Introduction. The article presents a philosophical and methodological substantiation of personal experience as a subject of development in the educational process and personal culture as the goal of developmental education. Such a justification is the content of philosophy of developmental education in that part, which can be attributed to philosophical anthropology, to the philosophy of culture and social philosophy. This content is made up of knowledge about the laws governing the development of a personal experience and the formation of the main types of personal culture. It allows us to determine the invariant structure of educational goals, which can be correlated with the requirements for educational outcomes described through competences. On the basis of the invariant system of developmental education goals, variable ways of achieving these goals, both for general and for vocational education, can be determined, reflecting the particular and individual levels of human existence.

The aim of the present article is to philosophically substantiate the understanding of personal culture as the goal of education, focused on the development of a person as a whole, on the development of the personality.

Methodology and research methods. The methodological basis of the study is the dialectical approach: the dialectic of the essence and existence of a person, the principle of unity of diversity, the relationship of general, particular and individual. Research methods were determined in accordance with philosophical and psychological knowledge about a person, obtained on the basis of applying systematic, subject-active and cultural-historical approach.

Results. The result of the study was the conclusion that the laws of acquisition, reproduction and development of a personal experience are the objective basis for determining the system of goals of developmental education, its content and the complex of ways to organise it. Personal experience is the subject of development in the process of education. The qualitative state of experience, which characterises the completion of the stages of the social and cultural development of a person, is defined by the authors as personal culture. It acts as a complete product of the educational process, and therefore the overall goal of education. Knowledge of the laws of existence and development of the basic elements of personal social and cultural experience becomes the rationale for determining the goals, content and methods of organising education and training in a holistic educational process.

Scientific novelty. The scientific novelty of the study lies in the fact that for the first time in the philosophy of education, the authors consider the formation of personal culture in conjunction with the development by individuals of groups of cultural means corresponding to the main stages of human cultural development.

Practical significance. The developed approach allows for the determination of the invariant structure of pedagogical technologies of continuing developmental education, as well as this approach involves the creation of a variable component of technology, ensuring the unity and originality of the levels of human existence in the educational process.

Introduction. The study of financial behaviour and human activity in relation to the management of material resources seems relevant both from the point of view of identifying potential risks of deviant behaviour patterns in this area, and identifying training opportunities for effective management of their own financial resources. The studies of financial behaviour of young people in conjunction with parent-child relationships are poorly presented in modern science and are conducted mainly abroad. Due to the lack of data, the value of the Russian research is great due to the high demand for scientific ideas about such relationship.

The aim of the present research is to identify the interdependence between child-parent relationships and the financial activity of young people through the correlation of their models of financial behaviour, as well as the search for determinants of the activity of boys and girls in the system of parenting.

Methodology and research methods. An empirical study was conducted on two related samples – youth representatives (young teenagers aged from 14 to 16 years old) and their parents. The total number of study participants was 144 people, of which 87 parents (57 women and 30 men) and 57 youth representatives (29 girls and 28 boys). For data collection, the authors compiled a questionnaire. This questionnaire contains two blocks: an assessment of the financial activity of the family and an assessment of the financial activity of youth. Also, the authors employed the methodology “Family Relationship Analysis” (by E. G Eidemiller, V. V. Yustitskis) and the questionnaire “Parent Behaviour and the Attitude of Children toward It” (by E. Schafer). Processing of the obtained data was carried out in the statistical package IBM SPSS Statistic 19.0. For mathematical and statistical analysis, the methods of descriptive statistics, cluster analysis, correlation analysis and regression analysis were used.

Results and scientific novelty. As a result of an empirical study, two statistically significant regression models were constructed. According to the obtained models, some features of parent-child relationships really stimulate the financial activity and independence of youth. The groups of financially active and passive boys and girls are identified. It is established that these groups differ only in relation to their own assessments of parental impact by the mother.

Practical significance of the work lies in the possibility of using the obtained data to form a scientific understanding of the genesis and mechanisms of formation of a person’s financial activity, as well as in identifying target groups and developing effective methods for teaching financial literacy of the population.

Introduction. In the conditions of modern Russian education, the emphasis is shifted to the ability of students to carry out non-standard professional duties and to work independently. All this leads to an increase in the number of studies to identify thinking styles in the student age.

The aim of the current publication is to present the results of an empirical study focusing on identification of the relationship of thinking styles and academic performance among the students of Astrakhan State University.

