The purpose of this article is to identify and substantiate the influence of national traditions, educational opportunities for the application of national cultural values in interaction with large families. The essential characteristics of the concepts "family", "large family" are revealed. The article also examines the national characteristics of upbringing children in a Kazakh family with many children. The cultural heritage of the Kazakh society and their influence on the formation of the child's personality in a large family are explored. Public education and the inclusion of the ethnic component in the educational process of the educational organization is an effective way of forming a citizen of his Fatherland.

The article deals with the concepts of Kyzylorda State University named after Korkyt Ata on the conduct of comprehensive educational work with students. The goals and objectives of students’ civic-patriotic education are determined. Basic activities, ways and mechanisms for improving educational work are shown. Taking into consideration the general guidelines for the high importance of conducting work in the educational institutions to form students' civil-patriotic self-awareness and personality traits, the university determines its own approach to the implementation of educational activities.

The aim of the research is to determine the impact of a social project on the involvement of students into the academic process and academic performance, to identify long-term outcomes of students' participation in the social project. The following methods and procedures of research were used: the experience of organizing a social project in a university is described, which initially emerged as an initiative of students, and then was supported by a team of educators and led to important educational results. The method of included monitoring by the full participants of the educational process: teachers and students - was applied. It was revealed that the participation in the social project influenced the involvement of students into the educational process, contributed to the improvement of their academic achievement, led to important long-term results. The practical significance of the research is that the following assumption is confirmed: the participation of students in a social project based on the initiative of students leads to an increase in students’ involvement and academic achievement. The article is addressed to teachers, methodologists, researchers of the problems of higher education organization.

In the article the author presents his own vision of psychological and pedagogical portrait of a teenager, taking into account the specifics of his socialization in the modern world. Basing on the findings of the representatives of the "theory of generations" and other scientific research, the author attempts to determine the main psychological and pedagogical features of modern teenagers as representatives of the information generation (generation Z). According to the author's opinion, the knowledge of the peculiarities of a teenager’s development and socialization allows the teacher to build an adequate style of communication with a teenager, to determine the ways of optimal pedagogical assistance to the spiritual and moral development of schoolchildren aged 13-14.

Students’ research works are one of the effective means of cognitive interest development and deepening. In particular, they stimulate mathematical problems resolution and the use of mathematical apparatus for solving problems of other sciences. Besides, interest to the world is fostered and range of students’ interests is widened. It is important that mathematical thinking and thinking associated with other sciences is also stimulated. The article gives recommendations for the implementation of such activities on the example of the research studying the mathematical laws in the structure of the plant.

One of the methodological problems of the theory and practice of socio-cultural activities is the ratio of the main concepts with the previous and still used in practice terms "cultural work" and "cultural-educational work". The object of study is the historical and cultural discourse theory, socio-cultural activities and modern teaching practices. The purpose of the study is to identify significant aspects of the content of the main concepts and relate them to the practical use of the terms "cultural" and "cultural" work. Having analyzed a number of examples of socio-cultural activities in institutions of professional education of Russia, the conclusion can be drawn that the cultural and cultural-educational work currently is one of the essential aspects of the content of socio-cultural activities.

The purpose of the article is to develop and to reveal the theoretical framework of the extracurricular activities for primary school (5th to 9th years) in the framework of the general cultural directions. The authors consider the conceptual provisions of the author's program of extracurricular activities on the formation of general cultural competence of students through the development of national culture, the assignment and accumulation of background cultural knowledge, including the case names of prominent figures of the Russian culture, in the process of reading through the educational project - the creation of a dictionary of cultural literacy. The methodological model that contains the basic categories of methodology of the Russian language (basic methodological approaches, principles, learning tools, leading techniques, interactive methods, realized in the exercises), constitute the theoretical basis of the extracurricular program. The content of concepts and methodological categories with the involvement of examples and exercises illustrating the algorithms of work on the project - "Dictionary of cultural literacy" is described. The developed model for the formation and development of general cultural competence of students provides teachers with an effective methodology for the organization of extracurricular activities in the primary school within the General cultural direction. The article is addressed to undergraduate and graduate students of philological faculties, teachers of various educational institutions engaged in the organization and conduct of extracurricular activities in the general cultural direction.

