Keyword: «online lessons»

The relevance of this particular article is underlined by the arising need to analyze the problems and challenges that have emerged during the tuition of non-Russian speaking students on a distance, as well as the general situation in the Russian educational system, in which preparation for the new academic year largely depends on the experience gained on the previous schooling semester. Therefore, the purpose of the author in this work is to explore the available possibilities of online learning in Russia on various platforms, and come up with a practical set of tutoring exercises that can be used in this format. For this purpose, a comparative analysis of various platforms is made, their positive and negative sides are revealed in this article, as well as the parameters for choosing the most suitable working methods for practical use. The main problem showcased by the author, is that the majority of educators in Russia have never worked remotely, and the online format requires some difficult technological approaches. This process of learning in the most comfortable conditions for both the teacher and the students requires many levels, many of which are simply out of the reach of the teacher (for example, economic aspects), however, those that are purely technological are showcased in three stages of work at the preparatory faculty of Moscow State Pedagogical University (MSPU). One of these aspects is to perform as close as possible to a traditional classroom lesson – the lesson consists of a phased practice of speech skills using various interactive materials. In addition, the work considers a range of issues covering the organizational, methodological, didactic, psychological aspects of education, and also analyzes the complex issues of organizing educational activities in an online lesson in a student audience of levels A1 – B1. Another aspect would be the scientific research results, which include the most useful recommendations and samples of tasks for the development of different types of speech activity – speaking, listening, reading and writing. In the article author uses the following methods: theoretical – analysis of methodological literature and regulatory documents, forecasting results; practical – pedagogical observation, analysis, testing, modeling of the online learning process – to reveal the main problems and find the most effective ways to solve them when organizing distance learning for students. To increase motivation for learning the Russian language and relieve stress in a complex format of distance learning during testing, the author proposes to use various educational games while working online; describes some of the extracurricular activities carried out at the faculty during the period of distance learning. The materials of the article can be used in the preparation of practical classes at the preparatory faculties of universities.

The relevance of the article is due to the need to analyze the problem of the formation of the XXI century key competencies in future teachers, as well as the general trends that have developed in the education system in recent years. In Russia, the accelerated implementation of digital technologies in all areas of activity is regulated by Decree of the President of the Russian Federation No. 204 of May 7, 2018 "About national goals and strategic objectives for the development of the Russian Federation for the period up to 2024". The problem of the research is determined by the contradictions: between the capabilities of modern digital technologies and the training model and technical capabilities implemented by educational organizations; between the need to provide resources for solving socio-economic problems in the conditions of the fourth industrial revolution and the insufficient level of information literacy of future teachers. The purpose of the study is to describe and justify the information platforms that a modern teacher who has the necessary level of competence in the field of digital technologies in education needs to know. To do this, a comparative analysis of the platforms proposed for study is carried out, and their potentials for use in the professional sphere are identified. The structure of the key competences of the XXI century is presented, and they are considered in the context of studying the discipline "Digital Technologies in Education". In order for future teachers to develop the necessary competences, the article offers and describes a number of resources that can be used in their work. The results of the study include recommendations for studying the resources and platforms used in the educational process. Following methods were used: theoretical – analysis of methodological literature and normative documents, forecasting results; practical - pedagogical observation, testing, modeling of the online learning process – they help to bring up the main problems and find the most effective ways to solve them when organizing student training. The materials of the article can be used in the preparation of practical classes in this discipline in universities, as well as for the organization of upgrade training courses for teachers.

The relevance of the article is due to the need to analyze the problem of the formation of key competencies of the XXI century in teaching at any stage of education, as well as the general trends of digitalization of all spheres of our society in recent years. In addition, the issues of finding and justifying new training formats in the conditions of digitalization are considered. In Russia, the provision of accelerated implementation of digital technologies in all spheres of activity is regulated by the decree of the President of the Russian Federation of May 7, 2018. No. 204 "On national goals and strategic objectives of the development of the Russian Federation for the period up to 2024"). The research problem is determined by contradictions: between the capabilities of modern digital technologies and the training model implemented by educational organizations and technical capabilities; between the need to provide resources for solving socio-economic problems in the conditions of the fourth industrial revolution and the insufficient level of information literacy. The results of the study include recommendations for the study of resources and platforms used in the educational process. The methods used: theoretical-analysis of methodological literature and normative documents, forecasting of results; practical-pedagogical observation, analysis, testing, modeling of the online learning process-help to reveal the main problems and find the most effective ways to solve them when organizing students ' training. The materials of the article can be used in the preparation of practical classes at universities, as well as for the organization of advanced training of teachers.

The article highlights the peculiarities of university student rotation in distant foreign language lessons. The author describes different options of rotating students to complete tasks with varied learning objectives, revealing their effectiveness for foreign language acquisition. Their obvious advantage is the student engagement in learning and communication which results in increasing their talking time as well as meaningful reception of messages produced by their group-mates in the foreign language.

The relevance of the article is due to the processes that have been taking place in Russian society over the past few years. For a long time, digitalization of education has been considered as an inevitable process of transformation of the educational process, changes in methods, forms and content of the system of education in Russia. At the same time, the education system had to take into account the goals that our society faces for socio-economic development, the formation of the digital economy in the conditions of the fourth industrial revolution. The purpose of the study is to describe the main digital tools that a modern teacher needs to know. For this purpose, a description of these tools is carried out, their possibilities for use in the professional sphere are identified. The results of the study include recommendations for the study of resources and platforms used in the educational process. Methods used: theoretical – analysis of methodological literature and normative documents, forecasting of results; practical – pedagogical observation, testing, modeling of the learning process. The materials of the article can be used in the preparation of practical classes at universities, as well as for the organization of advanced training of teachers.