Vol 28, No 1 (2023)

The information and communication technologies used in the educational process of Baranovichy State University and Derzhavin Tambov State University are described. Wide methodological toolkit was used: general logical methods of cognition (analysis, synthesis, abstraction, deduction, induction, analogy, modeling); empirical methods (description, comparison, own observation of information and educational technologies of Baranovichy State University and Derzhavin Tambov State University); private scientific methods (cybernetic, axiological, synergetic, in particular, the method of content analysis of the content of the information and educational environment of the two universities); special methods (the method of comparative analysis, formal legal method, method of legal hermeneutics). It was established that the development of information and communication technologies is directly influenced by a complex of modern challenges and threats. The conclusion is made about the positive effect of the participation of universities in specialized support programs, the participation of Derzhavin Tambov State University in the Priority 2030 program is given as an example. Attention is focused on the development of information and communication technologies products in the context of expanding the conditions for the education of persons with disabilities. The application of the obtained results is assumed in three directions: theoretical (continuation of research), normative (development of proposals aimed at improving legislation) and utilitarian (application in the educational process). The originality and scientific novelty of the work are revealed in the results of the analysis and comparison of the content of information and educational technologies of two partner universities – Baranovichy State University and Derzhavin Tambov State University. Research data and its results can form the basis of individual transformations accompanying educational activities, as well as serve as a theoretical basis for further research in the field of information technology in the research and educational space.

The main features of pedagogical grammar are outlined, which make it possible to use the educational potential of proper names in teaching the Russian language to Uzbek students, to carry out educational activities – to expand the horizons and range of onomastic knowledge, to promote the formation of onomastic culture. It is proved that the existing anthropocentric model in the system of modern philological education should include the pedagogical aspects of onomastics. The structure of obligatory knowledge about the category of masculine and feminine nouns in the Russian language is associated with the designation of persons of different sexes, which reflects one of the principles of the pedagogical description of the Russian language – the inclusion of maximum information that helps memorize the word and reveal the cultural identity of the Russian language, which , which is a linguistic picture of the world. Attention is focused on the fact that the pedagogical description of onomastic vocabulary based on the main cognitive function of the language makes it possible to take into account the process of categorization, in which the formatting of the linguistic status of the class of “feminitives”, the content category of feminine nouns as new objects of reality takes place, which is not yet focused on educational description of these language formations in textbooks for universities and schools of secondary general education with Uzbek and other languages of instruction. It is substantiated that from the standpoint of pedagogical grammar, knowledge about the category of feminine nouns as a derived Russian word should be formed as secondary new knowledge, and primary knowledge associated with knowledge of the generating word should be included in the interpretation of feminitives, which corresponds to the idea of expanding knowledge about the Russian language.

An urgent issue of modern education is the socialization and adaptation of children with disabilities in the proposed inclusive environment, while it is necessary to take into account that this process is complicated by the individual psychological and physiological characteristics of the child. The study is aimed at research the specifics of the work of teachers-tutors with children with disabilities in an inclusive space of socio-cultural events. The objectives of the study include identifying the need for interaction between teachers, teachers-tutors and other persons working with children with disabilities, considering the professional characteristics of a teacher-tutor and analyzing the full range of functions performed by a teacher-tutor in a socio-cultural event. The research methodology includes working with scientific sources and conducting a sociological survey. During the research activity carried out on the basis of the annual open All-Russian festival of Children’s and Youth creativity within the framework of inclusive education “Under the wing of Good”, the process of the teacher-tutor’s work during the inclusive event was analyzed. The results showed that children with disabilities, accompanied by teachers-tutors, were more likely to be able to adapt to the proposed conditions and take part in several sections of the festival.

