Article is devoted to consideration of new approaches to the organization of preparation of pedagogical shots. In work prerequisites of development of the new technical means of training answering to problems of modern educational process and using modern opportunities of informatization reveal. Article considers requirements and general characteristics of the exercise machine of the complemented pedagogical reality as complex of the technical means of training allowing to imitate activity of the teacher in the conditions of as close as possible to real practice giving the chance adequately and objectively to estimate actions of the teacher, to fulfill various methods, techniques and technological elements of pedagogical activity. In work justification is given that such exercise machine will allow to carry out a fast transfer of the advanced pedagogical technologies in educational practice, will allow to exclude an element of subjective judgments in the course of assessment of activity of the teacher, gives the chance of intensive overcoming a gap between development of the pedagogical theory and its practical use that will provide the accelerated formation of educational system of new type.

The article discusses the problem of designing a training lesson at the university on the basis of competence approach. Considers and analyzes various approaches to the concepts of instructional design, teacher competence predictive, forward-looking action. The stages of the design of studies in higher education. In the article the author's approach to the design of the educational process at the university in accordance with the stages of the training session: goal-setting stage, procedural step and reflective stage. The expediency of designing social context classes. The content of the stages analyzed in relation competence and the traditional education system. The proposed article informative characteristics of the design criteria for the analysis of actions at each stage of the training session can be used by high school teachers as real benchmarks in the implementation of planning activity.

The article is devoted the problem of modeling a system of inclusive higher education, where a critical component is the compliance with roll-in didactics, the appeal to which has a scientific and practical sense. Innovation and debatable concept of "barrier-free didactics" determined the content of scientific discourse and terminology of the description field. Lexical and semantic range of roll-in of didactics is based on the detail of the concepts "didactics", "didactics of higher education", "educational barriers". As examples, the article proposes a number of terminological concepts of "students with disabilities" and "disability education" received during the use of technology "Cinquain" when working with teachers. The proposed working definition of the key concepts of the article, the updated objectives and principles of barrier-free didactics as a source of provisions for the implementation in the system of inclusive higher education

In article sales opportunities of independent work of students in higher education institution in the form of project activities are provided. The essence, content and features of the organization of independent work of students in sales terms of Federal educational standards of the higher education are disclosed, the main characteristics of independent work of students which need to be considered in case of its designing are described. It is noted that independent reproductive and productive nature can have works of students, the last is more reasonable for the purpose of activization of cognitive activity of students and preparation them to independent professional activity. Further in article possibilities of the organization of independent work of students in a project form are analysed, the sequence of its accomplishment is considered, it is noted that the project form represents ampler opportunities on ensuring coordination of content of training with contents of Professional standards. For the purpose of an illustration of the provided theoretical provisions the developed flow chart of independent work of students designed in the form of project activities is provided in article. The flow chart has universal character (isn't tied" to specific discipline), contains consecutive content of classroom and out-of-class independent work of students with indication of forms of representation of results. As intermediate results of independent work it is reasonable to plan educational products, significant for the student, which can be used in a portfolio of the student and are shown to future employer. In article the evaluation criteria planned results of independent work are also provided requirements and conditions of its organization in the form of project activities are listed.

The article presents the experience of tutor support for first-year students in the process of designing individual educational trajectories. It is shown that in the conditions of the transition of universities to a new model of management of educational programs, which is the management of a multidimensional educational product oriented to the labor market and the implementation of the social and educational order, the role of the tutor is assigned to the head of the educational program. The tutorial support program for first-year students is a psychological and pedagogical support for the design of individual educational trajectories, monitoring and examination of this process and the results of the project activity of students. The structure of the program is represented by four modules aimed at forming a personal profile of the competencies of students and determining strategies for personal and professional development of students. The design unit of the individual educational trajectory of students is a personal curriculum, which is an individual profile of competences aimed at training the profession.

Article is devoted to consideration of logiko-structural approach to management of educational projects, the characteristic of design activity in educational process is given, requirements to the educational project are described, the role of logiko-structural approach in planning, development and implementation of the educational project is considered. In work the characteristic of logiko-structural approach is given as sets of the methods and receptions providing analytical support of the project at each his stage are distinguished his main signs. It is proved that logiko-structural approach to implementation of educational projects is the important analytical tool and an effective way of a research of complex and complex problems. He provides increase in responsibility of participants of the project and observance of obligations by them, gives the chance of monitoring and a criteria assessment at all stages of design activity, is way of activization of actions of participants of the project. Universality of approach gives the chance to use it in educational process, and promotes the general understanding of a problem, forms official and professional style of communication, guarantees mutual communication between participants of work.

