Keyword: «subject-subject interaction»

The article reveals the essence of the process control cognitive activity of students on the basis of infor-mation and communication technologies. As the leading methodological basis of information considered cybernetic approach, which, in turn, allows you to emphasize the specificity of the continuous interaction between the subjects in the “teacher – computer – student”.

The article is devoted to the problem of gaining experience of positive subject-subject interaction of future teachers of foreign languages as the pedagogical conditions of their preparation for the formation of toler-ance among primary school students. The author views the scientific approaches to understanding the es-sence of the concepts "subject" and "interaction" and describes the features of the organization of subject-subject interaction with the students in the process of training. The concepts of "interaction", "subject-subject interaction" are defined; the results of the pilot study on the understanding the essence of the or-ganization subject-subject interaction with the participants of the educational process by students of the Faculty of Foreign Languages are presented.

The development of the modern Russian education system, due to the introduction of new educational standards, entails the need to develop high-quality methodological support. The system-activity oriented approach lies in the methodological basis of the FSES for professional education and determines the results of training and education, namely, the development of communicative, cognitive, personal and social aspects. The widespread informatization of society determines the change of values and brings the concept of "self-education" to the fore. Society needs specialists who feel themselves confident in the information environment, who are able to clearly formulate and determine the goals and objectives of professional activity, and plan the stages of their implementation. These skills must be developed by future teachers as well, because employers want to get an employee who is ready and capable of independent research. Thus, the development of research skills of students and the effective organization of research activities become a priority in the Federal State Educational Standard. In this regard, the need is growing to find effective means of developing the research skills of students in institutions of secondary professional education. The aim of our study was to search for effective ICT tools for the development of research skills of teachers’ training college students. To determine the teaching tools, an analysis of foreign and domestic sources was made. In the study, “research skills” are understood as the ability for actions necessary to carry out research work. The results of the study show that ICT tools can be effectively used to develop students' research skills in the process of subject-subject interaction. The theoretical significance of the article lies in determining the component structure of research skills, revealing the position and role of interaction subjects in the educational process, determining aspects of the educational process organization, identifying the characteristics of the research skills development stages based on the definition in question. The practical significance of the article lies in the presentation of the scientific foundations and experience in the implementation of ICT tools in the research process as part of a learner-centered approach and the study of the development of research skills of teachers’ training college students using ICT tools while learning the subject "Computer science and ICT in professional activities".

The article becomes relevant due to the need to build effective interaction with the families of students in accordance with the requirements of fundamental documents in the field of education and the real needs and resources of modern parents. The aim of the article was to identify the reserves of productive psychological and pedagogical interaction. The tenets of the personality-oriented and axiological approaches served as the methodological basis of the study. The empirical base of the study was 3 educational organizations of Smolensk, in which 85 teachers were questioned. The study analyzed Russian and foreign experience in the field of cooperation between an educational organization and parents. It was found that the subject-subject nature of the interaction implies a high degree of parental involvement in the child's education and cooperation with the school in various areas. The initiative and tone of interaction are determined by the context of communication and activity created by the class teacher as a mediator. The most productive forms of interaction in the best pedagogical practice as well as typical problems that reduce the quality of interaction were identified. A rather high level of professional interest of teachers in the problem of interaction between an educational organization and families of students was empirically confirmed. It is stated that the interaction is carried out in different directions with the prevalence of jointly solving problems of spiritual and moral education. The majority of respondents prefer traditional forms of interaction and at the same time actively use mobile communication tools. For the purpose of professional improvement, class teachers are recommended to master creative forms and techniques (based on joint creative activity), which will allow the teacher to go beyond the existing standard procedures and operations, and will help parents deepen their knowledge of themselves as the subject of socio-pedagogical interaction. The theoretical significance of the study is in expanding the vision of the possible application of the key ideas of creative pedagogy. The practical significance is in the improvement of the psychological and pedagogical tools for the interaction of class teachers with the students' families with methodological techniques of creative pedagogy.