form all components of the competence being studied. The presented data of the experimental work show a positive dynamics of communicative competence formation among students in learning English taking into account regional education specifics. The developed linguistic and cultural material can be used in the formation of communicative competence of students at university.

The article considers the «talking environment» as one of the elements of the developing subject-spatial environment of a preschool educational organization. The authors define the goals and objectives, as well as reveal the main components of the «talking environment». The article provides recommendations on the organization of zoning of space and child development centers. The current directions of the development of the «speaking environment» in modern conditions of digitalization are determined.

The article analyzes phraseological units expressing curses and grudges. The source of the research is the phraseological dictionary of the Tatar language. 118 phraseological units were extracted using the continuous sampling method. The author comes to the conclusion that the following components are more often used: somatism (bugaz 'gorlo, glotka', tamak'gorlo', muen'shey', avyz'rot', bash 'golova', tel' language', ech'zhivot art ' backside'), terms of kinship (ana'mat', ata ' father'), images of the religious picture of the world (Alla 'Allah', җan 'dusha ', җahannam 'ad, the underworld ', Shaitan 'chert, bes '), etc .

In this article, the problem of nurturing patriotism among first-grade students is examined. It highlights the main components of patriotism that are included in the structure of patriotic education. These components are closely linked to the following areas of patriotic upbringing: spiritual-moral, historical-regional, socio-patriotic, military-patriotic, and heroic-patriotic. The article describes how each area of patriotic education for first graders manifests itself within these components of patriotism. Additionally, the main methods of fostering patriotism are outlined.

In the context of ongoing educational transformations, the tasks and functions of the teaching staff at higher education organizations are becoming more complex, which entails reformatting the methodological support of the educational process. The implementation of new approaches to the organization of methodological work in higher education is primarily associated with the degree of the methodological competency manifestation in an individual teacher. Therefore, various aspects of the phenomenon of methodological competency of a teacher at a modern university are significant subjects of scientific research. The aim of the article is to theoretically substantiate the concept of «methodological competency of a higher education teacher» in the context of the existing educational environment and its structure. The examination of the teacher’s methodological competency in the higher education system was preceded by a retrospective analysis of doctrinal works of domestic and foreign authors in the field of professional competency of the labor subject, a particular manifestation of which is methodological competency. The main results of the study present a modern view of the concept of «methodological competency of a higher education teacher» from the perspective of a functional approach, taking into account the integral essence of professional competency. A model of the methodological competency structure is also proposed, including gnoseological, praxeological and axiological components and four levels of their development described with the use of universal descriptors. These universal descriptors can be refined based on current requirements for the content of methodological competency, which, in our opinion, should be expressed in the terms of particular methodological competencies or competences. The theoretical significance of the study lies in the fact that the interpretation of the methodological competency of a university teacher in relation to the today realities serves as the basis for solutions to the problem of identifying or updating the organizational-pedagogical and psychological-pedagogical conditions of its formation. The study is also significant from a practical point of view, since the developed model of the methodological competency structure can be used by educational organizations of additional professional education system for the formation of programs aimed at improving methodological activity, as well as for intra-university monitoring of its effectiveness.