Methodology and research methods. In order to achieve the aim, the authors used the following research methods: Methods of Thinking Style (by A. K. Belousova), Learning Styles Questionnaire (by P. Honey, A. Mumford), Implicit Theories and Learning Goals Questionnaire (by C. Dweck), Scale of Academic Motivation (by T. O. Gordeeva, O. A. Sychev, E. N. Osin). To process the data, mathematical-statistical methods were employed: the One-Sample Kolmogorov-Smirnov Test, the Independent Samples t Test (Student Test), the Mann-Whitney U Test, the Pearson’s Correlation Coefficient, the Spearman’s Rank Correlation Coefficient. All calculations were performed using the IBM SPSS Statistics 21 computer program.

Results. In the course of empirical study, 82 students of five faculties of Astrakhan State University (40 boys and 42 girls aged 20 to 23 years old) were involved. As a result of empirical research, it was revealed that an initiative style of thinking with the variable “enriched personality” has a positive correlation, and critical thinking has a positive correlation with the variable “introjected motivation” and “external motivation”. Managerial and practical thinking styles positively correlate with the variables “achievement motivation”, “growing in telligence”, “enriched personality”, “cognitive motivation”, “adoption of learning goals”.

Scientific novelty. The tendency to a reliable connection of thinking styles and academic performance was revealed. A positive correlation between managerial, practical thinking styles and cognitive motivation, achievement motivation is found out. Students with proactive, practical, managerial thinking styles have an above-average academic performance.

Practical significance. The materials of the publication are of practical importance for teachers and students, as the study of the stylistic peculiarities of the individuality of students directly contributes to the effectiveness of the process of skills and knowledge development.

Introduction. The article describes a study of an original CLILbased teaching model at a teacher-training university, designed specifically to develop students’ foreign language professional-communicative competence (FLPCC). Its relevance is due to a lack of research into applying CLIL theory and methodology in teacher-training institutions of higher education, as well as to a practical need to improve the quality of pedagogy undergraduates’ foreign language instruction.

The aim of the present study is to substantiate the effectiveness of implementing the proposed CLIL-based FLPCC development model at a pedagogical university.

Methodology and research methods. The proposed model integrates the communicative and competence-based approaches, as well as the method of conceptual modelling. To assess and confirm the results of the experiment, the authors created a diagnostic complex test in accordance with the Professional Teacher Standard. A feedback survey among students and teachers was conducted, and a SWOT analysis was carried out. The applied methods of mathematical-statistical analysis: Mann – Whitney U-test, Student’s t-test.

Results and scientific novelty. Experimentally and statistically, the study proved the effectiveness of the proposed CLIL-based FLPCC development model. A new model-based CLIL-course was introduced, uniting the content, communicational, cognitive and cultural components of CLIL framework. The conducted experiment contributed to an increase in professional and subjectlanguage knowledge, development of the FLPCC skills and professional and communicative strategies, aimed at solving professional and pedagogical problems. The study presents a new perspective on tandem teaching by integrating the efforts of teachers from various scientific fields. A diagnostic complex test was developed in accordance with the Professional Teacher Standard. SWOT analysis of experimental results revealed the effectiveness and viability of the proposed model.

Practical significance. The study will be useful to teachers practicing CLIL, and for those looking for ways to develop FLPCC in a teacher training institution. Although the experimental work carried out in one university, does not claim to be comprehensive, the authors believe that the model implementation may improve the quality of teacher education.

Introduction. The relevance of the declared topic was dictated by the increased conflict between the members of education and the increasing demands placed on the professional activities of the modern teachers to resolve conflicts in the conditions of general education school. In the course of professional training of future teachers in universities, the formation of conflict competence is not paid due attention, so there is a need to determine the role, content and learning technologies for conflict management training of future teachers.

The aim of the present publication is to evaluate the effectiveness of conflict management training technology for future teachers.

Methodology and research methods. The authors carried out a pedagogical experiment using pre- and post-testing method of the level of formation of the components of conflict readiness of students of a pedagogical university – participants of experimental and control groups. The sample of the experiment was based on 120 of 2^nd-4^thyear students of the Faculty of History of the South Ural State Humanitarian Pedagogical University of Chelyabinsk. The following methods were used to collect the empirical data: the Thomas test; an achievement test to assess conflict knowledge; practical tasks (cases); methodology “My Conflict Position” (by V. V. Schernyazova). Mathematical processing of the research results was performed through the Pearson’s chi-squared test.

