Articles

The research studies the results of implementing the Belt and Road Initiative in the education system of the People’s Republic of China and the countries of the initiative area. The authors present the results of the analysis of the development of educational cooperation with the countries divided by territorial principle according to the criteria “the number of students from the areal countries” and “the number of Confucius Institutes and Cabinets” (in the context of the development of soft power of China’s external influence). The authors investigate the perspectives of coordination in the field of educational policy and analyze the regulatory legal acts defining the key directions for the development of the Belt and Road Initiative at different levels of the education system. Moreover, the authors analyze the publication activity and current situation on managing the convergence of international students from the countries along the area of the Belt and Road Initiative. The need to organize technical maintenance of the project in the countries along the route actualizes the task of unifying the quality of professional training of foreign personnel participating in the project (according to forecasts, at least 420 thousand people by 2030). The authors prove that the countries located in the area of the Belt and Road Initiative have enormous human, intellectual, natural, cultural, and historical potential, including in the context of implementing educational strategy on the example of the countries of the Maritime Silk Road area of the Belt and Road Initiative in the field of higher education. A case study of Harbin Polytechnic University within the scope of the stated research topic is examined.

The Value Bases for Choosing a Teaching Profession The research raises questions about the value-semantic foundations of the teaching profession in the context of professional choice. The mission of a teacher in contemporary society is to develop a person who has spiritual and moral values that make it possible to withstand global challenges. Simultaneously, the formation of a system of values by a teacher in a child is possible through the teacher’s value system of the teacher himself, which includes the values of the teaching profession. At the state level, the government recognized the need to implement the value-semantic approach in the training of teachers. Based on the analysis of Russian and foreign psychological and pedagogical research, the authors determined the main functions of values as a regulator of personality activity and a source of life and professional goals of a person. The influence of values on the professional self-determination of the future teacher is considered. Various classifications of values of the teaching profession are given. The results of interviews with 90 first-year undergraduate students of Smolensk State University studying in the area of study 44.03.05 “Pedagogical Education (with two majors) are presented”. An analysis of the responses shows that the majority of respondents note the high importance of the teaching profession in today’s society. According to the respondents, the most important characteristics of teachers that have positively affected them are professionalism and moral qualities. The motives for choosing the direction of professional training include the motives of intrinsic value (desire to work with children and interest in the subject) and altruistic motives. More than half of the students declared their desire to work as a teacher, which indicates the acceptance of these values. The conclusions noted the positive aspects and the risks of students’ awareness and acceptance of professionally significant values of the teaching profession.

The research presents the main provisions of the author’s concept of reproducing the educational text, analyzed from the standpoint of the theory of managing the process of mastering knowledge by N. F. Talyzina. The research aims to show the similarity of the methodological foundations of the theory of managing the process of mastering knowledge by N. F. Talyzina and the concept of arbitrary reproduction of educational material, implementing an activity approach to forming mental actions, particularly mnemonic actions that ensure the actualization of educational material. The proximity of the methodological foundations of N. F. Talyzina’s theory of learning process management and the concept of arbitrary reproduction as a reconstructive and reproductive activity is presented through the analysis of the main provisions of these approaches. The results of the authors’ research prove the importance of managing the processes of reproducing educational material through mnemonic actions, which are a set of associative-orienting, analytical-synthetic, and control-evaluative actions that serve as tools for updating the necessary information. It is shown that arbitrary reproduction demonstrates the features of the intellect of the subject of educational activity in a wide range: from the development of meta-regulation to the specifics of the representational picture. The absence of an orienting basis for random reproduction prevents the launch and deployment of multi-level intellectual operations and the regulation of recall, which manifests itself in planning, control, and anticipation of the necessary results. The understanding of mental actions as tools for updating and organizing educational material, which forms the basis of the reproduction concept, significantly expands the possibilities of the theory of managing the process of mastering knowledge by N. F. Talyzina. It should become the theoretical and methodological basis for designing new school textbooks. It is shown that the concept of arbitrary reproduction of educational material, which, similar to the theory of gradual formation of mental actions, implements an activity-based approach to teaching and learning, can act as a methodologically and experimentally grounded continuation of the classical theory of P. Ya. Galperin and N. F. Talyzina.