The article discusses the involvement in innovative activities of high school teachers. The relevance of the problem is due to paradigmatic processes of modernization of Russian system of higher education. The author describes the experience of implementing innovative project "Modernization of educational activities, new logistics solutions", Minin University. Also summarizes the innovation project. Emphasizes the role of inter-departmental project teams in the implementation of innovative changes. The results of the survey of teachers - project team members ("change commands"). The emphasis is on the assessment of the impact of the project on the professional fulfillment of University teachers. Substantiates the General conclusion about the high assessment of opportunities for professional growth of teachers through participation in the innovation project. The involvement of teachers in innovative project contributes to the formation of innovation-oriented and to improve the innovative productivity of high school teachers.

The change in the conditions of the person's life activity and its innovative mentality intensified the problems of personal and professional self-determination. The senior school age is a period of primary, ambivalent options. At this age, the foundations of the moral attitude to different kinds of work are laid, the formation of a system of personal values that determine the selectivity of the attitude of high school students to various professions. The purpose of the study was to study the socio-pedagogical conditions for the vocational guidance of high school students. The object of research is the professional orientation of high school students. The subject of the study is the design of the socio-pedagogical conditions for the vocational guidance of high school students. The article analyzes the following social and pedagogical conditions for the vocational guidance of high school students: the development of individual abilities of schoolchildren, the expansion of differentiated education in accordance with their inclinations and educational needs, the development of a network of specialized classes with in-depth study of various subjects, ensuring the level of secondary education meets the requirements of scientific and technological progress. The authors emphasize that vocational guidance is one of the key functions of a basic school in modern conditions. It is the activities of vocational guidance that contribute to the adequate professional choice of schoolchildren, which gives them further success in life, and the labor market - specialists of the required quality and in the required quantity. Consequently, the effectiveness of this work requires regular evaluation through interviews with high-school students aimed at identifying their vocational and educational orientations and assessing the quality of career counseling services. Such studies are necessary to improve the quality of vocational guidance work carried out by schools.

The article presents the experience of participation of the Ural State Pedagogical University in approbation of the model of targeted training of teachers. Analyzing the procedure for a comprehensive exam in the selection of project participants, as well as the content of targeted training, the authors justify the advisability of applying the program of pedagogical internship developed at the Ural State Pedagogical University. The content of the internship program is consistent with the goals of targeted training of teachers and values guidelines for the modernization of pedagogical education that determine the activity approach in teaching on the principles of school and university partnership, educational results as a starting point and the modular principle of designing educational programs. The structural unit of this program is a set of practical theoretical modules developed in cooperation with employers aimed at forming a certain set of professional actions that meet the requirements of the professional standard of the teacher and the sectoral specifics of the educational environment.

The article suggests new approaches to the terminological field of digital didactics. The differentiation of the concepts "digital pedagogy", "digital didactics" and "digital education" is substantiated. The problem of the typology of e-services in this study has both applied practical importance for structuring a single integrated open educational space of the university, and a methodological, prognostic significance that allowed authors to enter the task of developing a fundamentally new type of electronic educational services. In the typology of services, logistics services are provided to manage the maintenance processes of the main professional educational program and logistic services for the content management. This typology is primarily of applied importance and involves the coverage of various areas of interaction between all actors of the educational process. The second group of services is classified by the authors on two bases: the stages of the process of content acquisition and the theory of multiple intelligence, which is interpreted in the notion of "pedagogical intelligence" proposed by the authors.

There are no articles devoted to Boris Sidis in Russian-language sources; there are only brief, fragmentary information about him, where it is mentioned that he was born in 1867 in Russian Empire in Berdichev (Ukraine), and died in 1923 in the USA (Portsmouth, New Hampshire), where he emigrated in 1887. In English sources, since the end of the XIX century, he is written about as a "Russian revolutionary", a descendant of Russia, a Jewish emigrant. Boris Sidis, was born in the Russian Empire, but became a famous American scientist in various fields of medicine, psychology and psychotherapy. His studies of human personality, depths of unconscious, possibilities of using method of hypnotization, study of factors and mechanisms of suggestion were recognized by outstanding contemporary scientists, in particular Professor William James. The article partially restores the biography of Boris Sidis, reveals his scientific interests, presents main works from 1898 to 1922.

This article presents with the author's understanding of approaches to studying a child's external speech and its influence on formation of his or her mentality. The authors defin structure of this phenomenon, components and levels of those parts of mental activity whose development is directly dependent on the external speech. The authors show in theoretical aspect the structure of assimilation of oral speech includs three main subsystems of regulation (speech, emotional, communicative regulation) which are based on resources of an individual and are tightly integrated, creating a specific pattern of regulation. Because of the structure of a child's mentality in some cases the delay of the external speech leads to affective and communicative violations that, in turn, negatively affect personal development. Without rendering early help, a deviation in development becomes more noticeable, affect all spheres of mentality, communication, social and psychological adaptation of f child in general.

