Articles

The article analyzes the use of digital technologies in teaching Russian as a foreign language to foreign students. The content of the concept of digital competence is defined and revealed. It is suggested that the formation of digital competence among foreign students can become a factor in optimizing the process of teaching the Russian language. The analysis is based on the consideration of the main ways to optimize the teaching of Russian as a foreign language, including the use of modern technologies, taking into account the personal involvement of students in the learning process. The SAMR model is used as the main model for determining the effectiveness of the application of certain technologies.

The article deals with the problems and patterns of development of the emotional intelligence of schoolchildren as a predictor of educational and social success of students at different levels of general education. The purpose of the study is to conceptually substantiate the relationship between emotional intelligence and the success of a person during school childhood and, based on a review of psychological and pedagogical sources, to identify effective methods for the formation of emotional intelligence in the educational space of a general education school. The concept of emotional intelligence, the structure and criteria for its formation are specified. The interdependence of emotional and social intelligence is traced in the context of the formation of educational success and social success of schoolchildren. The novelty of the study lies in the fact that the age, psychological and pedagogical conditions for the formation of the emotional intelligence of children and adolescents are described by means of educational and upbringing activities. A review of domestic and foreign scientific and pedagogical literature on the problems of emotional intelligence is presented. he methods of formation of emotional intelligence in children of school age re classified. Methods for diagnosing emotional intelligence in a general education school are described. The prospects for the formation of emotional intelligence in the system of school education as a factor in the development of human capital are assessed.

There is a lot of talk and writing about reforming national education today. In most cases, the topic of publications concerns the achievement of a new quality of education - the transition of the Russian Federation to the top 10 countries in this indicator. The main mechanism of such a «quantum leap» experts call the formation and development of functional literacy of students. In the proposed article, the authors reflect on the reality of such an ambitious task and the resonant effects accompanying this phenomenon. The most significant of them - is the «reset» of the professional thinking and behavior of the teacher. At the same time, it is not the proximity to the metropolis, not the number of students that determine the effectiveness of the educational process. The achievement of a new quality of education is primarily influenced by the innovative potential of the teacher, including his internal readiness to «reset», digital tools and pedagogical conditions for the implementation of the basic educational program. These, in fact, are the famous «Three T» - the requirements of the Federal State Educational Standard for the basic educational program. In this article, the authors attempt to answer the following questions: what are the main professional deficits experienced by education workers at the current transitional stage of the «reset»? What qualities are especially important and necessary for them now?

This article discusses the main points of changes in pedagogical practice in the preparation of students. It highlights the characteristics of the formation of students’ interest in knowledge in the face of current global challenges. Given recent challenges such as the advancement of technology, the Coronavirus pandemic, and many others, it is important to provide educational settings with approaches that can cope with these realities and maintain a more intense educational dynamic. It appears that specifi c learning situations can lead to individual student interest when they stabilize over time. It should be noted that modern students who turn to traditional teaching technologies quickly lose interest in the learning process. Classical course facilitation techniques with defi cits in interaction and lack of learner autonomy are all detrimental factors. It is indicated that to increase the interest of students in the educational process, various innovative forms and methods are needed. Some of these methods are relatively rarely used in practice. It is up to the teachers to apply the right methods according to the need of interest of each student It is concluded that innovative technologies based on advanced pedagogical experience will serve as a valuable example for further conscious application by students in their own pedagogical activities

The article discusses the mechanisms of the influence of fashion trends on the design of the educational process. The author considers the following questions. What are the possibilities of educational process design? What mechanisms ensure the influence of fashion trends on the design of the educational process? Under the influence of fashion trends, a number of changes have a momentary character. Being a fact of pedagogical reality, these changes should not fall out of the field of view of pedagogical science. The question of the mechanisms of the appearance of the momentary and transient interests pedagogical science in essence. In this article, fashion is considered as a form of mass behavior, which is influenced by the moods existing in society, and hobbies, and tastes of people. Initially, design was associated directly with the creation of the appearance of things, the subject environment as a whole. Subsequently, the concept of design began to be applied in relation to the educational process. Design concerns not only the external attributes of education, but also its internal organization. The classical design of the educational process involves designing, using a systematic approach. Non-classical design can be based on other grounds. These reasons are not always connected with science. The article discusses the possibilities of educational design. Among the mechanisms that ensure the influence of fashion trends on the educational process and its design, such as the interaction of education and business, public involvement in solving management issues in education, integration into the global educational space and others are noted.

