Introduction. There is a growing recognition that information flows are developing at a geometric rate. These information flows require to be quickly and qualitatively processed for further sustainable development of scientific and production spheres. Thus, the education system requires the search of adequate means of consumption and broadcast of information, knowledge, data, actual material, etc., corresponding to psychological features of perception and thought processes. Visualization as the most convenient and compact form of different submission of data is becoming a key civilization trend of the information age.

The aim of the publication is to justify the necessity of designing and applying new didactic means – visual didactic regulators of the logical-semantic type aimed at improving of teaching technologies.

Methodology and research methods. The research methodology includes the concept of logical and semantic modeling of knowledge presented in natural language, and the concept of orienting bases of actions in teaching. The method of the present research is graphic visualization of logical and semantic modeling of knowledge.

Results. The definition of the concept “visual didactic regulators of the logical-semantic type” is formulated; its characteristics, genesis, structure and functions, and the prospects for its application in teaching are presented. The solution of the problem of synthesizing the regulators in the form of the coordinate-matrix structure of the regulators is shown; the universal learning activities performed in the course of the regulators’ design are considered. The prospects for the application of visual didactic regulators are highlighted.

Scientific novelty. The logic of the evolution of didactic visual aids is shown: from illustrative – through the support – to visual didactic regulators with extended didactic functions. The universal coordinate-matrix graphic realization of regulators is proved. While the amount of formal, inanimate innovations – standards, test methods of training and control, the Unified State Exam, etc., is being increased, visually presented regulators of the logical-semantic type make active impaired subject-subject interaction in educational process. Furthermore, visual didactic regulators stimulate a creative component of design and experimental activity of the teacher. It is suggested to use the concept “visual didactic regulators of the logical-semantic type” as a new unit of the terminological apparatus of Didactics. Practical significance. Practical constructions of visual didactic regulators of the logical-semantic type are proffered; possible areas of visual didactic regulators’ application in teaching technologies are revealed.

Introduction. Most studies of psychologists and teachers in the phenomenon of conceptual thinking and ways of its formation are considered to be rather controversial and questionable. However, the research results were limited to the phenomenon of conceptual thinking and are therefore not representative for its implementation during the process of vocational training at the higher school. There is still considerable uncertainty with regard to the approaches to the problem of conceptual thinking in the humanities, including pedagogics and psychology. Furthermore, previous studies have not dealt with the objectives of conceptual thinking formation.

The aims of the article are: to justify the use of the term “professional conceptualization of thinking” (PCT) in theory and practice; to describe the prospects of the development of PCT in the training process.

Methodology and research methods. The methodological base of the research involves the Russian psychological and pedagogical science approaches to the consideration of conceptual thinking as a higher mental function, a systematized and summarized form of cognitive reflection of notions and relations of reality. The experimental work was carried out using the method of observation, interviews, and tests. Quantitative and qualitative analysis of the data was conducted. The process of formation of PCT is described through the theory of stage-by-stage systematic development of mental acts.

Results and scientific novelty. The concept “professional conceptualization of thinking” (PCT), a new one for psychological-pedagogical science, is suggested. The PCT levels are identified: ordinary, formal, substantial, system, and holistic. The objectives proposed for the development of the PCT levels in the process of professional education consist in the organization of consecutive transition from conscious mastering of a terminological framework to its use in the performance of educational tasks; from understanding the logic of the solution of professional tasks to development of logic of professional activity; from the student's position as a participant of interaction with a teacher to the position of a member of professional activity. The author refers to the need of: continuous stimulation for students’ work during the process of understanding the relationship of concepts with intrinsic properties of objects; role definition of conceptual reflection of reality presented in the chain “aim of task solution – objects – their properties – a task – actions”.

Practical significance. The findings of the study, approaches to development of PCT and the author’s recommendations can be used in teaching both psychological-pedagogical disciplines and other disciplines in higher education institutions.

Introduction. The reform and modernization of the Russian system of higher education, including the results of recent research in the field of modern educational and pedagogical technologies, consider the problem of forming a professional image of the future Social Care teacher. It is required to take into account the increased demands of society to the human, the need to develop a new style of social behavior, thus providing success and effectiveness of the forthcoming professional activity

The aims of the publication are to justify pedagogical conditions and to describe the author’s model for the formation of a professional image of the future Social Care teacher.

