Vol 27, No 1 (2022)

The pedagogical model of the developing of value orientations of students in the context of Internet socialization is presented. The content of the cognitive component includes valuesrelationships (with the professional Internet community) and values-knowledge (of digital technologies of professional activity and knowledge of the functional capabilities of the Internet environment for executing professional tasks), which determine the significance of professional Internet environment for students (the semantic component of the profession in conditions of Internet socialization and the instability of the world of professions). The emotional component represented by values-goals (the desire to achieve a high level of realization of professional needs in the Internet environment and confidence in self-realization in the future world of professions) and values-results (Internet socialization in the professional environment, satisfaction in achieving professional needs) indicate the satisfaction of students’ needs in the professional Internet environment. The behavioral component is based on values-qualities (quick professional adaptation and self-adaptation in the changing world of professions using the functionality of the Internet environment) and values-skills (using Internet technologies and realizing oneself in the profession), which allow analyzing the individual’s desire for realization in the professional sphere. On the basis of the identified components, the corresponding criteria for assessing the professional and value orientations of students in the conditions of internet socialization are justified. In addition, the proposed elements of professional and value orientations that are most sensitive to transformation in this context are identified.

The relevance of the research topic is due to the contradiction between the high educational potential of project activities for the intellectual, creative, social, personal development of preschoolers and the poor organization of methodical support for project activities in preschool institutions, as a result, project activity acquires a formal character, its essence as a developing means of education and upbringing, productive interaction between teachers, preschoolers and parents is distorted. Purpose: to substantiate the need to organize methodical support of project activities in preschool institutions and develop a structural and functional model of methodological support for project activities of older preschoolers in kindergarten. Research methods: as research methods, an analytical review of scientific sources on the problem of organizing project activities of preschoolers and a modelling method were chosen. Results: methodical support is reviewed from the position of system-organized interaction of the subjects of the educational process – participants in project activities (teachers, children, parents), aimed at achieving the planned project activities, the intellectual and creative development of preschoolers, the development of psychological and pedagogical competencies of parents, mastering their pedagogical experience of interaction with children, improving the professional competence of teachers. A structural-functional model of methodological support for the project activities of older preschoolers is proposed, including three interrelated modules that reflect the logic and functions of the process of methodological support (information-analytical, content-organizational, evaluative-reflexive). It is concluded that a necessary condition for ensuring the effectiveness of the project activities of older preschoolers in kindergarten is building relationships of social and pedagogical partnership between parents (families) of pupils and kindergarten teachers in order to integrate partners’ resources and coordinate joint actions to successfully solve pedagogical problems and achieving predicted results.

The theoretical justification of the linguistic and didactic potential of polycode texts for teaching professional communication in a foreign language is analyzed. The analysis of scientific literature related to the study of semantically complex texts, including information transmitted using various code systems is conducted. The concepts of “creolized” and “polycode” text are differentiated. Attention is focused on the fact that the texts of different semiospheres during decoding can be variably interpreted, depending on which linguocultural communities the communicants belong to. At the same time, it is pointed out that familiarity with the cultural codes of the target language and the multichannel inherent in polycode text can significantly improve the decoding and communication skills of students in the process of working with polycode texts. The conclusion is made about the significant didactic potential of working with polycode texts. Specific stages of work with such texts are proposed, and it is emphasized that the gradual inclusion of students in work with polycode texts that combine several codes for presenting information, allows them to most accurately understand the ideas inherent in the polycode text and conduct successful professional communication in a foreign language.

We focus on the problem of the need to develop critical thinking of ESL students majoring in Pedagogical education and the insufficient development of theoretical and technological tools for the effective implementation of this process. Taking into account the peculiarities of pedagogical foreign language education, the authors view critical thinking as a special kind of thinking aimed at solving the most significant educational, developmental, cognitive and educational tasks. We believe that this type of thinking should be based on the implementation of analytical mechanisms that ensure the establishment of regular connections between all components of the process of foreign language education and the introduction of a system of methodological tools aimed at the development of critical thinking skills. We highlight the problem of developing critical thinking based on the use of a system of methodological tools implemented in all types of speech activity – listening, speaking, reading and writing. The purpose of this research is to present the technological aspects of the development of critical thinking in pedagogical foreign language education and the development of educational and methodological support aimed at the implementation of this process in training future ESL teachers. The novelty of this study lies in the fact that it presents examples of specially designed exercises for the development of critical thinking in all types of speech activity. Such exercises should be used in the process of training future foreign language teachers in order to form and develop their critical potential.

