Keyword: «structural and functional model»

In modern conditions of the educational system, special attention is paid to creating effective learning environment that support the active involvement of students in the educational process. The relevance of the problem under study lies in the need to develop and implement a model for motivating students to work together in the study of physics, which becomes important in the context of the convergent educational environment being formed in general education organizations. The development of a model for the student motivation process allows a physics teacher to create a methodology for motivating students to work together in a convergent educational environment while studying physics by performing convergent tasks. The aim of the article is to describe the structure of the model of students' motivation for coworking when studying physics in a convergent educational environment. Within the framework of the research, we set the task to characterize the specifics and purpose of the conceptual, targeted, substantive, procedural, methodological, analytical and evaluative blocks of the model. The leading methods of studying the problem are the theoretical analysis of existing models of the motivation process for studying physics, generalization and analysis of the best practices of subject teachers in organizing joint activities of schoolchildren; empirical: the use of convergent assignments in physics; observation, questionnaires. The main results described in the study allow physics teachers to develop resources, strategies, forms of organization, and their own methodology of motivating students for coworking when studying physics in a convergent educational environment. The theoretical significance lies in the expansion of scientific ideas about the process of student motivation, which differ from the research of Russian didactic scientists. The practical significance lies in identifying the conditions for the functioning of the model of students' motivation for coworking when studying physics in a convergent educational environment and describing the subject, didactic, methodological, and reflexive actions of a physics teacher when implementing a methodology for motivating students to work together when studying physics in a convergent educational environment based on our model.

problems of a normative, law enforcement, and expert advisory nature. However, the predominance of the theoretical aspect of university education does not allow students to fully develop practical skills. Practice-oriented training of law students makes it possible to ensure the development of relevant competences. The aim of the article is to theoretically substantiate the model of practice–oriented training of students - future lawyers and describe the process of its testing. The article presents the results of experimental work, during which the developed model was implemented in practice. The content of the model is based on activity-oriented, praxeological and systemic approaches and includes the following packages: target (relevance, purpose); methodological (approaches and principles); structural and technological (structure, technologies, tools); evaluative and effective (criteria). The model shows the sequence, the content of the process, and the organizational and pedagogical conditions for the professional training of preservice lawyers. The theoretical significance of the research lies in the fact that the author's original substantiation of the organizational and pedagogical conditions of practice-oriented training of preservice lawyers at the university is presented. The conditions include: software and methodological support for practice-oriented training of preservice lawyers at the university; improving the level of professional competency of teachers in the organization of practice-oriented training of future lawyers; the use of professionally oriented educational technologies. The practical significance of the research lies in the fact that the provisions and conclusions contained in it, the structural and functional model developed by the author, and the organizational and pedagogical conditions for practice-oriented training of preservice lawyers at the university create the basis for scientific and methodological support for practice-oriented training of legal personnel.