Relevance. The article focuses on the contradiction between the utilitarian attitudes of foreign students having chosen to study in Russia and value-oriented educational process of Russian higher educational institutions. The effective overcoming of this contradiction will be possible if Russian language teaching of foreign students is organized with their introducing to Russian Humanitarian Culture.

Goal of the article is to present philosophical and culturological analysis of the main aspects of the notion of “Russian Humanitarian Culture” directly addressed to the practice of teaching Russian as a foreign language.

Procedure and methods. The research uses theoretical methods (scientific literature analysis), empirical methods (personal conversations, participant observation, testing, questionnaire survey, pedagogical experiment). As an example, the article presents the procedure and the results of the method of unfinished sentence “When they talk about Russia, I imagine …”, which helped to identify the leading concepts that form associative-imaginative representation of foreign students about Russia.

Scientific novelty and/or theoretical and/or practical significance. The pedagogical meaning of the process of introducing foreign students to Russian Humanitarian Culture and its technological equipment with the help of the system of value-oriented educational situations is revealed.

Results. It is noted that there is certain influence of Western foreign language teaching methodology that is focused on the formation of communicative competence and speaking skills, as well as on the students’ orientation toward the stereotypes of common behavior and popular mass culture events. The necessity of learning a foreign language in connection with the acquisition of moral values presented in the history and Humanitarian Culture of a native speaker is emphasized.

Conclusions. It is necessary to provide axiological educational tools of pedagogically organized interaction between teachers and foreign students in the process of teaching Russian as a foreign language.

Relevance of the work is due to the necessity to develop methods of foreign highly qualified specialists’ speedy adaptation to the linguocultural environment in Russia at the lessons of Russian as a foreign language (hereinafter - RFL).

Goal of the article is to present a model of linguocultural adaptation of foreign highly skilled specialists to the Russian-speaking environment, as well as to describe a large, but least studied group of people from the point of view of teaching methods of RFL - foreign highly skilled specialists living and working in Russia and studying Russian as the language of the country of temporary residence. The model of linguocultural adaptation was tested and showed its effectiveness in the lessons of RFL for the adaptation of the group described by us.

 Procedure and methods. The main methods of research are: description; analysis; generalization and systematization of the researchers’ views; sociological method (survey); method of comparing situations of cross-cultural communication.

Scientific novelty / theoretical and / or practical significance. The results of our work reveal the problems of teaching RFL and the issues of adaptation to the Russian linguocultural environment of a relatively poorly studied contingent from the point of view of teaching methods of Russian as a foreign language and sciences devoted to cross-cultural adaptation. This contingent comprises high-level foreign specialists and representatives of international business. We have developed and tested a model of linguocultural adaptation of this contingent, which can be used in special courses on cross-cultural communication, in the practice of teaching Russian as a foreign language, and in cross-cultural trainings.

Results. The problems of teaching RFL for foreign highly skilled specialists have been identified and a model of linguocultural adaptation of foreign highly skilled specialists to the Russian-speaking environment has been developed. The implementation of the model of linguocultural adaptation in the educational process helps to overcome these problems.

Conclusions. It is ascertained that the proposed model of linguistic and cultural adaptation to the Russian-speaking environment has shown its effectiveness at the lessons of Russian as a foreign language. The results of our work contribute to solving the problems of teaching Russian as a foreign language and the issues of linguistic and cultural adaptation foreign highly qualified specialists, representatives of international business to the Russian-speaking environment.

Relevance. The given research is relevant due to the necessity to develop student skills of independent creative thinking and readiness for professional implementation in language classes at a military university.

Goal is to reveal the effectiveness of project technology and critical thinking technology in the process of teaching Russian to foreign military students at the pre-university and university stages.

Procedure and methods. The main subject of the research is the analysis of classes in Russian as a Foreign Language (hereinafter RFL) at early stages of learning. Personal experience has been summarized in the use of these technologies at pre-university and university stages of learning and at university stages with taking into account students’ specialization. The following methods of empirical research are applied: observation, comparison, analysis, establishing a connection between the results of the application of project technology and the technology of developing critical thinking in the process of RFL at pre-university stage and the results of the use of these two technologies at university stage of learning.

