Introduction: a hybrid assessment of reality is a new information-axiological level of communication between people. The term "hybrid (hybrid) training" has been used as a result of the integration of digital and communication technologies in the form of online courses.

Materials and methods: the main Russian forms of education are analyzed. The evaluation of the forms of education in the categories of the information-axiological approach is made on the basis of the following idea: everything is interchangeable, since everything has value. The mixing principles and models used in the process of hybrid formation are considered. Due to the fact that any mixed training requires planning, the analysis of the project and the target group, content analysis and financial analysis in this process is carried out.

Results: specific educational methods are studied at the Bauman MSTU, subject to a hybrid assessment in the categories of the information-axiological approach. The analysis showed that the above explanation of the term "hybrid formation" is extremely narrow and one-sided. In particular, the search for information on volunteer education and the search for a socially-based education was conducted not only in the Bauman MSTU, but in Russia as a whole. However, the result was the portals of international student organizations with their own projects. Another example of a different interpretation of the "hybrid education" may be the assumption of quite axiologically new duties.

Discussion and Conclusions: hybrid education is not limited to any temporal and territorial framework. It can manifest itself not only in the Internet-sphere, but also in the most diverse spheres of everyday life, with the interaction of various people and entire societies.

Introduction: the problem of assessing the administrative staff of an educational organization of higher education is becoming increasingly important, as the competence, effectiveness and loyalty of staff is becoming an increasingly important factor and competitive advantage in the face of financial and resource constraints in the activities of universities. Traditional approaches to assessing the performance of employees give way to individual accounting of achievements and flexible regulation of material incentives for each employee.

Materials and Methods: the article summarizes the experience and methods of personnel assessment as a key factor in the implementation of personnel policy and optimization of the personnel management system; the review of already applied methods of an estimation of scientific and pedagogical workers of high school is presented; a description of the methodology for a comprehensive assessment of the effectiveness of the administrative and management staff of the university, based on performance indicators and job descriptions, as well as performance and effectiveness indicators (KPI).

Results:  the article presents the results obtained in the implementation of the pilot project for the comprehensive assessment of the administrative staff of the Minin University, a system for assessing administrative personnel is described, taking into account the quality of the execution of job descriptions and the performance indicators of each employee. Based on the evaluations of employees, an assessment of the structural units was carried out.

Discussion and Conclusions: based on the results of the pilot project, a set of methods for assessing personnel in the personnel work system of the university is proposed, which ensures the quality, efficiency, loyalty and systematic individual development of the university staff. The assessment of the administrative and managerial staff allows us to conclude that this methodology can be used to identify the necessary areas of training and development of administrative and managerial personnel that contribute to the growth of staff performance indicators and the effective implementation of the university strategy, as well as to improve the staff incentive and motivation system as a key management factor career staff.

Introduction: The article considers the necessity of development of scientific and methodical base for supplementary professional programs to conduct teachers training in the sphere of formation the children’s skills of safe participation in road traffic in terms of the tendency of optimization of continuous education. The emphasis is placed on competence-based orientation of scientific and methodical providing and orientation of professional programs to development of new relevant competences in education of the cultural identity of safe type of behavior.

Materials and methods: the research was conducted by results of development of for supplementary professional programs for advanced training courses of pedagogical shots on the basis of the Minin university by means of methods of the analysis and generalization, assessment and modeling of program content, design of their scientific and methodical providing.

Results: the scientific and methodical base including scientific aspect in the form of theoretical and methodological justification is proved; the standard aspect presented by the legislative base; the methodical aspect revealing features of the applied techniques and innovative administrative and educational technologies. The structure of professional and pedagogical competences and criteria for evaluation of their formation is defined; the modular program for effective development of competences on the basis of wide use of information and communication technologies is developed. The staging of formation of skill of safe participation in road traffic is considered.

