Home – Home – Jornals – "Philosophy of Education" 2020 number 4

Introduction. The present paper is aimed not so much at understanding the problem of the emergence of diverse disciplinary theoretical interpretations (“theoretical prototypes”) of the phenomenon of education in the scientific multidisciplinary space, but at their subject specificity. The diversity of theoretical interpretations is due to the variety of sources and mechanisms that generate them. It is suggested that disciplinary “educationally-oriented” scientific fields are sources of producing specific theoretical interpretations of the phenomenon of education. Mechanisms, in turn, are disciplinary methods and constructs, scientific traditions and research programs that dominate within each subject area. It is assumed that the novelty of this work lies in the adoption of the following circumstance - the disciplinary field is nothing more than a space for constructing theoretical representations (prototypes) of the phenomenon of education with its own special architectonics. It is argued that the configuration of the architectonics of the design space deserves attention in the context of solving the stated problem. The result of this work is the assumption that disciplinary scientific fields are characterized by a local configuration of the architectonics of the space for constructing theoretical prototypes, projecting their own “architectonic imprint” on them. Methodology and methods of the research. The methodological basis of this work is the appeal to the so-called “spatial turn” in scientific knowledge. It is noteworthy that in socio-humanitarian science to this day discussions on issues of spatial problems in general and the production of space and its specificity in particular do not stop. The appeal to A. Lefebvre’s concept on the reproduction of space by professional communities and the interdisciplinary concept of “architectonics” is of particular importance in the light of the solution of the problems we have defined in understanding the disciplinary spaces of design. In this context, it seems convincing to analyze various disciplinary spaces for constructing theoretical interpretations of the phenomenon of education and the specifics of their configuration in spatial coordinates. Spatial (architectonic) coordinates have an immanent disciplinary character, which in our opinion determines the outline of the architectonics of space. The results of the research. In understanding the specifics of theoretical interpretations revealed in a multidisciplinary space, an idea was put forward about the features of mechanisms and the conditions for their origin. Various disciplinary methods and traditions were adopted as such mechanisms, and the conditions recognized the fact that disciplinary fields not only act as a space for constructing data from theorized educational phenomena, but also have their own unique architectonics. It is proposed to take the theoretical results of constructing by researchers in disciplinary spaces as disciplinary prototypes of the phenomenon of education. The definition of such an approach to the reflection of an array of theoretical ideas about the multidisciplinary phenomenon of education allows an attempt to clarify the ontogenesis of all its available and potential interpretations. Conclusion. Despite the supposed simplicity of understanding the phenomenon of education and the presence of a variety of scientific disciplines that study it, the Genesis of such a huge body of all possible theoretical interpretations in the scientific space remains unclear. Paying tribute to what has been formed and accumulated by “educational-oriented” disciplinary Sciences in terms of understanding the phenomenon of education, it is proposed to look at the process of origin of the theorization of the studied phenomenon as follows. On the one hand, all theorizations of the phenomenon of education should be accepted as its disciplinary prototypes constructed by researchers in the process of comprehending this phenomenon, on the other hand, all constructed disciplinary prototypes have the “architectonic imprint” of the space of construction. It should be noted that it is proposed to apply local architectonics to the disciplinary design space, which demonstrates the limitations of its heuristic potential. This will later allow us to bring the research strategy of cognition of the phenomenon of education to a new level - the open (network) architectonics of the design space.