The ever-increasing need of the Armed Forces of the Russian Federation for specialists fluent in foreign languages is due to the expansion of military cooperation between the Russian Federation and its partner countries. In the actual conditions of interaction between the armed forces in the framework of peacekeeping operations, the timely and correct decision by the commanders to use the forces and means plays a primary role. Often, commanders have to deal with information in a foreign language. Currently, the Ministry of Defence of the Russian Federation trains military specialists in the main foreign languages – English, Chinese, French and German. The language skills of military personnel should be sufficient to enable them to perform at least basic professional communication tasks without the assistance of military language specialists. However, as has already been observed by many specialists, the development of foreign language professional communication skills often involves a certain set of difficulties. This state of affairs justifies the need to develop new and improve upon the existing programmes for training, retraining and improving the language skills of the military personnel of the Armed Forces of the Russian Federation. The aims, objectives and principles of improving the language training for the Russian military personnel, i. e. in the framework of military training centers are considered; the directions for the improvement of the military language training are formulated; the need to improve the linguistic training of the Armed Forces of the Russian Federation personnel is justified.

The importance of primary foreign language education of younger school students for further study of a foreign language in secondary and high schools is emphasized. The concept of “primary foreign language education” is studied in detail, the aspects and specifics of primary foreign language education presented in methodological science since 1940 are identified, the terms “language learning” and “language acquisition” are analyzed. Within the framework of the article, we addressed the requirements of the Federal State Educational Standard in the field of implementation of primary foreign language education and determined the role of the younger student in teaching a foreign language. It is substantiated that the skills and abilities of foreign language proficiency formed in elementary school are the basis for further mastering of a foreign language by students in order to implement full-fledged foreign language communication. The specific trait of primary education is a game activity that lays the foundations for the natural mastery of a foreign language by younger students. The main advantage of playing activities in comparison with other types of activities is the provision of natural motives for the implementation of basic speech actions by young students. Reliance on the native language and consideration of the patterns of mastering native speech when teaching a foreign language are the most important characteristics of primary foreign language education. The conclusion is made that learning a foreign language in elementary school occurs naturally and through the same channels as mastering the native language.

The widespread introduction of distance learning in secondary schools during the spread of the coronavirus infection COVID-19 had a significant impact on the development of new methods of teaching aspects of a foreign language and types of foreign language speech activity based on distance technologies. Mastering the skills of monologue speech is one of the requirements for the level of mastering a foreign language by students by the time they graduate from a secondary school. At the same time, the development of methods for developing these skills through remote technologies was not the subject of a separate study, which determined the purpose and relevance of this study. Based on the analysis of scientific literature, we develop methods for developing the skills of monologue speech of high school students in the context of distance learning. The methods includes three stages – installation-technological, procedural and evaluation – and fourteen corresponding steps: 1) goal, objectives, subject of the project, evaluation criteria; 2) technical issues of project implementation; 3) discussion of information security issues; 4) students mastering new active vocabulary; 5) immersion of students in the problems of the monologue; 6) search for the necessary information on the Internet; 7) processing of received foreign language materials; 8) compiling the text of the monologue; 9) recording and posting student podcasts; 10) watching podcasts by students; 11) online discussion of podcasts by students; 12) evaluation of podcasts by the teacher; 13) the teacher evaluates the participation of students in the network discussion of podcasts; 14) self-assessment and reflection of students.

We consider an urgent problem of the social and pedagogical conditions for the coach to develop self-belief in an athlete in his abilities and physical capabilities in situations of success and failure of his performances at competitions. The topic under consideration has been little developed and studied in scientific and methodic domestic and foreign sources that we analyzed. The purpose of the study is to determine the social and pedagogical conditions for the coach’s development of self-confidence in his pupils, both in case of successful and unsuccessful performances at competitions. The methodological foundations of the research are the personality-activity, subject-subjective, relational, axiological approaches. The following methods are used: analysis of sources on the problem raised, our own observations, interviews with coaches (men and women) and athletes (boys and girls), retrospective and mathematical methods. The use of the above methods made it possible to outline the social and pedagogical conditions for the upbringing of selfconfidence in athletes in the sports activity of coaches. The structure of the athlete’s selfconfidence and self-doubt and their signs are developed, on the basis of which it possible to determine the results of the social and educational work of the coach with the athlete and make adjustments in situations of success or failure of his performances at competitions. We use the opinions of coaches and athletes themselves about the impact of success or failure on the formation of athletes (girls and boys) “self-belief”, in their physical, biological, volitional abilities, capabilities and social and pedagogical conditions of their optimal use in training and during competitions. The revealed social and pedagogical conditions can be taken into account by coaches in the practice of sports and educational activities with athletes.