Discussion and Conclusions: the created matrix view about scientific and methodical base for supplementary professional programs to conduct teachers training in the sphere of formation the children’s skills of safe participation in road traffic as well as its  approbation confirmed its importance and need for optimization of educational activity. Scientific and methodical base is a dynamic and open category, its contents and structure are capable to change depending on social requirements, development of system of continuous pedagogical education, personal and professional needs of teachers.

Introduction: modern production requires highly skilled workers, professionally competent, willing to perform complex production work. An important stage in the preparation of such workers is industrial training. The structure and content of industrial training depends on the development of production, scientific and technological progress, changes in the content and means of labor. In this connection, the study of the problems of industrial training becomes especially urgent.

Materials and methods: in the study, general scientific methods of cognition were used: analysis, synthesis, historical and logical methods, the system approach method, as well as special methods related to the specific tasks of training future workers: pedagogical analysis of the work activity of skilled workers, component analysis of knowledge, skills, historical and logical analysis production training.

Results: The peculiarity of industrial training is emphasized, the basis of which is production work and is determined by technological, scientific-technological, organizational-economic, vocational-technical processes. It is production training that helps future workers to orient themselves in modern production, adapt to production conditions and provides high labor productivity.

Discussion and Conclusions: the essence of industrial training is defined; problems of didactics of industrial training are revealed; factors affecting the formation of the content of industrial training; characteristic features of industrial training.

Introduction. The article is devoted to the analysis of the visual culture, which forms the general and professional culture of a person in many ways. Attention is paid to the culture of perception of visual images, the ability to analyze them, evaluate, compare, also the features of visual thinking and creative activity, directly relating to it, are considered. The mastering of visual culture is grounded by the specificity of various creative specialties and is a component of the educational process.

Materials and Methods. The theory of personality formation and development is the methodological basis of the article. During the research, the analysis of the scientific and theoretical concept of "visual culture" in the system of general and professional human culture was used.

Results. The article illustrates that the artistic vision, developed in the process of visual culture formation, starting from childhood, actively participates in the preparation of the ground for the origin of an artistic image, which is realized in the material later. With the development of the creative imagination of the learner, also the development of thinking and memory takes place inevitably, that is harmonization of all parts of the brain is carried out, and this process must be taken into account in the upbringing and education, the formation of the personality, and the formed visual culture is the basis for the improvement of all verges of the student's creative abilities.

Discussion and Conclusions. The conclusion is made that visual culture being an integral part of the educational process is the necessary condition for entering the sociocultural space. The education of a high level of visual culture in a modern information and technically replete society is one of the necessary components of the formation of a general and professional culture of a person and it is desirable to begin this process with a student, and even better, from school-days.

Introduction: The appeal to the research topic is caused by the actual problem: in the pedagogical practice of the higher school, the physical culture and health-improving activities in the majority do not contribute to the formation of independent, motivated and sustainable self-improvement activities by students with the help of physical culture. The traditional system of physical education is not characterized by efficiency. The formation of motivation for physical education is one of the most important problems of the modern university.

Materials and methods: to assess the value potential of physical culture and sports, we set the task to identify: the attitude of students to physical culture and health, what is the social significance of physical culture, the systematic nature of physical culture and sports, the objective and subjective factors that contribute to increasing interest in physical culture and Sport as a value, the reasons that interfere with attending classes. To solve this problem, we developed a questionnaire and conducted anonymous questioning of students.

Results: Having analyzed the data obtained as a result of the questionnaire, we came to the conclusion that students objectively assess their health, which many are not satisfied with; most students are not engaged in physical culture and sports, referring mainly to the lack of free time; students are ready to engage in physical culture in sections for the selected sport, to attend self-educational activities. Students mostly respond positively to the lessons in the discipline "Physical Culture", but a considerable number of students attend these classes only for the sake of credit.