The study is devoted to the study of the peculiarities of parents' perception of adolescents with a delay in mental development, the identification of ways to correct interpersonal perception of parents by adolescents. The article deals with specific features related to the structure of the defect, as well as the age-specific features of the formation of the image of the parent in the senior adolescence. A comparative analysis of interpersonal perception was carried out in two groups: adolescents with normal development and their peers with a delay in mental development. The study found that adolescents with mental retardation are much more likely to need help and support from the mother than their father. Y is also less satisfied with the relationship with the father. Based on the results of the experiment, a program of a formative experiment was developed. Its goal was to correct interpersonal perception in adolescents with a delay in mental development, the optimization of child-parent relations. Approbation of the corrective program showed its effectiveness in correcting the basic indicators of interpersonal perception, the formation of a favorable psychological climate in the family.

This article examines the reflexive, the most important professional quality of a teacher's personality in the context of professional development. Reflexivity is a basic property of the individual, whereby the awareness and regulation of the subject of their activities. As a personal correlates of reflexivity studied mental stability, individual styles of decision making (vigilance and avoidance), spontaneity, emotional intelligence (empathy and the ability to manage emotions of other people). The paper conducts a comparative analysis of reflexivity and qualities correlated with her young teachers, working in the specialty from 1 to 5 years and students from different areas of training of pedagogical University. Obtained in the course of the empirical research results confirmed that the process of professional development of teachers is the development of these qualities. Were no significant differences in the indicators options system the reflexivity, alertness,spontaneity, empathy, which differ among teachers and students.

The article deals with the problem of psychological health of the faculty of the university, the causes and factors of the syndrome of emotional burnout of teachers are systematized. The signs characterizing the emergence of the syndrome of emotional burnout are revealed. Particular attention is paid to the methodology and results of the empirical study of predisposition to the syndrome. The presence of certain personal characteristics, predisposing to the formation and development of emotional burnout, was traced in the teachers of the university. It was revealed that the syndrome affects not only teachers, but also indirectly on the students of the educational institution. Dependence of the degree of severity of emotional burnout syndrome on age and work experience of the teacher is noted. It is determined that to confront the burnout the teaching staff of the university should possess, with the appropriate resources, internal and external variables that contribute to psychological stability in stressful situations.

Largely developed on the ideas of the early Slavophiles (primarily А. Khomyakov and Yu. Samarin), N. Danilevsky’s and К. Leontiev’s ideas on the civilization were added under the influence of the Russian Orthodox Church, its opposition to various expansionistic attempts of the Western Christianity. Therewith, Danilevsky thought of a necessity to create All-Slav civilization, uniting Russia with Slav nations, while Leontiev suggested a Slav-Asian civilization which together with Russia should include not just Slavs but Asians. This was advanced by Eurasian thinkers (N. Trubetskoi, P. Savitsky, G. Vernadsky and others). Russia for them is Eurasia, i.e. Russia-Eurasia is a powerful civilization, united all Russian people within USSR for whom by the way the East was much nearer than the West.

Awareness of the historical past, its evaluation and interpretation by society has important scientific value, as the identity of any nation begins with the history. It is symbolically significant events form the semantic basis of national and civic identity. The aim of the study, the results of which are presented in this article is the study of the representations of Nizhny Novgorod concerning the historical past of our country. The study applied a multidisciplinary approach. The methodology of the research is such areas of sociology as symbolic interactionism Garfinkel and G. phenomenological sociology of A. Schutz. Directly tools the survey was developed by doctor of sociology, Professor of cultural anthropology and ethnic sociology, St. Petersburg state University, Z. V., Sakevich. Overall, the results of the study allow us to estimate the degree of consolidation and solidarity of Russians regarding ideas about the historical past of their country and its role and place in the world.

The article dedicated to the main theological problem which has arisen within monothelitism disputes of the first half of the 7th century. The point of view of St. Maximus the Confessor who refers will to the nature and, therefore, considers will as attribute of the nature is researched. According to this point of view as Christ in one God's Hypostasis connects two natures, and the will is accessory of the nature, He has two will, each of which corresponds to one of two Him natures. God's will corresponds to the God's nature. And the will human corresponds to human nature. Together with recognition and justification of the first point of view there is the point of view according to which the will is accessory of the Hypostasis This will is attribute of the Hypostasis. This will is called the will of choice, or, in other words, gnomic will. Human has natural will and will of choice. Christ has only natural will. According to this point of view the freedom of choice is not real, because it is caused by distortion of human nature and this distortion is caused by original sin.