Abstract: Artificial intelligence is a branch of computer science in which programs are written and devices are created that imitate the intellectual functions of a person. These programs and devices are used in a variety of areas, such as technology, science, art, games, medicine, commerce, finance, education. If the disciplines with the names «Fundamentals of Artificial Intelligence», «Intelligent Information Systems», «Data Mining» and «Machine Learning» are already included in the standards of higher education, then artificial intelligence is not considered at school, neither at the theoretical level, nor at the practical level. Therefore, the subject of this research is the content of the topic «Artificial Intelligence» in the school course of computer science.

As a result of a theoretical analysis of school and university educational standards and teaching aids, as well as observation of learning, a positive answer was received to the question of the possibility of studying the topic «Artificial Intelligence» in the school course of computer science. It turned out that from this complex topic, you can choose tasks that, after simplification and adaptation, will be interesting and accessible to schoolchildren. In the article, for example, four such tasks are given, namely, clustering, classification, recognition and control. Their solution allows not only to introduce students to a new and promising area of informatics, but also brings learning closer to the activities of a scientist, and therefore develops their intelligence.

Keywords: training neural networks, recognition, classification, clustering, development of intelligence, scientific method, motivation, word tasks, school informatics, artificial intelligence

References:
Gavrilov A. V. Systems of artificial intelligence / A. V. Gavrilov. – Novosibirsk: Publishing house of NSTU, 2001. – 67 p.
Computing Curricula Computer Science 2013. URL: https://www.acm.org/binaries/content/assets/education/cs2013_web_final.pdf (accessed 12/29/2022).
Kaymin V. A. Fundamentals of informatics and computer technology. Textbook for grades 10-11 / V. A. Kaymin, A. G. Shchegolev, E. A. Erokhina, D. P. Fedyushin. – M.: Enlightenment, 1989. – 272 p.
Semakin I.G. Computer science. Basic course textbook (grades 7-9) / I. G. Semakin, L. A. Zalogova, S. V. Rusakov, L. V. Shestakova – M .: Basic Knowledge Laboratory, 1998. – 464 p.
Yasnitsky L. N. Artificial intelligence. Elective course / L. N. Yasnitsky. – M.: BINOM. Knowledge Laboratory, 2011. – 240c.
Fridman L.M. Fundamentals of problemology / L.M. Friedman. – M.: Sinteg, 2001. – 228 p.
Polyakov K. Yu. Informatics. Grade 10. Part 2 / K. Yu. Polyakov, E. A. Eremin. – M.: Binom. Knowledge Laboratory, 2015. – 304 p.
Okon V.

Abstract: The relevance of the study is due to the fact that there are currently more questions than specific answers on the topic in the context of intellectual analysis of educational data: how it is done, for what and how we can use it, what metrics to include in the sample and how to make forecasts. Undoubtedly, in the coming years there will be a transition from discussions to the practical implementation of educational analytics in educational processes. The purpose of the study is to systematize the methods of intellectual analysis of educational data in the context of the difference between educational analytics and pedagogical diagnostics and other methods of data collection. The results of the study will help to build a learning strategy and combine the objectives of the training program with the effectiveness of the educational process and the expected results from the students.    In this regard, the author considers the types of educational analytics. The scientific novelty of the research lies in the systematization of the areas of research interests related to data mining in education and educational analytics. It is proved that educational analytics in combination with intellectual analysis of educational data makes it possible to develop accurate models that characterize the behavior of students, their properties, weaknesses and strengths of content and interaction with it, team and group dynamics. The practical significance of the study lies in the fact that the methods considered will allow to assess the current state of the training system or program, predict the desired results and draw up a roadmap of planned changes. For pedagogical designers and methodologists, the presented methods will become the foundation for optimizing the program. Thanks to the presented methods, students receive the most relevant, engaging and meaningful educational experience.

Keywords: continuing education, training, intellectual analysis, educational trends, educational analytics, digitalization, education, skills, educational data, effectiveness

References:
Amaeva L.A. (2017) Comparative analysis of data mining methods. Innovative science, 2-1, 27-29.
Vilkova K.A., Zakharova U.S. (2020) Educational analytics in traditional education: its role and results. University management: practice and analysis, 24, 3, 59-76.
Datsun N.N., Urazaeva L.Yu. (2017) Promising areas of application for learning analytics. Scientific notes of the IUO RAO, 1 (61), 43-46.
Dirk Ifentala, Dana-Christine Ma, Jane Yin-Kim Yau. Utilizing Learning Analytics to Support Study Success, 2019. Retrieved from: http://sber.me/?p=292fN
Dubovik O.V. (2017) Pedagogical design in Russian education. Education. The science. Innovation: Southern Dimension,5-6 (46), 59-67.
David Niemi. Learning Analytics in Education, 2018. Retrieved from: http://sber.me/?p=kBPrb
Ivanova I.A. (2018) Research of resources of the corporate portal in the management of personnel involvement. Management of personnel and intellectual resources in Russia, 7, 1, 27-33.
Educational Data Mining, online c

Abstract: This article provides an example of arranging functional educational activity in the Russian language classes within the framework of general primary education; describes the stage-by-stage structure of one of the object topics in the Russian language course, considering all components of educational activity from outlining the academic pursuit to monitoring and assessing performance; lists the techniques and examples of the tasks used in the development of control materials based on the formation of metadisciplinary competencies among primary school students; gives partial description to the monitoring and assessment toolset based on inclusion into the educational process. The article characterizes assessment as a means of ensuring the quality of modern education, which implies engagement of both pedagogues and students into assessing the performance. The system of the criterion-based comprehensive assessment, formation of the skills of reflection, introspection, self-control, self-and mutual assessment help the students to develop the effective techniques of managing their educational activity, promote self-awareness, readiness to openly express and defend their position, independent actions, responsibility for their results. The systematic, targeted formation of assessment skills allow the primary school students are to detect the difficulties they face, analyze their causes, plan and implement corrective measures to overcome them.