Introduction. Each era, each cultural-historical and ethnic civilization has its own educational system, with its own set of tasks, goals, values, priorities, implemented in different coordinate systems, pictures of the worlds, processes, technologies and paradigms. Education was originally associated with the phenomenon of man. In the modern world, there is an obvious exhaustion of the European socio-cultural model of the information-reproductive, translational paradigm of education, at the origins of which was Y. A. Komensky, in all its technological and methodological variants and modifications. Methodology and methods of the research - philosophy of education, philosophical and pedagogical anthropology, philosophical and pedagogical axiology, philosophy and psychology of creativity, pedagogy of art. If we put aside all journalistic and ideological contradictions present in the near-school discussion, then we can focus on those methodological key points that make it possible to transform the exhausted model of education, move on to new sociocultural and co-creative pedagogy, according to new canons of awareness, allowing a different way to realize the time of education. First of all, it is a soft, consistent transformation of the communicative model: from linear broadcasting to nonlinear polyphonic dialogue; gradual overcoming of the totality of one-sided visual didactics and the school as a technology of hypertrophied intellect and the development of holistic perception and the formation of awareness of the school as the original, anthropological, poetics of being. The results of the research. The technical and technological parameters of the learning process set by the “great didactics” as a translation of knowledge no longer correspond to today’s realities. The search for a new sociocultural version of education is associated with overcoming the mass school, mass culture, mass media communication, as a one-dimensional principle of interaction in the process of training, upbringing and education. The one-dimensional and consumer consciousness obtained at the exit from the educational conveyor is not capable of understanding the essence of truth, the essence of being, in its intellectual and insensitive state it is not capable of a breakthrough to the transcendental, to the realization of “the position of man in space”. In Russian philosophical and pedagogical thought, there is always a tradition on the one hand and the search for and awareness of the phenomena of “living knowledge”, “living education”, and “living school”; on the other hand, the tradition of pedagogical search and pedagogical innovation. Is it possible to change the scale of pedagogical categories based on the ideas of M. Scheler, M. Heidegger? Is another organization possible - non-linear, fractal organization of the learning process? How will the speed of the latest sociocultural processes correspond to a new rhythm, tact and mode of education? Conclusion. At present, the need has come for a complete rethinking of all the previous experience of “production of intelligence” (A. A. Zinoviev) for the formation of a new paradigm of education corresponding to the “picture of the world of tomorrow”

Introduction. The logic of disciplinary knowledge easily falls on a well-known principle formulated by the philosopher-scientist Descartes: this is the principle of analysis or reductionism, which means that in order to understand any complex phenomenon, one needs to take it apart, i.e. reduce it to its individual components. If they are still complex, one needs to perform the following analysis and look at the formed components. Transdisciplinarity is a scientific research approach that is most effective where a purely disciplinary or specialized definition of problem situations and solutions is not possible. The study of the transdisciplinary approach in science and philosophy allows approaching its adequate implementation in the education system. Methodology and methods of the research. The transdisciplinary approach in science and education embodies the fundamental methodology of this research. We used methods of comparative analysis, generalization of problems of transdisciplinary design; modeling as a means of visual representation of the relationship between the known object and the cognizing subjects in the transdisciplinary approach. The results of the research. Based on the distinction between the concepts of “transdisciplinarity”, “polydisciplinarity” and “interdisciplinarity”, the main provisions of the application of the transdisciplinary approach in science are summarized, analyzed and concretized. The most important trends in transdisciplinary research and transdisciplinary design are highlighted. The paper describes research in the field of applying the transdisciplinary approach in education; the corresponding psychological and pedagogical conditions are given, the application of which is considered on a separate example. The transdisciplinary approach in education is a solution of scientific and practical problems by a team of representatives of various professional groups and social actors, i.e. persons interested in solving this problem. As a result, each team member enters into a situation of exchange of experience, ideas, competencies, expanding the worldview of interacting subjects of knowledge, enriching the scientific field into which it is unfolded. Thus, the pedagogical basis of the transdisciplinary approach is the project and team method, active socio-psychological training, mentoring and support technologies. Conclusion. The philosophical basis of the transdisciplinary approach in science is the theory of post-nonclassical rationality, the indivisibility and interdependence of object and subjects of knowledge, the idea of the “included middle” by B. Nicolescu, philosophy of transdisciplinarity as a philosophy of innovation (L. P. Kusenko), the synthesis of science in the digital, humanitarian and information aspects. For the implementation of the transdisciplinary approach, the defining conditions are the stimulation of joint team activity of representatives of various professional groups and a comprehensive assessment of the synthesized product of a transdisciplinary project.

