The article raises the issue of metalanguage methodological reflection in the course of the Russian language as a foreign language from the standpoint of a student. The discrepancy between the content of linguistic concepts dictates consideration of linguistic terminology as a culture-specific vocabulary. The author suggests taking into consideration the Chinese linguistic and methodological tradition (the use of Chinese-Russian linguistic terminology) while teaching Russian as a foreign language, but all the Russian linguistic terms should have commentaries which disclose their linguistic and ethnic origin.

The article deals with the analysis of the concept “economic term” as a component of an economic discourse when teaching economic translation. The author allocates and analyses peculiar features and types of economic terms translation on the basis of Mass Media texts, various approaches to teaching economic translation based on these features are revealed as well. As a result of the carried-out analysis conclusions are drawn on the importance of the correct translation of economic terms to achieve an adequate communicative effect. Besides, there is a necessity to apply certain approaches to education in order to develop and enrich students’ vocabulary, as well as to form students’ professional communicative skills and to stimulate their cognitive thinking.

This article is devoted to the use of modern technology in the process of teaching a foreign language at a non-linguistic university. Mobile learning (m-learning) is an integral part of the process of teaching and learning a foreign language, bringing new opportunities for more effective studying of a language, making the process more interesting, content-rich, personalized, comfortable and flexible. The article reveals in detail the essential characteristics of mobile learning and the possibility of its use in the classroom.

The article considers problems of teaching art of photography as a kind of the graphic arts taking as an example the following subjects: art photographing, photo art, special photography, photo graphics, photo painting, the theory and history of photographing, technics and technology of photographing. The article also mentions the special subjects and faculties of higher and secondary education institutions where the art of photography is taught. The main points of curriculum of non-governmental photo schools and photo courses are described. The article gives grounds for the necessity of developing a photo art complex curriculum and its approbation in the system of additional professional education. It is stated that such curriculum should be integrated into the educational process at the faculties of fine arts in order to increase the students’ professional competences.

The article singles out the main problems facing the students specializing in “Psychology and Social Pedagogy” during their practical training. The levels of their manifestation are described on the basis of the theoretical analysis and with the use of an empirical method. Besides, traditional and innovative approaches to the organization of students’ practical training are given. The models of theory and practice integration are presented. The author singles out the subjective and objective reasons of the difficulties arising in the process of students’ practical training, and offers their solution.

While studying the essence of a future specialist’s corporate and professional culture the University has formed a necessity to identify the criteria, characteristic features and levels of forming a social teacher’s corporate and professional culture. Criteria, characteristic features and levels of the forming of the corporate and professional culture of a social pedagogue have been discovered. They are: motivational and axiological, cognitive, technological, behavioral and ideological ones. The result of forming of a future specialist’s corporate and professional culture is assessed with taking into consideration these very criteria. It is stated that there are three levels of forming of the quality mentioned: high, middle and low.

The article is devoted to the questions of teachers’ preparation for the realization of moral and ethical education in the educational environment created for children of preschool age. The article reflects the specifics of preschool education assuming communicative interaction of the teacher and the child, including all kinds of activities: game, graphic, art and speech, informative and research, design and productive activities. It is stated that all of them are realized while various art and creative projects are being implemented, as well as in the process of preparation and conducting special celebrations for children.

The article highlights the notion of inter-cultural communicative competence, which is formed in the process of learning foreign languages in the context of inter-cultural communication. Analyzing official documents of the Council of Europe and works of Russian and foreign researchers the author has come to the conclusion that inter-cultural communicative competence is a phenomenon that goes beyond linguistic frameworks. The author determines the components of inter-cultural communicative competence, which combination and skillful application would facilitate high-quality cultural interaction, promote a dialogue in the framework of which there is a development of both an individual and a society as a whole.

The formation and development of quality assessment systems on modern society has become a topical issue for education. The article presents the results of studying some alternative systems of education quality assessment in the US higher education system in the end of the XXth - beginning of XXIst cc. The basis for contrasting the alternative systems with the traditional ones is that they assess the quality of education not in the end of the educational process but in progress. The author refers to some American researchers’ works and studies the US higher education system as it was this system where great progress has been made in improving the quality of human resource development. The author examines the experience of solving this problem on three levels of the US higher education system: the level of an educational institution, the level of a curriculum and the level of the course of study. The article presents the criteria of assessment which can be interesting both for scientific research and for the process of modernization of the system of higher education in Russia.

The article is devoted to the main problems of modernization of secondary vocational education in Russia. The vocational tourism education taken as the basis of the research allowed to disclose the way gifted students are supported in order to transform them into the category of “potentially gifted” ones, and further (within the framework of specially organized professional activities) into the category of competent professionals. Pre-university Department of Russian International Academy of Tourism has become the experimental base for the research. The result of the research has become the creation of a model of logical and meaningful model of pedagogical support of potentially talented students getting secondary vocational education.

The article considers the peculiarities of application of a ten-point scale of knowledge and skills assessment at a technical college, economic subjects are taken as an example. The author discloses the difficulties with which the teachers face in determining the college students’ degree of knowledge mastering. The article analyses the introduction of a completely positive ten-point scale of knowledge and skills assessment while teaching economic subjects, such as: “Accounting” and “Business-planning”. The results of this analysis are presented in the form of tables and diagrams.

The article considers the multi-faceted experience of scientific and practical activities implemented in Teacher Training College №7 «Maroseyka». Due to the implementation of Federal state educational standards of vocational education, the college in question boldly entered into the process of innovative training. Teachers of the college have analyzed the requirements of the Standard, compared them with the needs of employers, as well as with the practical experience of the graduates working in the speciality. The article analyses the competences being formed and presents the peculiarities of the process of educational programs formation. The author touches upon the questions of integration of educational institutions of different levels, as well of the enterprises where the college graduates work. Special interest presents the college activities on developing the passports of specialties and innovative pedagogical clusters.

Reforms of higher education system, introduction of a competence-based method, transition to the competence approach in the system of training facts assessment define new requirements for university lecturers. The list of key competences for university graduates is the basis of forming a similar list for the staff responsible for the educational process. State requirements to the minimum of the educational content and level of training for getting an additional qualification ‘Higher school lecturer’, approved in 2001, are not relevant anymore. The realization of the new ideology should start with the change of approaches to university lecturers’ training which becomes especially essential in case they lack the basic pedagogical education. There is a necessity to establish a new methodological basis of the system of higher school lecturers’ training. Besides, it is necessary to develop its competence model, structure and essential characteristics - all of them will enable to form the content of the additional educational program and define the pedagogical technologies, necessary for achieving the desired results. The article presents a general approach to the solution of the problem mentioned.