The research describes the activity theory by N. F. Talyzina from the point of view of the most effective training of a modern teacher to professional activity. The urgent task of building a nationally oriented education system in Russia will be solved based on the experience and traditions of Russian pedagogy. The theory of the step-by-step formation of mental actions and concepts, created by P. Ya. Galperin and the development of this theory in the works of N. F. Talyzina give future teachers theoretical knowledge in the field of pedagogical psychology and ensure their readiness to teach schoolchildren and students because this direction of the domestic activity approach is most fully developed in the practical aspect. This research describes the advantages of studying the activity theory of teaching by teachers as compared with traditional courses in pedagogical psychology. Activity theory of N. F. Talyzina gives future teachers the knowledge and guidelines necessary for designing the training session, such as the form, generality, deployment, and mastery of educational action; general and special cognitive actions; characteristics of the main stages of the process of learning mental actions and concepts; formation of methods of cognitive activity of students.

This research examines the features of the evolution of the national system of training researchers and scientific and pedagogical personnel during the Soviet and Russian periods. Nowadays, the issue of studying the organization and management of the system of training scientific and pedagogical personnel is in the focus of the Russian scientific community and the public administration bodies implementing scientific and educational policy in the country. The research aims to identify and characterize the features of the system of training scientific and pedagogical personnel in the USSR and Russia. Based on a systemic approach combined with the historical method, the authors identify three major stages in the development of Russian postgraduate studies relied on the main regulatory legal documents. The authors also assess the results of decisions taken in the field of training scientific and pedagogical personnel. During the research, the authors came to several conclusions. First, it is quite possible to form an effective environment for training scientific and scientific and pedagogical personnel in Russia. Second, the course for the country’s technological independence may be really implemented based on the Soviet heritage and the experience of modern Russia. Third, the goals of the Decade of Science and Technology in Russia may be achieved if outlined federal projects are implemented by all participants of the science and higher education system, the items of the “Concept of training teachers for the education system for the period up to 2030” are truly applied in practice, and the state administration bodies, responsible for the development and implementation of state policy in the field of higher professional education, provide comprehensive support to the younger generation in science.

This research considers the possibility and effectiveness of using information and communication technologies (ICT) in training Russian language teaching methodology to philology students at pedagogical universities. The types of information and communication technologies that are most often used in lectures and practical classes according to the methodology are distinguished and characterized: computer presentations, information, and training and testing (control) programs. Tactics for including ICT in the learning process are proposed. The forms of using various types of ICT developed by the authors are described, and used in classes on general and private methods of teaching the Russian language: intentionally incomplete computer presentations and incomplete educational information on slides, which requires partial restoration or transformation into another form — a table, a diagram, etc. As an innovative teaching method, the use of hypertext space, which effectively provides educational routes, is particularly considered. Based on hypertext, the basic didactic unit of the learning process, three levels of methodological tasks are distinguished. The first level is perceptual and reproductive. The second is productive. The third level is the task of receiving feedback from students in the form of a new utterance or methodological product. The research also offers a detailed sample of students’ preparatory academic work for a practical lesson using ICT on the topic “Methods of teaching the Russian language,” containing three modules: general didactic, private methodic, practice-oriented, and the development of a practical lesson “Features of the methodology of teaching spelling in primary school,” focused on the development of philology students of private methods teaching spelling.

In today’s conditions, medical control and control of the physical development and preparedness of young people, for the most part, are taken over by teachers teaching the discipline “Physical Education” in educational institutions of higher education of the Russian Federation. This statement is confirmed by many studies of employees of the teaching staff of Russian departments and institutes of physical education and sports. The author of this research is no exception. Based on the research of fellow practitioners who work with students in physical education and sports on a daily basis, it is possible to compile an approximate real table of criteria for monitoring the physical health, physical fitness, and physical development of students

The research clarifies the concept and components of the health care system for young people studying in educational institutions of the Russian Federation. The author analyzed pedagogical research on health-saving activities in the educational environment, functional testing and monitoring of physical health, physical development, and physical fitness of Russian students. Moreover, the author analyzed the legal framework governing the monitoring and prevention of the health and functional state of the body of students and found a lack of solidarity between tests and monitoring indicators. Based on the analysis, the authors developed the Regulations on monitoring the physical health, physical fitness and physical development of children, adolescents and youth in the city of Sevastopol, which collected and described the main indicators of monitoring. The problems of introduction and implementation of the Regulations on the monitoring of physical health, physical fitness and physical development of children, adolescents and youth of the city of Sevastopol are noted, in the process of submitting it to the executive authority of the city of Sevastopol, ways to solve them are proposed.

