Keyword: «projecting»

Paper is devoted to the questions of optimization of continuous art-pedagogical education on the basics of sucession of its pre-professional, professional and post-professional stages. The author describes the con-tent of educational program “Basics of national culture and applied and decorative art of Chuvash Repub-lic”, in which included purpose and objectives of each of the three stages of continuous art-pedagogical education of the region.

The lack of definite values in modern general education and, accordingly, educational strategies entails a problem: it is difficult to develop age-related resources for junior teenagers within the framework of educational strategies. The purpose of the study is to justify the conditions for the development of regional identity: knowledge about the city and a positive attitude towards it. The urban environment is considered as a space of meanings and implications, which are essential for education. It is shown that the age resources of junior teenagers in the course of the project are updated, cognitive resources and meta-subject competences are developed.

The article substantiates the need to use a projective strategy as a conceptual basis for preparing graduate students for a professional (demonstration) exam. The aim of the study was to propose a system of tasks for preparing student teachers for a professional (demonstration) exam, taking into account the specifics of the projective strategy implementation. The research material includes the provisions of the projective education theory, the idea of the essence of designing and constructing the educational process. In the course of the study, students' activities were monitored at the pre-examination stage and in the process of participating in the professional (demonstration) exam. In addition, methodological products prepared by exam participants were analyzed. The scientific novelty lies in clarifying the concept of "projective strategy", which makes it possible to transform the student's existing knowledge and experience into a new format for the independent implementation of their professional activities and self-realization. The idea of the nature of projecting, its actual specifics determined by the objective correlation of ideal design with action in the space is the basis of this strategy. The article presents the goals and content of university classes, offers a system of tasks that is built taking into account the projective strategy and is aimed at forming the readiness of student teachers to present the progress and results of solving a professional examination task with justification for the actions performed. The results of the conducted research point to the need to include the developed educational system in university training. This strategy is aimed at a systematic, progressive and active solution of a professional task: from the search for a linguistic methodological idea to self-control over the progress and results of its implementation. It ensures the integration of psychological, pedagogical and subject-methodical knowledge and skills, promotes the development of a professionally oriented attitude to the upcoming role of the exam participant. The task system, developed on a projective strategy basis, helps student teachers to form an idea of exam preparation as an integral process, correlated with a certain sequence of stages of methodological activity, at each of which methodological products are created (lesson passport, technological map, summary (scenario) of a lesson fragment, monologue-introspection). The obtained research results expand the scientific understanding of the importance of a projective strategy in the system of linguistic and didactic training of future teachers. The structure and content of university classes developed on its basis can be used in the practice of teaching university subjects and in the system of advanced training of school subject teachers.