Introduction. The socio-cultural transformations that took place both in Russia and Mongolia at the turn of the century and the strengthening of globalization processes significantly affect the changes in the value systems of our peoples. The development of long-term cooperation requires knowledge of the values of the population of the strategic partner. The prevalence of orientations in the educational process to European standards, accelerated modernization and digitalization in isolation of young people from the traditional values of previous generations is a significant threat to social unity. In recent years, the modern policy of Mongolia is maneuvering between Russia, China, the United States, Japan and Korea. Under these conditions, the study of ethnic and cultural values of Mongolian youth is an important reference point in new strategies of educational cooperation. Moreover, a significant part of the Mongolian population still has an interest in the Russian language, culture, and Russian education. Methodology and methods of the research. The general methodology of the study is based on socio-cultural and system-genetic approaches. The socio-cultural approach as an expression of the unity of culture, personality and society: value orientations of the individual are considered as cultural heritage brought up by previous generations, and are perceived by the individual, reproduced and developed by a new generation of people in the process of their social interaction. The system-genetic approach is a representation of the genesis of basic cultural ideals that are passed down historically from generation to generation in the system of interactions with representatives of their own culture and other ethno-cultural communities (ethnic groups, civilizations). The empirical base of the study was made up of data from our own ethno-social surveys and observations, as well as the results of sociological research of colleagues on the topic of value orientations of Mongolian youth. The results of the research. For modern metropolitan youth of Mongolia, it is very important to relate to the Mongolian nation and belong to an ethnic group. The highest value is given to the Mongolian language, the territory of residence, the family and the nationality of the parents. With a relatively sedentary lifestyle of the capital’s youth, traditional rites, customs and the cult of nomadic culture in general are present in their self-consciousness. The Mongolian youth’s value priorities are based on a combination of tradition and modernization founded on Western models; traditions, superstitions, religiosity and rationalism; patriotism, love for their Homeland and pragmatics of life; understanding the necessary interactions with neighboring states and orientation to economically developed countries. Conclusion. Among the abundant resources and wealth that various countries have, there is a demographic one - the people, without whom there can be no country or state. However, this is not the most important resource, it is important what qualities these people have, and how, in what spirit they bring up their children, the new generation. It is important what their young people believe in, what qualities are important to them, and what are not acceptable. The responses from Mongolian high school students were used to analyze the hierarchy of factors affecting their ethnicity, life orientations, significant and unacceptable human qualities, family values and religious preferences, as well as attitudes to other peoples.

Introduction. The paper raises the question of the current state of ethnic cultures and the specifics of the education system as the most significant modern public channel for broadcasting ethnic culture. With the help of the education system, a wide range of problems of ethnocultural development is being solved: the formation of a positive ethnocultural identity, determination of the place of local ethnoculture in world culture, the formation of intercultural dialogue in ethnocultural zones, the realization of the economic potential of ethnocultures, etc. At the same time, at different stages and directions of education, different tasks and substantively different goals and mechanisms of ethnoculture transmission have been implemented. The purpose of this paper is to study the role of the education system in the processes of consolidation of interethnic communities in Russia. Methodology and methods of the research. The paper uses theoretical modeling followed by empirical verification, supported by the use of a socio-cultural approach to comprehensively take into account the impact of social, cultural, economic, demographic, political and other processes on the specifics of ethnocultural education in a particular region. The results of the research. The understanding of ethnoculture as a complex education is fixed, the components of which are value orientations and specific ritual (with sacred content) practices, everyday “ethnically marked” skills and competencies (running a traditional economy, knowing the native language at the everyday level, etc.), applied folk art, etc., as well as ethnocultural knowledge and ethnocultural identity formed on the basis of this knowledge. The main components of the theoretical model of ethnocultural education are fixed: functional-target, institutional, content and organizational. The typologization of forms of ethnocultural education is carried out in accordance with the components of the presented theoretical model of ethnocultural education (on the example of the Republic of Tyva). Three main forms are identified. The first form is ethnocultural education at school, within the framework of the national-regional component. The second form is getting a specific arts and crafts or music education. The third form includes refresher courses, public lectures, scientific conferences, Olympiads, etc. Ethnocultural education is considered as the most significant modern public channel for broadcasting ethnoculture. The transformation of the content of the link “education-ethnoculture” is fixed: from mutually exclusive understanding (either educated or living according to ethnocultural canons) to understanding the possibility of obtaining knowledge about ethnoculture mainly through educational channels. Possible beneficial consequences of expanding the practices of using the potential of ethnoculture for the consolidation of modern interethnic communities in Russia, as well as the integration of Russian ethnocultures into the world cultural space without loss of ethnospecificity are revealed. Conclusion. It is concluded that ethnocultural education works for the integration of interethnic communities in Russia by increasing the level of ethnocultural competence of individuals, the formation of a positive ethnocultural identity and ethnopatriotism, and also has the potential to form an ethnocultural dialogue based on knowledge about other ethnocultures.

