Keyword: «modernization of education»

The thematic justification of this study is due to the fact that in recent years the problem of improving the training level of specialists with higher professional economic education has become of high priority. Today, training should be entertaining, and students should remain highly motivated. This study aims to answer the question whether the using of gamification in the system of higher professional economic education could improve the training level of specialists and how. The methodological basis of this study is a set of methods of scientific knowledge, among which the main place is occupied by the analysis of literature on the problem of the research, pedagogical experiment, questioning and methods of mathematical statistics. The result of the study is the conclusion that the implantation of gamification in the system of higher professional education could improve the degree of training of students upon many parameters.

the article is devoted to the analysis of changes in psycho-emotional disorders in children of senior preschool age in the context of the modernization of education. Based on the study, the authors gave the characteristics of psycho-emotional disorders in children

The new type of economy causes new requirements in the sphere of pedagogical activity, which led to the need to modernize the education system. Application of innovative teaching methods as an integral part of modern educational technologies. Classification features of active teaching methods are considered.

This article is devoted to the actual problem of modern society – the implementation of a new paradigm of education. Reveals the relationship of innovative processes for general and special education. Performed analysis of sociocultural conditions determining global changes in special education in Russia. Reveals the crisis associated with the rethinking of the traditional bases of special education, especially behind the modernization and educational space on the changes of social needs and public policy in general. Determined by the contradictions that occur within the system itself. Objectifies the main ideas of the modern concept of building assistance to persons with special educational needs. Characterized by important achievements in each direction of a correctional practices, based on which an assessment of the current state of processes of modernization and establishment of a new type of special education.

The relevance of the research topic is related to the real condition of methodological readiness of teachers for a forced change of professional activity in the context of a sharp transition to distance and blended forms of education. The problem of the content of the professional, in particular methodological, readiness of the teacher for professional activity in the conditions of modern realities requires a more thorough study. It is necessary to pay attention first of all to the qualities that a modern teacher of the digital world should possess. The relevance of this study determined its goal – to define the essence and content of the methodological competence of a teacher who meets the challenges of modernity. In accordance with the goal, the following tasks were set: based on the analysis of various approaches to the understanding of the concepts “competence”, “competency” and “teacher’s methodological competence”, to clarify the concept of “teacher’s methodological competence”; to identify and substantiate the content of the methodological competence of a primary school teacher, taking into account the requirements of the modern world to the level of his/her professionalism. To solve these tasks, theoretical research methods were used (analysis, synthesis, comparison when studying the literature on the research problem; analysis of legal documents). This study may be valuable for the theory and methodology of higher education in terms of scientific substantiation and selection of the content of the methodological competence of a primary school teacher. Clarification of the content of the "teacher's methodological competence" and "teacher's methodological competency" concepts complements the theoretical foundations of pedagogical science. Based on the analysis of scientific and pedagogical literature on the topic of the study, the following structural components of the methodological competency of a primary school teacher were identified: a personal component, and a cognitive-activity component. In addition, the content of each of the selected components is defined. The practical significance of the study is determined by the fact that the results of this study can be used in the system of university and postgraduate teachers’ training.