Introduction. Training cadets in educational institutions Of the state fire service of the EMERCOM of Russia to eliminate fires is an urgent task, the quality of which can be implemented using game forms of training.

Materials and Methods. The implementation of game forms of learning is proposed in the form of a business game, for the development of which the main provisions of the theory of game and contextual learning were applied. The business game scenario implements didactic principles of problem-based and reflexive teaching methods.

Results. To develop the methodology and scenario of the business game, to implement the training of cadets in the field of fire fighting and rescue operations, goals were formed, requirements for educational and methodological support and material and technical equipment were developed. The main goals are professional-pedagogical and game goals for the implementation of which an actual fire scenario is formed, accompanied by a complex situation that requires the participation of the entire list of staff and non-staff positions for its localization and subsequent elimination. The scenario of the business game includes 3 stages of its implementation, aimed at obtaining students ' knowledge and skills to work in specific positions of the fire and rescue division in the conditions of fire development and the impact of its hazards. The main tasks of the business game include the formation of skills of interaction between officials in the process of fire elimination, the ability to organize the work of subordinates and fire and rescue units, as well as gaining experience in analyzing their actions and the actions of participants in the business game to assess the positive and negative aspects of working together and achieving the set professional and educational goals.

Discussion and Conclusions. The effectiveness of practical training in the form of a business game is due to the active immersion of students in a professional environment, accompanied by the emergence of additional game motivation and a high level of assimilation of students ' knowledge, skills and abilities in the formation of individual and group experience of joint activities in the extreme environment of a real fire.

Introduction. The article presents the foundations of the concept of a digital simulator of pedagogical activity. Its characteristics allow us to see the possibilities of modeling pedagogical activity from the point of view of implementing the principles of the activity approach. The purpose of this research is to create a concept and methodological toolkit as a plot composition for programming a simulator of pedagogical activities for teaching to solve geometric problems. The content of one of the storylines on the topic “Orthocenter of a triangle” is shown

Materials and Methods. The modern system of higher education trains teachers for professional activities in the global information society. The development of information and digital technologies involves active use of distant education tools, which means educational technologies implemented using information and telecommunication networks with the indirect interaction of students and teachers. Due to these requirements, the paper considers the possibilities of simulation in the process of professional training of future school teachers. The following research methods were used: pedagogical experiment, observation and modeling, as well as analysis of existing simulators in the higher education system of the Russian Federation [9, 10, 11, 14] and foreign educational systems as well [20].

Results. There has been developed a concept and adaptation of the mathematical content of the simulator [16] to the level of specialized secondary education. To create such a simulator, a bank of pedagogical situations and options for their solution was created, the source of replenishment of which is the pedagogical practice of students at school. We see the prospect that the interaction of the simulator should be built in such a way as to meet the potential user needs and the requirements of the professional standard [19]. The concept of a simulator for teaching to solve geometric problems is based on the theoretical foundations of elementary geometry and methods (techniques) for solving problems of increased complexity in geometry (profile level, Unified State Exam, Olympiad problems), teaching methods for geometric problems, cognitive psychology.

Discussion and Conclusions. The article presents a model for simulating the actions of a future mathematics teacher in the process of organizing the solution of a geometric problem from the point of view of didactics, psychology, methods and axioms of geometry. An experimental base has been prepared for a future pedagogical experiment on the introduction of a simulator into the educational process of training mathematics teachers.

Introduction. The article analyzes the role of a particular teacher in the formation of professional identity for future teachers - students of a pedagogical university. Recent scientific studies showed that the idea of a “perfect teacher” formed at school is often stable and has negative impact on the professional development and separation of experience from the prospects of professional growth. However, most studies analyze the image of the abstract "ideal teacher" without reference to a particular person, who influenced the choice of profession and general professional guidelines of the future teacher.

Materials and Methods. In the study, narratives of students of Mini University were decomposed.  The narratives were completed over a questionnaire as a part of a professional competition "Best Teacher". The characteristics of the best teacher from the narratives were classified according to the system proposed in the monograph “Portrait of a teacher”.

Results. The data obtained showed that for the most students important characteristics are personality characteristics that influence communication with students: emotional (43%) and communicative (23%). In second place is a group of teacher’s abilities related to the depth of his knowledge, the need to expand his knowledge and practical application in solving pedagogical problems (cognitive (12%) and practical (14%) abilities), and in the third - axiological abilities of a teacher (8% ) related to values and civic position. Summarizing all the characteristics of the best teachers identified in narratives, we can conclude that for students participating in the survey, an important role is played by emotional informal contact with the teacher: responsiveness and openness, willingness to help and answer questions, creating motivation for learning, self-education and finding solutions as well as dedication to their work, love for the subject and for children, enthusiasm and creativity in work, achievement by students of high results in final exams and various competitions, work experience.