Discussion and Conclusions: physical education, based on sports-oriented principles, includes classes in sports sections by sport: volleyball, basketball, aerobics, badminton, football, table tennis, kettlebell lifting, sports dancing, swimming, athletics, gymnastics, and for general physical training. Organized on the basis of the chosen sport, classes are more promising in terms of self-improvement, preservation and strengthening of the health of the younger generation, this is an effective tool for the formation of sports culture, psychophysical formation and professional training of a highly qualified specialist, unlike traditional physical education classes. Classes by sport contribute to solving the main task of physical education in higher education - involving students in a healthy lifestyle.

Introduction: the article substantiates the necessity of studying the grammatical structure of the modern Russian language in terms of its history, considers methods of explaining difficult spelling cases using elements of historical and linguistic commenting, as well as data of historical Phonetics and historical lexicology.

Materials and methods: materials for commenting were selected from Russian studies approved by the Ministry of education and science of the Russian Federation. In the course of working on the article the following methods were used – analysis of scientific sources, comparative analysis, methods of comparison and generalization.

Research results: the article substantiates the role of knowledge of the history of the language in the scientific study of the language. The necessity of addressing to the history of the Russian language is also connected with the increased interest in the characteristics and roots of the Russian mentality, and the language is considered to be its custodian. Therefore, the history and linguistic approach at the lessons of the Russian language at school is so important. The authors determine the particular importance of lexicology in etymological analysis of words, as well as historical phonetics - in the study of spelling of full-voice and corresponding non-consonant combinations, as well as in the presentation of rules related to fluency of vowel sounds. The study is accompanied by specific examples from the school curriculum of Russian language studies.

Discussion and conclusion: the appeal to the considered aspects of the history of the native language (phonetics, lexicology) in close unity with the studied material, reflected in the school curriculum, allows students to penetrate deep into the native language, to feel its various nuances, it promotes the development of various forms of logical and associative thinking, awareness of national identity.

Introduction: The article is devoted to the use of various means and technologies of the Internet on technology lessons. As the authors of the article show, recently a lot of sites, applicable for joint work, so-called Web 2.0 tools have been developed and put into operation. Many of them can facilitate the work of teachers, make the material more visible, more quickly monitor the performance of homework, etc. The authors are sure that such services as google-tables and google-presentations can reduce the organizational time in the lesson, which is so expensive for practical classes, will make it possible to disassemble more new material, increase the efficiency and speed of the practical work.

Materials and methods: The article examines different methods of organizing a lesson using Internet services: when studying a new topic, when working on a project, with differentiated work in a lesson, etc.

The results of the research: The article describes the Internet services that the technology teachers can use in their professional activities: a graphical service for creating the layout and interior of the house Planoplan, services that allow you to create schemes for embroidery and share the already created schemes with other embroiderers (igolki.net, x.fanreal.ru, crosti.ru) and others

Discussion and conclusion: The article discusses the complexity of the use of virtual services in the study of the subject of Technology, namely the fact that the student needs to learn the manual operations used for centuries that were not worked out on one generation of students with virtually no changes in the methodology. In addition, there are practically no services developed specifically for the method of teaching the subject of Technology. Internet technologies have firmly taken their positions in the life of modern society. Teachers should use all the tools that can attract the attention of a new generation to teach them their subject.

Introduction: his article updates the issues of pre-University training, defines its strategic goals and objectives. The author's view on the concept of pre-University training, which is an important step towards the conscious receipt of higher education and profession. Examples of rich experience in solving problems of realization of pre-University training in foreign countries are given. The analysis of the organization of training at the senior level of General education in these countries. The issues caused by the problems of inclusive education at the stage of preparation for University in the Russian Federation are highlighted.

Materials and methods: n writing the article the method of theoretical generalization and formalization of the studied problem, the method of critical analysis of reporting documentation, electronic educational environment and the site of NSPU was used. K. Minin, the method of observation.

Results: on the basis of studying of domestic and foreign experience of the organization of pre-University training of persons with ovz and disability, and also the analysis of system of work of Mininsky University in this direction the main difficulties of professional self-determination and features of the choice of a post-school educational trajectory trained with ovz and disability were defined. The experience of the Minin University to include students of this category in the system of pre-University training was analyzed. Specific forms, methods and methods of work taking into account the nosological status of students are defined and characterized. practical experience of using the electronic educational environment of a higher school (on example of the site "Abiturients").