Scientific novelty/theoretical and/or practical significance. The theoretical significance of the research is in the fact that in the course of the work the didactic possibilities of using modern technologies in teaching, a set of factors affecting the effectiveness of the formation of communicative and professional competence is established. Project technology and critical thinking technology described in the article can be used by teachers of RFL while writing textbooks as well as in practical work in class with foreign students in military and civil universities.

Results: In the course of the research the following results were obtained indicating that the systematic use of project technology and critical thinking technology at different stages of learning contributes to the more effective development of speech-thinking activity of students (in speaking and writing in particular) as well as the formation of a secondary cultural and linguistic personality.

Conclusion: The regular application of project technology and critical thinking development technology at different stages of learning contributes to the principle of a communicative-activity approach implementation and student necessary speech behavior formation in the educational and professional spheres.

Relevance. The All-Russian Olympiad of schoolchildren in English belongs to intellectual competitions of increased complexity, requiring knowledge not only of the language, but also of the features of the constantly changing format of tasks, which determines the relevance of this study.

Goal is to identify the major features of the tasks of the Speaking contest of the Olympiad in English at the regional stage, as well as the principles of successful preparation, which will become the basis for creating the Olympiad courses in modern school.

Procedure and methods. The tasks of the previous Olympiads were analyzed, as well as the works of home and foreign scientists on this topic. The personal experience of participating in the jury of this contest was generalized, as well as the experience of preparing Moscow groups of the Olympiad participants.

Scientific novelty and/or theoretical and/or practical significance. The results of our research make a certain contribution to the theory and methodology of preparing for oral contests of intellectual competitions. Practical significance lies in publishing the manual on the topic which can be in demand for preparing future participants of the contests.

Results. Typical specifics of the tasks of the oral round were identified; main difficulties the participants face were analyzed; the recommendations were given; training tasks for working with the group of participants were published.

Conclusions. Preparation for the Olympiad rounds is systematic, in the course of classes it is necessary to pay attention to typical difficulties, and to work with students in the framework of building an individual trajectory.1  

Relevance. The relevance of the article lies in the fact that the linguistic approach to teaching reading advertising texts is considered taking into account the socio-cultural information contained in them.

Goal is to substantiate the need to develop techniques for working with foreign advertising texts, taking into account the cultural orientation of the educational process in foreign languages.

Procedure and methods. To achieve this goal the following theoretical methods were used: analysis of pedagogical and methodological literature; description of the experience in developing a system of step-by-step skills forming related to the language units understanding and the ability to establish semantic relationships between the advertising text elements in practical English classes.

Scientific novelty/theoretical and/or practical significance lies in the carried out analysis, confirming the importance of the relationship between improving the foreign advertising texts reading skill and the students’ communicative competence development in the cultures dialogue context. The experience described in the article can be applied by teachers of both non-linguistic and linguistic universities when working with foreign language advertising texts.

Results. The authors of the article arrived at the conclusion that in order to develop the ability to analyze foreign language professional oriented texts, a socio-cultural approach, expressed in the selection of pragmatic authentic texts, including advertising texts, is needed. The presented methodological methods of organizing work with advertising texts are aimed at overcoming difficulties in mastering a foreign language information and will allow students to develop the ability to understand printed foreign-language products.

Conclusions. Linguistic analysis of English advertising texts contributes to the development of the ability to conduct cultural research of these texts as a cross-cultural communication means, forms the texts information critical comprehension skill and the communicative interaction ability with native speakers of the studied language.  

Relevance is due to the requirements of the state (Vietnam) for secondary school graduates and the discrepancy between the existing school education in physics and modern standards.

Goal. The article deals with the problems of developing experience in solving educational and life problems in Vietnamese secondary school students based on the theory of experimental learning and the use of the Kolb cycle.

Procedure and methods. Analysis of scientific literature, observation, modeling, analysis of research results.

Scientific novelty/theoretical and/or practical significance. Examples of educational activities of secondary school students in Vietnam based on the theory of experimental learning in the study of electrodynamics are given. These specific examples help teachers to apply the proposed model of learning activities in the study of the course of physics as a whole.