Introduction. The investigation of any pedagogical phenomenon assumes the identification and explanation of its methodological foundations as a required and initial condition. The purpose of the paper is, based on generalization of existing scientific ideas about pedagogical methodology, to prove the need for a methodological justification of the system of methods for the teenagers’ patriotic education, formulate its main essential characteristics, as well as identify and designate conditions that make it possible to attribute the studied object to methodological knowledge. Methodology and methods of the research. The system of the teenagers’ patriotic education is chosen as the object of research, and its methodological justification is the subject. The methodological basis of the research is the dialectical method of cognition, as well as the systemic and content-functional approaches. The research problems are solved using the methods of theoretical and philosophical, structural and functional analysis, and generalization of scientific literature. The paper analyzes the theoretical notions and concepts of domestic and foreign scientists on the principles, organization and methods of obtaining knowledge in pedagogical science. Based on theoretical research by A. V. Barabanshchikov, B. S. Gershunsky, I. V. Zagvyazinsky, V. V. Kraevsky, I. A. Lipsky, N. D. Nikandrova and other scientists, the author’s point of view on the methodology justification of the system of methods of the teenagers’ patriotic education is proposed. The results of the research. The analysis of modern ideas about the methodological foundations of pedagogy such as the concept of the methodology of pedagogy, its essential characteristics and structure is realized. The place of the system of methods of the teenagers’ patriotic education as a pedagogical phenomenon in the methodology of pedagogy is revealed. The conditions that allow us to attribute scientific knowledge about the system of methods of the teenagers’ patriotic education to methodological knowledge are determined. For this purpose, the principle of a content-functional approach to the analysis of the methodology of military pedagogical science, proposed in the works of A. V. Barabanschikov, was practiced. In the process of methodological analysis, criteria were used to identify the possibility of classifying knowledge as methodological: the criterion of abstraction of knowledge and the criterion of the subject content of knowledge. Based on the position of prominent Russian scientists, the author substantiated the possibility and necessity of studying the system of methods for the teenagers’ patriotic education not only as a theory and practice, but also as methodological knowledge. Conclusion. The teenagers’ patriotic education is a complex pedagogical system, in which methods of education occupy a significant place. However, to consider methods of education simply as a complex of methods and techniques of educational interaction is futile. The methodology of educational interaction, in turn, is a pedagogical system that requires not only research from the perspective of its praxeological and theoretical aspects, but also a deep methodological justification. The practical significance of this article is that this is one of the first attempts to single out the system of methods of patriotic education as a pedagogical phenomenon, and determine its place in the methodology of pedagogy, as well as formulate the methodological foundations of that system.

Introduction. The paper resents the intermediate results of the study of the modern technologies use in the educational practice of the complex according to the youth work organization, carried out in the framework of the study on the state order of the Committee of science of the Ministry of education and science of the Republic of Kazakhstan on IRN ARO5132539 project on the theme: “Yunogogics: theory and practice of the youth work in the conditions of the public consciousness modernization”. The purpose of the study was to analyze modern scientific concepts and theories for the development, implementation in practice of a set of technologies for the youth work organization, taking into account the best foreign practice. Methodology and methods of the research. The basic methods of the study were a comparative analysis of works of sociology, psychology, pedagogy and the existing regulatory and legal base for the youth work organization in the Republic of Kazakhstan, as well as the theoretical basis is the concept of socialization developed by foreign sociologists, psychologists, educators: T. Parsons, A. Bandura, etc. The sociological problems of the youth work were presented on the basis of the transactions analysis of M. Brake, K. Hurrelmann etc. The psychological aspect of the problems was considered in the analysis based on the proceedings of F. Rice, E. Erickson and others. The pedagogical aspect of the problems of social and pedagogical work with the young people was considered in the proceedings of: V. G. Bocharova, M. I. Rozhkova etc. The analysis technique relies on the possibility of the speculative method in combination with extrapolation of the results in sociality and implementation in practice. In the course of the analysis method carried out, the group of researchers identified two main complementary criteria: state youth policy is a broader area of the youth sphere, which presupposes a unified approach to the principles of all types of youth-oriented activities; youth work is one of the areas of implementation of youth policy, which creates positive social factors for the diverse development of young people, is supported by special state programs for young people and their rights and freedoms as citizens of the country. The results of the research. The necessity of introduction of modern technologies into the practice of universities of the Republic of Kazakhstan in the educational practice of the complex on the organization of the youth work taking into account the existing theoretical and methodological approaches taking into account modern realities is shown. Conclusion. Introduction of the complex into the educational practice as one of the sections of the general theory of the social work with an emphasis on the pedagogical and technological aspects of promoting the formation and implementation of life forces, socially significant needs of young people, overcoming vital problems.