Keywords: monitoring and evaluation, elementary school students, theoretical thinking, educational task, educational activities, developing education, Russian lessons, meta-subject skills, ability to learn, training and development

References:
El'konin D.B. Izbrannye psikhologicheskie trudy / D.B. El'konin. – M., 1989. – 320 s.
Tsukerman G.A. Vvedenie v shkol'nuyu zhizn' / G.A. Tsukerman, K.N. Polivanova. – M., 1999. – 263 s.
Novikov A.M. Metodologiya uchebnoy deyatel'nosti. – SM.: Izdatel'stvo «Egves», 2005. – 196 s.
Ushinskiy K.D. Sobr. Soch. V 11 t. – T. 8. – M., 1950. – 661 s.
Enzhevskaya M.V. Formirovanie kontrol'no-otsenochnykh umeniy u mladshikh shkol'nikov kak faktor povysheniya ikh obuchennosti: dissertatsiya na soiskanie uchenoy stepeni kandidata pedagogicheskikh nauk / Tverskoy gosudarstvennyy universitet. Tver', 2012. – 320 s.
Nezhnov P.G., Frumin I.D. i dr. Diagnostika uchebnoy uspeshnosti v nachal'noy shkole. Pod red. Nezhnova P.G., Frumin I.D., Khasana B.I., El'konina B.D. M.: Otkrytyty institut «Razvivayushchee obrazovanie», 2009. – 168 s.
Enzhevskaya M.V. Glagol: Raznourovnevye razvivayushchie uprazhneniya po russkomu yazyku. 4 klass. M.: Izdatel'stvo «Yuventa», 2012. – 258 s.
Davydov V.V. Teoriya razvivayushchego obucheniya / V.V. Davydov. – M., 1996. – 415 s.

Abstract: The object of this research is the results of experimental use of the test for inventory of the concepts of mathematical analysis (Calculus Concept Inventory, CCI), which is aimed at assessment of the key concepts of mathematical analysis, such as function, limit and derivative. The test was conducted in the period from 2016 to 2020 and involved Bachelor’s degree students of Financial University under the Government of the Russian Federation on the discipline “Applied Mathematics and Informatics”. “Mathematical Analysis” is one of the key disciplines in formation of mathematical competencies of students majoring “Applied Mathematics and Informatics”. Test was developed by the leading experts from the United States in the area of mathematics and teaching mathematics in the universities, and was implemented in Russian practice for the first time. For quality assessment of the test was applied Cronbach's alpha coefficient, and the results were evaluated based on the Item Response Theory. Although in universities of the United States the implementation of this test showed relatively low effectiveness, for the students of Financial University the coefficient values were significantly higher and allow making an unequivocal conclusion on the informativeness of results. The article also applies the values of discriminant coefficient. Their fluctuation allows using the test not only for assessing the achievement in learning mathematical analysis of students in groups, but also individual results. The results demonstrate that the traditional approach in teaching the principles of mathematical analysis that is widely recognized in the Russian universities is ineffective, which underlines the need to rearrange the content and methods of teaching mathematical analysis in a university.

Keywords: derivative, function, limit, inventory, basuc concepts, CCI test, item response theory, Rush model, calculus, parameter estimation

References:
Suen H. K. Principles of test theories. – N.-Y., London: Routledge, 2012. 236 P.
Thomas M., Lozano G. Analyzing Calculus Concept Inventory gains in introductory calculus / Proceedings of the Sixteenth Annual Conference on Research in Undergraduate Mathematics Education.-Denver, CO: SIGMAA, 2013. V.2. P. 637-646.
Steyer R., Smelser N. J., Jena D. Classical (psychometric) test theory / Smelser N. J. et al. (ed.). International encyclopedia of the social and behavioral sciences. – Amsterdam: Elsevier, 2001. P. 1955-1962.
Pellegrino J. W., DiBello L. V., Brophy S. P. The science and design of assessment in engineering education / Johri A., Olds B. M. (ed.). Cambridge handbook of engineering education research. – Cambridge University Press, 2014. P. 571-598.
Pellegrino J. W., DiBello L. V., James K., Jorion N., Schroeder L. Concept inventories as aids for instruction: A validity framework with examples of application / Proceedings of Research in Engineering Education Symposium.-Madrid, Spain: Polytechn

Abstract: The object of this research is the increase in motivation of students towards learning physics as one of the most complex sciences of school curriculum. The subject of this research is the elective course of “Physics Fundamentals of Information Security” developed by the author, based on the cross-disciplinary integration of such disciplines as physics, informatics, and information security. An extensive analysis is conducted on textbooks on physics and scientific methodical sources of literature on information security. Special attention is given to methodological questions of teaching this elective course, structured on application of the method of problem-based learning as an optimal method for search and acquisition of new knowledge and active learning activity. The scientific novelty consists in development of the elective course “Physics Fundamentals of Information Security”, which has applied aim. The laboratory works developed by the author in such way that the students learn the laws of physics in the course of completing the research. They first see “how it works”, and then make conclusions as formulas, after which they solve the theoretical tasks on these topics, understanding entirety of the depth. This course is registered in Rospatent as the database Electronic Educational Resource on the Discipline “Physics Fundamentals of Information Security”. The author pays particular attention to implementation of this course into educational process, as well as describes the methodological system of teaching and the pedagogical experiment that proves the effectiveness of this course.

Keywords: psychological-pedagogical research, elective course, interdisciplinary integration, applied orientation, problem-based learning, methods of teaching physics, teaching methods, Motivation, information security, research monitoring

References:
Mitrokhin V.E., Zhabina A.V. Zakony rasprostraneniya svetovykh luchey v opticheskikh napravlyayushchikh sistemakh. Metodicheskie ukazaniya k laboratornoy rabote / Ministerstvo transporta Rossiyskoy Federatsii, Federal'noe agentstvo zheleznodorozhnogo transporta, Omskiy gosudarstvennyy universitet putey soobshcheniya. Omsk, 2011. 18 s.
Panchenko T.V., Lashkina M.H., Nesteriak Yu. Ublic request for information security 141. Publ³chne uryaduvannya. 2020. ¹ 2 (22). S. 116-129.
Podavitel' sotovoy svyazi "Monster 16CH" [Elektronnyy resurs] // Novye sistemy bezopasnosti : internet magazin. – Elektron. dan. – Rezhim dostupa : http://www.n-sb.ru/podavitel-sotovoi-svyazi-monster-16ch.php , svobodnyy. – Zagl. s ekrana.
Chizhikov O. A. Poznavatel'naya aktivnost' uchashchikhsya na urokakh fiziki // Munitsipal'noe obrazovanie: innovatsii i eksperiment.-2015.-¹5.-S. 63-70. URL: https://cyberleninka.ru/article/n/poznavatelnaya-aktivnost-uchaschihsya-na-urokah-fiziki (data obrashcheniya: 14.05.2020).
Semina M. I. Iz opyta raboty po tekhnologii problemnogo o