Methodology and research methods. The methodological basis of the present research is presented by: conceptual thesis of the theory of knowledge, philosophy and psychology about the subject nature of human activity; personality theories and theories of personality development in the course of training and education; basic principles of system-based, personality-activity, synergetic, acmeological, and culturological approaches; conceptual grounds of professional and pedagogical training of future social teacher; theoretical-methodological thesis of social pedagogics based on achievements of modern researchers related to the use of pedagogical technologies in teaching and educational process of the higher school; theories and techniques of educational technologies use.

Results and scientific novelty. The pedagogical conditions for the professional image formation training of future Social Care teachers were substantiated by empirical evidence. The developed model enables to create an image component of the chosen profession during the process of training. The efficiency of model implementation during the educational process of higher education institution is experimentally tested. The criteria, indicators and levels of the formation of the professional image of future Social Care teachers, corresponding with its constituent components (personal, competence, communicative, behavioral and visual), are highlighted. The concept “professional image of the future Social Care teacher” is clarified and concretized.

Practical significance. The research materials can be used to modernize the teaching and educational process at university to provide advanced study in speciality area "Psychological and Pedagogical Education"; advanced vocational training of specialists, as well as self-education of both students and graduate social educators.

Introduction. As a discipline, History holds a specific place among disciplines of a humanitarian cycle of educational programs of higher education institutions regardless of university specialities. History plays an important role in the course of formation of a citizen and development of critical thinking of a personality as an element of a common culture. However, new federal standards require a drastic reduction of the classroom hours for studying a History course by students of non-humanitarian specialties, and, at the same time, enhancement of the contents of a discipline (its reorientation from History of Russia towards World History). Therefore, History programmes and courses demand up-to-date approaches, methods and didactic means to provide formation of holistic worldview of future experts.

The aim of the article is to consider the features of innovative methods application in teaching history in high school taking into consideration modernization processes.

Methodology and research methods. The research undertaken is based on activity and competence-based approaches. The methods of analysis and synthesis of the academic literature on the research topic were used; the methods of reflection and generalization of teaching activities of the Department of Humanitarian Disciplines of theKazanNationalResearchTechnologicalUniversity were applied as well.

Results and scientific novelty. A modern view on historical education has been proposed as means of students’ systems thinking formation, designing the ideas about the world historical process among students, the mission ofRussia in this process, and evolution ofRussia as a part of the modern civilization. It is stated that History university course is designed not only to give the students strong subject knowledge, but also to create axiological orientations and abilities on the basis of the analysis of historical collisions, objective and subjective factors of society development. Moreover, modern university History course teaches students to establish casual links, to defend own position with deep arguments, to reproduce and present information streams. Learning activities presented above will definitely help future experts to become competent professionals. Learning objectives can be solved by means of a complex of the following innovative pedagogical technologies: problem-based, design and game methods that stimulate cogitative activity of students; dialogue (interactive) forms of training (case-study, debate, discussion) that promote mutual understanding between a teacher and a student, joint solution of educational tasks, and acquisition of positive communicative skills among students. The case study of new formats of History studying is described; it is shown that introduction of new formats into educational practice is possible only under the conditions when a teacher masters the ways of organization and conducting discussions, develops an understanding of distance education and virtual training environments. Students, for their part, have to demonstrate high motivation and activity, to find independently required data, to process and analyze information including historical original sources.

Practical significance. Guidelines for application of interactive methods of teaching history in non-humanitarian universities are provided; recommendations for the organization of independent work of students are given as well. The recom mendations have universal character and can be used by teachers of other disciplines after applying specific content adaptation.

Introduction. Today, the process of socialization of modern youth takes place in absoutely other circumstances in comparison with former generations. The social activity of young people and teenagers is being developed not only in real but also in virtual space. The Internet environment, where new generation representatives actively manifest themselves, has significant effect on their life goals and behaviour. This influence can be positive and useful, on the one hand, and negative, on the other, deforming human mind and own personality. The aim of the present article is to identify, describe and analyze social and psychological factors of youth susceptibility to psychological and informational impact of the Internet environment.

Methodology and research methods. A method of sociological questioning was applied to find out the characteristics of young people behaviour in virtual space, degree of their involvement in “a world web”, and intensity of the Web-based interaction. Psychodiagnostic methods by A. V. Smirnov “Semantic universals of the information and cultural environment” were used for studying the peculiarities of young people attitude to the Internet.

