Keyword: «educational content»

The article discusses the didactic conditions for the formation of military-professional qualities of cadets on the basis of a personal approach to cadets studying in Russian military schools.

The DOW experience presents tools for building a unified educational space with parents using remote technologies based on the MEO: independent development of educational content of the MEO, «personal messages», work in the «assignment matrix», organization of «mixed learning».

The article reveals problems of the organizational work on the transfer of all students of the university to training with the use of computer and distance learning technologies in the conditions of quarantine. The author of the article analyzes the experience of the parallel solution of several interrelated tasks, such as: search for optimal software to carry out different types of online classes; creation of the educational content required for students’ distance learning; development of local acts of the university regulating the process of the use of computer-aided learning and distance learning technologies. The article also specifies possible ways to solve the issues under consideration.

The formation of functional literacy is one of the most important directions in modern pedagogy. Mathematical literacy is the second most important component of functional literacy, along with reading literacy. It assumes the ability to use mathematics to solve real-life problems, as well as to understand the "language" of mathematics. The educational content of the IEO creates conditions for the formation and evaluation of mathematical literacy.

Now the world needs globally competent people – able to understand global problems, understand and accept cultural differences, ready and able to interact. The relevance of the study is due to the need for continuous formation of global intercultural competence at all levels of education. If the structure of global intercultural competence and the content of education are defined for the school, then for secondary vocational and higher education they are not: some components of global intercultural competence are formed in the disciplines related to the study of a foreign language. Systematic training on the formation of global inter-cultural competence in colleges and universities, as a rule, is not carried out. The purpose of the article is to substantiate the need for purposeful formation of global intercultural competence of students, to determine its structure at the stage of general and professional education, to present the content of education at each stage of the "school – college – university" system. In the study of the problem, systemic and competence-based approaches were used. The key research method is modeling. The categories "global competence", "intercultural competence", "global intercultural competence" are analyzed. The necessity of purposeful formation of global intercultural competence at the levels of "school", "college", "university" is proved. Theoretical significance of the article: the definition of the term "global intercultural competence" is given, the structure of global intercultural competence at the levels "school", "college", "university" is defined, taking into account the PISA study and the requirements of federal state educational standards of secondary vocational and higher education. The practical significance of the article: the content of education on the formation of global intercultural competence in the school-college-university system is presented; the courses "Fundamentals of Intercultural Communication" for the specialties of secondary vocational education and "Theory of Intercultural Communication" for higher education programs were developed; Sections and topics are defined within the content components "Global Problems", "Intercultural Interaction" for general, secondary vocational, higher education.