Introduction. In recent decades, the country has experienced a significant decline in the potential of the nation, and the issue of health of the younger generation is particularly urgent. One of the ways out in the current situation is the implementation of health-saving technologies in the educational organization. However, there are quite a lot of controversial and not worked out points - many programs do not take into account the issues of adaptation and socialization of schoolchildren in primary school, which can have a harmful impact on the health of the pupil and as a result slow the mastering of educational material. The aim of the study was to assess the effectiveness of the type of sports and health activities on social and psychological adaptation and socialization of the first grade pupils. Methodology and methods of the research. The study involved 52 first-grade boys. All studied children were divided into four groups engaged in additional organized sports and health activities (single combats, cyclic sports, complex coordination sports), and not visiting sports sections - control group. Socio-psychological characteristics were assessed and the level of socialization was determined. The results of the research. According to the data received, sports and health activities lead to faster socialization of the child in the collective, which is a favorable factor for the successful process of socio-psychological adaptation to primary school. This is evidenced by the optimization of the level of anxiety and self-esteem of the child’s personality, as well as a more pronounced tendency to improve cognitive functions. Conclusion. It has been revealed that additional organized motor activity will contribute to faster socialization and successful adaptation of the child to the educational process, and as a result of the full and more effective implementation of health-saving technologies in school.

Introduction. The paper focuses on the development of inclusive education related to the increase in the number of people with disabilities on the planet. This fact confirms the urgent need for inclusion of disabled people in the life and activities of society, which in turn cannot remain at the same level of perception of the problem that existed in the past. The authors’ position is based on the identified modern aspects of the educational environment, which are directly related to the multidirectional understanding of its participants of the moral aspects of the situation under study, as well as the difficulties and opportunities to improve ways of obtaining quality education for people with disabilities. The reasons that slow down inclusion in Russian educational institutions are identified, among which students’ unwillingness to notice the difficulties of their peers with disabilities, as well as the lack of counseling and inclusion in the social life of disabled people. Methodology and methods of the research. We use a comparative analysis of data on the increase in the share of people with disabilities in Russia and the world, the results of which for 2012-2019 characterize the increase in disability of the world’s population from 8 to 35 %. Statistical indicators are compared using the dynamics over several years: in Russia and the Saratov region, the number of disabled individuals and disabled children is characterized by a steady increase. The causes of disability are clarified, among which diseases of the nervous system are crucial, while other diseases that cause disability also show an increase. Methods of organization of inclusive education and problems of its implementation in the modern world are considered. The results of the research. The authors specify the pedagogical tasks of inclusive education: creating a unified psychologically comfortable educational environment; restructuring the culture of educational institutions, rules, norms; organizing a new system of psychological and pedagogical support, therapeutic and preventive activities; providing access to the educational environment; improving the system of training and retraining of teachers. The paper describes the essence of the components of the educational environment: architectural features of buildings and equipment; type of culture, which implies the presence of a formed relationship of cooperation between the teacher and the student; psychodidactics, which implies the development of learning methods of activity. Recommendations are offered for each component in order to improve pedagogical methods of working with students in an inclusive environment. Conclusion. The study revealed a growing trend in the number of students with disabilities in Russia, as well as the need to create optimal conditions for those children who have not received confirmation of disability, but have health abnormalities, and therefore need some pedagogical support. The discovered low satisfaction of students with disabilities with educational organizations leads to the question of ensuring the effectiveness of the methods of activities of students with disabilities and its being in demand from others as an indicator of quality of the inclusive educational environment. The search for an answer to the above question leads to the disclosure of the content of the components of the educational environment, united by introducing all students to the values of culture, and implemented in their activities.

