PROFESSIONAL TEST AS PROFESSIONAL SELF-DETERMINATION OF TEENAGERS

The article discusses the concept of a professional test, its essence and features of organizing profes-sional tests as an effective way of professional self-determination of young people in public organiza-tions club type at the place of residence. The author investigated the issues vocational guidance work among adolescents through professional trials, the types, forms and results of passing professional tests are considered. Today, the Government of the Russian Federation is developing and implementing measures to create a favorable environment for the stable formation of the sphere additional education of children, because it is this sector of educational activities contributes to the professional definition of adolescents and represented by various organizations, including not the last place assigned to public organizations of the club type at the place of residence. Demand for the participation of children's clubs in the additional education of children caused by the recently complicating situation with the socio-cultural raising children and young people in the amid of growing concern of parents and teachers by creating a safe environment for the pastime of adolescents. A modern public organization of a club type at the place of residence acts a voluntary community of children and adolescents who are united by a common activity according to interests, and contributes to their professional self-determination and self-realization. The purpose of this work is to identify the features activities of organizations in the field of additional education for children in the process self-determination in adolescence and considering an effective way professional self-determination of young people with the help of professional tests. Research of issues of vocational guidance work of organizations in the sphere additional education of children and their role in professional self-determination adolescents was carried out on the basis of works by Russian authors, researching work in the field of additional education for children and sociological aspects of the professional self-determination role of the individual for the choice of the future profession [1-3]. The study made it possible to formulate conclusions about the demand for organizations in the field of additional education for children in the process of professional self-determination and organization of professional tests.

FORMATION OF SPEECH IN PRESCHOOL AGE AS A UNITY OF IMITATION AND CREATIVITY

The study examines the aspect of the formation of speech in preschool children, as a unity of imitation and creativity. According to the Federal State Educational Standard of Preschool Education: «The speech development of children includes the possession of speech as a means of communication and culture; the enrichment of an active vocabulary; the development of coherent, grammatically correct dialogical and monological speech; the development of speech creativity; the development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, understanding by ear texts of various genres of children's literature; formation of sound analytical and synthetic activity as a prerequisite for literacy training» [3]. The «Concept of Preschool education» notes that «Imagination is the basis for the active participation of a child in various types of activities. It is included in the composition of already known forms of thinking (visual-effective, visual-figurative). On the basis of imagination, children develop the first manifestations of a creative attitude to reality» [4]. The article considers the views of teachers and methodologists on the speech development of preschool children. The method of speech development of preschool children is also described: the «Binomial fantasy» method. Binomial fantasies are used in two areas of the development of imagination and logic of thinking: - To generate ideas for new objects or the transformation of an existing object; - To get ideas for writing fairy-tale or fantastic stories (speech creation). The article reveals the algorithm of work according to the method, in accordance with two directions. The prospect of the research the theoretical substantiation of the unity of imitation and creativity in the formation of speech in preschool children.

TO THE QUESTION OF THE PROCESS OF FORMING THE WRITTEN COMPETENCE OF A JUNIOR SCHOOL STUDENT

The article presents theoretical generalizations of the process of forming the written competence of a junior schoolchild by means of calligraphic skills. The relevance of the issue raised in the article is associated with identifying the problems of deteriorating handwriting of a primary school student and the task facing an elementary school teacher, increasing the percentage of children who have a calligraphically accurate writing skill. The primary rules for mastering a calligraphic skill are the rules of landing, the position of the notebook, and then the rules related to the writing process, such as the tilt and position of letters on a line. The formation of written competence through the calligraphic skill of a junior schoolchild is the most important task of an elementary school teacher. This article is devoted to the issue of studying the written competence of younger students through the selection of diagnostics to determine the level of formation of calligraphic skills in younger students. When identifying the level of formation of calligraphic skills among first graders, the article describes the criteria and indicators of assessment: graphic literacy; calligraphic clarity and stability; connectivity; writing speed. On the basis of the selected criteria and indicators of the formation of calligraphic skills among first graders, the characteristics of the levels are also presented: high, medium and low. In accordance with the criteria and indicators of the formation of calligraphic skills, diagnostic tasks were selected for the first graders.