Results. The differences in the formation of cognitive, technological and personal components in students of the control and experimental group have been established. The dependence of the formation of components of conflict readiness of students for the introduction of a specially developed programme has been determined. After pedagogical impact, the number of students with high cognitive component levels rose from 0 to 39,3%. Most students (97,6%) learned algorithms to solve typical interpersonal conflicts and began to choose more constructive strategies to solve them. In the experimental group after the experiment, the personal component of conflict readiness was higher than in the control group.

Scientific novelty. The system is proposed to provide effective conflict management training for future teachers, which consists of three components: immersion in the information field of conflict; intensification of conflict resolution activities; mastering of constructive practices of conflict management.

Practical significance. The research results are of particular interest for the development of educational programmes in the system of professional education.

Introduction. During the past ten years the important changes in educational programs of higher education point out the transition from the traditional live lecture form to the distance learning form (the online training format). Training for innovative engineering activities requires to involve students in the online training format and to explore its applicability.

The aim of the present article is to identify the areas of the effective use of the online training format in the educational process for high school institutions and the prospects of further development of the distance learning.

Methodology and research methods. In this article, an integration of theoretical and practical training of the innovative engineering with the methods of the analysis and synthesis, a pedagogical experiment and mathematical statistics were used.

Results. The areas of use of the online learning in the field of traditional and innovative formats of training have been identified. A subsystem of storage of the information on the course of educational activities is suggested. A high efficiency of the distance learning application is confirmed by the results of a pedagogical experiment within the unified programs for a wide audience of students and persons having the right to an individual work schedule.

Scientific novelty. The performed research contributes to identify the framework of the effective use of the online learning at higher education institutions. The suggested form of storage of the information on the education process events in a separate subsystem allow for processing and generalising the data with the use of the BigData and DataMining technologies.

Practical significance. Further development of the research presented in this article might be focused on the establishment of numerical relations when using various education formats within various disciplines providing the greatest effect when training students at higher education institutions.

Introduction. Traditional approaches to the implementation of physical education (PE) curriculum for students with disabilities in higher educational institutions do not allow students to fully develop their psychomotor activities and to keep at full preparedness to be involved in health preservation activities. The lack of scientifically grounded provisions and effective methods of educational process organisation of students’ physical education affects the quality of physical education at the university. The key to the problem solution is the idea of realisation of continuing health preservation education principles in the framework of PE curriculum. This allows educators to organise physical education curriculum content as ranging from rehabilitation and correctional activity to physical fitness, and later by doing sports and training activities.

The aim of the present publication is to reveal the essence of developing and designing a modular-based physical education curriculum for university students with disabilities.

Methodology and research methods. The current study is based on the guiding principles in the field of adaptive physical education, which demonstrate the possibility of motor activity development of a person with disabilities, taking into account the biological patterns of functioning of a human body. The application of person-centered and activity-based approaches allowed the authors to consider a student as an actor of educational activity, who is capable of independent development and realisation of personal growth strategy through physical improvement. A differentiated approach to PE educational process construction made it possible to provide reasonable distribution of physical activity in accordance with the student’s functional and psycho-physiological characteristics and own level of fitness. The employment of modular approach to the curriculum building helped develop the PE system, taking into account the principles of continuing health preservation education. In the course of the research the following methods were applied: content analysis of scientific and methodological literature and normative documentation, pedagogical testing, pedagogical experiment, the cardiovascular and respiratory systems for a body functional state assessment with the help of “OMAS”1 hardware and software complex and Medicor KTD-2. Also, the authors used the methods of mathematical statistics to process the study results. The received data were processed with Microsoft Office Excel. The evaluation of the validity of differences in the average values of the studied indicators was performed according to Student’s t-test at a significance level of 5%. The growth rates of indicators were calculated according to Brody’s formula.

Results and scientific novelty. On the basis of a modular approach, the authors developed and presented PE curriculum in higher educational institutions adapted for students with disabilities. The curriculum consists of three modules: indicative, corrective and specialised. The content of each module is revealed through four continuous periods of academic training – evolving, leading, basic and supporting. Such structure allows for gradual increase in the volume and intensity of physical activity through basic testing methods: pedagogical assessment, current check, progress check, intermediate assessment, as well as solution of specific issues of adaptive PE. The implementation of the proposed curriculum helps significantly increase adaptive and resource potential of a student with special needs.

Practical significance. The proposed model of modular-based PE curriculum in higher educational institutions adapted for students with disabilities can be applied for development and implementation of PE curricula in educational organisations of any educational level.