The current stage of technological development of the world community is characterized by the dynamic introduction of artificial intelligence technologies into various spheres of human life. Informatization of education contributed to the integration of new innovative technologies in the teaching of certain subjects, including a foreign language. Chatbots are one of the modern programs that operate on the basis of natural language processing and machine learning technologies, which can be used in the development of students’ foreign language speech skills. By chatbots from the standpoint of the methodology of teaching foreign languages, we propose to understand a dialog training program capable of developing foreign-language oral and written speech skills of a student based on the algorithms of human speech behavior embedded in it by maintaining a dialogue with him and imitating human speech. In this work, based on the analysis of methodological research, we highlight the advantages of chatbots in teaching a foreign language and the controversial issues of using this program in the educational process. The advantages include the following: 1) increasing students' motivation to learn a foreign language based on innovative artificial intelligence technology; 2) the opportunity for students to improve foreign language speech skills; 3) the availability of chatbots for the development of students' speech skills, regardless of their location and time; 4) reducing the level of anxiety of students when interacting with the machine. The controversial issues include: 1) students are not always ready to replace the teacher with a chatbot; 2) most of the conversational chatbots are aimed at students with a level of foreign language proficiency A2-B1; 3) stereotyped and limited set of phrases used by the chatbot.

Modern technology is expanding the possibilities of classes and determining the need for new forms of learning. The study of multimedia technology is currently developing in an academic way. Visuals in general play a huge, sometimes decisive role in digital communication. The article is devoted to the usage of video materials in the foreign language classes, the author considers the methods of video resources usage in the process of teaching foreign languages, aimed at forming communicative competence of the students. The author analyses psycho-didactic possibilities of audiovisual teaching materials. Particular attention is paid to the peculiarities of clip thinking, the level of visual literacy and the typology of video resources for teaching foreign languages. The aim of the article is to develop a methodology of applying teaching and authentic video resources in the process of foreign language teaching aimed at forming audiovisual literacy and communicative competence of students. The author concludes that the rational use of video materials and video resources contributes to a deeper involvement of students in learning a foreign language, stimulates the development of creative thinking, social skills, contributes to the mastery of knowledge, skills and abilities of understanding, speaking and writing.

The question of the use of information and communication technologies in teaching students of technical universities to read authentic texts in English is raised. The subject of the study was multimedia technologies in teaching reading in English to students of an agrarian university in the classroom. The purpose of the study was to provide a justification for the effectiveness of the use of information and communications technology in teaching reading English texts, as well as the study of information and communications technology on the example of the domestic iSpring Suite 11 program. Using the survey and observation method, as well as the systematization of available data within the framework of our question, and based on experience, it was concluded that the use of modern interactive multimedia technologies increases motivation to learn a foreign language, and also has a positive effect on the results of students. The analysis of the papers on our issue showed that the use of presentations in the classroom increases the level of cognitive activity, enhancing visual perception among students, and facilitates the assimilation of educational material. Teachers are invited to actively introduce information and communications technology into the processes of classroom and extracurricular work. The use of programs based on the Microsoft PowerPoint functional base is recommended. The importance of teaching reading as one of the leading types of speech activity in the preparation of graduates of agrarian universities is emphasized. The practical application of the results can be used in teaching a foreign language in a nonlinguistic university.

Professional self-determination of students is one of the problems of modern society. Recently, secondary vocational education has been of particular interest to school graduates for the purpose of further admission to higher education, therefore, the question arises about the need for career guidance training for students enrolled in secondary vocational education programs for post-graduate training in bachelor’s/specialty programs. The basis for the implementation of career-oriented foreign language teaching can successfully be an integrated approach (subjectlanguage integrated learning), the effectiveness of which has been proven in research. The integrated approach has all the necessary principles that make it possible to implement this model in practice. The features of career-oriented teaching of a foreign language based on an integrated approach in the system of secondary vocational education are: a) motivation of students to study a foreign language with a career guidance goal based on an integrated approach; b) the use of a set of foreign language tasks reflecting the peculiarities of humanitarian areas of training in higher education; c) career orientation of the subject-thematic content of the integrated course; d) the distribution of students in accordance with the level of foreign language communicative competence; e) modular presentation of educational material in accordance with the humanitarian directions of training at the university; f) awareness of the foreign language teacher in the subject content of thematic modules.