Videohosting as a demanded innovative tool of learning in the world digitalization of education The article is devoted to video hosting as an innovative learning tool, identifying the causes of its occurrence (sociocultural and technological), a working definition of this phenomenon is given, the main ontological characteristics of this digital resource are established, the basic sociocultural and educational functions of video hosting are defined, their classification is proposed, examples of use in teaching practice are given. Russian as a foreign language. The main world, Russian and Chinese video hosting sites are presented.

Considering the issue of cooperation between the two countries from a historical point of view, we can say that Russian-Chinese cooperation in the field of higher education already has a good base, scale, structure and system. Due to the new situation in the world, cooperation between universities of the two countries should become even closer. Despite the fact that there are a number of problems, such as the weakness of professional student unions, the need to create mechanisms for joint training and deepening the scope of cooperation. However, from the point of view of the development of further trends, higher educational institutions in China and Russia in the future plan to switch to online and offline training, to begin the integration use of teaching methods and research. Ultimately, it is planned to create real cooperation relations in the field of higher education, as well as in the cultural environment between the two countries in order to contribute to the modernization of the education system of the two countries and to their management capabilities.

The article is devoted to understanding the educational ecosystem as a new trend in the development of modern world education. An educational ecosystem is a special case of ecosystems that characterize the organizational structures of modern business in the era of globalization, built on the principles of integration and cooperation. The first researchers of educational ecosystems interpret them as one of the tools for transforming the existing educational paradigm and the traditional education model, with the help of which traditional education models corresponding to the sustainability of the SPOD world can be transformed into new education models demanded by the instability of the VUCA world. The article considers the educational ecosystem as a theoretical concept and real practice. A working defi nition of the educational ecosystem is given, its roots are established that go back to natural science, later management, the social nature of educational ecosystems is determined, based on the social needs of modern society, a brief description of the main most universal qualities is given, based on existing research, their sociocultural functions are highlighted. In addition, the universal archetypes of the sociocultural functions of educational ecosystems («Weaving», «Gardening», «Storyteller», «Thinker», «Developer- designer or architect»). highlighted by previous researchers for the first time are considered in the mirror of the concept of I. Azides about «4 vitamins of successful management». Along with this, the article provides examples of Russian experiences in the implementation of educational ecosystems, which mainly arise on the basis of the creative industries of capital centers or large cities.

The article is about some special ways of teaching English in the Military University of Russian Ministry of Defence. This article deals with the ideas of being a master of English and how to teach English, to make student’s skills in the language perfect. What is that “skills” or “habits” in spoken language? The author shares the experience of teaching the language at the additional courses in the Military University. That is the problem, because the students are the adult people, who are blocked, pressed for time, very ambitious, easily being hurt, but having poor competence in the language, and at that very time they have a high social position. The author gives the diff erent views of Russian scientists on this point. The author points out, that the professors of the Military University act with the understanding that the chain: “knowledge, abilities, skills” is the chain having the end “competition”, through “readiness” (the feelings of a student the ability to the communication in Foreign Language). The technology of such education is the so-called “immersion”, which diff ers very much from those in secondary school. The teachers and professors of the Military University create their own program and use in the work the text-books of their own too. This kind of teaching is very eff ective. The adult students can have a great step forward in the education and are able to use the English in their work when they need, when it is necessary.

The article describes the author’s personal pedagogical experience in working with students of the educational program 7M01101-Pedagogy and Psychology of the Kazakh National Pedagogical University named after Abai, Almaty, Republic of Kazakhstan. The author cites the program of the author’s course «Pedagogical design in higher education». This course was introduced in connection with the transition to online training in the educational program in the specialty 7M01101-Pedagogy and psychology of KazNPU Abai, where the author is one of the developers of the educational program. The article reveals the experience of organizing online training, using all the features of the online platforms Zoom (session rooms), Google, Microsoft Teams. The author shares the experience of implementing innovative methods, such as the project method, Brainstorming, Bloom’s chamomile, Cinquain, DEJ, Onboard magazine, the Five Hats Method, PRES formula, Fishbone, and in particular gives an example of using Case-study. The table shows the calculation of the hours of classes and the scores of independent works, where students can familiarize themselves with the syllabus of this course, posted on the information system for automating the educational process «Univer 2.0». The author tried to reveal the use of digital platforms and resources in the pedagogical process of the university: online boards Padlet, Jamboard, intelligence maps in the online service mindmeister.com, Google.forms results assessment tools, a service for creating exercises or tasks Learning.apps. The article provides examples of individual independent work of students attached to the online Padlet board. At the end, a questionnaire was conducted to assess the eff ectiveness of the course «Pedagogical design in higher education» and the results were shown-the answers of the students