Introduction. This paper is devoted to the consideration of the importance of professional motivation in the social and pedagogical support of professional training of military personnel based on a theoretical analysis of scientific sources of foreign and domestic authors. Methodology and methods of the research include theoretical analysis, synthesis, comparison and generalization of scientific sources of foreign and domestic authors. The results of the research. The notion of professional motivation of military personnel as a cognitive, emotional and behavioral orientation to fulfill the tasks of military professional activity is revealed. The content and structure of professional motivation of military personnel as a conscious desire to set and realize the goals of military professional activity are revealed. It was found that the structure of professional motivation of military personnel is represented by the following main types of motives for professional activity: vague motives, compensatory motives, motives for overcoming psychological trauma and motives for professional military duty. The relationships between the professional motivation of the military and military ethics are examined. The types of professional motives of military personnel are described. The conditions for the formation of professional motivation of military personnel within the framework of social and pedagogical support of vocational training are defined, among which: the creation of a flexible military professional environment for the formation of professionally significant qualities of military personnel; providing support to military personnel in understanding the military professional specifics and in determining the prospects for professional development, etc. The novelty of the research topic is to describe the importance of professional motivation in the socio-pedagogical support of professional training of military personnel based on the integration of foreign and domestic experience in this field. Conclusion. Summarizing the data of scientific sources, the significance of the professional motivation of military personnel in the development and self-realization in military professional activity is confirmed. The professional motivation of military personnel is largely determined by moral and ethical standards and professional honesty, which must be taken into account in the process of social and pedagogical support of the professional training of military personnel. The conditions for the formation of professional motivation of military personnel within the framework of social and pedagogical support of vocational training include the creation of a flexible military professional environment, providing support to military personnel in understanding the military professional specifics and in determining the prospects for professional development.

Introduction. It is known that the main goal of modern art education is to preserve academic traditions, including in the field of additional art education, where the foundations of a holistic perception are laid, and the principles of constructing the tone and color of an image on a plane are understood. At the same time, the study of the art of painting contributes to the development of artistic taste and creativity. The relevance of this problem is also due to the fact that often methodological efforts are directed to the formation of technical literacy, and complex issues of forming a holistic perception in painting are ignored. Therefore, the authors focus on the ways to activate the process of forming a holistic perception of painting in the primary pupils of the art school for children. Methodology and methods of the research. Through the analysis of the works of N. V. Amirova, M. V. Bubnova, O. A. Dumskaya and other authors, a number of special tasks aimed at activating the process of forming a holistic perception and image in painting in students have been developed and justified. In addition, we use the theoretical and practical experience of such famous artists as N. N. Gе, I. E. Grabar, B. V. Ioganson, K. A. Korovin, N. P. Krymov, V. A. Serov, V. A. Favorsky, P. P. Chistyakov and others who made a significant contribution to the improvement of methods of teaching fine arts, including painting. The results of the research. The role of short-term tasks contributing to the activation of the process of formation of holistic perception is justified. It became obvious that in order to gain a clear idea of the image affecting this process, there is a need for targeted observation of a certain nature and its study, In addition, it has been revealed that in order to stimulate the formation of a holistic perception, it is necessary to direct the attention of students in painting classes to the analysis of specific qualities of the visual image of nature and to understand the principles of building compositional-color unity on the plane. At the same time, in order to form a holistic perception and image, it is necessary to use different-factored, close-tonal and in color with the background objects, and generalize the image along with the development of space and volume. Conclusion. The authors concluded that the proposed consistency and nature of the work on special short-term exercises would sufficiently increase the level of holistic perception and related artistic skills of the primary pupils of the art school for children. At the same time, it became clear that the process of formation of this perception in students cannot be considered without connection with practice, as elementary lack of understanding of the specifics of working with paints creates a serious difficulty for its successful formation.

Introduction. In the paper the authors attempt to consider some aspects of differentiation approach for foreign language study at college, to consolidate the usage of the individual approach and search for new methods of individual motivation of students. Methodology and methods of the research. It analyses theoretical and practical achievements in the aspect of differentiation of teaching in educational system of non-linguistic specialties. It regards the problem of common pedagogical experience adapted to professional education. The results of the research. It analyses practical experience of English teaching in professional education using the level difference of students. It concludes about efficiency of method discussion for classes in Professional Education. Monitoring aspect of education and actualization of control standard testing are very effective with communicative elements. The communicative tasks in the standard tests define the level of students more accurately. Experiment showed that 70 % of the students of colleague had elementary level of English, 25 % of them had intermediate, and only 5 % of students had advanced level of English. The result implies the significance and urgency of the differentiation technologies and method of discussion usage to affect the efficiency of students study. In the process of research, the analysis of efficiency in accordance with criteria and indicators has been carried out. A certain technology in studying process has to be chosen. Conclusion. It concludes about efficiency of using differentiation technologies in the modern education provided individual education and communication approaches are used. The method of discussion should be used as differentiation organization of education process for all stages to motivate students efficiently.