Discussion and Conclusions: on the basis of the analysis, a number of contradictions arising at the stage of pre-University training of persons with disabilities and disabilities in higher education institutions are identified. The article discusses the problematic issues in the existing relationship "school - University" and ways to solve them in the system of inclusive higher education. The importance of effective preparation for the study of persons with disabilities and disabilities in higher education for their socialization and successful mastering of the educational program of the University is proved.

Introduction: The presented article is devoted to the new and actual direction in the system of higher education - the development of inclusive education. The experience of creating a resource training and methodological center (RТMC) of the University of Minin in 2017 is presented, the directions of its activity in 2017 and the results are described. The article outlines the role of RТMC in the development of inclusive culture.

Materials and methods: The method of analyzing the literature of domestic and foreign authors was used as the basis for writing the article; the monitoring data of the state of inclusive higher education, which was implemented within the framework of the State Contract dated 07.06.2016 No. 05.020.11 007 on the project «Monitoring Information and Analytical Support of Activities regional resource centers for higher education for disabled people».

Results: Analyzing the results of the RТMC activity, the authors update the problems that arose during the project implementation and suggest ways of their solution. The authors see the development of the RТMC activity through the development of forms and mechanisms of interdepartmental, interregional and inter-institutional cooperation in order to achieve coherence of actions and effectiveness of all participants in the support of inclusion in higher education, taking into account the educational needs of entrants and labor market needs throughout the fixed territory. As a special mission of the RТMC, the authors see the management of the development of inclusive culture in the university. The system of higher education is considered as an instrument of fulfilling the social order for the formation of a generation of people who tolerate and organically perceive the fact of inclusion in all spheres of life.

Discussion and conclusion: The role of the resource training and methodological center in the development of inclusive higher education is determined by the identification of existing technologies and the development of innovative technologies, their demonstration and replication of the assigned territory to universities. Presented are statistical data, facts, expert opinions. The article is a description of the available experience. The information contained in the text is useful to readers in the light of the mission entrusted to the RТMC.

Introduction: the study of biographies and bibliographies of scientists who emigrated from Russia allows us to more objectively assess scale of losses of domestic psychological scientific community caused by emigration of scientists after social upheavals (the revolution of 1917 and the Civil War that followed them) at beginning of the 20th century. This article calls for recalling that contribution of women to psychological science is not yet sufficiently understood. In this article, we tried to restore the biography of MA. Rikers-Ovsiankina, briefly describe the directions of her research, and, thus, supplement information about her in Russian-language sources.

Materials and methods: the following research methods were used in the work: historical-genetic, historical-functional, biographical, method of systematization of scientific ideas of the researcher in question.

Results: more complete data of autobiography and bibliography of one of Russian women psychologists who emigrated from Russia in the first half of the 20th century were recovered in article. Maria Rickers-Ovsiankina (1898-1993) - psychologist, student of Kurt Levin, author of scientific works on the problem of unfinished actions, psychodiagnostics by  method of ink spots of Rorschach, studies of socio-psychological problems, emigrated from Vladivostok to Berlin, and in 1931 in the USA, where with Tamara Dembo and Yevgenia Hanfmann, they formed a stable professional psychological community.

Discussion and Conclusions: the data on biography and scientific heritage of Maria Rickers-Ovsiankina presented in article allow to reveal features of formation of women in psychology, referring to historical aspects that help to understand situation with women psychologists, and, in addition, to clarify the situation of women scientists, including Russian emigrants, in science and assess their contribution to the development of psychological knowledge.