Results and scientific novelty. The features of attitudes of young people towards the use of the Internet, degree of their virtual environment immersion, frequency of usage and behaviour models on the Internet are considered. A risk group among examinees (data sample – n = 277, 14–25 years) is marked out and characterized. The representatives of this group showed high activity on the Internet, however, they do not draw attention to the Internet content: their relation to virtual space is based on aprioristic recognition of its need and usefulness with the accompanying denial of any propaganda of dangerous ideas and behaviour models which can endanger psychological health, own wellbeing and wellbeing of other people.

Practical significance. The data obtained can be used for effective prevention of negative impact of information and social content of the Internet on young people singled out as a risk group.

Introduction. A teacher as a representative of many professions, whose occupation belongs to “person-person” professional system, inevitably undergoes psychological changes which can have negative effect on professional activity due to long performance of labour duties. In this regard, it is necessary to find out the effective ways and technologies designed to provide optimum preservation of own personality and health of teachers. Prophylaxis and correction of professional deformation of teachers is one of the most important directions of modern pedagogical science and practice; this means such a direction contributes for the development of recreational methods and ways of resistance to professional deformation.

Aim. The article aims to systematize theoretical material and practical experience in the problem of professional deformation self-correction among presentday teachers in educational institutions; to show the possibilities of self-correction of mental, psychological and physical state of teachers.

Methodology and research methods. The methodology of the research is based on system, personal-oriented and activity approaches. The content analysis has become the first and leading method at the stage of collecting statistical material. The content analysis is presented as a complex of the formalized observations and statistical procedures that enable to transfer massive text information to quantitative indicators; on the basis of those indicators it is possible to draw conclu sions about high-quality and latent content of various hand-written or printed documents received during surveys, discussions and interviewing of teachers. The significant data selection is represented by the results of 5 year long investigative work among 220 participants of professional development courses of theInstitute ofCPE “Horizon” atNosovMagnitogorskStateTechnicalUniversity (Russia) and 54 participants training inAcademy ofBesancon (France). The processing of teachers’ responses by means of the content analysis has helped the authors to establish adequacy of respondents’ self-assessment of pedagogical activity effectiveness not only from the viewpoint of knowledge gained by pupils but also as regards inputs of own efforts and time.

Results and scientific novelty. The review of the foreign and Russian publications devoted to a subject of professional deformation of teachers is given. Professional deformation of a personality is viewed as the change of personal qualities which include destruction of mental integrity and psychological and physical health; formation of stereotypes of perception; transformation of morals and senses of values, traits of character, ways of communication and behaviour. The causes of the studied phenomenon are disclosed; the signs of professional deformation background are designated. It is stated that the degree professional deformation expressiveness of teachers is defined by an experience of their work, specifics of pedagogical activity, and individual and psychological features of a personality. Therefore, it is concluded that coping with professional deformation can be achieved: 1. teacher’s voluntary participation in correctional process of understanding attitudes about health preservation in the course of professional activity; 2. preventive measures to cope with professional burnout at three levels: cognitive, activity, and reflexive. The complex of correctional and preventive measures, which include various tasks, procedures and methods of resistance to professional deformation of the teacher, is developed for each level. As a whole, these measures form the system of self-correction; this means, having mastered the presented system under the leadership of an expert, the teachers will be able to cope with professional burnout themselves.

Practical significance. The advantage of all proposed methods and techniques, that form a complete correctional and preventive complex, consists in simplicity, availability, safety and efficiency in respect of achievement of a fast, positive, and really notable result; the elements can vary depending on individual needs and features of a personality. Taking into account all benefits considered, the correctional and preventive system developed by the authors can be used by teachers directly in the course of pedagogical activity without essential financial and material support, and additional time expenditure.

Introduction. Modern engineers must possess high potential of cognitive abilities, in particular, the algorithmic thinking (AT). In this regard, the training of future experts (university graduates) of technical specialities has to provide the knowledge of principles and ways of designing of various algorithms, abilities to analyze them, and to choose the most optimal variants for engineering activity implementation. For full formation of AT skills it is necessary to consider all channels of psychological perception and cogitative processing of educational information: visual, auditory, and kinesthetic.

The aim of the present research is theoretical basis of design, development and use of resources for successful development of AT during the educational process of training in programming.