Abstract: The relevance of this topic is substantiated by the fact that at the present time human civilization takes on a new stage of development. The impact of technologies increases steadily. Therefore, the goal for development of engineering way thinking as the fundamental characteristic of a modern human becomes mainstream. With regards to transformation of the surrounding world namely engineering way of thinking manifests as the leading and most significant type of cognitive activity of a human. Such variety of cognitive operations incorporates the innovative idea and latest technology. Specialists with the engineering way of thinking enjoy high demand in the modern society: design-engineering departments, most advanced industries, rapidly developing organizations, etc. The transition towards innovation economy foregrounds the objective of global development and support of the future engineers. The Strategy for innovative development of the Russian Federation for the period until 2020 indicated the importance of “global incentivizing innovative behavior of the youth”. The development of the skills of design engineering, inventiveness, and other serves as one of the fundamental components of educational system in terms of transition of national economy towards innovative type.

Keywords: informatics, progress, problem, education, robotics, school, formation, engineering, competences, competence approach

References:
Ob utverzhdenii Strategii razvitiya otrasli informatsionnykh tekhnologiy v Rossiyskoy Federatsii na 2014-2020 gody i na perspektivu do 2025 goda: Rasporyazhenie Pravitel'stva RF ot 01.11.2013 ¹2036-r. – Elektronnyy resurs. – Rezhim dostupa: http://www.consultant.ru/law/hotdocs/29356.html/. Data obrashcheniya: 20.09.2019.
Busova S.Yu. Osobennosti vnedreniya obrazovatel'noy robototekhniki v obrazovatel'nom uchrezhdenii (iz opyta raboty MOU SOSh ¹ 54 g. Volgograda) // Aktual'nye voprosy sovremennoy pedagogiki: materialy IV Mezhdunar. nauch. konf. (g. Ufa, noyabr' 2013 g.).-Ufa: Leto, 2013.-S. 218-220.
Vegner K.A. Vnedrenie osnov robototekhniki v sovremennoy shkole // Vestnik Novgorodskogo gosudarstvennogo universiteta im. Yaroslava Mudrogo. – 2013.-¹74. – T. 2. – S. 17-19.
Il'in I.V., Ospennikova E.V. Formirovanie sistemy metatekhnicheskogo znaniya kak bazovoy sostavlyayushchey tekhnicheskoy kul'tury sovremennogo shkol'nika // Pedagogicheskoe obrazovanie v Rossii.-2011.-¹3. – S. 208-216.
Mustafina D.A., Rakhmankulova G.A., Rebro I.V. Kri

Abstract: The object of this research is the assessment methods of the formation of students’ competencies. The subject of this research is the correlation between the results of intermediate and final certification of students. The author examines the existing assessment techniques of the level of students’ competences in the process of mastering the curriculum. Based on the example of 200 students in the field “Law Enforcement Activity”, the author meticulously analyzes the correlation between the certification results in certain disciplines and final grades received by the students for state examinations and graduation thesis. The research method is the application of systemic and comparative statistical analysis of the results of intermediate and final certification of students throughout the entire period in the educational facility. The conclusion is made on strong correlation between the majority of assessments of the level of students’ competencies, acquired based on the results of intermediate certification using the traditional competency matrices, which decreases the information value comparing to the results of terminal examinations. It is suggested assessing the level of students’ competencies based on the term papers and state final examination.

Keywords: competency matrix, competency assessment methodology, final certification, intermediate certification, correlation analysis, level of competence formation, rating system, competence approach, competence, professional standards

References:
Dmitrieva S.V. Kompetentnostnyy podkhod v podgotovke bakalavrov napravleniya 20.03.01 «Tekhnosfernaya bezopasnost'» dlya ekspertnoy, nadzornoy i inspektsionno-auditorskoy deyatel'nosti // Sovremennoe obrazovanie. – 2017. –¹
– S.29–35. 2.Galimullina N.M. Obshchekul'turnye kompetentsii v sisteme podgotovki bakalavrov tekhnicheskikh napravleniy // Sovremennoe obrazovanie. – 2016. – ¹ 4. – S.75–86.
Gitman M.B., Danilov A.N., Stolbov V.Yu. Ob odnom podkhode k kontrolyu urovnya sformirovannosti bazovykh kompetentsiy vypusknikov vuza // Vysshee obrazovanie v Rossii, 2012, ¹
– S. 13–18. 4.Anisimova M.A., Blyakherov I.S., Maslennikov A.V., Morzhov A.V. K voprosu o proektirovanii otsenochnykh sredstv sformirovannosti kompetentsiy // Vysshee obrazovanie v Rossii, 2013, ¹ 4. – S. 106–112.
Afanas'ev D.V., Gryzlov V.S. Kompetentnostnyy podkhod i kreditno-modul'naya sistema obucheniya // Vysshee obrazovanie v Rossii, 2013, ¹
– S. 11–18. 6.Efremova N.F. Podkhody k otsenivaniyu kompetentsiy v vysshem obrazovanii: Ucheb. posobie. – M.: Issledovate

Abstract: The subject of this research is the analysis of paradigm of the development of higher education in the Russian Federation within the system of regional field and its compliance with the current and long-range requirements of the forming innovation landscape. Attention is focused on comprehension of the educational potential of regional systems and determination of the path of financial and information flows in the area of science and higher education, considering the regional specificity of traditional field of functionality of the higher school and the peculiarities of organizational-economic development of the territorial systems. The authors use the personal experience in analyzing and assessing the instruments and mechanisms of development of the educational environment, as well as the methods of generalization, descriptive analysis and synthesis of the academic information resources, including the works of the foreign and national experts regarding the problems of development of the system of higher education. The main results lie in the scientifically substantiated conclusions that the process of reprogramming of educational environment in the Russian Federation must be based in the establishment of technology of the constant renewal of learning courses, which minimizes their lagging in response to the transformations of realities of the science itself and the innovation environment of the national and global levels. Leaning on the established system of evolutionary development of educational environment, the author develops a general picture of the regional innovation landscape that requires adjustment and contribute to the solution of relevant issues in the area of stimulating innovations in the regions.

