Vol 27, No 2 (2022)

We consider the current formats of career guidance work, which, firstly, are focused on solving the problem of attracting applicants to universities, secondly, take into account the interests of students and contribute to conscious professional self-determination, and thirdly, take into account the labor market situation. The solution of these problems is possible as a result of the systematic organization of career guidance, the key subject of which is the university, while ensuring interaction in the triad “school – university – employer”. Within the framework of the university, career guidance work can be of a tiered nature and be carried out at the level of an educational program, department, institute/faculty, university. Domestic and foreign experience indicates the need to increase the depth of career guidance work, which is facilitated by the format of the “kids university”, in which students of primary and secondary schools get acquainted with professional areas. One of the urgent problems of career guidance work with school students is to increase their involvement in the proposed activities. The involvement and, as a result, the effectiveness of career guidance work makes it possible to increase its practical nature (trainings, master classes, professional tests), the use of a competitive component (olympiads, grant competitions), the use of game components (gamification elements) in career guidance events.

An important role in the professional education of students is played by the process of becoming-assimilating a student-pupil to a teacher-educator. The problems of pedagogical interaction between the teacher-educator and the student-pupil include various aspects of the educational process, on the one hand, the current level of compliance of the content of the educational program with modern achievements in science and technology, on the other hand, the level of pedagogical skill of the teacher-educator. Despite the numerous publications on this issue, there are practically no studies on the professional education of students in the context of the future professional activities of graduates of the educational program for the bachelor’s degree in “Theology”, the problem in this formulation is considered for the first time. The purpose of this research is to analyze the content and interconnection of the components of the professional education of students, the features of the professional education of students in the context of the practical familiarization of students in the direction of preparation of bachelor’s degrees “Theology”, to the activities of the clergy. The research was conducted in the course of professional and practical training of students enrolled in the educational program “Theology”. The study involved 51 teachers and 69 students. As a result of the study, the components of professional education were identified, the behavior and actions of the student-pupil as a result of his upbringing; forms of student motivation for success in educational and future professional activities; a portfolio complex of a student-pupil and a teacher-educator. The results of the study open up a new theoretical direction in the professional education of students, in which practical training occupies a special place in the theoretical education of students. The results of the analysis of the components of the professional education of students are presented and a conclusion is made about the importance of motivation and disciplineobedience in the system of higher spiritual education as effective means of organizing the professional education of students.

The technology of developing illocutionary literacy of a foreign language teacher by means of linguopragmatic analysis in the process of continuous linguistic and methodical training is presented. Pragmaticon is an essential aspect of the secondary linguistic personality, which largely determines the quality of communicative competence of a foreign language teacher. Illocutionary literacy is a marker of pragmaticon within the model of second language identity of a foreign language teacher. The content of pragmaticon of the secondary linguistic personality of a foreign language teacher includes acquisition of basic and specific professionally-related communicative intentions as well as choice of optimal strategies and tactics of communication. Pragmaticon is expressed via clusters of verbal and non-verbal expressive means within the chosen strategy. In order to achieve the set scientific goals, a model of a foreign language teacher’s secondary linguistic personality was developed, the main components of a foreign language teacher’s secondary linguistic personality pragmaticon were identified, and the linguistic and didactic potential of illocutionary literacy as a qualitative expression of pragmaticon was described. The proposed nomenclature of skills, which constitute the substantive and formal aspects of illocutionary literacy, is the core basis for the objects of mastering in the process of continuous linguistic and methodological training of a foreign language teacher. Linguopragmatic analysis in the unity of its dictum and modus parts is offered as a didactic means of pragmaticon development. Linguopragmatic analysis, in its turn, requires the development of subjective communicative experience, possession of the content side of professional activity, as well as reflexive and analytical skills. When properly organized, linguopragmatic analysis implements the subject-methodical core of modern pedagogical education.

Teaching writing foreign-language statements to students majoring in foreign-language is one of the goals of teaching a foreign language in higher education. Modern information and communication technologies sustain business and personal communication in the context of globalization and informatization of society. Their use in the educational process as a means of training prepares future specialists for professional activity. Within the framework of this study, the psychological and pedagogical conditions for teaching writing foreign-language statements based on information and communication technologies are highlighted and substantiated. The use of the term ‘foreign language written statement’ is justified, its content is defined. Psychological and pedagogical conditions are considered as one of the varieties of internal pedagogical conditions aimed at personal growth and the development of general cultural and professional competencies. The following psychological and pedagogical conditions of teaching writing foreign language statement on the basis of pedagogical technology “cooperative learning” with the use of ICT are divided into: 1) motivation of students to take part in teaching writing foreign language statement; 2) development of foreign language communicative competence of students at level B1 and above; 3) consecutive execution of the stages of teaching writing foreign language statement based on cooperative learning with the use of ICT; 4) development of ICT competence of all subjects of the pedagogical process. All psychological and pedagogical conditions are described in detail and justified.