Results. A model for designing learning activities in physics based on the theory of experimental learning in secondary schools in Vietnam.

Conclusions. The construction of the educational process in physics on the basis of the theory of experimental learning will allow students to develop the following competence – the readiness to solve educational and life problems.  

Relevance. The relevance lies in the need to develop students' skills of independent creative thinking and readiness for professional implementation in language classes at a military university.

Aim. The purpose of the study is to identify the effectiveness of project technology and critical thinking technology in the process of teaching foreign servicemen the Russian language at the pre-university and university stages.

Methodology. The main content of the study is the analysis of classes in Russian as a foreign language (hereinafter RCT) at different stages of learning. The generalization of personal experience of the use of these technologies at the pre-university and university stages of training, and at the university stage – taking into account the specialty of students. The following methods of empirical research are applied: observation, comparison, analysis, establishing a connection between the results of the application of project technology and the technology of developing critical thinking in the process of teaching Russian as a foreign language at the pre-university stage and the results of the use of these two technologies at the university stage of training.

Research implications. The theoretical significance of the study lies in the fact that in the course of the work the didactic possibilities of using modern technologies in teaching are highlighted, a set of factors affecting the effectiveness of the formation of communicative and professional competence is established. The experience of using project technology and critical thinking technology described in the article can be used by teachers of Russian as a foreign language when creating textbooks, as well as in practical work with foreign students in classes in both military and civilian universities.

Results. In the course of the study, the results were obtained indicating that the use of project technology and critical thinking technology at different stages of training contributes to the more effective development of speech-thinking activity (especially in speaking and writing) of foreign military specialists, as well as the formation of a secondary cultural and linguistic personality.

Conclusions. The regular application of project technology and critical thinking development technology at different stages of training contributes to the implementation of the principle of a communicative-activity approach and the formation of students’ necessary speech behavior in the educational and professional spheres.

Relevance. The relevance of the research is determined by the active use of the electronic information and educational environment (hereinafter referred to as EIOS) in educational organizations. For the productive use of IOS in educational organizations, it is important that each component of EOIS is used by students on an equal basis with all components of EIOS. When using the system, it is important for students to use all the elements evenly, this means that students are interested in all processes, since each element of the system has its own task, each section of the electronic environment should become interesting to students in its field of tasks.

Goal. The purpose of the study is to identify the level of activity of students using EIOS elements in 2019, 2020, 2021 and to substantiate the activity/passivity of using the system in each of its components.

 Procedure and methods. During the research, theoretical methods were used (analysis of normative documents regulating the use of electronic information and educational environment, analysis of the obtained statistical data, systematization of the obtained material), empirical methods (conversation, comparison).

Scientific novelty / theoretical and/or practical significance is in identifying more important elements when using the electronic information and educational environment for students, as well as to determine the element the activity of which is minimal. The data obtained in the course of the study can be useful to heads of educational organizations, teachers, students and postgraduates studying similar subjects.

Results. As a result of the analysis of students’ activity in the electronic information educational environment, it was revealed that the visit to the resource in comparison with 2019 (before the pandemic), 2020 (at the height of the pandemic) and in 2021 (the period of normalization of the educational process) has changed dramatically. If in 2019 and 2020 there were jumps from of visiting elements activity, then in 2021 there was a tendency for students to equalize visits to all elements of the system.

Conclusions. The EIOS contains all the most necessary elements to ensure a high-quality educational process and extracurricular activities. Each element of the electronic information and educational environment has its own task, which is designed to improve the information security of each participant in educational relations. The main purpose of the system is to improve the quality of the educational process, the quality of the implementation of educational programs. To achieve the goal, the electronic information and educational environment sets itself tasks in the operational management of the educational process, providing students with the necessary resources for the development of educational programs, ensuring interaction between all participants in the educational process.  

Relevance of the article consists in the development of strategies and methods of work that ensure the ability and readiness of students of advanced training courses on the basis of the Resource Center to independently design supplementary general education programs for preschool children.

Goal. Development & implementation of a methodological coordination and support model for independent work of students at the Resource Center when working on an individual project of an additional educational program for children.