The results of a pedagogical experiment on the application of the methods of psychohymnastics with elements of physical exercises by persons with intellectual disabilities are presented. The changes in their condition that have occurred are shown. The object of the study is the process of adaptive physical education of persons with intellectual disabilities. The subject of the study is the method of using adaptive physical culture in the psychogymnastics classes of persons with intellectual disabilities. It is proved that the use of physical exercises in psychohymnastics classes increases the level of physical fitness and psycho-physiological state of persons with intellectual disabilities. The temporal and economic efficiency of the applied methods is substantiated. The developed methods has shown the effectiveness of the educational process of persons with intellectual disabilities in the implementation of physical fitness and psychological state. Methods can be used by specialists in adaptive physical culture and rehabilitation in educational institutions and in institutions of additional education.

The features of noble estate libraries as a historical source about the era of their existence, from the 18th to the beginning of the 20th century, are considered. The issues of mutual influence of a personal library and a bibliophile, changes in the structure of readers’ interests during the study period are analyzed. The value and functional significance of the book heritage of noble estate library collections is determined. The influence of gift inscriptions and inscriptions on the specifics of relationships in the noble environment is characterized. This approach makes it possible to reconstruct the lifestyle and culture of the bibliophile’s everyday life, to understand the motives for acquiring new publications, to compare them with the peculiarities of the time and the specifics of the local cultural environment. It is noted that even in special second-hand literature devoted to certain issues of the history of personal libraries, the authors limited themselves to stating the existence of a book collection and cited only individual facts from the history of their contents without a detailed study of the history of the appearance of a particular book, the qualitative characteristics of the repertoire of significance for the owner. The most important issues in the history of the formation and development of information culture are highlighted, the role of literature in society is determined, conclusions are drawn about the specifics of the transfer and reception of book information.

The study of social behavior in history is closely related to the concepts of mentality and social identity. Being a real factor in the historical process, mentality manifests itself in the activities of large social groups, acts as a psychological justification for life strategies for survival. At the same time, mentality itself carries the character of a strategy, which does not explain the tactical – behavioral – reactions of a particular social group to crisis moments of existence, such as epidemics, wars, hunger strikes, etc. The specification of mental manifestations led to the use of the “tactical” category of social identity. Researchers emphasize the complex semantic context of this category. The author’s understanding is tied to social specifics – to peasant identity. The latter is defined as the approval of the survival strategy used in a given social group, which is practically implemented in a certain set of repetitive behavioral reactions, a behavioral pattern. The purpose of this study is to study the peasant identity of a particular region – the Chernozem region – during the period of agrarian transformations of 1917–1920. The article considers the structure of peasant identity, the behavioral reactions of the peasantry to changing economic conditions, and gives a classification of land conflicts. The article also presents the indicator possibilities of land conflicts and determines the place of peasant identity in the behavioral pattern of the black earth peasantry. The presented methodology for indicating land conflicts to determine the state of peasant identity in 1917–1920. Can be applied in the analysis of other historical periods. The study was conducted on the materials of the archives of the Lipetsk, Voronezh, Kursk, Oryol and Tambov regions.

The analysis of the main directions of the foreign policy of the Holy See under Pope Gregory XVI (1831–1846) is carried out. A review of the scientific literature on the life and work of the pontiff is made. Attention is paid to the works of historians devoted to the international relations of the Roman court with individual states. Five main problems in the foreign policy of the Roman court in 1831–1846 are highlighted: 1) France and interaction with the July Monarchy; 2) the Polish problem; 3) the situation of Catholics in non-Catholic countries (primarily in Prussia and Great Britain); 4) the crisis on the Iberian Peninsula (the Miguelist War in Portugal and the First Carlist War in Spain); 5) the problem of relations with the former Spanish colonies in the New World. A brief analysis of the work of the Foreign Ministry of the Holy See in each of the identified areas is proposed. The different reactions of the Roman court to the liberalization of political regimes in a number of European countries are shown. Another range of problems of the Holy See in the era under study is related to the situation of the Catholic minority in non-Catholic countries. In this case, it is also possible to note different models of interaction between the Holy See and the authorities of these states: from direct confrontation (Prussia) to condemnation of the Polish uprising of 1830–1831, directed against the authorities of the Russian Empire. It is shown that the break with liberal Spain under Gregory XVI facilitated the simplification of the procedure for recognizing the independence of the former Spanish colonies in the New World.