We analyze modern approaches to physical education and its role in the personality development and formation. We reveal negative trends in the students’ physical fitness and their causes in the present-day conditions. Taking into account the decrease in the number of universities in the Russian Federation, we focus our attention on the problem of preserving the continuity of physical education and fitness activities in the “school – university/educational institution – professional fitness and sports” line. Physical education is the foundation for the harmonious development of a personality and its sustainable intellectual growth. The point is in the formation of physical culture as an integral component of all-round development of personality. The educational achievement in physical culture should be considered as a result of the use of various forms, means, methods of influencing the organism of schoolchildren and students. At present, the education system actively attempts to develop and introduce “health-preserving”, “health-organizing”, “health-forming”, “health-developing” technologies.

The subject of the study is the assessment of the integrated application of rehabilitation measures with the use of PNF-therapy in disorders of the musculoskeletal system. The analysis of the available scientific and methodological literature revealed insufficient study and practical implementation of modern rehabilitation techniques for musculoskeletal system disorders of various etiologies, showing the increasing relevance of physical rehabilitation in the modern world. Rehabilitation for chronic diseases of the musculoskeletal system is a continuous process that requires constant adaptation of the methods used to the needs of the person with disabilities. Studies of the effect of PNF-therapy should include: sensorimotor control of limbs, sitting and standing, control of movement coordination, regularity of exercise and health-related quality of life. The data obtained can be used in the practice of teaching students, undergraduates, graduate students and attendees of faculties and retraining and advanced training courses in the field of “Physical education for individuals with disabilities (adaptive physical education)”, as well as instructors in adaptive physical education in the rehabilitation of people with diseases of the musculoskeletal system. Theoretical aspects related to the use of PNF-therapy in the complex rehabilitation of persons with musculoskeletal system lesions are discovered. Forecast of the probable direction of perspective physical rehabilitation development for this contingent is given.

The relevance of this study is due to the need of monitoring the physical fitness of young shooters with hearing impairment in the process of sports training and the lack of a set of diagnostic tests to assess these indicators at the early stage of training. The subject of the study was defined as a diagnostic toolkit for assessing the physical fitness of young shooters with hearing impairment, including control test exercises to assess the full range of physical qualities. The aim of the study was to develop methods for the evaluation of physical fitness of young shooters with hearing impairment at the early stage of training. To achieve the goal the following research methods were used: analysis of scientific and methodical literature on the problem of research, analysis of normative documentation regulating the training process in bullet shooting for athletes with hearing impairment, pedagogical observation, concretization, systematization, testing of physical qualities, methods of mathematical statistics, generalization. Results of the study: the transfer standards used in bullet shooting of hearing-impaired athletes when transferring athletes from one training stage to another are analyzed; methods of evaluating physical fitness of young shooters with hearing impairment at the early stage of training are developed, including a set of control exercises assessing manifestations of all physical qualities necessary for young shooters with hearing impairment, substantiated the expediency of those methods. The results of the study can be recommended for practical application to hearing impaired athletes specializing in bullet shooting and their coaches in order to improve both the physical training process and the implementation of its qualitative and complete control.

The relevance of the study lies in the quantitative analysis of the official biographies of the governors of the era of P.A. Stolypin, which was not previously noted in historiography. A quantitative analysis of the official biographies of clerks involved in the governor’s corps under P.A. Stolypin in 1906–1911 is conducted. The list of educational institutions that the future governors graduated from is examined. Governors’ careers are typified in relation to previous service experience in terms of the nature of the activities in the positions held and geographic dynamics. The main stages of the promotion in rank, the age of appointment to the post of governor and the number of years of service in this capacity are analized. The data of the quantitative study are compared with the official biographies of governors I.F. Koshko, D.N. Lyubimov and N.P. Muratov in order to determine the degree of typicality for the governors of the studied period. The relevance of the research topic is associated with the need for a clearer understanding of the models of career dynamics of bureaucracy in the Russian Empire at the beginning of the 20th century. It is concluded that the official biographies of I.F. Koshko, D.N. Lyubimov and N.P. Muratov correspond to the most common types of careers in the governor’s corps of this period.

The establishment of the power of the Bolsheviks entailed the problem of social adaptation to the new political and socio-economic realities, first of all, representatives of the former privileged groups of the population, including former officers. An important component of this process was their work for the Soviet government. In Russian historiography, the issues of using former officers (military experts) on the fronts of the Civil War have been studied in sufficient detail. At the same time, there aren’t many studies that inspect the activities of this professional group of the population in rear military institutions and in the civil service. The study of this aspect makes it possible to significantly supplement the ideas about the position of the former officers in Soviet Russia. The purpose of the study is to analyze the structure of occupations of former officers of the Imperial Russian army on the territory of the Tambov province in the early years of Soviet power. The features of the civil and military service of former officers, areas of employment, the attitude of the party and state bodies of the new government, employers towards them are studied. The conclusion is formulated about the ambiguity of the process of integration of former officers of the Russian Imperial Army into the new Soviet society. In the early years, especially during the Civil War and intervention, the new government recruited former tsarist officers into the ranks of the Red Army, using their professional knowledge and combat experience, while continuing, meanwhile, to consider them “class aliens”.