ON THE QUESTION OF FORMATION OF COGNITIVE ACTIVITY OF SENIOR SCHOOLS THROUGH PROJECT ACTIVITY

The article analyzes the process of organizing project activities among senior schoolchildren in general education institutions as a means of forming cognitive activity and implementing a system-activity approach within the framework of the Federal State Educational Standard. The structural components of the cognitive activity of senior schoolchildren (behavioral, motivational, emotional-volitional, cognitive) are indicated and the principles of the system-activity approach are outlined (the principle of obtaining new knowledge, the principle of changing the role of a teacher, the principle of forming motives for activity). The mutual influence of the stages of project activity implementation (initiating, fundamental, pragmatic/final) and the content of the components of cognitive activity is reflected. In the course of the research, theoretical (literature analysis) and practical methods were used (analysis of official websites of educational institutions, questionnaires of school teachers, the method of observation and conversations with students of senior classes of secondary schools). The problems of forming the cognitive activity of senior schoolchildren through project activities are revealed (the absence of project activity as a mandatory component of the educational process and, as a result, the impossibility of constantly improving the existing skills of teachers; the low level of innovative and pedagogical mobility of teachers within the framework of project activities; the growth of cognitive passivity of senior schoolchildren) and the ways of their solution are proposed (creation of a single regulation for the organization of project activities in educational institutions; providing an inter-level exchange of experience between representatives of pedagogical professions; monitoring the professional skills of a teacher; a separate unit for organizing project activities in an educational institution; implementing project activities taking into account the sphere of interests of senior schoolchildren with the involvement of specialists from the real sector of the economy; using forms and methods that increase the cognitive activity of students in regular and extracurricular activities).

TRAINING OF FUTURE TEACHERS IN THE CONDITIONS OF INTEGRATION OF HIGHER PEDAGOGICAL, GENERAL AND ADDITIONAL EDUCATION SYSTEMS

The relevance of this research is determined by the state order for the training of specialists who are able to organize the educational process taking into account the needs and interests of students who show creative and creative thinking in solving professional problems. Education, especially higher education, is considered as the main, leading factor of social and economic progress. The reason for such attention is the understanding that the most important value and the main capital of modern society is a person who is capable of searching for and mastering new knowledge and making non-standard decisions. The modern development of society requires a new system of education – «innovative training», which would form the ability of students to determine the future projectively, responsibility for it, faith in themselves and their professional abilities to influence this future. The main legislative documents «The Strategy of innovative development of the Russian Federation until 2024», «The Concept of development of additional education», «The Law on Education in the Russian Federation», as well as local acts of the subjects of the federation in the field of higher, general and additional education raise the problem of integration of these education systems into the category of important state problems and at the same time determine its relevance. The system of additional education with the active involvement of the future teacher in the implementation of work with children allows you to develop readiness for professional activity, both at school and in additional education. Providing professional training on the basis of the university equips the student with scientific knowledge and modern methods. This article attempts to theoretically substantiate the problem of integration of educational systems and present the conditions for its practical implementation.

ONLINE E-LEARNING AS AN ACTUAL FORM OF PREPARING STUDENTS FOR FUTURE PROFESSIONAL ACTIVITIES

The article is devoted to the actual pedagogical problem-the development of online e-learning in the conditions of digitalization of modern society. This problem is considered taking into account the increasing importance of electronic educational resources in improving the efficiency of the organization of the educational process in a remote interactive mode. The role and significance of the factors influencing the development of e-learning are presented: technical and organizational and methodological support of the educational process, the appropriate level of digital competence of the teaching staff, personal motivation of students. The results of recent studies conducted among students of the Pedagogical Institute of the North-Eastern Federal University (hereinafter-the University) and the Arctic Institute of Culture and Art (hereinafter-the Institute) for a complete picture of the state of network learning among students studying at the Institute and university, reflecting the main characteristics of the current state of digitalization of education. Based on the primary data of the study, the current problems are identified: the lack of contact interaction between the participants, which determines an individual, differentiated approach; compliance with personal conditions (motivation of the student); access to electronic sources of information; increase in the number of independent tasks in the absence of constant feedback from students, etc. The article reflects the approaches to determining the place of online e-learning in the system of professional training of future specialists using modern technologies in the organization of the educational process. The analysis of the obtained results shows that in order to implement the tasks of network learning, namely, the practical mastery of digital competence, training should be aimed at developing students ' sustainable interest in network learning.

