Keyword: «secondary vocational education»

The article is devoted to analytical overview of both traditional teaching methods work Chalkboard and innovation using IT-technologies as applied to secondary vocational education. The article used the elements of the diagnostic analysis methodology developed by the first of the authors and adapted to this aspect of teaching practice.

The article examines the economic, socio-political and pedagogical prerequisites for the establishment of secondary vocational education in Penza province, highlights key social processes that influenced the features of personnel training regional system formation.

The article discusses the main types of educational institutions of secondary vocational education in the Volga region, analyzes and compares the process of training specialists in these institutions. The author also touches upon the problems of the development of the existing network of educational institutions.

The article is devoted to the use of modern information technologies in the educational process of secondary vocational and higher education system, encouraging students to self-education and self-development, increasing their computer literacy and ICT competence in the system of continuous education.

The article reveals the specifics of film fragments use at Russian literature classes in the institution of secondary vocational education. The relevance of the analyzed problem does not cause doubts in the professional community. It is shown that the dialogization of literature and cinema meets the requirements of the Federal State Educational Standards for Secondary Educational Programs, contributes to the differentiation and individualization of the specialists’ training. In the process of mastering artistic texts, future professionals of “Yakutsk Art College named after P.P. Romanov” should analyze and interpret the work of art, using information on the history and theory of literature; analyze the episode (scene) of the studied work, explain its connection with the problematic of the work; to correlate fiction with public life and culture, to disclose the specific historical and universal content of the studied works. The purpose of the article is to study the specifics of the cinema use at Russian literature classes for first year students of secondary vocational education. Analysis of the scientific literature on this topic has led to the actualization of the stages of work with film fragments, identifying methods for the synthesis of cinema and literature in the educational activities of students. In the process of the research, the following methods were used: study and analysis of literature, proven techniques for the adaptation of works of art, synthesis of experience. As a result of the study, it has been found out that the use of cinema art techniques at literature classes expands the students' horizons, raises interest in cinema art, increases the motivation to study the subject, the efficiency of learning the works. It is proved that the use of cinema art allows students to switch from reproductive to active, creative activity. The proposed methodological tools and techniques allow the teacher of literature to take into account the characteristic features of students' interest in cinema and to link the cinema viewer's experience to the process of literary and artistic development. This material may be used by students, teachers in educational and extracurricular activities.