The topic of the food policy of the authorities during the Civil War in Russia, in the context of the continuous attraction by researchers of new documents and memoirs, continues to remain relevant today. The Antonov’s uprising in the Tambov Governorate, as part of the Civil War, also does not cease to be a controversial topic among researchers. Already 100 years have passed since these events, but among historians there is still no consensus on a number of issues, one of which is the causes of peasant unrest in the governorates of Central Russia. The importance of this study is due to the involvement of new information on Bolshevik’s food policy, the relationship between the authorities and the population and within the Soviet employees of the Tambov Governorate themselves. In the early 1920, the food issue remained the main one in the policy of the Bolsheviks. Abuse by food detachments in the southern districts and drought in the Tambov Governorate in 1920 contributed significantly to conflicts between the peasantry and the central government. We focus on the Borisoglebsk food agent A.I. Penkov’s story, who witnessed the abuses of the local district authorities in relation to the peasants and was even able to send a telegram to the capital addressed to V.I. Lenin. We also describe in detail the conflict between A.I. Penkov and the district authorities, as well as the subsequent arrest of A.I. Penkov due to the wide publicity of the activities of local food detachments. We reveal that the food issue and conflicts between local food detachments, district party members and the rural population in the southern districts of the governorate are quite acute. Events of this kind cannot be ignored as one of the possible reasons for the peasant uprising of 1920–1921.

For the first time, the state and directions of development of the basic elements of the urban infrastructure of Tambov, the features of urbanization processes in a typical regional center of the Russian Federation in the early 21st century are considered. An exhaustive list of the main published statistical materials of the regional and federal levels was used for the analysis. The conclusion about the direct dependence of the social and economic potential of the city on the level of provision of the population with housing, the qualitative characteristics of the urban environment is substantiated. The first decade of the 21st century has become a landmark and a turning point in the development of all spheres of urban life. At the same time, financial problems associated with deficit city budgets still remained the leading problem. Despite the remaining disproportions and problems, a stable increase in key indicators was ensured. There have been qualitative changes that testify to the effectiveness of reforms in this area. New challenges and trends in the transformation of public life have emerged with an obvious positive general background. The changes made it possible to improve the quality of life, the level of satisfaction of the basic needs of the city’s residents. The research materials can have practical application in long-term planning of the main directions of socio-economic development of the regional center and the region as a whole.

The problem of the development of the political myth around the Austro-Hungarian internment camp Thalerhof, which operated during World War I near the Austrian city of Graz, takes an important place in the study of the history of the Rusyn people. Given the possibility of a comparative analysis of German and Ukrainian lists of prisoners of the camp, we offer a new assessment of domestic and foreign sources on the subject under study, which for a long time served as the basis for the development of a widespread historiographical image of the camp. As a result of the study, the key milestones and episodes of V.R. Vavrik’s development of the political myth around Thalerhof as a concentration camp for the extermination of representatives of the Rusyn population are clarified. The research shows that other well-known inter-war assessments of the nature of the Thalerhof camp, usually referring only to the works of V.R. Vavrik, substantially exaggerated the extent of the tragedy due to a lack of alternative data. The results of the work indicate that the history of Thalerhof cannot be elevated to a higher rank than the national tragedy of the Rusyn population of Galicia and Bukovina. It was also defined that the history of the camp has become a politicized myth about the intentional “genocide” and “Calvary” of the Rusyn population, necessary for narrow political circles to solve the problems of nation-building and, unfortunately, taken seriously by the absolute majority of national historians. The study expands the field for substantive discussions of the history of one of the most politicized camps of the World War I and offers a different approach to the assessment of the events of the studied period.

The role of the United States of America in the transformation of the European security architecture after the end of the “Cold War” is examined. A comparative assessment is provided of the approach of the two American administrations to the role of the United States in building the key elements of the European security architecture in the context of a paradigm shift in world development and the transformation of the system of international relations established by treaties and agreements of the Yalta and Potsdam conferences. The analysis allows us to conclude that, remaining the only superpower, the United States considered the architecture of European security as the basis for building a global Eurasian security system. The US decision to transform the European security architecture based on NATO was a successful solution to the “German question” for Washington.