We consider current problem of teaching students of technical institutions reading special texts in English. The subject of research is basic difficulties of teaching and learning, which students and teachers face. The aim of the research is to reveal the typical reasons of emerging difficulties while teaching students reading authentic English texts and to search the effective ways to overcome the difficulties. By methods of enquiry and observation, systematization of existing evidence on this subject and basing on the authors’ experience, it is concluded that one of the difficulties of an authentic special article, together with the lexical and grammatical component, while teaching students of non-language specialties reading, appears a huge volume of a text, that is psychologically difficult to overcome for students with insufficient level of language competence. It has been proved that on the initial stage of teaching in a “weak” group of students, for more effective work, it is recommended to divide the text into fragments and share them among all students in the group. So that each student could make hard work at his extract. Difficulties, caused by unknown lexis and complex grammatical constructions, should be discussed with the students, commenting and explaining each case while checking up the task. The importance of teaching reading as one of the leading kinds of speech activity while preparing modern engineers is highlighted and proved by the authors. Practical use of the results of the research is possible while teaching a foreign language in non-linguistic institutions.

The methodic model is considered to be a certain set of interconnected elements that form an integral system, the purpose of which is to achieve the task in the form of the development of foreign-language communicative competence among students of the secondary school humanities classes. This model can be successfully implemented through content and language integrated learning. There are a number of approaches on the basis of which the system of teaching foreign languages itself is built: personal-activity, competence-based, systemic, communicative-cognitive, career guidance and content and content and language integrated learning. Didactic and methodic principles of these approaches make it possible to implement this model in practice. We describe the methodic principles of content and language integrated learning: principle 4 “C”, the principle of cognition, the principle of unity of thought and speech activity, the principle of integration of a foreign language and subject content, the principle of consistent increase in the level of complexity, the principle of language adaptation, the principle of optimality, the principle of reliance on native and foreign languages, motivational principle, the principle of interactivity and the principle of career guidance training. Particular principles of content and language integrated learning can be called the principle of integrativity, the principle of career guidance of training, the principle of continuity, the principle of the predominance of problematic tasks of professional orientation, the principle of taking into account the specifics of intra-profile specialization. The basis of integrated content and language classes are the following teaching methods: integrative, communicative, informational-reproductive, productive, tandem method, career guidance, method of professional training and control methods. The complex of the teacher’s tools for the implementation of their activities is teaching tools.

The development of mobile applications in the field of education and wellness has been developing rapidly in recent years. Almost every student actively uses their gadgets in their educational and daily activities. Due to the fact that modern youth has a sedentary lifestyle, the use of mobile applications for self-study is an effective means of increasing the physical activity of students. An analysis of modern mobile applications for tracking the motor activity of students, and criteria for choosing a quality application are presented.

The data obtained in the course of experimental studies on the development of coordination abilities with girls 12–13 years old with mental retardation are presented. The experiment is carried out for six months, classes – twice a week. Classes are built according to the classical scheme: preparatory, main and final parts. In order to develop coordination abilities, the following methods are applied: a gradual and constant increase in coordination complexity, a gradual increase in the accuracy of movements, overcoming irrational muscle tension. Also, classes of musical and rhythmic education are held (using elements of rhythmic gymnastics), first a preliminary warm-up is carried out, then a gymnastic set of exercises. The complex of gymnastic exercises included jumping over an obstacle, “snake”, “eight”, running on a gymnastic bench, jumping from hoop to hoop, throwing a tennis ball at a target, jumping rope, climbing a gymnastic wall, jumping over an obstacle. At the end of the experimental study, a number of tests are carried out, which showed a positive trend in changes in coordination abilities in girls with mental retardation, which proved the effectiveness of the proposed methods.

An attempt is made to reconstruct the female social circle and ways of spending leisure time in the 1700s–1730s. The fact that the reforms of Peter the Great transformed the everyday life of the noblewomen and gave them access to previously inaccessible forms of leisure activities has received sufficient coverage in historiography. But the impact of the reforms on the lives of peasant and urban women is still little studied. The purpose of the study is to find out how ties were built in society in the era of Peter’s reforms, how, on the one hand, representatives of different social groups interacted with each other, and on the other hand, how relations between the sexes developed. The analysis of forensic documents was used. This type of source is not obvious for the study of this topic, however, by focusing on situations and practices mentioned by the participants in the proceedings, but not directly related to conflict situations, the researcher is able to restore some details of everyday life. It was possible to raise questions about the impact of Peter the Great’s reforms on social ties and types of entertainment for women of the lower classes, about clashes with neighbors and scolding as specifically women’s types of violence, about the possibilities of forensic documents as sources for studying everyday life. The conclusion is made about the significant impact of housing and recruiting duties on building social ties and spending leisure time by women from the “grassroots”, as well as previously unknown archival sources are put into circulation.

