Keyword: «level»

The paper deals with experimental model of future social teachers training to preschooler’s personal gender role socialization. Particular attention is paid to methodological approaches, principles, stages of experimental model. The author distinguishes criteria and indicators, which conducted the evaluation of levels of future social teachers training to preschooler’s personal gender rsocialization.

The article deals with the actual problem of forming the life competence in high school students during extracurricular activities. It is due to the fact that one of the strategic directions of the education reform in Ukraine is conforming the national criteria and standards in line with European requirements, to create conditions for mastering a number of competences that provide for the graduate's ability to solving life problems, productive realization of life as an individual project, sustainable life activities in the present dynamic environment. The solution of this problem became the basis for the search for effective ways of forming the life competence in graduates of general secondary education institutions. The necessity of studying high school students life competence forming problem is determined by the presence of contradictions that need to be solved both at theoretical and practical level in particular, between: the objective needs of Ukrainian society in high level of life competence formation among graduates of general secondary education institutions as determining the personal and social qualities and the insufficient level of its theoretical and methodological foundations development; significant educational potential of extracurricular activity in high school students life competence formation and inconsistency and fragmentation of its use in teachers' practice. The purpose of the theoretical research is to study the scientific approaches to revealing the content and structure of "life competence of high school students" concept. The study of the "life competence" concept content at the theoretical level is modeled by the author as a process of existing scientific approaches theoretical analysis, multidimensionality of the studied phenomenon as an integrative concept, which is based on a set of mutually complementary approaches. The main trends in the scientific interpretation of "life competence" concept make it possible to single out the problem, and also to provide for the possibility of a holistic, multisided study of the problem at the theoretical and methodological-praxeological levels. Thanks to the use of the system approach, "life competence" concept is considered as a set of structural components and functional relationships that determine certain integrity, stability and internal organization. The activity approach to the study of "life competence" concept allowed to work out an evaluation-criterial set of tools for the levels of high school students life competence formation. Based on the analysis of the main approaches to determining the structure of life competence at the theoretical level, the author also presents her approach to the methodology for determining the criteria, indicators and levels of high school students life competence formation in extracurricular activities at the practical level. The author defines the following components in the structure of high school students life competence: motivational, axiological, cognitive, activity, reflexive-evaluative ones, on the basis of which criteria, indicators and three levels of high school students life competence formation are determined: high, sufficient and medium levels. The presented research makes a theoretical contribution to the development of new scientific approaches to clarifying the structure of "life competence" concept, and also allows to comprehend the possibility of its application to pedagogical practice of secondary education institutions.

The relevance of this article is evident due to the intensive development of economic, political, cultural and educational ties between the Russian Federation and the People's Republic of China. Currently, the number of Russian-speaking students studying Chinese is growing every year in Russia, and due to the complexity of mastering the Chinese language, students face considerable difficulties in learning the Chinese language. The main problem is that most authors of textbooks, when developing them, are based on the Common European Standards of Foreign Language Proficiency and focus on the formation of foreign language (intercultural) competence, including social, strategic, compensatory and other competences. At the same time, the Chinese language competency standards developed in the PRC are not taken into account. The structure and content of these standards have been constantly evolving and improving since the release of the first standard in 1988. Currently, China has Standard 3.0, which includes three levels and nine sublevels, which must be taken into account when teaching and designing Chinese language textbooks. Standard 3.0 clearly defines the goals and content of training, topics of communication, aspects of language, linguistic and cultural knowledge, etc. The purpose of the article is to identify the essence, structure and content of competency standards for proficiency in the Chinese language and determine the implication of teaching Chinese to Russian-speaking students. The research materials were publications of Russian and foreign authors, which deal with issues of Chinese language competency. The research is based on the use of methods such as theoretical analysis, synthesis, systematization and comparison of the results obtained. The author came to the conclusion that the use of the Chinese Language Competency Standard when designing textbooks will make it possible to better adapt the educational process to the needs of students and improve the training quality of specialists in Russia in the field of the Chinese language. The theoretical and practical significance of the study lies in the fact that its results can be useful for the development of the theory and methodology of teaching Chinese to Russian-speaking students; for developing programs and teaching materials.