Keyword: «pedagogical experiment»

The relevance of this study stems from the growing internationalization of higher music education and the increasing demand for academic, performance, and professional communication using English. Professional musicians must have a level of English proficiency that allows them to participate in international masterclasses, collaborate with international colleagues, and effectively interact in multicultural creative groups. However, existing English language programs at conservatories and music departments are predominantly focused on general academic English and do not take into account the specifics of musicians' professional communication, which is characterized by multimodality, high contextual dependence, and the close integration of verbal language with gestures, sound, and demonstrations. This creates a persistent contradiction between the communicative needs of music students and the content of language training. The aim of this study is to experimentally test the effectiveness of an English language instruction model developed for advanced music students within the framework of the concept of English for Specific Purposes. The leading method is a pedagogical experiment using a quasi-experimental design with control and experimental groups, including diagnostic, formative, and post-experimental stages. Data were collected using tests of general language competence and communicative tasks simulating authentic music education scenarios: interaction in a master class, negotiations at rehearsals, writing program notes, and oral presentation of repertoire. The main results indicate statistically and pedagogically significant improvements in professional communicative competence in the experimental group compared to the control group. The effect size for the composite index of professional communicative competence was Cohen 's d = 1.50. The theoretical significance of the study lies in extending the theory of English for Specific Purposes to the field of higher music education through the development and experimental validation of a discipline-specific instructional model. The practical significance lies in providing an empirically grounded model applicable to curriculum design, materials development, and assessment tools in conservatories and music universities.

This article presents an experimental study of the influence of a specially designed didactic prompt on the level of students' learning proficiency in the course "Additional Chapters of Mathematical Analysis". The prompt is considered a tool for pedagogical support of independent learning activities, providing a step-by-step organization of problem-solving, the actualization of theoretical principles, and the development of self-assessment skills. The relevance of the research problem is determined by the need to develop new tools for pedagogical support of students' independent work in the context of the active integration of artificial intelligence technologies into the educational process, especially when studying complex mathematical disciplines that require developed abstract thinking and stable learning skills. The aim of the article is to experimentally evaluate the influence of a specially designed didactic prompt on the level of students' learning proficiency in the course "Additional Chapters of Mathematical Analysis". The leading research method was a pedagogical experiment with the formation of control and experimental groups and the application of repeated measurements of learning outcomes. Statistical data analysis was performed using parametric (Student's t-test) and non-parametric (Wilcoxon test) methods, as well as effect size calculation. The obtained results indicate that the use of the didactic prompt leads to a more pronounced increase in the learning proficiency levels of students in the experimental group and to the growing number of students with higher levels of mastering the educational material. This allows us to consider didactic prompts as an effective tool for developing sustainable learning skills in the context of integrating artificial intelligence technologies into the teaching of mathematical disciplines. The theoretical significance of the work lies in developing ideas about the didactic potential of prompt engineering in relation to teaching mathematics and substantiating the possibilities of using structured text instructions as a tool for pedagogical support of students' independent work. The practical significance of the study is determined by the possibility of applying the methodology of prompt-oriented preparation in teaching mathematical cycle disciplines that require intensive independent work of students. The proposed approach does not require complex technical solutions and can be easily scaled within various educational programs.

This article examines a system of exercises for developing Russian phrase and sentence construction skills in 12th-grade Chinese secondary school students with an A2 proficiency in Russian. The relevance of the study stems from the significant difficulties that Russian word order poses for native Chinese speakers due to structural differences and strong interference, as well as the lack of learning materials specifically designed for this age and language group. The aim of the study is to develop and theoretically substantiate a system of exercises aimed at learning Russian word order norms and preventing typical errors in 12th-grade Chinese secondary school students. The methodological basis is the approach to describing and teaching word order developed by O.A. Krylova and S.A. Khavronina. The study utilized methods of theoretical analysis, comparison of Russian and Chinese syntactic systems, pedagogical modeling, and experimentation. As a result, a comprehensive system of exercises was developed, structured around 14 key subtopics and designed with five requirements in mind: reliance on familiar vocabulary, progressiveness and consideration of Chinese language interference, thematic organization based on typical difficulties and neutral word order, differentiation between classroom and independent work, and typological and genre diversity of written and oral exercises. A special place in the system is occupied by exercises on translating phrases and sentences, which help overcome interference, and practicing word order constructions (WOC). The effectiveness of the developed system of exercises was confirmed by a pedagogical experiment, which showed an increase in the average percentage of correct answers in the experimental group by 45.56%, demonstrating its effectiveness. The theoretical significance of the study lies in its specification of a methodology for teaching word order in Russian as a foreign language (RFL) to Chinese secondary school students. The practical value is determined by the possibility of introducing this system into the educational process of Chinese schools and using its principles in the creation of new teaching aids and didactic materials for 12th-grade students of Chinese secondary schools.

In modern elite sports, physical training alone is insufficient to overcome competitive stress. This study evaluates the effectiveness of psychoregulatory exercises, particularly ideomotor training (IMT), in the preparation of polyathletes at the highest stage of sports mastery. A pedagogical experiment involving six athletes employed a set of IMT methods focused on visualization, emotion regulation, and concentration. The results demonstrated a significant reduction in both reactive (from 45.3 to 38.5 points) and personal anxiety (from 48.8 to 43.5 points) according to the Spielberger-Hanin Inventory. The findings revealed a statistically significant decrease in reactive and personal anxiety, as well as an increase in the average shooting result by 2.7%. It is concluded that ideomotor training is a highly effective tool for psychological preparation, contributing to enhanced mental resilience and athletic achievements.

This article examines the application of a practice-oriented approach to teaching a foreign language to students. The aim of this study is to explore the feasibility of using content-language integrated learning (CLIL) methods in the development and practical testing of elective programs for students studying Economics. The relevance of this study stems from the objective contradictions that hinder the application of practice-oriented methods in real-world teaching, namely: the presence of students with different levels of language proficiency in a single educational environment; the tendency for the number of students in a single educational subgroup to increase; and the specifics of curriculum development that lead to a violation of the principle of regularity. To achieve this goal, the author initiated and conducted a pedagogical experiment at the Siberian Institute of Management, a branch of the Russian Presidential Academy of National Economy and Public Administration (RANEPA), Novosibirsk. The experiment focused on developing and testing an interdisciplinary, optional, parallel bilingual training program for students, "Fundamentals of Entrepreneurship," in which a foreign language (English) was used as a working tool for acquiring knowledge in specialized disciplines. The scientific novelty of the study lies in the formulation of didactic technologies that facilitate the involvement of students with different (including insufficient) levels of linguistic competence in a unified educational process aimed at the simultaneous study of a professional subject and a foreign language. The theoretical significance of the study lies in its expansion of understanding possible formats for subject-language integrated learning (CLIL) within an interdisciplinary approach. The study examines the "soft" and "hard" CLIL models and analyzes the practicability of applying these models. The practical value of the project lies in the development of learning structures that support an interdisciplinary approach to teaching. The author presents a practice-oriented course, "Fundamentals of Entrepreneurship," for the parallel study of a foreign language and a professional subject. The teaching techniques tested in the pedagogical experiment can be used in simulating interdisciplinary projects.