Keyword: «cultural approach»

The paper deals with the analysis of the methodological and theoretical approaches to training future managers of leisure industry. The analysis of modern methodological approaches shows that they have significant scientific opportunities to study and improve the training of future managers of leisure industry.

The article discusses the cultural approach as an important process of teaching Russian as a foreign language (RFL). It is a system integrative pedagogical concept that functionally implements its principle, conditions and means at different stages of the educational process. This approach is based on the content of culture as a means of pedagogy.

The issues of forming the screen culture of students - preservice teachers - are becoming increasingly relevant at the present time, since future teachers must be ready to use new methods and tools in their work. In addition, they must be able to effectively search, analyze and use information that a person mainly receives through the organs of vision. Very important is the aspect that future teachers must be aware of the responsibility for the content that they create and with which they organize the work of students on screens, as well as for how it can affect students. The purpose of the study is to define the components that make up the structure of the screen culture of students - preservice teachers, and to determine the degree of significance of these components. The research is based on the following approaches that form its methodological basis: cultural, communicative, competency-based ones. Research methods include analysis, generalization, synthesis, questioning, the method of expert assessments, and the method of factor analysis. In their work, the authors found out that the structure of the screen culture of student teachers includes axiological, personal, motivational, normative, operational activity-oriented, aesthetic and ethical components. The most significant are the motivational and normative components, which can be combined into a group of institutional factors. The next important group is the group of utilitarian factors, which include the axiological and operational components. The remaining components (personal, aesthetic, ethical) are also included in the structure of screen culture, but do not have much “weight”. The theoretical significance of the study lies in identifying the structural and content characteristics of the screen culture of students in the pedagogical area of training, and in determining the significance of each component in the overall structure of screen culture, which allows us to use the acquired knowledge in further research related to the expansion and formation of the theoretical apparatus of the phenomenon under consideration. The possibility of using the results obtained in the formation of screen culture by developing appropriate pedagogical models and methods that take into account the structural and content characteristics of screen culture accounts for the practical significance of our research.

The article considers issues related to the level of knowledge of the works of A.S. Pushkin in the context of the development and formation of students' conceptual ideas about Russian literature. The article analyzes the data on the results of the Olympiad in Russian language and literature among students of general educational institutions of the Republic of Abkhazia, the Republic of South Ossetia and the Republic of Armenia, dedicated to the 225th anniversary of the birth of A.S. Pushkin. Preservation and development of language as an object of cultural heritage of the people closely associated with Abkhazia is very important because in the modern world of globalization it is important to preserve transculturalism and translingualism as a resource for language development. The subject of the study is the ethnocultural features of the Russian language, as well as understanding the role and place of the phenomena of translingualism and transcultural-ism with Abkhazia. As a result of the study, the linguo– and ethnocultural features of proficiency in the Russian language and literature were determined and the vector of its development was designated, which will determine the worthy place of the Russian language in the "mixed" socio-cultural discourse. In their conclusions, the authors note that a significant factor in the development of the Russian language and, in general, ethnocultural heritage in the era of obvious contradiction between globalism and the desire to express local identity are the processes of translingualism and transculturalism.

In the modern world, primary school strives for the harmonious development of a student’s personality and health, and forms a system of values based on moral, aesthetic and ethical principles. It should prepare children for independent learning of the world around them, self-education and self-development, and educate a citizen of the country who not only knows his/her rights, but also responsibly performs civic duties. The relevance of the research topic lies in the fact that one of the main functions of primary school is to initiate students into the world culture, into the identity and heritage of our country: language, history, literature, art, scientific achievements. Since culture, uniting people into communities and nations, is a source of educational influence and the result of education, the cultural and educational activities of teachers are an important element of teachers' professionalism. The aim of the article is to assess the readiness of acting primary school teachers and to substantiate the need for the integrated use of cultural and axiological approaches in the preparation of primary school teachers for cultural and educational activities. The research was carried out within the framework of systemic, cultural and axiological approaches. The methods of theoretical research included literature analysis, comparison of the role of education and the characteristics of cultural and educational activities in Russian schools and abroad. The results of the research show that there are problems in the education and subsequent training of primary school teachers in terms of the implementation of cultural and educational activities: poor knowledge and mastery of key concepts and methodological approaches, lack of implementation skills, lack of awareness of the importance and readiness to participate in this activity. The theoretical significance of the study is related to the comparison of approaches available in scientific literature to preparing teachers for cultural and educational activities. The practical significance lies in the fact that the systematized material, conclusions and identified problems can become the basis for the development of training programs for preservice and acting teachers to conduct cultural and educational activities.