The authors systematize the experience of introducing information-communicational and educational technologies into the system of foreign language teachers’ continuous advanced training at Sedov Water Transport Institute. Based on theoretical methods of research (interdisciplinary analysis of pedagogical literature, study and analysis of normative and legal acts, concepts of continuous professional development of foreign language teachers, as well as empirical methods (observation, structured interview, brainstorming), the necessity of modernization of the system of continuous professional development of teachers is substantiated. The authors come to the conclusion that the system of continuous advanced training of foreign language teachers can be successfully improved by means of introducing individual charting and web-portfolio, life-long learning in teaching environment.

The aim of the article is to formulate pedagogical conditions of goals continuity in teaching a foreign language throughout school and university education. The comparative analysis of the classifications proposed by foreign and Russian researchers, as well as of the regulatory educational documents, allowed the authors to distinguish two groups of goals (competences) that are to be formed by means of a foreign language both at school and university: 1) communicative competencies relating directly to communication in a foreign language; 2) key competences necessary for any activity. Moreover, certain differences are found in the nomenclature of competences in each of these groups. Pedagogical conditions for providing goals continuity in teaching a foreign language throughout school and university education are proposed as the results of the study. In particular, the authors consider moral, civil, patriotic, esthetic and ecological education to be necessary for eliminating discrepancies between school and university key competencies. The theoretical and practical importance of the study is that the results obtained can be used for correcting goals, content and methods of foreign language teaching at the university. Besides, they make it possible to establish goals continuity between school and university foreign language education. The article is addressed to teachers of foreign languages, specialists in the field of professional retraining of teaching staff, undergraduate and post-graduate students majoring in Linguistics and Pedagogics.

The article returns to the sources of the concept "communicative competence" formation through the analysis of philosophy, psychological and pedagogical literature. The analysis of all sources allows the author to explain communicative competence as a phenomenon containing communicative knowledge, skills, personal attitude to the communication situation and the ability to reflect. At the same time, the central importance for forming communication competence has the regular involvement of the subject into communication activities, through which the person is able to develop and improve his own communication skills. Modern person’s inclination to the position of adaptation and passivity in doing business leads to a decrease in the rich spectrum of people’s relationships. In this regard, the author concludes that it is necessary to create a real educational space for the development of communicative competence as the individual’s quality and the society system stability.

The problem of professional competences formation is scrutinized in the article. The requirements of contemporary reality to be met by specialist in the field of applied and decorative arts, and, in this connection, the problem of forming the necessary professional competencies are characterized. At present a young specialist needs to master highly advanced spectrum of professional competences. The article studies main concepts of the leading specialists in higher education which describe approaches to the educational process organization at art universities. Methodical series of study assignments that can contribute to the formation of a successful specialist are proposed. Their application in the pedagogical practice at the art and graphic faculties of universities are substantiated.

The purpose of the article is to theoretically substantiate, develop and experimentally test the structural-functional model and pedagogical conditions for the formation of the competence of social and professional interaction with future bachelors of social work. On the basis of theoretical and empirical methods of research the authors define the pedagogical conditions for such competence forming within the frames of the suggested model. The criteria and levels of the competence mentioned are also formulated. The resultss obtained form the scientific-methodical basis of the educational process aimed at formation of the concept of future social work bachelors’ social and professional interaction. Moreover, they can be included into the educational practica of the universities of Russia that provide vocational training for bachelors of social work.The article is addressed to teachers training students studying in social fields, as well as to the specialists working in institutions of social security and social servicing of population.

The application of IER in the process of professional training is a requirement of modern educational standards and is an actual methodical task for all teachers. This article describes the algorithm for creating an IER for mastering discipline at the art and graphic faculty. To solve this problem its content is specified by analyzing the literature sources on the problem. The algorithm for its development is described, as well as the conditions for its effective implementation at the art-graphic faculty. The novelty of the article is contained in the division of study assignments by the level of complexity into the minimum required, medium and advanced levels of complexity. The corresponding forms of evaluation of the expected results of the IER of the discipline in the graphic arts department are given. The practical importance of the article consists in specific recommendations on the application of the types of study assignments and the forms of their evaluation for individual educational routes of creative disciplines.

The article is devoted to the problem of training specialists-creators, focused on creating competitive products of the new generation, which are the driving force of technological modernization and development of economic sectors. The results of studying scientific works, long-term experimental and pilot studies conducted by the author over a number of years are summarized. The issues of formation and realization of intellectual and information support of professional activity, creating fundamentally new pedagogical conditions for training the specialist-creator are considered. Such specialist should have the following specific features: self-management of creative activities, sustainable self-development, cognitive interest.