The presented research focuses on a relevant topic. Such problems as personality formation, upbringing, the system of interpersonal interactions, and adaptation to the environment have always been relevant and have become the object of research by psychologists and educators. Another feature that characterizes the topic’s relevance is that the developing personality is active when communicating with adults and peers; the personality, its features, and previously formed qualities and skills participate in this activity. The research aims to determine the place, role, and influence of pedagogical communication in preschool education, increase the effectiveness of educational work with preschoolers, and characterize pedagogical communication as an important factor in forming preschoolers’ personalities. Regardless of whether it is realized or not, a person realizes themselves and their potential in the manifested act of activity. Being aware of themselves, a person renews the object of activity and the relationships into which he or she enters, thereby ensuring movement in their development. Communication is a joint activity of people interacting with each other. This most important factor in pedagogy also illustrates the habits and certain behavioral qualities of a person. Additionally, there is the implementation of their own ideas in the practice of communication and the adaptation of their feelings and intentions towards the interlocutor. This is the most important for preschool children because there is a tendency to self-realize from a very early age. Compared with other similar types of communication, pedagogical communication has the undeniable advantage that the acquisition of knowledge is complemented by an organized system of education. Through pedagogical communication, children develop behavioral abilities, a broad outlook, a culture of speech, observation, and other qualities.

The research draws attention to the need to develop the pedagogical competence of parents in the purposeful formation and correction of self-esteem in a child in a family.

The research aims to analyze the features of organizing online webinars for parents in the process of forming the self-esteem of a child of senior preschool age in a family setting.

A cycle of information and educational pedagogically directed online webinars for parents under the general title “Harmony in my family” is proposed, the purpose of which is to form the pedagogical competence of parents. The principle of interaction has become its core, which is reflected in the tasks and content of online webinars and in the style of leading a group when the teacher acts as a real model of communication for the participants.

The developed cycle of online webinars provides for various areas and forms of activities with parents of children of senior preschool age at risk of self-esteem formation: information messages, discussions, and doing homework for independent study of theoretical and practical material after each online webinar. The content of the course of online webinars is based on the theoretical basis of research into the influence of the nature of the relationship between parents and the child on the personal formation of the child’s self-esteem, as well as empirically identified patterns and relationships of the studied phenomena.

The online webinars were based on the principles of emotional sincerity and openness, awareness and confidentiality, and balance of comfort and discomfort. The content of the online course included questions and exercises designed for the self-disclosure of parents, their awareness of personal qualities, and their level of self-esteem.

The research focuses on the problem of the formation of professional readiness for innovative activity of future specialists in the field of public and municipal administration. The results of the analysis of the concepts of “innovation” and “innovative activity” in the field of public administration, proposed by scientists, are presented. The author shows the multidimensional nature of the studying of these phenomena and provides the author’s definitions of the studied concepts.

Attention is paid to the peculiarities of professional training of future specialists in the field of public and municipal administration. Special emphasis is placed on studying readiness for innovation.

The publication presents the criteria of professional readiness for innovative activity of future specialists in the field of public and municipal administration. Based on the selected criteria, the author characterizes indicators and levels of this professional readiness

The author presents a pedagogical model of the formation of professional readiness for innovative activity of future specialists in the sphere of state and municipal administration, including target, theoretical and methodological, procedural and substantive and evaluative and effective blocks. The characteristics of these components are given.

The process of introducing this model in the educational process is based on the implementation of the following pedagogical conditions: enriching the content of subjects with topics aimed at preparing s pecialists for innovation; expanding the range of opportunities for students to form their readiness for innovation through a variety of forms of theoretical and practical classes; development of a special course; organization of social partnership of the university with public authorities. The ways of their implementation are described by filling the content of academic disciplines, contextual learning, introduction of an optional course, and organization of social partnership.

The further stage of the research is the introduction of the presented model of the formation of professional readiness for innovative activities of future specialists in the field of public and municipal administration in the educational process.

The research examines the stages in the formation of the concept of labor training in China, the content and forms of this training in school from the concept of the five inseparable components of education, the basic secondary school curriculum during the Cultural Revolution, and manual training classes under the updated doctrine of education and training to the development of labor education in the implementation of the policy “Education serves the people.” Historiographically and paradigmatically, the idea of labor training is presented in unity with moral education as a systemic component of the educational process, in which manual training classes include labor education and technical education. The authors studied the history of the development of the educational function of manual training classes in China in urban, rural, and small schools.

The authors analyzed the concepts of moral education, labor training, labor activity of schoolchildren, technical education at school, early vocational guidance for schoolchildren, industrialization of education, and the role of the family in the process of labor training. The research presents current data on the availability of manual training teachers, including from the point of view of the growing number of ungraded schools in rural areas and the structure of the content of manual training of schoolchildren.

The authors analyze the formation of the contemporary system of labor education in educational institutions of China, where work is the driver of the development of all other qualities of schoolchildren through the cultivation of morality through work; the intersection of goals of moral, mental, physical, and aesthetic education with the goals and objects of labor education becomes the key content of the concept of comprehensive development of learners.