Keywords: reprogramming of educational space, consulting of fundamental disciplines, educational and methodical schemes, regional innovative landscape, reproduction of innovations, The higher school, schools of sciences, strategic development of the region, innovative activity, regional development

References:
Varshavskiy A. Sotsial'no-ekonomicheskie problemy rossiyskoy nauki: dolgosrochnye aspekty razvitiya // Voprosy ekonomiki.-1998.-¹ 12.
Willis R. Wage Determinants: A Survey and Reinterpretation of Human Capital Earnings Functions // Handbook of Labor Economics.-Amsterdam, 1986.
Simanovskiy S. Sistema podderzhki malogo innovatsionnogo biznesa v Izraile // Problemy teorii i praktiki upravleniya.-1993.-N° 5.
Psacharopoulos G. Returns to Investment in Education: A Global Update // World Development.-1994.-V. 22, ¹ 9.
Kozhevnikov R., Dedova I. Gosudarstvennaya innovatsionnaya politika i ee finansovoe obespechenie // Voprosy ekonomiki.-1998. — ¹ 12.
Solow R. Technical Change and the Aggregate Production Function //Review of Economics and Statistics. — 1957.-August.
Prokhorov V. Initsiativnost', sorevnovatel'nost', izobretatel'nost' // Finansovyy biznes.-1997.-¹ 3(41).-S. 22-23.
Brovkin A.V. Problemy sovremennoy rossiyskoy sistemy vysshego obrazovaniya i puti ikh resheniya v interesakh vsekh uchastnikov obrazovatel'nog

Abstract:  
This article examines the types of communicative exercises efficient that help improving the spelling skills of the students of 8th and 9th grades. The author determines the criteria of selecting the exercises. Special attention is given to the methodological aspects of using the universal spelling exercises (structuring, creative and free dictation, analogy-based dictation) for revising orthography in learning syntax; particular types of exercises that allow to comprehensively solve the spelling, syntax, and speaking tasks are proposed. It is underlined that the revision of orthography in 8th and 9th grades must be implemented with reference to the systematic course of syntax. The scientific novelty consists in examination of the question of improving the skills of accurate spelling in 8th and 9th grades from the perspective of communicative-activity approach. The universal spelling exercises are viewed as a basic component of the system of exercises that realize the communicative-activity approach towards teaching orthography based on syntax. The article reveals the specificity of application of such exercises at the consolidating-correctional state of formation of the spelling skills.
 

Keywords: creative dictation, structuring, syntax learning skills, spelling skills, syntax, non-special spelling exercises, communicative activity approach, teaching orthography, free dictation, dictation by analogy

References:
L'vova S.I. Kommunikativno-deyatel'nostnyy podkhod kak dostizhenie sovremennoy metodiki russkogo yazyka // Kommunikativno-deyatel'nostnyy podkhod v obuchenii russkomu yazyku: teoriya i praktika: materialy mezhdunarodnoy zaochnoy nauchno-prakticheskoy konferentsii (k 85-letiyu V. I. Kapinos) / Federal'noe gos. nauch. uchrezhdenie "Institut soderzhaniya i metodov obucheniya" Rossiyskoy akad. obrazovaniya. – M.: Ekon-inform, 2013. – S. 13 – 22.
Lapatukhin M.S. Metodika russkogo yazyka v sredney shkole. – Kalinin, 1974. – 324 s.
Azimov E. G., Shchukin, A. N. Novyy slovar' metodicheskikh terminov i ponyatiy (teoriya i praktika obucheniya yazykam). – M.: Izdatel'stvo IKAR, 2009. – 448 s.
Pristupa G.N. Sistema orfograficheskikh uprazhneniy v sredney shkole. – Ryazan', 1967. – 217 s.
Metodika prepodavaniya russkogo yazyka v shkole: ucheb. dlya vuzov / M. T. Baranov, N. A. Ippolitova, T. A. Ladyzhenskaya, M. R. L'vov; pod red. M. T. Baranova. – M.: Akademiya, 2000. – 361 s.
Ul'chenko Z.F. Diktanty s izmeneniem teksta: posobie dlya uchiteley. – M.: Prosv

Abstract:  
The subject of this article is the analysis of models of assessing the effectiveness of corporate training and staff development, the importance of which increases in correlation with the key global trends in this area. Having carried out a detailed analysis, the authors highlighted the key global trends in the area of corporate training and personnel development, which, in their opinion, have theoretical and practical meaning for the human resource management of an organization. The authors reveal the essence, advantages, and flaws in the models of Donald Kirkpatrick, Benjamin bloom, Ralph Tyler, Daniel L. Stufflebeam. The work emphasizes the essentiality in comprehensive analysis of the needs of stakeholders in selecting the forms, methods, and types of education and development of the staff members. Conclusion is made that the existing models of assessing the effectiveness of training and development of personnel are overall relevant to the current requests of the corporations, but demand greater time and financial investments due to the trends of personalization and distribution of digital learning, as well as implementation of the new educational technologies. At the same time, the most objective indicator of the effectiveness of learning lies in the evaluation of productivity and quality of work of the specialists, and as a result – their competitiveness in the job market.
 
 

Keywords: digital learning, model of assessing effectiveness, trends in corporate learning, performance evaluation, performance, development, learning, knowledge management, stakeholder, design thinking

References:
Bakhtin M. B. Razvitie partnerskikh otnosheniy sovremennoy organizatsii, kak sostavlyayushchaya kadrovoy strategii, v situatsii konkurentnogo vneshnego okruzheniya. // Internet-zhurnal «Naukovedenie», 2014. ¹ 2 (21). [Elektronnyy resurs]. M.: Naukovedenie, 2011. Rezhim dostupa: http://naukovedenie.ru/sbornik6/4.pdf/
Denisova A. Primenenie modeli «Taksonomiya Blyuma» v otsenke effektivnosti obucheniya. / A. V. Denisova // Upravlenie personalom. – 2005. – ¹ 12. – S. 28–30.
Kirpatrik Donal'd L., Kirpatrik Dzheyms D. Chetyre stupen'ki k uspeshnomu treningu. – M.: Eych Ar Media, 2008. – 240 s.
Koul Dzheral'd. Upravlenie personalom v sovremennykh organizatsiyakh /Dzheral'd Koul; [Per. s angl. N. G. Vladimirova]. – M.: OOO «Vershina», 2004. – 352 s.
Ksenofontov A. V., Bardashevich A. B. Klyuchevye tendentsii v praktike obucheniya i razvitiya personala sovremennogo predpriyatiya/ A. V. Ksenofontov, A. B. Bardashevich // Vestnik natsional'noy akademii turizma . –2016. – ¹ 1 (37). – S. 67-70
Kudryavtseva E. I. Otsenka i razvitie upravlencheskogo poten

