Keyword: «federal state educational standard»

The article examines the role of reading literacy as a condition for achieving the planned meta-subject results of students of basic general education. The importance of reading literacy and information processing for the successful achievement of meta-subject learning outcomes in the context of globalization and informatization is noted. The article shows the role of reading literacy in achieving the goals of students of basic general education.

The article considers the problems of modern education. The main task of the modern educational system is the formation of a functionally literate personality. The formation of a functionally literate personality is possible through various methods and techniques, in particular, the technology of design and research activities.

The article considers the problem of describing the professional competence of a (trainee) language teacher in the context of the transformation of the higher education system in Russia and the transition to new educational standards. The aim of the work is to identify and systematize the characteristics of the professional competency of a language teacher, which can be presented in the form of competences of graduates from language teacher education programs. The main research method is a comparative analysis of the Federal State Educational Standard of higher education in the areas of «Pedagogical education» and «Linguistics», Educational Standards of Moscow State University in the same areas and the Professional Standard «Teacher». The main results of the article include the identification of common types of professional activity in the analyzed standards, which made it possible to single out the language teacher education profile as combining the areas of «Linguistics» and «Pedagogical education»; definition of six basic professional competences of a language teacher (general pedagogical, methodological (linguodidactic), communicative, research, managerial, self-educational). An analysis of the wording of competences in the standards made it possible to identify competences that are difficult to unambiguously relate to a specific type of professional activity based on their wording. It was also found out that there are individual direct and semantic repetitions in the competences designated by different codes. A conclusion is made about an excessive number of competences in individual standards, the absence of a system-forming concept of competence (correlation with a specific type of professional activity) in 27 of the analyzed competences, and the question is raised about the practicality of having different wording of professional competences of a trainee teacher at different universities. The theoretical significance of the article lies in the systematization of existing approaches to defining the professional competences and the development of a model of basic professional competences of a language teacher. The practical value lies in formulating proposals for describing competences in the new generation of standards currently being developed. In particular, it is proposed to reduce the number of competences in the new standards, unify the designations of identical competences, develop unified competency maps for graduates of language teacher training and tools for assessing their development in university graduates.

The article discusses changes in the content of professional training of technical specialists, reflected in the new Federal State Educational Standard (FSES), which entered into force in 2024. The main attention is paid to the specialty 23.02.07 «Maintenance and repair of engines, systems and assemblies of cars».

The article discusses the possibility and main approaches to the formation of financial literacy in teaching physics at school. The content and semantic lines of the physics course are highlighted, within which it is possible to form elements of financial literacy, the forms, technologies and methods for its formation are defined. The methodological features of the formation of financial literacy in teaching physics at school are formulated. Examples of cases are given.