The article poses the problems of planning remote interaction of subjects of foreign language training for professional intercultural communication. The author of the article presents a theoretical and methodological analysis of the essence and traditional types of planning. The article proposes concept transformation directions for planning remote interaction of teachers and students during the process of teaching professional intercultural communication at the university

The article is explored the problem of cognitive independence theoretical foundations, characterizes the features of the organization of independent cognitive activity of students. The analysis of scientific approaches to the definition of the «cognitive independence» and «cognitive activity» concepts essence of is carried out, their defi nition is clarified. The authors of the article, summing up the views of prominent domestic and foreign scientists on the stated problem, come to the conclusion that the phenomenon of cognitive independence is an integrative quality of the personality of higher school students. The student’s cognitive independence structure is considered as a combination of complementary components: motivational- volitional, practiceoriented, content- methodical and reflective in the students’ cognitive independence development model.

In the context of the global environmental crisis, the task of greening school education is relevant in any country. The formation of ecological behavior is an integral part of the ecological training of students, which is especially effective at primary school age, when the child, due to his psycho-emotional characteristics, is extremely susceptible to psychological and pedagogical influence, malleable, prone to imitate and actively learns the norms of behavior in the natural environment under conditions variety of environmental practices. The purpose of the article is to identify and compare the specifics of environmental education in primary schools in Russia and China. Responsible environmental behavior is one of the key components of the ecological culture of the population, along with the development of environmental consciousness, environmental thinking and environmental literacy. Meanwhile, the problems of the formation of ecological behavior in elementary school were almost not touched upon by researchers both in Russia and abroad. Environmental behavior, which was discussed only in the early 2000s, is the object of a systematic study of psychology, sociology, and economic sciences, which consider environmental education mainly as a component of the global concept of sustainable development. Western psychology has developed various ways of interpreting environmental behavior, as well as diagnostic tools for identifying environmental attitudes of a person, including in adolescence. Pedagogical science has by now accumulated rich empirical material and practical experience sufficient to analyze the models of formation of ecological behavior of children and adolescents in the future. The theoretical significance of this article lies in identifying the possibility of using the well-known theory of “values — beliefs — norms” as a methodological basis for identifying stereotypes of environmental behavior of younger students. Content analysis of modern scientific and pedagogical sources in Russian and Chinese made it possible to identify key environmental attitudes, moral beliefs, norms and means of shaping the environmental behavior of primary school students in schools in Russia and China. In practical terms, the publication is of interest to primary school teachers, teachers of ecology, teachers- researchers, as well as students and graduate students in pedagogical areas of training.

Research in the fi eld of continuing pedagogical education is mainly based on a structural and functional approach that identifi es the continuity of education with the continuity of various stages of professional development of the subject. The continuity of pedagogical education requires its scientifi c rethinking in accordance with the challenges of the time, with the transformation of the economic foundations of social development. To solve these problems, the problem is considered as a culturological phenomenon, a humanitarian analysis of continuous pedagogical education is made as a nonlinear process that has a proactive nature and develops individually signifi cant competencies.

The article examines the specifics of the development of a model of civic education in the training curriculum for junior schoolchildren. The blocks are specified and described within the framework of a comprehensive model for the development of children’s civic identity. Within the framework of the target block, an analysis of documentary sources was carried out, the regulatory framework was identified as guidelines for civic education in primary school. In the content block, the structure of civic identity and indicators of its formation in a junior schoolchild are considered. Particular attention is paid to the methodological ideas underlying the concepts of pedagogical influence and the principles of education for citizenship. The essence of the principles of civic education is described and the conditions for their integration into a holistic educational process are shown, the main ones of which include: the choice of directions and technologies of educational and educational work, the value basis of the educational process, the creation of favorable psychological and pedagogical conditions for the implementation of the model of the development of civic identity.