Abstract: The object of this research is the supplementary professional education in pre-revolutionary Soviet and modern Russia. The subject of this research is the trends, peculiarities, and key staged of development of the supplementary professional education within the historical context. Special attention is given to the historical-pedagogical interpretation of the examined notion, which is constantly interconnected with such notions as “adult education”, “continuous education”, “alternative education”, etc. Thus, there is a large number of interpretations of the supplementary professional education, which particularly justifies the multiplicity of periodization of its evolution. The article also reflects correlation of the previous stages of development of supplementary professional education in Russia with its modern concepts and issues. Method applied in this research consists in the historical-pedagogical comparative analysis of the essence, structure, and content of the previous models of Russian supplementary professional education and its current forms. The main conclusion is reduced to the facts that many ideas of the organization, development, and functionality of the supplementary professional education as a social institution that are relevant at present stage, have already been traced in the Russian professional pedagogy for quite a while. The scientific novelty lies in providing of the historical overview of origination and evolution of educational system in not only pedagogical, but also social, socioeconomic, and political context.

Keywords: adanced training, additional training, education law, continuous learning, supplementary education, professional education, adult education, educational reform, education system, social demand

References:
Ushinskiy K.D. Pedagogicheskie sochineniya. M.-L., 1988. T. 2. 496 c.
Krupskaya N.K. Pedagogicheskie sochineniya. M., 1961. T. 9. 224 c.
Semenov A.V., Rudenko Yu.S. Razovskiy Yu.V. Kontseptsiya magisterskoy programmy «Strategicheskoe upravlenie resursami pribrezhnykh zon» // Obrazovatel'nye resursy i tekhnologii. 2015. ¹ 2(10). S. 81-91.
Valeeva N. A. Teoriya i praktika dopolnitel'noy professional'noy podgotovki studentov v tekhnicheskom vuze: dis. … d-ra ped. nauk: Kazan', 1998. 340 s.
Boguslavskiy M. V. Metodologiya, soderzhanie i tekhnologii obrazovaniya (istoriko-pedagogicheskiy kontekst): monografiya. M.: Nauchnaya kniga, 2007. 169 s.
Borodachev V.V. Koposov E.V. Novye vekhi razvitiya dopolnitel'nogo professional'nogo obrazovaniya. V sbornike materialov vserossiyskoy nauchno-prakticheskoy konferentsii. Kemerovo. 2010. s. 357-359.
Postanovlenie Pravitel'stva RF «Ob utverzhdenii tipovogo polozheniya ob obrazovatel'nom uchrezhdenii dopolnitel'nogo professional'nogo obrazovaniya (povysheniya kvalifikatsii) spetsialistov» ot 26.06.19

Abstract: The article describes the specificity of choreographic training that occurs when visiting a dance studio in the leisure center of additional education. The author provides general characteristics to the training in the choreographic team, as well as defines the impact of choreography upon the child's personality. The article exemplifies the sources of positive and negative results within the educational process. It is shown that in arranging the lesson, a pedagogue must clearly understand his goal, for achieving of which he can apply various methodology. It also demonstrated that almost all sources of the positive emotions are being preserved even in training in the strict choreographic team, where the important criteria of education is the discipline and rigor in demand of the execution of movements. Through such analysis, it became possible to highlight multiple points upon which the choreographic pedagogue can rely on for the successful organization of educational process. The author notes that each teacher before starting working with the children must develop a program for formation of the certain skills. The novelty scientific consists in the author's proposition of the work principles with the children's dance team, which can be applied in any choreographic direction. It is also underlined that for any teacher, coach, or educator, the key to success lies in the creative flair and intuition, self-organization and the constant pursuit to self-development.

Keywords: skills formation, organization of educational process, modern education, additional education, learning efficiency, psychology, pedagogy, choreography, dance, motivation

References:
Davydov V.V. Genezis i razvitie lichnosti v detskom vozraste // Voprosy psikhoogii. 1992. ¹ 1-2. S. 54.
Komarova T.S. Usloviya i metodika razvitiya detskogo tvorchestva. M., 1994. S. 21.
Vygotskiy L.S. Pedagogicheskaya psikhologiya. M., 1991. S. 32.
Zayffert D. Pedagogika i psikhologiya tantsa. Zametki khoreografa: Uch. posobie. 2-e izd., ster. SPb.: Izdatel'stvo «Lan'»; Izdatel'stvo «Planeta muzyki», 2015. 128 s.
Bukhvostova L.V., Zaikin N.I., Shekotikhina S.A. Baletmeyster i kollektiv: ucheb. posobie. 3-e izd. / L.V. Bukhvostova, N.I. Zaikin, S.A. Shchekotikhina. Orel: OOO «Gorizont», 2014. 250 s.
Sokovikova N.V. Vvedenie v psikhologiyu baleta. Novosibirsk: ID «Sova», 2006. 300 s.
Lopukhov A.V., Shiryaev A.V., Bocharov A.I. Osnovy kharakternogo tantsa. 3-e izd., ster. SPb.: Izdatel'stvo «Lan'»; Izdatel'stvo «Planeta muzyki», 2007. 344 s.
Prayor K. Ne rychite na sobaku!:kniga o dressirovke lyudey, zhivotnykh i samogo sebya / K. Prayor; per. s angl. T.O. Novikovoy. M.: Eksmo, 2015. 288 s.
Korchak Ya. Kak lyubit' rebenka / Ya

Abstract: Among the countries with the high coefficient in the quality of education, special interest arouses the People’s Republic of China, and particularly Shanghai system, which demonstrated the remarkable results. The world competitiveness of the Shanghai model of education is explained by a number of circumstances, including the readiness of the teacher to work in highly efficient educational systems. The author examines the advantages of the interactive mechanism of Shanghai model in the professional-pedagogical aspect (system of professional promotion, expertise of the quality of teacher’s work, training of the teachers during the working hours). The trajectory of the advanced training for teachers is presented in the dynamics of transformation – from methodically appropriate subject teacher to pedagogue-researcher. Based on the study of the materials provided by the Center on International Education Benchmarking and empirical approaches towards the solution of primary tasks proposed by the PRC State Education Commission, it is determined that the continuous training of pedagogues in the groups of professional growth under the conditions of rational organization of labor, became an efficient strategic solution in the area of implementation of the national strategy of increasing of the quality of education. Such experience is valuable for those who are interested in high results of modernization and renovation of the Russian educational systems.

