Keyword: «secondary school»

The article shows the prerequisites and the need for multicultural education at school. The bases of multicultural education on the example of domestic and foreign researches are analyzed. The problems arising during its implementation in the pedagogical process are noted. Attention is drawn to the insufficient willingness of the teaching staff of schools to work in the conditions of multicultural education. The main emphasis was placed on the American education system, as the level of ethnic, religious and cultural diversity in this country is quite high, and the teaching experience is extensive.

The article discusses and analyzes the personal characteristics of students studying in the cadet classes of secondary schools. Using an adapted version of the Kettell test for children of the corresponding age, the authors compared the personal characteristics of cadet schoolchildren with average statistics characteristic of this age category. For cadet boys, statistically significant differences were revealed in only one of the factors (factor A) compared with the average indicators, and for cadet girls, differences were found in 4 factors (C, G, O, and Q3). The discovered personality traits of children studying in the cadet class of a secondary school indicate that special attention should be paid to the psychological support of the studying of this cohort of students.

The article examines and analyzes the personal characteristics of adolescents studying in cadet classes and classes of the program "Mathematical vertical". Using the adapted version of the Cattell test for adolescents of the corresponding age, the authors compared the personality traits of school cadets and school mathematicians. For boys cadets and boys mathematicians, statistically significant differences were found in one of the factors (factor A), tendencies to change were also revealed in two factors (factor H and O), and for girls cadets and girls mathematicians, no differences were found. The personality traits of adolescents that we have discovered, especially boys studying in the cadet and mathematics classes of a general education school, indicate that special attention should be paid to the psychological support of these educational programs.

This article presents an overview of one of the newest methods of teaching English in Russian secondary schools – Gamification. Particular attention is paid to how to properly implement it in the learning process. A number of examples of practicing speaking and vocabulary skills with the help of the method under consideration are offered.

Formation of meta-disciplinary learning outcomes in secondary school students is the main requirement of the Federal State Educational Standard of basic general education, as it is fundamentally important to educate students not subjectively, but comprehensively, that is in connection with all academic disciplines. This problem can be solved by the teaching approach that focuses students on the formation of generalized skills of working with any subject material both in the educational process and in real-life situations. Due to constructing activity-based meta-disciplinary scenarios in the study of academic subjects, a modern learner gets an opportunity to test the skills and abilities obtained at school. The aim of this article is to examine the meta-disciplinary approach to learning as a tool for combining academic subjects, building logical relationships, and organizing situations of practical application of the acquired knowledge both in learning activities within the subject "Foreign language" and in real life. The FSES objectives for training future graduates of educational institutions require them to perform a number of actions of a universal, i.e. meta-disciplinary nature, namely to be independent, to be able to organize, plan and evaluate their activities, to structure knowledge, to reflect, etc. All of the above directly characterizes universal learning actions (hereinafter referred to as "ULAs"). In order to form student's ULAs, teachers need to pay special attention to the methods, techniques, and technologies that can influence the formation of these meta-disciplinary skills and abilities in each subject. The article analyzes the pedagogical technologies that promote the formation and development of metacognitive skills, which are universal learning actions. The data obtained as a result allow us to assess which pedagogical technologies and techniques can be the most effective for the formation of the ULAs for secondary school students, which components of ULAs (personal, regulative, cognitive and communicative learning actions) can be affected by this or that technology. The worked out pedagogical exercises for the development of ULAs in secondary school students at the English language lessons can be integrated into the educational process by practicing teachers.