Based on the analysis of the learning model of Russian-speaking students, the status of education, and the situation with the employment of Russian-speaking students, this research discusses the ways of improving the professional level and subject qualities of Russian-speaking students. The Guangdong University of Foreign Studies is used as an example of a Russian bachelor’s degree to analyze the feasibility of training programs and the needs of the labor market. The author puts some specific proposals to overcome the negative impact of the effects of COVID-19 on the results of study and employment

Increasing migration processes associated with widespread digitalization, increasing social differentiation, and unresolved social and political issues worldwide result in the need to consider the adaptation of migrants to living in cultures, societies, and linguistic environments other than their native ones. The adaptation of migrants is inextricably linked to difficulties in educating migrant children (non-native speaker learners) who do not speak Russian properly, which prevents them from integrating into society and successfully mastering the school curriculum. The research deals with the difficulties associated with the education of non-native speaker learners with the conditions of contemporary general education schools in Russia, analyzes the causes of these difficulties, and provides their classification. Based on the analysis of Russian and foreign scientific works, the research identifies a number of practices aimed at resolving the difficulties in the education of migrant children. Nowadays, it is critically important to provide equal opportunities and conditions for learning for all children, regardless of their ethnicity, place of residence, culture, or native language. The solution to the difficulties outlined in the research involves the need for comprehensive measures. It is vital that educational institutions provide support and assistance to non-native speaker children, including intensive language courses, specialized educational programs, and support for socially and economically vulnerable groups of learners. Equally important is the training of teachers to work with non-native speaker children, providing them with appropriate teaching materials and resources.

Views on the content of general education and the degree of independence of schools in forming curricula have repeatedly changed over a long period of development of the general education system in Russia. The research presents the results of the historical and pedagogical analysis of the methodological foundations for forming of the state curriculum in Russian schools. The author shows the factors influencing the change in the conceptual framework that determines the structure and content of the curriculum in Russian schools. The research is carried out using general scientific theoretical methods: analysis, interpretation, systematization, classification, and generalization. The theoretical and methodological basis of the research is the theory of the content of education: cultural theory (M. N. Skatkin, V. V. Kraevsky, and I. Ya. Lerner), system-activity (V. S. Lednev, and A. A. Kuznetsov), binary- integrative (L. M. Perminova), and modern theory of didactics (I. M. Osmolovskaya). The author proves that the curricula have always reflected the value-ideological attitudes and public ideas about the purpose of education and embodied the state policy in relation to the content of school education. Simultaneously, even in periods of maximum unification of the content of school education, curricula retained the ability to reflect the uniqueness of an individual school and consider the socio-cultural conditions of its functioning. The author proves that contemporary didactic theories include sound scientific approaches to determining the composition of the curriculum, assessing its laboriousness, and the sequence of studying subjects and distribution by periods of study. Thanks to this, the processes of selecting the content of general education and the formation of school curricula are protected from the influence of corporate interests and private opinions. The scientific basis performs a systematizing function for the pedagogical interpretation of the social order. This ensures the necessary quality of school education without overloading students.

The research discusses the possibilities and risks of digital transformation of education for a regional pedagogical university. The authors cite several authors’ inter pretations of the concept of digital transformation of education, including M. V. Boguslavsky and V. M. Rozin. The authors describe the positive experience of the Glazov State University of Engineering and Pedagogigs named after V. G. Korolenko in the implementation of the tasks of the digitalization process: the implementation of higher and additional education, the implementation of the activities of the Quantorium pedagogical technopark, the technopark of universal pedagogical competencies, and the technopark of preschool and primary education. The university’s experience in implementing partner network educational programs is described. A multidimensional picture of the risks for pedagogical universities brought about by the digitalization of education is disclosed. These risks include the psychological unwillingness of high school teachers to global change; a decrease in the level of critical thinking of students; reduced interactivity of training at the university; reduced motivation of students and teachers; increased competition between metropolitan and regional universities; reduced quality of communication between students and high school teachers, which has special potential in forming value orientations of future teachers; and the presence of constant information noise. The authors propose methods for reducing the negative impact of some of the indicated risks. Reversible mentoring can solve the problem of teachers’ unwillingness to master new digital learning tools. The formation of a positive information agenda of the university makes it possible to reduce the intensity of the impact of negative information noise from different sources. The authors see the main solution to most humanitarian problems of the digitalization of education in establishing a harmonious balance between the use of digital technologies and the preservation of traditional forms, methods, and means of education