Keywords: People's Republic of China, basic education, quality of education, meaningfulness, professional development, advanced training, Shanghai model of education, career ladder, professional pedagogue, professional life

References:
Central Committee of the Chinese Communist Party & State Council (1993). The Program for Reform and Development of Education in China. Accessed at http://gov.shangdu.com/sjw/files/zc-gy.htm.
Chinese Lessons. Shanghai’s Rise to the Top of the PISA League Tables (2014). M. Tucker (Ed.). National Center on Education and the Economy. – 30 p.
Li, J. (2010). Documentary of Major Events during the 60 Years of Education Development in Shanghai. Shanghai: Shanghai Education. – 368p.
OECD PISA Program, Shanghai Academy of Educational Sciences, Shanghai-China PISA Research Team (2010). Introduction of Shanghai 2009 PISA Result. http://www.docin. com/p-778724948.html.
OECD (2011). Lessons from PISA for the United States, Strong Performers and Successful Reformers in Education, OECD Publishing.-257 p. http://dx.doi.org/10.1787/9789264096660-en
OECD (2013) PISA 2012 Results: What Students Know and Can Do: Student Performance in Mathematics, Reading and Science (Volume1). http://www.oecd.org/pisa/keyfinding

Abstract: The object of research is the expressed world outlook and orientation of the person who is the teacher of social and humanitarian disciplines in a higher educational institution. Personal outlook of the teacher, leaving an invariable mark on its professional activity, plays a considerable role and is of great importance in formation of world outlook reference points at pupils. Especially noticeable this influence becomes in teaching disciplines of the social and humanitarian block owing to what on the teacher of these disciplines much bigger world outlook responsibility lies, than on the teacher of natural and mathematical or technical cycles and how it is possible to avoid direct influence of subjective ideological installations and the teacher's values on the studying audience. Methods of research is the reflection of the rich empirical material which is saved up in the course of long-term teaching activity of the author; the analysis of skeptically focused outlook; justification of interpretation of the last – not as nigilistic, and as critical; scepticism comparison as philosophical direction with the main concepts of truth. The main conclusion characterizing the theoretical and practical importance of the conducted research is situation according to which minimization of possible world outlook distortions in teaching a social and humanitarian cycle is achievable under a condition, strangely enough it will sound at first sight that the teacher adheres to skeptical philosophical orientation. Novelty of author's approach is in the statement that scepticism as the philosophical position represents not so much a kind of agnosticism or a relativism, or, especially, nihilism, the skeptical philosophy, and some kind of world outlook neutrality which allows the teacher of social and humanitarian disciplines to fulfill the professional duty most adequately is as usual treated.

Keywords: Humanities, morality, philosophy, truth, neutrality, orientation, worldview, knowledge, teacher, society

References:
Gusev D.A. Skeptitsizm kak vysshaya forma diskursivnogo realizma // Filosofskaya mysl'. 2014. ¹ 9. S.21-68.
Shelkovnikov A.Yu. Rol' filosofii v formirovanii nauchnogo mirovozzreniya // Prepodavatel' XXI vek. 2014. T. 2. ¹ 4. S. 209-216.
Flerov O.V. Rol' i znachenie sravnitel'no-istoricheskogo metoda v lingvistike // Nauka, obrazovanie, obshchestvo: tendentsii i perspektivy. Sbornik nauchnykh trudov po materialam Mezhdunarodnoy nauchno-prakticheskoy konferentsii: v 5 chastyakh. M., 2014. S. 106-107.
Muzyakov S.I. Aksiologiya antichnogo skeptitsizma kak evdemonisticheskaya model' // Filosofskaya mysl'.-2015.-1.-C. 192-226.
Chernova O.N. Pedagogicheskaya deyatel'nost' v kontekste mezhdunarodnoy sistemy otsenki kachestva obrazovaniya // Chelovek i kul'tura. 2015. ¹ 2. S. 1-20.
Volkova E.G. Osnovnye problemy prepodavaniya filosofii v vuze // Sovremennoe obrazovanie. 2015. ¹ 2. S. 80-115.
Gusev D.A. Skeptitsizm kak «pravil'naya» filosofiya, ili tri stupeni diskursivnogo realizma // Diskussiya. 2014. ¹ 10 (51). S. 18-22.
Flerov O.V. Virt

Abstract: The present research has been funded by the Russian Humanities Fund within the framework of the project No. 14-33-01001 ''Faculty Habitus' and Socialization of Students at a Classical University (Based on the Example of the Nizhny Novgorod State University N. A. Lobachevsky)'. The research is devoted to the role of field trips of biology students in the process of their socialization and personality growth. Despite a growing number of researches of youth in general and students in particular, both the theory and practice of the topic are understudied. The authors of the present article discuss the grounds and factors that define peculiarities of the socialization process during field trips based on the example of biology students. The main research methods used by the authors include theoretical analysis of Russian academic literature on social studies, pedagogy and psychology. The authors provide the basic theoretical grounds of the socialization process of biology students during field trips. The results of the research demonstrate that field trips play an important role in socialization of biology students and have an important influence on development of their social skills, social adaptation, development of interpersonal communication and creation of the 'Faculty Habitus' in general.