Introduction: In the article we consider the structure of psychological preparedness of future teachers of the primary education level to work with students in the conditions of inclusive education. The following components are pointed out: motivation and values – the component which presupposes the formation of a new value – transformation of the direct relationship with a child into an indirect sociocultural relationship; activity component, which presupposes that a teacher has an ability not only to analyze their professional activity but also to create new situations of inclusive practice, to be more precise, a teacher should be able to plan the individual trajectory of each student’s development and create new ways of academic communication and new forms of academic interaction at the lesson; reflective-evaluative component, which presupposes that a future teacher has an ability to assess the achievements of each student while mastering an educational program, putting a special emphasis on the student’s individual success and progress in the process of his training, education and development. For this reason, at the stage of training future teachers of the primary education level at university they are to attend lectures aimed at educating them in the field of psychology and pedagogics concerning the peculiarities of the age psychic development and general psychic development of disabled children in primary school taking into consideration the specificity of student integration, the zones of actual and perspective development of a child, specific features of interdisciplinary and collective interaction of the specialists working with these children. Future teachers are also to be engaged in practical work of both types – on the campus and off-campus.

Results: The article is devoted to the problem of specific features of professional preparedness of future teachers of the primary education level to work with students in the situation of inclusive education and to the problem of the teacher’s professional standard requirements. Modern psychological and pedagogical research and the requirements for the disabled students’ academic achievements in mastering the basic educational program of the primary education make it important for the future teacher to be competent and creative when realizing their activity in the conditions of inclusive education. In practice a teacher might have difficulties because of lack of knowledge of defectology, social situation of development or educational faculties of disabled students, because of lack of experience in organizing students’ learning activities in the conditions of inclusive education or lack of work experience in interdisciplinary teams of experts. We made an attempt to work out the structure and determine the levels of psychological preparedness of future teachers of primary education to work with disabled students in the conditions of inclusive education.

Discussion and conclusions: We suggest the structure and levels of development of professional preparedness of future primary education teachers to work with disabled students in primary school. It is shown that training future teachers of the primary education level to prepare them for work with disabled students will be more productive and effective if in the process of their academic learning at university they are provided with specially created conditions enabling them to form their professional preparedness to work in the situation of inclusive education, to design social systems of distributed activities, to acquire the knowledge of defectology and to analyze and manage their own behavior and activities. All this becomes possible due to introducing special integrated courses of the psychodidactic focus in the curriculum and earlier dates of practical work to enter upon a professional activity.

Introduction. The article analyzes the phenomenon of emotional maturity from the position of various psychological approaches (psychoanalytic, existential, humanistic, cognitive, cultural-historical). It is emphasized that the problem of studying emotional maturity, its structure, mechanisms, conditions of formation, especially in the context of growing young people and preparing for the implementation of specific professional activities, remains the subject of scientific discussions and is not fully understood by domestic and foreign psychologists.

Materials and Methods. The results of our own research in the period 2015-2017 are described. on the sample of students of three faculties of the pedagogical university (Mininsky University) (the volume of 157 people) of the indicators of emotional maturity in accordance with the presented author's model, which includes the following components: emotional value orientation, cognitive reactions and emotional cognition, affective reactions, emotional self-regulation of behavior.

Results. The system of mechanisms of fastening and manifestation of emotions at different levels of the personality structure characterizing the opposite variants of emotional development of students is described: crisis and mature. A significant percentage of the young people surveyed (44, 6) with a crisis type of emotional development was revealed. These subjects have significantly higher rates of personal anxiety and accompanying experiences of fear, shame and guilt, a less developed ability to emotionally cognize and control their emotions, dominate strategies to avoid difficulties and problems, as well as aggressive behavior towards others in stressful situations.

Discussion and Conclusions. The obtained results testify to the need for special psychological work with students-future teachers in the framework of training. First of all, it is necessary to pay attention to the formation of work skills with their own experiences, the education of the habit of overcoming difficulties, the development of the attitudes of an emotionally mature person.

Introduction: The study of human subjectivity, processes and conditions of its formation was one of the significant trends in the development of various directions and branches of Russian psychological science throughout the past century.

