Keyword: «regional component»

The article is devoted to the problem of designing of tourism and local history activities at school. At the beginning of the article, we are talking about the relevance of this issue in the process of teaching a school geography course. This is the substantiation of the essence of the regional component in this activity. The article proposes and discloses the model of use designing of tourism and local history activities in the process of teaching students at school.

The article reveals topical issues in the teaching of fine arts in primary school, focuses on issues of primary school teachers education in regional conditions, touches upon the problem and approaches to include the national-regional component in the educational program of primary school.

The forms of linguistic and local history work within the framework of school profile (philological) teaching of the Russian language on regional material, which are urbanonyms, namely the names of objects of urban space of the city of Severodvinsk, Arkhangelsk region, are considered. The emphasis is on ways to attract students' conscious attention to the regional speech environment.

In accordance with the requirements of the Federal State Educational Standards of Higher Education, educational organizations face the task of introducing effective tools for systemic cognition of the world and critical analysis of objective reality, solving complex problematic tasks by future specialists. Research in the field of the formation of processes and the development of information and mathematical competence can help in solving the task. The aim of the study is a model representation of information and mathematical competence and the process of its formation among undergraduate students, as well as an illustration of some elements of the methodology for the formation and evaluation of such competence with the involvement of a regional component. The processes of both mathematical and information competence formation in the system of basic, secondary general and higher education in the context of integration with other competences of university students are clarified by the method of theoretical analysis. The need to adjust the structure, content and model for the formation of information and mathematical competence in the context of the digital transformation of society as a whole is determined. The information and mathematical competence of a bachelor is evaluated through a set of competences, its structural components are considered from the point of view of an activity-based approach. Thus, the data obtained will be the basis for the design of the model. Building methodology for the formation of information and mathematical competence on the ground of competence-based, practice-oriented and personal approaches integration, a regional component is introduced into the content of competence-oriented tasks, when the problem situation presented in the task is not only characteristic of the student's daily academic and extracurricular life, but also reflects the peculiarities of the region (cultural, historical, socio-economic, environmental, natural, etc.). An assessment of the effectiveness of group work with the author's case task including a regional component was carried out by means of a pedagogical experiment for a comprehensive and differentiated assessment of the level of formation of the IMC. Illustrating the elements of the experimental methodology, we conclude that further research in the field of information and mathematical competence formation is promising.

The relevance of the study is determined by society's need for sustainable development in the regions of the Russian North and, consequently, for the preparation of highly qualified specialists, including teaching staff. Since the competence-based approach is fundamental for defining the goals, content, and assessment of educational activities, the degree of a teacher's professionalism is determined by the level of formation of competences necessary for educational activities. The aim of the study is to develop a matrix of northern competences for foreign language school teachers. Based on the competence-based approach, the definition has been expanded and a matrix of northern competences for school foreign language teachers has been developed during the research. To identify the level of northern competences formation, a survey was conducted among 88 teachers who teach foreign languages in schools in Petrozavodsk and some northern districts of Karelia. The results of the study showed that the level of unique northern competences formation among foreign language teachers in the Republic of Karelia is different. It was found that the degree of formation of four key components of unique northern competences varies between teachers in Petrozavodsk and those in other districts of Karelia. The level of subject competence is higher in Petrozavodsk; the level of methodological competence is similar, but it is slightly higher among teachers working in Petrozavodsk; the level of ICT competence is the same; the level of reflective-evaluative competence is comparable, but teachers in schools and districts of the republic show significantly lower levels of satisfaction with their pedagogical results. The theoretical significance of the study lies in clarifying and expanding the content of professional competence for foreign language teachers in Northern and Arctic zones of Russia through the development of a matrix of northern competences for school foreign language teachers. The practical significance of the study is that its results can be used to work out a professional development program for school foreign language teachers in the regions of the Russian North, create a corpus of texts based on foreign-language ethnocultural material and corresponding educational workouts, and synchronize the sociocultural content of the educational-methodological complex for foreign language disciplines with topics from the general education program.