Introduction. The practice-oriented problems in mathematics are considered, their place and role in the system of problems of the school course of mathematics are revealed. Methodology and methods of the research. Theoretical approaches to understanding various classifications of problems are analyzed. Classification “according to the story line of the problem” includes two types of problems: practice-oriented and mathematical problems; classification “according to the request” includes the problems on construction, calculation and proof; classification “according to the goals of using problems in the learning process” includes preparatory problems, problems for knowledge consolidation, acquisition of new knowledge etc.; classification “by the nature of mental activity” includes standard and non-standard tasks; classification “by methods of solving problems” includes tasks on using analytical methods, graphical methods, generalized methods and algorithms, tasks on using special methods (vector, coordinate, etc.); classification “by components of educational activity” includes organizational-effective, stimulating, controlling problems, etc. The focus of the research, by means of system analysis, is aimed at identifying the place of practice-oriented tasks in existing systems of tasks. The results of the research. An overview of the main theoretical approaches to classifying school math problems is given. The role and place of practice-oriented tasks in various classifications is revealed. It is proved that practice-oriented tasks can be a means of activating the cognitive activity of students, a means of developing a student, a method of organizing the cognitive process, a form of organizing an independent educational search. Conclusion. Conclusions are made about the possibility of using practice-oriented problems at various stages of mastering the content of a school mathematics course. The author proves that, in each classification on different grounds, practice-oriented tasks can perform motivating, training and fixing functions at each stage of the development of concepts in mathematics. The identified roles of practice-oriented tasks in the system of school mathematical problems allow organizing their appropriate use in the practice of teaching mathematics. Examples of using the developed approaches are given.

Introduction. The learning process is organized on the basis of didactic principles - scientific, systematic and systematic, accessible, conscious and active, visual, the connection of theory with practice, integration and differentiation, and others. According to a number of researchers, the methodological principles of teaching chemistry should include the principles of methodology associated with the process of developing methodological knowledge and skills of students, and the principle of historicism. The formation of students’ knowledge of the basics of chemical science, methods of its knowledge is one of the primary common goals of teaching chemistry in a comprehensive school. To ensure the achievement of these and other learning goals can only a teacher who builds the learning process on the basis of didactic principles, including the principles of historicism and methodology, which, in our opinion, is a very relevant aspect of chemistry education. Methodology and methods of the research. The object of the study is the teaching of chemistry in a comprehensive school and in a pedagogical university. The principles of historicism and methodologization in the teaching of chemistry are the subject of research. The study is aimed at studying their role, place and means of implementation in the educational process. The scientific and methodological works of A. A. Makarenya, V. L. Obukhov, M. S. Pak, E. E. Minchenkov, Yu. V. Surin, L. M. Kuznetsova constituted the methodological basis. Theoretical and practical research methods were used within the framework of an integrative methodology. The results of the research. The authors note that a modern chemistry teacher must have a high level of methodological training in order to create the conditions for an informal assimilation of the theoretical chemical content. The structure of the chemical content should reflect the historical logic of the development of chemistry as a science. The chemical knowledge formed in schoolchildren should be historically logically substantiated. Therefore, in the preparation of future chemistry teachers, special attention should be paid to the historical and methodological aspect of teaching. Methodological knowledge includes knowledge of the basic elements of scientific theories. Students should be able to establish structural and functional relationships between the main parts of the theory - provisions, facts and consequences, master general scientific and highly specialized terms, and know the structure of various types of knowledge. The formation of methodological knowledge is facilitated by tasks requiring the use of such logical actions as analysis, synthesis, generalization, comparison, classification, and others. In this regard, the chemistry teacher must create special conditions for the formation of methodological knowledge and skills among schoolchildren. Methodological knowledge is inextricably linked with historical knowledge, since it is important for students not only to master the chemical content, but also to know how to obtain it. Revealing to students the historical and logical path of the development of the science of chemistry, the teacher implements the principle of historicism. Accordingly, the teacher needs to have knowledge of the history and methodology of chemistry as a science and be able to include historical and methodological knowledge in the content of chemistry lessons. Conclusion. In the process of teaching students, it is necessary to include special tasks aimed at the formation of methodological knowledge and skills and the inclusion of historical information in the educational process in chemistry.