Keywords: socialization of youth, socialization of students, modern youth, theoretical approaches, biology student, field practice (field trips), Faculty Habitus, socialization, university environment, socialization process

References:
Stepashko L.A. Filosofiya i istoriya obrazovaniya. M.: Moskovskiy psikhologo-sotsial'nyy institut: Flinta. 2003
Gershunskiy B.S. Gotovo li sovremennoe obrazovanie otvetit' na vyzovy XXI veka? // Pedagogika. ¹10. 2001. S. 3-12.
Dyurkgeym E. Sotsiologiya obrazovaniya / per. s fr. M.: Intor. 1996. 80 s.
Mankheym K. Diagnoz nashego vremeni. M. 1994.
Burd'e P. Sistema obrazovaniya i sistema myshleniya // Vysshee obrazovanie v Rossii. 1997. ¹2. S.119‐126.
Sudarenko A.A., Klimova T.V. Sotsializatsiya studentov po sredstvam estetizatsii predmetno-prostranstvennoy sredy universiteta. URL: rae.ru/forum2012/pdf/1750.pdf
Makarova S.N. Uspeshnaya professional'naya sotsializatsiya: osnovnye podkhody k issledovaniyu. URL: http://www.lib.csu.ru/vch/095/145.pdf
Dobren'kov V.I., Nechaev V.Ya. Obshchestvo i obrazovanie. M.: INFRA-M. 2003. 381 s.
Filippov F. R. Sotsiologiya obrazovaniya // Sotsiologicheskie issledovaniya. 1994. ¹8‐9. S.62‐70.
Boryaz V.N. Molodezh'. Metodologicheskie problemy issledovaniya. L.: Nauk

Abstract: The author of the article describes peculiarities of psychoemotional state of students during distance learning. The author gives a general description of distance learning and explains what kind of impact it has on cognitive processes. The author in detail describes the psychoemotional state of students in the course of learning. He describes the sources of negative and positive emotions in the educational environment and shows that in case of distance learning, students do not experience so many negative emotions. In particular, they are less nervous before exams. The author also proves that distance learning manages to preserve almost all sources of positive emotions that a regular education has. At the present time learning is the main way to receiving education. Learning also means the process of acquiring knowledge and skills under the guidance of masters, teachers, mentors and etc. Learning an be traditional or distant. Noteworthy that distance learning has been growing quite popular lately. Distance learning means that the process of education is partly or fully performed by the means of computers and telecommunication technologies and means. The recipient of distance learning is far from a teacher as well as trainig and educational sources. This form of education is performed mostly through distant educational technologies, methods, forms and teaching resources as well as with the help of data obtained from the educational sources on the Internet. 

Keywords: emotions, psychoemotional state, negative emotions, positive emotions, learning, distance learning, traditional education, education, creativity, Internet

References:
Sokolov G.A. Korrektsiya psikhoemotsional'nykh sostoyaniy studentov pri distantsionnoy forme obucheniya//Sed'maya Moskovskaya nauchno-prakticheskaya konferentsiya «Studencheskaya nauka»:Sbornik statey – v pechati, 2012.
Rubtsov V.V., Baeva I.A. Psikhologicheskaya bezopasnost' obrazovatel'noy sredy kak uslovie psikhosotsial'nogo blagopoluchiya shkol'nika. //Bezopasnost' obrazovatel'noy sredy: Sbornik statey / Otvetstvennyy redaktor i sostavitel' G.M. Kodzhaspirova. – M., Ekon-Inform, 2008.
Rozenova M.I. Semantika vospriyatiya sovremennoy molodezh'yu bazovykh otnosheniy lichnosti: psikhologicheskie paradoksy. // Psikhologiya i psikhotekhnika. 2013. ¹ 6. s. 536 – 545.
Kachestvo vysshego obrazovaniya/ Pod red. M.P.Karpenko. M.: Izd-vo SGU, 2012 g.,291s., ISBN 978-5-8323-0824-1
Karpenko M.P., Chmykhova E.V., Shlyakhta N.F. Obrazovatel'naya sreda i intellektual'nyy potentsial obrazovaniya // Innovatsii v obrazovanii. 2005.¹4, 53s.
Deliya V., «Professionalizatsiya v usloviyakh sovremennoy sistemy innovatsionnogo obrazovaniya», M.: ISEPiM, 2011g., 90c. ISBN 97

Abstract: The article is devoted to the problem of formation of the basis for developing senior preschoolers' logical reasoning. The significance of the research is the need of the government and society in skilled professionals. In this regard, there are serious requirements for developing cognitive abilities in general and during the period of preschool education in particular. The preschool age is a sensitive period for developing memory, attention and speech. This is also the age when one's personality starts to develop. The author of the article analyzes the experience in using training and teaching games in the course of preschool education and up-bringing and shows an important role of such games for the all-round and harmonious development of a child. The author also describes different kinds of logical and mathematical games and proves that training games can be very useful when working with preschoolers. 

Keywords: senior preschooler, training games, teaching games, reasoning, the sytem of training games, methods of developing logical and mathematical abi, development of logical and mathematical abilities, method of training problem solution abilities, basis of logical reasoning, logical reasoning

References:
Tikhomirova, L.F., Basov, A.V. Razvitie logicheskogo myshleniya. Populyarnoe posobie dlya roditeley i pedagogov. – Yaroslavl': Gringo, 1995. – 240 s.
Formirovanie elementarnykh matematicheskikh predstavleniy u doshkol'nikov. / Pod red. A.A. Stolyara. – M.: Prosveshchenie, 1988. – 330s.
Kasabutskiy, N.I. Metematika, 0. – Minsk: Asveta, 1983. – 188s.
Mikhaylova, Z.A. i dr. Teorii i tekhnologii matematicheskogo razvitiya detey doshkol'nogo vozrasta. – SPb.: Detstvo-Press, 2008. – 384 s.
Venger, L.A., D'yachenko, O.M., Govorova, R.I., Tsekhanskaya, L.I. Igry i uprazhneniya po razvitiyu umstvennykh sposobnostey u detey doshkol'nogo vozrasta. M.: Prosveshchenie, 1989. – 127 s.
Boguslavskaya, Z.M., Smirnova, O.E. Razvivayushchie igry dlya detey mladshego doshkol'nogo vozrasta. – M.: Prosveshchenie, 1991. – 207 s.

Abstract: The author of the article underlines the importance of the transfer of cultural studies to the sphere of metascience. The author describes general approaches to the definition of metascience, pre-history of that term, its duality and the system stage in the development of metascience. The author analyzes the beginning of formation of cultural studies as a branch of science as well as views of liberal arts and natural science on the matter. It is shown that the system cultural studies can actually perform the role of Metascience which scope includes all sciences, religion and teachings about consciousness and information. Elements of the System cultural studies as a triune system ( theoretical, fundamental and applied cultural studies) can be viewed as particular branches of metascience. The purpose of theoretical cultural studies is to study and develop well-established cultural theories (paradigms) and to expand their variety. In addition, the theory of cultural studies is necessary for systematizing cultural paradigms and functions, cultural categories, terms, patterns and dynamics. The purpose of fundamental cultural studies is to guarantee survival (redemption) of the mankind. The purpose of applied cultural studies is to make the internal structure more complex through reflection (broadly defined as 'upbuilding of management systems) and culturization of particular branches of science (activities). Applied cultural studies are aso analyzed as the synthesis of cultural studies and directions (activities) of cultural research.  