Methodology and research methods. Methodology of the research involves the basic thesis of cognitive psychology and information approach while organizing the educational process. The research used methods: analysis; modeling of cognitive processes; designing training tools that take into account the mentality and peculiarities of information perception; diagnostic efficiency of the didactic tools. Results. The three-level model for future engineers training in programming aimed at development of AT skills was developed. The model includes three components: aesthetic, simulative, and conceptual. Stages to mastering a new discipline are allocated. It is proved that for development of AT skills when training in programming it is necessary to use kinesthetic tools at the stage of mental algorithmic maps formation; algorithmic animation and algorithmic mental maps at the stage of algorithmic model and conceptual images formation. Kinesthetic tools for development of students’ AT skills when training in algorithmization and programming are designed. Using of kinesthetic training simulators in educational process provide the effective development of algorithmic style of thinking and increase the level of understanding and learning of educational material on algorithms and programming.

Scientific novelty. The developed tools and methods for developing algorithmic style of thinking during the educational process of training in programming is fundamentally different from existing ones that are aimed at kinesthetic channels of perception and activation of motor-memory area. According to the latest statistics, over 40% of people have kinesthetic sensing of the world; however, researchers have not treated this phenomenon in much detail. On the whole, the use efficiency of the didactic means when training graduates of engineering specialties has been proved in the course of the carried out experiment on kinesthetic tools introduction into educational process with the subsequent diagnostics of the levels of AT skills development, and the quality of training in programming among the students of theSiberianFederalUniversity.

Practical significance. The proposed tools and methods for developing algorithmic thinking can be used in the training process in the school course of computer science, as well as university courses of programming of various kinds. The presented kinesthetic tools can be used for other technical and natural-science specialities (e.g. Mathematics) after applying specific content adaptation.

Introduction. Persecutions of the Christian Church in Soviet period inRussia had a negative impact on religious education being neutralized and assigned a specific status as illegal for a long period of time inRussia. Since rebuilding of church life in Post-Soviet period called for the highly educated clergy. This task was laid down on the spiritual schools and seminaries brought back in different regions of the country.

Aim. There are three primary aims of the publication: to consider the process of rebirth of spiritual and religious education in the southern part of the Russian Far East; to show the results achieved today; to consider the prospects of theological education development in the near and distant future.

Methodology and research methods. The methodological basis of the research consists of: a systematic literature review of studies, based on the system and historical approaches, to present detailed analysis of the research topic; the data received during the polls and interviews of participants and witnesses of educational spiritual religious institutions’ establishment in theFar East.

Results and scientific novelty. The centers of spiritual education in the Far East are designated –Vladivostok,Khabarovsk andBlagoveshchensk. The educational policy of representatives of the church elite presented is not always positive while under the influence of the processes currently occurring in secular educati on. In the context of reform, there is a search of the new organizational solutions and ways to deal with a problem of shortage of specialists in regional dioceses. In this research, for the first time, an attempt was made to describe the Post-Soviet stage in religious education. The end of the recovery period, a historical milestone of development of spiritual education, is recorded.

Practical significance. The materials and conclusions provided by the author can be used while designing and developing the courses in History of the Russian Education, Ecclesiastic History, and Regional Studies as well.

Introduction. Nowadays, the problem of standardization of foreign language training at the higher school is becoming currently topical. With regard to the processes of globalization, the international educational projects and students exchange programs gain greater international recognition. Such international programmes involve foreign language knowledge graded as not only high certified academic levels but also as basic language skills. The lack of foreign language competence becomes the obstacle for successful training, depriving a future graduate of a part of chances to become the competitive and popular expert in the chosen profession. The success of a foreign language course completion among students depends on many factors; the most important factor is motivation which can affect self-assessment of training results. The aim of the study is to describe possibilities of the CanDos tools implementation for the organization of students self-consciousness and self-assessment of own achievements in order to influence the motivation for mastering a foreign language.

Methodology and research methods. The research is based on competencybased approach. The methods involve comparative analysis, synthesis, and generalization.

Results and scientific novelty. The questionnaire developed for the experiment helped to collect the data concerning the effectiveness of the CanDos software implementation for self-assessment of students’ foreign language skills. The corresponding self-assessment helps students to carry out a self-reflection of own knowledge and abilities, and to find “weak points” in language proficiency which need additional practice and improvement. By regularly using CanDos software as self-assessment tools, students learn to identify the correspondence of their language competence to the external requirements and standards of education. Orientation to training results will help future experts to create self-motivation that positively affects indicators of progress and internal satisfaction of each student.

Practical significance. The data received can be applied by teachers of foreign language departments of non-linguistic higher education institutions; teachers and psychologists who are engaged in studying of aspects of training motivation.