The article describes the use of a fiction text in oratory speech training at the lessons of Russian as a foreign language at the military university. The aim of the research is to show the possibility of including the fiction texts into the process of professionally oriented training of foreign cadets, future military lawyers. The novelty of the research is in developing the tasks for court eloquence development on the basis of the fiction text. The author used the following methods of research: the analysis of the students’ court speeches, comparison of the results obtained, and observation of the process of eloquence skills development. Practical value of the research is in the possible use of the experience of the fiction text application for oratory speech training at the lessons of Russian as a foreign language at the university stage of education. The conclusion is drawn that the use of the fiction texts at the lessons of Russian for students from near-abroad countries is effective and advisable as it allows them to solve several tasks simultaneously: to enrich the students’ vocabulary and discuss literary works as a speech warm-up. It will also make possible to develop on their basis the learning-speech situations which enable to fix and improve students’ oratory speech skills.

This scientific article is devoted to the rationale of the methodical support to professional training of engineers in the system of additional professional education with the use of e-learning. The article presents structural and functional model of methodical support to professional training of engineers in the system of additional professional education with the use of e-learning, and distance education technologies. Blocks of the model open structural side of the methodical support to professional training of engineers in the system of additional professional education with the use of e-learning. The article describes: the structure of additional capacity-building programs and professional training of engineers, the structure of an e-learning source, scenarios for teacher’s activities, educational conditions and engineers’ preparedness to implement professional tasks are examined within the methodical support.

The article studies the problem of methodological substantiation of scientific and applied developments in the field of vocational education in the context of developing its competitiveness at the international level. The idea of reflecting the international context in pedagogical research methodology is substantiated, the main parameters of the corresponding research procedure are described. The significance of the work is: 1) in introducing into the scientific circulation the term "research procedure for taking into account the context of the global information and educational environment"; 2) in the development of the structure of the procedure. The following methods are used: the method of comparative analysis, the inductive method, the study of the progressive foreign experience, synthesis and the method of extrapolation. Practical significance lies in the possibility of using the proposed research procedure for solving specific applied problems of professional pedagogy.

In this article the author proves the importance of the development of teachers’ psychological and pedagogical competence for the successful implementation of professional tasks in the system of inclusive education. The possibilities of formation and didactic conditions of strengthening the functioning of all components that act as criteria for the development of psychological and pedagogical competence in the process of lectures, seminars, practices are revealed. To determine the general level of formation of psychological and pedagogical competence of teachers, a search and a strict selection of self-diagnosis procedures were carried out. The program of teachers’ psychological-pedagogical competence improvement is also presented. It organically integrates the theoretical, practical and training blocks. The program "Pedagogy, psychology of inclusive education" includes six modules. It is implemented at the forming stage in the process of teachers’ corporate advanced training. According to the results of the study, the author concludes that it is necessary to improve the quality of theoretical and practical training of teachers for inclusive education, based on the specifics of this process; as well as on strengthening quasi-professional activities of teachers within the training programs. The active realization of the needs of teachers in self-development, contributing to the building of an objective and a holistic vision of the essence of inclusive education and its implementation into practice are also important.

The article discusses the issue of the hybrid phonetic course, tailored for undergraduates studying Russian as a foreign language. The objective of the article is to ground the necessity of such course in the academic program of teaching Russian as a foreign language for senior students of the MA course. The practical experience of the course devised for the undergraduates of Bergamo University (Italy) is given. The review illustrates the possibilities of the course and the advisability of introducing it into the curriculum. The author specifies the theoretical aspects of the course and presents the variety of exercises aimed at training and automatization of the theoretical aspects. Approbation of the course at the lessons for the 4 and 5th year students showed that it contributes both to automatization of the studied material and to the actualization of phonetics, lexis and grammar. The development of communicative skills of higher level of mastering is also shown. In conclusion the author gives recommendations on organizing the course implementaion.

The article describes the methods of teaching Russian as a Foreign Language in the context of anthropocentric approach. The formation of a secondary linguistic personality, possessing the skill to correlate with the thinking of the speakers of the language being studied is scrutinized. The description of the road map for working with text and post-text assignments, aimed at comprehending it, as well as at expressing and interpreting the author’s stereotypical meanings. The author of the article comes to the conclusion: anthropocentric aspect in the method of teaching Russian as a foreign language form a linguistic personality, build a linguistic picture of the world, and ensures the mastery of the language system of the Russian language.