The aim of this article is to reveal the main issues of junior student’s speech culture. The authors analyzed the philosophical, culturological, sociological and psycho-pedagogical literature, arranged communicative characteristics of speech culture, as well as the main parameters of speech culture. On the basis of this parameters the system of different tasks, exercises for development of junior student’s speech culture is offered. Communicative characteristics of speech culture are defined; the notion of «speech culture» is defined. The system of different tasks, exercises for developing junior student’s speech culture is elaborated, the aim being to form skills for using junior students’ language resources. The main thesis and conclusions of the article can be applied in organizing the work for development of junior student’s speech culture, that means giving information and practice of speech patterns in different communicative situations, formation skills in normative, germane, ethic use of language resources for enriching junior student’s communicative ambiance.

The aim of this paper is to identify the problems of patriotic education of pre-school children at the modern stage. The author considers questions relating to the upbringing of little citizen of the country, basing on the history and culture of their homeland. The results of the work carried out with children confirm the significance of the closest environment in shaping the culture personality of the child and his social experience accumulation in his native region, which is a part of the motherland. The practical value of the work lies in the use of educational resources of sociocultural environment in forming the effective attitude to the hometown and the country. The article is addressed to teachers of pre-school educational institutions and parents.

The article is devoted to the analysis of the problems of training teachers of «Orthodox culture» in the system of advanced training in the context of the «Strategy of National Security of the Russian Federation». The author relies on the results of the studies conducted in 2009-2018 in a number of subjects of Central, Ural, Privolzhskiy, North-west, South and Far East Federal Districts, in Khanty-Mansiysk and Yamalo-Nenets Autonomous Okrug, , the republics of Mari El and Komi, Belarus, Ukraine and Kyrgyzstan. It was possible to identify several groups of problems, the common cause of which is lack of elaboration of the theoretical, methodological and didactic foundations of the professional competence of teachers of “Orthodox culture”. The author sees the resolution of these contradictions in changing the character of training teachers and in the integration of Orthodox culture into the educational space of the modern school.

The purpose of the research is to develop and substantiate a pedagogical model, the integration of which into the practice ensures the development of the professional interest of the technical school students in extracurricular activities. The article analyzes the scientific literature on the problem of developing the professional interest of students. Basing on the systemic approach and using the modeling method the pedagogical model has been designed to ensure the development of the professional interest of college students in extracurricular activities. The authors developed, substantiated and presented the pedagogical model, the implementation of which ensures the consistent development of the emotional-value, motivational-volitional, cognitive-orientational and need-active components of the vocational students’ interest in extra-curricular activities. The theoretical and practical significance of the study lies in the fact that at present the system of secondary vocational education is at the stage of modernization, and the formation of professional interest is a fully unrealized reserve, updating of which will improve the quality of technical school graduates’ vocational training. The article is addressed to specialists working in the system of secondary vocational education.

The evaluation of students’ readiness for junior schoolchildren’s multicultural education and upbringing is done basing on the diagnostics results. The problem of its formation on the interdisciplinary basis is actualized. Through the comparative analysis of literature sources and of university educational practice, through the inductive and deductive method and pedagogical experiment the interdisciplinary model was developed; it includes conditions, informative and procedural aspects of educational process at pedagogical university, as well as levels, criteria and indicators of future teachers’ preparedness for professional work in the multicultural environment. The efficiency of interdisciplinary approach usage in bachelors’ multicultural training providing the formation of their readiness to organize multicultural educational process at a primary school is proved on the basis of the results of the authors’ special course introduction.

The work on preparing students’ reports on linguistics conducted in the branch “Protvino” of Dubna State University for taking part in various conferences is analysed in the article. The practical experience is summarized; the thematic and quantitative review of the reports is given. Using the empirical method the most frequent mistakes in the preparation process are singled out together with the recommendations of their elimination (inductive method), illustrated by the examples of successfully accomplished reports excellently estimated by the conferences jury. The theoretical and practical significance of the research is concluded in the possibility of using the data obtained for students’ reports preparation scheme correction and for construction of the corresponding system. The conclusion is drawn about the fact that the process of preparing students’ reports in foreign languages requires the unified algorithm creation, the implementation of which will facilitate to the optimization of the abovementioned process. The article is addressed to the teachers of foreign languages of technical universities, as well as to the bachelor and master students of the speciality “Technological process- and production automation”.

The purpose of the article is to identify the main methods of adaptive technology for the formation of first-year students’ chemistry skills and determine the conditions for their use in teaching foreign students. The authors analyzed the main reasons for poor mastering of chemical knowledge and the application of knowledge in solving calculating problems by foreign students. Based on the analysis of checking the initial level of knowledge of students, the authors identified the main reasons for the first-year students’ difficulties in mastering computational skills, including: language difficulties, poor development of computational skills, ability to carry out interdisciplinary connections in chemistry, physics and mathematics, the ability to highlight the key points of the conditions and propose a plan tasks. The article substantiates the use by the authors of listening comprehension techniques when analyzing calculating problems, as well as verbalizing the main issue of the problem and offer a possible plan of solving the problem. The authors recommend attracting visualization tools (diagrams and tables). The practice of teaching foreign students and the theoretical analysis of the problem of adaptation have shown the relevance of the use of adaptive teaching methods for foreign students to solve computational problems in chemistry to ensure accessibility and consistency in the development of computational skills in chemistry. The article reflects the practical experience of solving the problem of foreign students’ adaptation to the study of chemistry and the formation of computational skills. In the conclusion of the article a task is formulated - to develop a theoretical model of foreign students’ adaptation, including the following components: motivational, cognitive-active and managerial-diagnostic. The article is addressed to teachers of chemistry and disciplines of the natural science cycle, working with foreign students at educational institutions of various levels.