The history of creation and activity of the Tambov Agricultural Society in 1902–1914 are analyzed. The reasons for the establishment of the organization, the administrative structure and the financial situation of the Society are described, the role of individual figures in its work at different stages of its development is demonstrated. The relevance of the study is determined by the necessity of filling the historiographical gap in the study of agricultural cooperation in the prerevolutionary period. The novelty of the work is determined by the complex nature of the Society activities in the sphere of Tambov crop cultivation and animal husbandry. It is demonstrated that the development of the system of social cooperation of Tambov landlords was caused by the desire to rationalize individual estates. The efforts of members of the Tambov Agricultural Society concerning the organization of agricultural exhibitions in 1904 and 1912 are described, the results of exhibition activities are summarized and the importance of creating a permanent exhibition infrastructure for the work of a public organization is evaluated. The reasons for publishing its own agricultural journal (Agricultural Life) are indicated, the number of copies of the publication and its accessibility for Tambov owners are assessed. A description is given of the efforts of the members of the Society to create the Tambov stud book, analyzes the circumstances of its creation and the conditions for the inclusion of livestock in the register are analyzed, the role of the stud book in the development of Tambov animal husbandry in the early twentieth century is indicated. The high importance of cooperative associations for the development of agricultural production, the introduction of advanced principles of agronomy in the local practice of agricultural production is shown. It is demonstrated that, based on the best practices of agricultural activity, Tambov social activists have proposed a number of initiatives that contribute to the revival of certain branches of agriculture of the region.

Based on the materials of the Tambov Labor Faculty, an attempt at a decisive restructuring of the Soviet sphere of education in the second half of the 1920s is studied by replacing the traditional class-lesson system on a fixed schedule with a free one (Dalton plan), aimed at developing skills for self-building knowledge in the course of “laboratory work”. Based mainly on archival materials introduced into scientific circulation for the first time, the stages of the “struggle” for Dalton are traced, during which it was relatively quickly revealed that it was impossible to introduce a “pure” free system, which exceeded the material organizational and methodological capabilities of the Tambov Labor Faculty, which practiced semi-free (combining classroom and laboratory schemes) system. The gradual increase by the Center requirements for the quality of training in labor faculty and universities showed the impossibility of solving these problems within the framework of Dalton, which led to a return to a modified orthodox didactics.

The purpose of the research is to consider departization of the top executive officials in the Russian Federation after 1993 as a systemic legal and political problem, which in the new historical conditions has acquired a slightly different connotation than in the late Soviet years. The subject of the research is contradictions related to the necessity of compliance of the top leaders of the executive bodies of the Russian Federation with the outdated legislative norms and requirements to departization in the conditions when the objective situation dictated to the government officials and loyal governors the need to consolidate under the auspices of the new “party of power”. Scientific novelty and relevance of the research lies in the almost complete absence of works devoted to the study of the process of departization of the Russian executive power in 1993–1999, based on the consistent application of the principles of historicism, as well as formal and legal, systemic and problem-chronological approaches. The study of this issue allows us to better understand the roots of the contradictions of the modern political system of the Russian Federation. In the course of the study it was concluded that the time from the end of 1993 to 1999 can be considered as a certain transitional period when the society was gradually getting rid of the rudiments of the former one-party dictatorship, and the weakened post-Soviet bureaucracy had no incentives and resources to build a new “vertical of power”. Therefore, the legislation regulating the party and political status of the federal and regional chiefs was not distinguished by its integrity. This circumstance left the question about the prospects of official departization of heads of executive bodies of power.

The image of the Nile, formed by Roman authors in the literature of the Flavian era, is compared to the so-called Nilotic scenes embodying a specifically expressed interest in Egyptian culture. It is noted that in relation to the end of the 1st century AD it would be incorrect to say that rhetorical attacks on Egypt, especially inherent of Octavian’s reign, have completely ceased: they continued to exist in parallel with new imperially politicized views, less contemptuous, but in any case emphasizing the importance of the conquest of Egypt. The conclusion is made that for Statius, as well as for Valerius Flaccus, the Nile remains a politicized object, but the focus of political interpretation is shifting from sharp criticism of the otherness of the new province towards rethinking the space of the Nile Valley as an integral part of the empire. The Nile is assigned only the role of a link between the events of the distant (mostly mythical) past and the present. At the same time, of the whole variety of plot lines of the Julio-Claudian era, the most stable are the negative motives of the works of Virgil and Lucan. At the same time, the political motives so representative of the literature of the second half of the 1st century AD are not directly reflected in the Nilotic scenes.