Keywords: systematology, triune system, definition of metascience, duality, applied cultural studies, fundamental cultural studies, theoretical cultural studies, system cultural studies, branch of activity, synthesis

References:
Koren' R.V., Mikhaleva R.I.. Kul'tura truda kak triedinaya sistema. //Materialy Pyatoy mezhdunarodnoy konferentsii “Tsikly”. T. 1. – Stavropol': SevKavGTU, 2003. S. 117.
Mikhaleva R.I., Koren' R.V. Organizatsionnaya kul'tura kak kul'turologicheskiy status kul'tury proizvodstva (predprinimatel'stva). //Materialy Pyatoy mezhdunarodnoy konferentsii “Tsikly”. T. 1. – Stavropol': SevKavGTU, 2003. S. 118.
Koren' R.V., Mikhaleva R.I. Upravlenie kak evolyutsionnyy tsiklicheskiy protsess. //Materialy Pyatoy mezhdunarodnoy konferentsii “Tsikly”. T. 1. – Stavropol': SevKavGTU, 2003. S. 122.
Babakho V.A., Levikova S.I. Kul'turologiya: Programma bazovogo kursa, khrestomatiya, slovar' terminov. – M.: FAIR-PRESS, 2000. – 400 s. S. 359.
Lem St. Model' kul'tury. //Voprosy filosofii, 1968, ¹ 9.
Koren' R.V. Filosofskie issledovaniya kontsepta «kul'tura». Elektronnyy zhurnal NB Filosofskie issledovaniya (v pechati).
Morozov I.V. Osnovy kul'turologii. Arkhetipy kul'tury. – Mn.: «TetraSistems», 2001. – 608 s.
Koren' R.V. Eniologicheskiy etap ot

Abstract: The author of the article analyzes the influence of anxiety on results of final school exams (state final certification and unified state exam) passed by students with different levels of school success. According to the level of their current school progress, all students were divided into three groups: regular students (more than half of all students. Each of these students had at least one C grade), good students (who had only good and excellent grades) and excellent students who had only excellent grades. According to their level of anxiety graduates were also divided into three groups: graduates with the high level of anxiety, graduates with the average level of anxiety and graduates with the low level of anxiety. The author shows that anxiety has an evident impact on expected and actually received scores for math assignments. However, the study did not demonstrate evident influence on actually received score for assignments in the Russian language. The group of regular students have demonstrated the best correlation between their level of anxiety and how well they did on their exam. In this group students with the average level of anxiety showed the best results while studenst with the high and low levels of anxiety were less successfu. The author explains it by the fact that students with the low level of anxiety were not motivated and did not beileve in themselves and their success while students with the high level of anxiety tried to do their best, they kept checking the answers and could not hand in their papers in time. Therefore, the author recommends to try and decrease the level of anxiety if it is too high and to increase the level of anxiety if it is too low.

Keywords: Unified State Exam, anxiety of a graduate, anxiety before exam, anxiety, true emotions, emotions, psychology, exams, school success, final score

References:
Medvedeva T.N. Problemy professional'nogo samoopredeleniya sovremennykh starsheklassnikov // NB: Psikhologiya i psikhotekhnika.-2013.-1.-C. 183-195. URL: http://www.e-notabene.ru/psp/article_392.html
Strizhius E.I. Dinamika ekzamenatsionnoy trevozhnosti u starsheklassnikov//Innovatsii v obrazovanii. – 2013. – ¹ 1.
Strizhius E.I. «Trevozhnost' vypusknika» v sostave emotsional'no-motivatsionnoy sfery starsheklassnikov//Psikhologiya obucheniya. – 2013. – ¹ 2.
Strizhius E.I. Vliyanie «trevozhnosti vypusknika» na uspeshnost' sdachi starsheklassnikami vypusknykh ekzamenov (EGE i GIA)//Psikhologiya obucheniya. – 2012. – ¹ 12.
Rubinshteyn S.L. Osnovy obshchey psikhologii. – SPb.: Piter, 2006. – 713 s.
Miklyaeva A.V., Rumyantseva P.V. Shkol'naya trevozhnost': diagnostika, profilaktika, korrektsiya – SPb.: Rech', 2007. – 248 s.
Leont'ev A.N. Deyatel'nost'. Soznanie. Lichnost'. – M.: Izd-vo «Smysl», «Akademiya», 2005. – 352 s.
Berezina T.N. Vospitanie dobra kak psikhologopedagogicheskaya problema vysshey shkoly. // Alma mater (Vestnik vysshey shkoly).

Abstract: This article is devoted to the two questions: do mathematical operations affect the formation of cognitive abilities and how to develop cognitive abilities of the senior preschool children at pre-school institutions. The authors of the article offer a system of education established especially for kindergartens. The authors summarize data of the pilot study that illustrates the use of various forms of organized mathematical activity in the development of cognitive abilities of the senior preschool children.

Keywords: school maturity, mathematical activity, pre-school children, cognitive abilities

References:
Bogoyavlenskiy D.N., Menchinskaya N.A. Psikhologiya usvoeniya znaniy v shkole. M. 1959. S.187.
Vygotskiy L.S. Pedagogicheskaya psikhologiya / Pod red. V.V.Davydova. Rostov n./Donu.: Feniks. 2005. S.3
Krutetskiy V.A. Psikhologiya matematicheskikh sposobnostey u doshkol'nikov. M.: Prosveshchenie, 1968. S.312.
Mikhaylova Z.A. Zanimatel'nye materialy v obuchenii doshkol'nikov elementarnoy matematike. Spb.: Detstvo- Press. 2001. S.81
Stozharova M.Yu. Formirovanie shkol'noy zrelosti doshkol'nikov. Ul'yanovsk.: Izd-vo UlGPU. 2009. C.15
Formirovanie elementarnykh matematicheskikh predstavleniy u doshkol'nikov / Pod red. A.A.Stolyara. M. 1988. S.106
Shcherbakova E.I. Metodika obucheniya matematike v detskom sadu. M.: Akademiya, 2000.S.5
Shcherbakova E.I. Teoriya i metodika matematicheskogo razvitiya doshkol'nikov. M.:Voronezh. 2005. S.168