Keyword: «university education»

The article is devoted to the actual problem of developing students’ self-concept within a foreign language course at university. Self-concept determines all aspects of human behavior and is crucial for one’s self-actualization and self-fulfillment. Life in modern society requires constant professional development and personal growth which makes developing students’ self-concept one of the goals of education in general and teachers training in particular. The purpose of the article is to analyze and systematize the practices at Russian and international institutions of higher education aimed at developing students’ self-concepts, determine the main approaches to self-concept development, ascertain the effective means for self-concept development. The leading method of theoretical research was analysis of Russian and international works in the fields of education and psychology, studying and systematizing educational practice of Russian and international universities in developing students’ self-concepts. The empirical methods included observation in the framework of internships in the USA and Germany (2006-2019) and surveys. The key result of the article is the layout description of the program for complex development of education major students’ self-concepts within a foreign language course at university, that uses the positive experience of Russian and foreign universities in this field. The proposed program consists of five parts: theoretical, diagnostic, planning, formative and transferring. The program can be implemented as a separate course or can be incorporated into a traditional course of a foreign language at a university. The theoretical value of the research consists in the review of scientific literature in the areas of research, overview of the approaches to representing the structure of self-concept in education. The practical significance consists in the proposal of the author’s layout of the program for developing education major students’ self-concepts within a foreign language course at university.

The relevance of the research is related to building mutually beneficial cooperation between Russia and China. Such cooperation can take place in many directions and in many areas, but we were interested in the problems of pedagogy, affecting the issues of possible cooperation between Russian and Chinese teachers in the field of didactics and methods of teaching mathematics in preparation for entering universities. The research provides a descriptive comparative characteristic of the mathematical content of the discipline and its structuring in the preparation of applicants for the entrance exam in mathematics in Chinese and Russian universities. The subject of the research was determined by the content of the educational material of only three topics: set theory; functions, their properties and graphs; trigonometric functions. The limitation in the subject is due to the limited scope of the article. These topics are traditionally studied in our schools, and are also submitted for control when passing the entrance exam to universities. The purpose of the research is to find the similarity and difference between the Russian and Chinese didactics of mathematical education, reflected in the textbook for preparing applicants for entering universities in China and Russian textbooks and teaching aids. The article provides an analysis of the content and didactic aspects of mathematical content necessary to prepare applicants for entering universities in China in comparison with Russian mathematical educational traditions. The main approach to the research was a comparative analysis made according to the following criteria: the content of educational material in mathematics and its didactic aspects. As a result of the study, it may be concluded that the content of mathematical education and its didactic aspects are in many ways similar and practically coincide with the didactics of school mathematics in Russia. This similarity can ensure continuity in the transition from studying in Russian schools to studying in Chinese universities and vice versa. The found differences can mutually enrich not only didactics, but also teaching methods in both countries. The theoretical significance of the study consists in raising the question of the potentials of interaction between Chinese and Russian university teachers in the field of didactics and methods of teaching mathematics in universities. Further research can expand and ensure real cooperation between the two neighboring countries in the field of mathematical education.

The article talks about the relevance of acquiring digital skills and abilities in the modern era of uncertainty, ambiguity, ambiguity: each society and potential employer require possession of basic skills and abilities that define a specialist in a particular field; supra-professional skills and abilities (cognitive, communicative, cooperative); digital skills and skills for access to information and management by her. The content of the discipline «Information technologies in legal activity» is revealed for students of the bachelor's degree level of the field of training «Jurisprudence», the profile «Lawyer of general practice». The conclusion is made about the importance of this discipline for the training of a qualified lawyer in demand in the labor market.