In our study, the structure of subjectivity is defined as the level of expression of its components: activity, awareness of the capacity for reflection, freedom of choice and responsibility for it, awareness of one's own uniqueness, understanding and acceptance of the other individual and self-development.

The article deals with the problems of personal development and computer games addiction of younger adolescents. The results of the study aimed at revealing the degree of computer games addiction among adolescents and the structure of their subjectivity are presented.

Results: To diagnose the computer games addiction of adolescents, a specially developed questionnaire was developed, which includes five main scales: an emotional attitude towards computer games; self-control in a computer game; purposeful focus on computer game; the parental relation to a computer game; preference for virtual communication instead of the real one. A sample of 146 students aged 10 to 11 years established significant differences between boys (N = 72) and girls (N = 74) in the level of computer game addiction.

The structure of subjectivity, as an integrative property, expressed in relation to a person to himself as an agent, in a conscious and active attitude to the world and himself in it, was diagnosed with the questionnaire "The structure of the subjectivity of the younger adolescent."

It was found that boys are more likely to suffer from computer game addiction; girls are only interested in computer games. Features of subjectivity of adolescents of different sex "addicted" and "interested" in computer games are analyzed. Younger teenagers with a high level of computer game addiction have lower development quotient of such components of subjectness as the development of conscious activity, the ability to reflect, the ability to understand and accept another person. The components of subjectness are described that allows leveling out the negative effects of the existing computer gaming addiction among adolescents, to reduce the risk of its high level occurrence.

Discussion and conclusions: The development of the subjectivity of the child has its own specifics at different ages, however, in studies devoted to the development of subjectivity in onegene [2, 7, 12], there is a heterogeneity in the development of individual components of subjectness, marked heterochronicity and, at the same time, the absence in childhood of subjectivity as an integral property.

In the youngest adolescence, such components of subjectivity as activity, awareness of the ability to reflect, freedom of choice and responsibility for it, the awareness of one's own uniqueness, understanding and acceptance of the other person, self-development develop most dynamically. The formation of these components is determined, first of all, by the social environment in which the child lives and by the quality of the child's relations with the surrounding people. If the environment and interaction environment is characterized by poverty and homogeneity of incentives for development, then younger adolescents begin to look for these conditions in a computer game.

Introduction: The goals and values of human life, the search for the meaning of human existence contain the potential for a meaningful, progressive development of philosophical and anthropological ideas at any time in history. One of the tasks of philosophical anthropology is the formation of the image of man, the choice of ways to achieve the ideal, the methods of comprehension and resolution of universal problems. The increasing processes of differentiation in science led to the formation of different views on the nature of man, to the distinction between classical and non-classical philosophical anthropology. А comparative analysis of these trends is given in this article.

Materials and methods: The dialectical method is preferred in the question of research methodology, the hermeneutic and phenomenological approaches are used.

Results: The development of philosophical anthropology correlates with the challenges of modernity. By tracking the trends of human change, philosophical anthropology changes the approach to the consideration of its main subject of research. The whole array of disciplines that study man comes to new discoveries, new theories, and philosophical anthropology changes its view of the vision, challenging the principles of classical philosophical anthropology.

Classical philosophical anthropology elevates the biological nature of man to a pedestal, non-classical philosophical anthropology actualizes questions of language, culture, thinking, understanding, actualizes the hermeneutic and phenomenological approaches. The desire to understand a person in classical philosophical anthropology is based on the desire to fully reveal the biological mechanisms in a person. The perspective of treating a person in nonclassical philosophical anthropology is polyformen: man as a text, as a dreaming self, as an eternal transition. Non-classical philosophical anthropology, goes from the idea of identity to the idea of variability, from biological concepts to questions of culture, language, thinking.

Discussion and Conclusions: The global society carries a whole spectrum of changes. The fragmentation and pluralism of the era of human deconstruction transforms the thinking, imagination and needs of man. The person himself is transformed, in connection with which the development of philosophical anthropology in the modern era is actualized.