The article shows the need for the use of physical training in extracurricular activities in physics in 5-6 grades. Some features of the use of various kinds of practical work in the classroom are reflected. The conditions of students’ research competence development during extracurricular activities are justified. It is shown that properly organized physical training sessions effectively affect the development of individual abilities of primary school students. The examples of physical training workshops, which will contribute to the formation of research competence of students, are given.

The article considers the issues of mastering curricula by technical specialties and the features of training physics at a modern technical university. The problem of students’ inadequate progress in physics at a technical university is highlighted. This problem is caused by a low level of physics and math school teaching. The analysis of the results of the Unified State Examination (USE) in physics for students starting the physics course at university makes it possible to conclude that it is necessary to introduce a supplementary preparatory course on physics, as well as to change the teaching methods taking into account modern multimedia technologies. The authors give data on the average scores of the USE among students of the first year of specialization and undergraduate programs compared with their final exams in physics at the university. The results of questioning students about the causes of difficulties in studying the course of physics are analyzed. The authors outlined the approach to the arrangement and control of students’ independent work with the help of the Internet resources that were approved at the Chair of Physics of Moscow Automobile and Road Construction State Technical University.

The purpose of the article is to determine the main directions in developing foreign language teaching to non-linguistic students and to verify the effectiveness of comprehensive approach to teaching of all foreign language skills on the base of ICT. The review of the national scientific and pedagogical literature on the problem of using ICT tools for teaching foreign languages in non-linguistic universities and modeling of the information system for professionally-oriented language teaching were applied. The authors come to conclusion that Russian universities can and should implement ICT tools to create the information and educational environment that, due to didactic potential of ICT, contributes to the improvement of learners’ linguistic, professional and ICT competencies. Successful testing of the applied integrated foreign language teaching based on ICT proves its effectiveness. The article will be of interest to teachers, methodologists and researchers in the field of informatization of education.

The aim of the paper is to identify the role of term paper in the formation of competences of the future engineer, the impact of innovative methods of organization, didactical support and evaluation of students’ independent work on the successful capturing of probabilistic-statistical disciplines (Probability Theory, Mathematical Statistics, Theory of Random Processes) and their use in future professional activities. The methodological basis of the research is as follows: the philosophical concept of the dialectical unity of theory and practice, the research of leading scientists, the main locus of the competence-based approach in education, methods of system analysis. The comparative analysis of the rating received by students for term papers shows that the introduction of the authors’ dactic tool “Term Paper” statistically improves the learning outcomes shown by students. The research established that the didactic tool introduced into the educational process contributes to the improvement of the professional level of engineering students in mathematical disciplines.

The paper is aimed at evaluating the relevance of collective feedback as an efficient methodological language-teaching device in supporting technical students to develop strategies for self-correction and control in studying English for Specific Purposes (ESP). The research is based on the process-genre approach to teaching technical writing, which reconciles the relevance of the feedback in Russian technical university settings. The provided analysis of the final course test, specifically developed tests and questionnaires allowed us to consider both quantitative and qualitative aspects of the feedback and evaluate the students’ discursive and academic skills of developing technical documents. The paper is of interest to English for Specific Purposes teachers, who develop technical writing skills of students at Technical Higher Education institutions.

The article studies test technologies potential in order to specify their functions and place in contemporary conditions of teaching specialist foreign language communication. A key competence being the ultimate outcome of technical university training, its structure is analyzed and brought into confrontment with traditional test types. The expediency of two-level testing system for: a) diagnostic purposes and b) managing a key competence evolution is justified. Test targets are highlighted. The importance of testing as a method of summative assessment and marking is called into question.

The article contains the analysis of current trends in education that should be taken into account when teaching ESP students. In particular, the author underlines the necessity to develop students’ pronunciation skills and discursive competence. In the course of studying a foreign language students are to learn to analyze authentic material and make up their own presentations in accordance with the speech patterns they have learned. To facilitate this process the author suggests a number of measures should be taken, including the development of pronunciation correction tasks, raising students’ motivation by organizing pronunciation and public speaking contests and maintaining pronunciation skills in senior years of college as well as during a postgraduate course.

The author supposes to show the relationship between the fall of the utilitarian and symbolic meaning of woodcarving and contemporary decorative art, in which the visual series loses the importance of archetypal performance of symbols and images due to the lack of public interpretations of the sign of folk art. In the article the author consistently considers the process of development of pedagogical potential of educational literature related to the study of decorative and applied art - woodcarving in Russia in the period from the 19th to the 21st century from the standpoint of professional knowledge and skills acquired by students. On the example of the comparative analysis of literature, the author suggests that the dynamics of the development and stagnation of the pedagogical process of teaching wood carving from craft and workshops to modern art education in this section of arts and crafts is associated with the predominance of copy techniques in teaching literature. The author points to the importance of the formation of motivational components in teaching wood carving with the help of relevant manuals, as a factor of professional and personal growth of students of additional education and university students. The article is addressed to teachers of additional education of Moscow region and students of art and graphic faculties.

According to the research results the necessity of taking into account the complementarity of pedagogical knowledge about pedagogical activities in the implementation of the didactic support of teachers’ professional development is postulated in pedagogy. Arguments for the implementation of the principle of taking into account the complementarity of pedagogical knowledge to ensure the effectiveness of didactic support for teachers in modern conditions of postgraduate pedagogical education are given. Information technology tools, which allow us to implement this principle in the didactic support of teachers’ professional development, are characterized.