MEDIATION OF ADAPTATION CONFLICTS IN THE PROFESSIONAL EDUCATION OF A MILITARY UNIVERSITY

The article presents the results of a theoretical and experimental study of the problem of adaptive conflict of cadets of the first year of training in a military university and the pedagogical method of its solution. The issues of conflict regulation, including adaptation, are quite actively discussed in the psychological discourse in the military team, and they have not yet received sufficient coverage in the pedagogical one. At the same time, the complication of the structure of relations between medical personnel by military personnel actualizes the need to enrich and expand pedagogical knowledge in the military environment. The authors of the article focus on the mediation method, which allows you to build a trajectory of trust in the interaction between both students and trainees, as well as within these groups. Mediation as a pedagogical method is attractive because it provides an opportunity for a meaningful understanding of the concept of mediation in the process of resolving conflicts in the educational environment, and also allows you to build a trajectory of trust in the interaction between students and trainees, as well as between these groups. In a military university, mediation will allow preserving, on the one hand, the traditionalism of the educational and educational environment, and on the other, it will direct its vector to humanization. Special attention is paid to the definition of the conceptual foundations of mediation, as well as the methods by which the method of pedagogical mediation is implemented. According to the authors, the pedagogical method of mediation should solve not only the issue of reducing the terms of adaptation and professional development of future officers, but also resolve the contradiction that has developed in the system of modern military education between the desire to preserve the traditionalism of the educational and educational environment, and the demand of the modern educational space for humanization.

REPRESENTATION OF A DIFFICULT SITUATION BY THE SUBJECT: FEATURES OF FORMAL AND CONCEPTUAL INDICATORS

The article analyzes formal and conceptual indicators of the representation of a difficult situation. There was carried out а theoretical analysis of the representation of a difficult situation. Fundamental methodological provisions of our research are: the main postulates of the theory of mental reflection (B. G. Ananiev, B. F. Lomov, S. L. Rubinstein, B. M. Teplov, etc.); theses of experimental psychosemantics on semantic units and methods of analysis of subjective semantic spaces (V. P. Serkin, V. A. Skleinis, etc.); provisions on the psychological validity of formal and conceptual indicators of psychological representation (V. V. Znakov, A. B. Kupreichenko, G. V. Shukova); the provisions of the approach on the cognitive assessment of a difficult life situation (E. V. Bityutskaya). The purpose of the article is to determine the indicators of representation of a difficult situation and to analyze the severity of these indicators. The modern situation in psychology demonstrates the activity of addressing the interpretation of the phenomenon of a difficult situation, which is especially significant in the complex, constantly changing conditions of the subject's vital activities. In the broadest sense, representation is understood as a cognitive procedure that enables the subject to construct and model both reality as a whole and its individual elements. It is worth mentioning that there are many semantic shades in the definition of the concept "difficult situation", since the researchers actualize different components of the construct "difficult". According to the most general universal interpretation, "difficult" is defined as "requiring a lot of work, effort, and intensity". On the basis of empirical material collected in the structural unit of the railway, the article analyzes the features of formal and conceptual indicators of the representation of a difficult situation. The article contains the results of the empirical research. 300 respondents took part in the research. There were used the following methodological tools : associative experiment, method of semantic universals, content analysis, graphical representation of representation and a technique aimed at obtaining data on the subjective assessment of a difficult situation. The data obtained allow us to conclude that the formal indicators of the representation are represented by size and structure (represented by the scales "simplicity-complexity" and "core-periphery"); conceptual indicators of representation are represented by a qualitative composition of elements (technological, emotional, communicative components) and a subjective assessment of a difficult situation (a general assessment of the difficulty of the situation and the adequacy of the subject's resources with the requirements of the situation).