Keyword: «educational environment»

The modern epidemiological situation and the format of remote interaction determine the importance of including digital technologies in the formation of intercultural competence. The problems of obtaining the practice of oral foreign language communication, studying the norms of network etiquette, the rules of ethics, the basics of vocabulary and grammar, and the mechanisms of word formation are relevant. The purpose of the study is to identify the didactic opportunities of mobile applications and purposeful work with m-learning technologies for the formation of intercultural competence. The methodology is based on the analysis and generalization of scientific literature on m-learning, problems of learning in an online format. The provisions of the communicative activity-oriented approach are taken into account when integrating mobile applications into the subject-subject scheme of intercultural communication. The study uses empirical methods (testing, analysis of the results of working with mobile applications and MS Teams). The effectiveness of the proposed approach is confirmed by a pedagogical experiment, during which cognitive activity with mobile applications was organized within a specially developed module framework. Statistically significant differences between the experimental and control groups in the level of intercultural competence were revealed. In the experiment, the T-test of Wilcoxon was used for processing. The results of the study described the didactic opportunities of mobile applications for involving students in active group interaction in a project, educational practice, professional self-presentation and intercultural foreign language communication. In conclusion, the conditions under which the integration of mobile applications in training will be most effective are summarized: the purposeful nature of work with m-learning technologies; collaboration of teachers of related disciplines; conscious participation of students at all stages of choosing and using a mobile application; creating mobile resource cases.

The article presents the experience of organizing project activities in the educational environment of a rural school. The definition of the concept of self-realization is given, the possibilities that project activities reveal for students and teachers are described, the experience of the implementation of the project for the installation of a commemorative roadside stele in honor of the warrior-fellow countryman Foma Danilov, who died during the mutiny in Kokand in 1875, is presented.

The concept of the educational environment in modern education is increasingly being reflected in theoretical studies. Different authors have given definitions of the typology of the educational environment in educational institutions of higher education and described their connection. The article discusses the features of training in military universities and the impact of these features on the typology of the educational environment in these educational institutions.

One of the problems with children's inventive activity is the lack of practical experience for children to get a new idea. In the Triz-inventor environment, aimed at developing the inventive abilities of primary school students, this experience is formed on the basis of experiments and is generalized using special didactic tools based on models from OTSM-TRIZ. The paper presents a system of “research” and “inventive” experiments, which allows a child to form the important scientific views through his own experimental activity, taking into account the age-specific characteristics of children and the coordination of digital and natural experimental environment.

The article examines the essence of the process of gamification of education in a higher educational institution. The introduction of digital games into education is studied, the positive and negative consequences of the gamification of education at the university are analyzed, and the specificity of the use of digital games in military educational institutions is considered. As a result, recommendations were formulated for the gamification of education in military educational institutions.