Procedure and methods. The analysis of pedagogical literature related to the definition of “model” has been carried out. To build a model the modeling method to organize the independent work of university students while studying a foreign language was used, as well as approaches based on the theory of a step-by-step formation of mental actions by P.Ya. Galperin and personality selfdevelopment technologies by A.A. Ukhtomsky - G.K. Selevko.

Scientific novelty/theoretical and/or practical significance of the presented experience lies in the identification of the variability of active relations in the “teacher-student” system within the framework of advanced training courses on the basis of the Resource Center. For each subsystem, a sequence of actions has been determined: for the teacher (professor) (specific methodological approaches in organizing work with students), for the listener (self-development through the conscious and active acquisition of new experience).

Conclusions. There has been developed a classification of students on the basis of their experience of work in the system of additional education for children. The principle of pedagogical support of listeners, depending on the type of listener, has been revealed. There has been introduced a structural model of methodological coordination and support of students’ independent work over an individual project of an additional educational program, consisting of three blocks:

– structural components;

– pedagogical conditions;

– methodical pedagogical support.

Relevance. Improvement of forms and methods of PR-experts preparation is of immediate relevance. The authors consider the instilling of communication management and information-analytical knowledge and skills to students in the learning process to be an effective alternative to the pandemic of “clip” thinking, the danger of which the President of the Russian Federation warned about in the strategic planning document (the Executive Order № 203 of 09.05.2017 “On the 2017–2030 Strategy for the Development of an Information Society in the Russian Federation”).

Goal is to cover the issues related to the development of the thematic content of academic disciplines of the information-technology unit to prepare PR-specialists (educational programme 42.03.01 “Advertising and Public Relations”), ensuring the formation of not only versatile, but also professional competences. In order to achieve this goal it is necessary to explore the PR-interaction field formed by both business interests and regulatory documents.

Procedure and methods. The research is based on the information modeling of the PR-interaction (communication) and systemic analysis of the information technology control of the PR-expert’s activity. The analysis of current regulatory documents in the PR-industry, projects and analytical materials of professionally-oriented communities ensured the relevance and practical value of the results obtained.

Scientific novelty and/or theoretical and/or practical significance. Regarding the information-technology training of future professionals, the research results allow optimizing the process of professional education to overcome the “gap” between the academic model of a graduate (supply model of an educational organization) and the demand model formed by the labour market. This trend is supported by the shift to the new generation educational standards (FSES 3++). The results of the study can be extrapolated to the practice of more than 200 educational institutions with state accreditation in the educational programme 42.03.01 “Advertising and Public Relations”, and solve the problem of preparation of a specialist, professionally demanded in the labour market.

Conclusions. The authors offer the wording of corporate PR-specialist professional competencies, developed by the information-technology subjects; the structure-functional scheme of the “Information Technologies in PR-activities” academic discipline is given and the scope of practical exercises and laboratory works; aimed at forming the presupposed professional competencies is detailed.  

Relevance is defined by need to enhance the level of general professional training of the future teacher in modern higher educational institution.

Goal is to disclose the essence of general professional training of the future teacher as the basis of professional education.

 Procedure and methods. The main content of the study is the analysis of the literature, the Federal State Educational Standard of higher education (3++), the Federal State Educational Standard of basic general education, the professional standard “Teacher”, content of theses and scientific articles. During the research, methods of description, analysis, comparison were used.

Scientific novelty and/or theoretical and/or practical significance lies in substantiating the need of general professional training of future teachers aimed at mastering practical skills and competences, not only theoretical knowledge. The results of the study contribute to the theory and practice of teaching bachelors and preparing them as future teachers.

Results. The content of the general professional training on the bachelor’s degree on the direction “Education and Pedagogical sciences” is scrutinized; its interdependence with the professional competences and professional standard “Teacher” is shown. Dependence of general professional training of the future teacher on the demands of the labour market and the FSES of general education is shown according to their levels. The results of the study made it possible to conclude that the future teacher’s general professional training at the higher educational institution is important. It is stated that it is directed at personal and professional development. The need to include the ability of developing schoolchildren’s universal educational activities (according to the FSES of basic general education) into the list of general professional competences is substantiated. To develop them students should first master them at the university. The author managed to update the problems of general professional training of future teachers.