Keyword: «creative work»

The urgency of the investigated problem lies in the fact that the Federal State Educational Standard of Higher Education and the professional standard of a specialist in the field of journalism at the present stage of teaching prescribe mastery of theoretical and practical parts for university students. Meanwhile, the disciplines related to mastering the theoretical part are developed quite well, and the issues of organizing practice and independent work are solved by universities on an individual basis. Thus, universities geographically distant from megacities, when organizing educational practical work, face the problem of the lack of opportunities for students’ independent work due to the limited airtime allocated by regional media. Due to these circumstances, there is a need to work out practical recommendations for the organization of independent work of students whose area of training is 42.03.02 "Journalism". Thus, the purpose of the article is to analyze the organization of independent work of students in the areas of creative orientation. The study of the problem of organizing students’ independent work was carried out by analyzing the scientific literature in this field, as well as using the methods of interviewing and questioning students for the relevance of the independent work forms used by university teachers. As a result, it was revealed that the time restrictions determined by the curriculum do not allow students to develop sustainable professional skills in the creative areas of training. Students must gain the necessary knowledge and practical skills for professional activity themselves. Academic staff of universities successfully solves questions of theoretical education, but at the same time does not allow students to immerse themselves in the "full-length" process of journalist work because pedagogical theorists are not, as a rule, professional journalists, that is, they have no practical experience. Available practical and methodological manuals do not always meet the requirements of the rapidly developing creative profession as well. Hence, the main forms of independent work of students are determined, which will be aimed at the formation of professional competences of future journalists. Materials of the article may be interesting for the academic staff of universities, teachers of educational institutions, teachers of elective courses in journalism.

This study is caused by the presence of a contradiction between the modern tasks facing education related to the competence approach and the established practice of teaching physics. Changes in life that have arisen due to restrictions in communication and mobility, on the one hand, and the development and spread of mobile technologies on the other hand, have led to the emergence of new teaching methods. Therefore, the aim of the research is to find an answer to the question: how to make the learning of physical laws more effective, understandable and interesting for students using mobile devices? Learning outcomes depend both on the correct setting of goals and selecting the content of education, and on the ways to achieve goals, i.e. methods. But teaching methods are a social category, since they depend on the social order of society to an educational institution. The transition of higher professional education to the federal state standards of the third generation and the replacement of traditional basic educational programs with competence-based ones issues new challenges. Within the framework of the Federal State Educational Standard for Higher Education, competence is understood as the ability to apply knowledge, skills and personal qualities for successful activity in a certain area. From the whole set of teaching methods: verbal, visual and practical, we will consider the latter as the most important for the competence approach. Practical training methods are problem solving, laboratory work and home experiments. At the same time, students develop the ability to apply theoretical knowledge, measurement skills and mathematical data processing. Therefore, the purpose of this study is to develop a methodology for conducting creative laboratory work in physics using a smartphone as a measuring device. It is the cognitive activity of students in the process of conducting laboratory work that is the object of this study, and the conduct of laboratory work in physics, where such gadgets as a smartphone are used as a measuring complex, is the subject of research. For this purpose, let us examine the Physics Toolbox Sensor Suite smartphone application (a set of tools for using smartphone sensors in physics). We will analyze in detail the conduct of a specific laboratory work carried out with the help of a smartphone, obtaining and processing the results of experience confirming the well-known law of wave optics – the Malus law. This laboratory work is just one of many examples of physical experiments carried out using a smartphone without special equipment, but with the use of household items and a smartphone as a measuring device. But most of the works related to the topic consider mechanical processes, but in this one, a smartphone is used for optical measurements. With this study, we will try to confirm the hypothesis that conducting such experiments will ensure the transformation of students' attitude to electronic devices – from considering gadgets as means of communication and devices for consuming game and music content and communication in social networks – to the factor of on-line education, and further – to the knowledge of having a powerful tool for research, measurement, data fixation in their hands. The use of portable devices is considered as a means of improving the quality of education, bringing the learning process closer to the daily life of students, expanding skills and competences, forming methods of independent creative activity that can be transferred to professional activity. The significance of this study is in the fact that it demonstrated the practical possibility and expediency of conducting laboratory work using a smartphone without special laboratory equipment. This work provides an example of the introduction of laboratory and creative works with elements of scientific research into pedagogical practice with the help of modern devices, the use of which acquires a new practical meaning.

The article presents tasks on the formation of students of the 9th grade of a secondary school of the skill of analyzing a dramatic work when studying the play by A. N. Ostrovsky "Poverty is not a vice" and the tragedy of I. V. Goethe "Faust". Certain types of tasks are offered. Such as: restoration of the composition of the work, work with quotations, compilation of a quotation table, expressive (accent-semantic) reading of the passage of the work by roles, comparison of a fragment of the performance (actors' games) with the author's text, discussion of a problematic issue; oral and written statements-stylization of episodes.