Discussion and Conclusions. The data from the narratives about the best teacher reflect a certain image of the ideal teacher, intuitively formed during school education when observing the situation “from the inside”. It is curious that these ideas fully correspond to the characteristics of successful teachers defined by J. Hattie in his meta-study. In the scientific work of the learning situation “from the outside”, J. Hattie found that the maximum success is achieved by teachers who differ in communicative, emotional and active abilities in the structure of pedagogical intelligence, first of all: 1) using a variety of methods and technologies in the classroom; 2) making high demands on students; 3) building a positive relationship between teacher and student. This allows us to determine the role of the school teacher in identifying the pedagogical giftedness of future teachers and in choosing of the teaching profession.

Introduction. At the present stage of the development of pedagogical science in the theory and methods of vocational education, the issues of studying the characteristics of the pedagogical process for preparing a modern lawyer remain unresolved, in psychological and pedagogical works there is no unambiguous idea of the nature and structure of the readiness of future lawyers for law-making activities, organizational and methodological issues. Problems of pedagogical stimulation of the formation of readiness of future lawyers for law-making activity are not comprehensively covered.

Materials and Methods. The methodological basis of the study are: the activity approach (B.G. Ananyev, V.N. Batishchev, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, A.V. Petrovsky, N.V. Kuzmina, A.M. Novikov, M.S. Kagan and others); A complex approach (A.A. Verbitsky, E.G. Skibitsky); systems approach (I.V. Blauberg, P.C. Anokhin, V.N. Sadovsky, A.I. Uemov, B.G. Yudin, A.M. Novikov, N.V. Kuzmina, A.N. Leontiev, B.F. Lomov, S.L. Rubinstein and others); sign-contextual approach (A.A. Verbitsky, E.A. Sorokoumova, I.A. Zimnyaya, etc.); axiological (value) approach (O.G. Drobnitsky, M.S. Kagan, L.V. Baeva, V.S. Stepin, N.L. Khudyakova, M.S. Yanitsky, A.V. Kiryakova, N.D. Nikandrov et al.).

To achieve the goal of research and solve the problems identified in the work, a set of complementary, interconnected and non-contradictory methods of scientific research: have been used a) general scientific methods; b) psychological and pedagogical methods c) practical empirical methods.

Results. Pedagogical stimulation is understood as a purposeful, emotional and intellectual subjective process of inducing and activating the potential of students, using methods and means of external psychological and pedagogical influence aimed at achieving the planned result and increasing the efficiency of stimulated law-making activities. Consultation and a training module can be the means of pedagogical stimulation of the formation of the future lawyer’s readiness for law-making activity. The characteristics of the stages of the work and the results obtained are also widely represented.

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Introduction. The article discusses the potential of pedagogical universities in solving the problem of career guidance in the country. The current state of career guidance is described, the reasons for its low efficiency, as well as the role of the initial stage of schooling, as the basis for the formation of professional skills are assessed.

Materials and Methods. The research was based on publications, monographs, dissertations of domestic and foreign scientists in the field of career guidance, a comparative analysis of the data of sociological surveys was carried out, methods of analysis, synthesis and modeling of the socio-pedagogical space were used.

Results. It is established that the ineffective organization of career guidance leads to errors in choosing a profession, which is an unfavorable factor not only for personal growth, but also harms the country's economy. This dictates the need to develop a new direction of activity in the conditions of pedagogical universities, which, having the necessary personnel and production potential, can become regional career guidance centers, providing methodological guidance and coordination activities, accompanying and supporting career guidance work of schools, implementing comprehensive career guidance diagnostics programs, as well as training programs career counseling specialists (career counseling advisors). These specialists, carrying out qualified systemic activities in various educational institutions, will be able to work in the information, educational, diagnostic, consultative, intermediary and other areas. The authors prove the need for a system-activity approach to career guidance, the elements of which should be interconnected and led.

Discussion and Conclusion. The article proposes a new model for organizing career guidance work, proves the need for a system-activity approach, based on the continuity of all levels of education. The main provisions of the article can become the basis of relevant pedagogically sound career guidance projects that take into account the socio-economic interests of the state and the needs of subjects of career guidance choices.

Introduction. The article provides an overview of Russian and foreign studies of vandalism among children and adolescents, which is carried out in order to highlight the personal and environmental determinants of vandal activity of students, as well as to determine the possibilities of taking them into account when developing methods for preventing vandal behavior.

Materials and Methods. Analysis, generalization and structuring of research results, theoretical material and practical recommendations on the problem of vandal behavior of young people.

Results. The total list of publications was 1499 russian and foreign works. 44 articles were selected for analysis in accordance with the issued criteria. The content of these works allows us to characterize the essence of vandalism and its types, age, gender and personal predictors of vandalism, protective and provocative factors of vandalism in the educational and family environment, as well as directions for its prevention.

Discussion and Conclusions. The analysis will provide an opportunity to consider vandalism as a form of aggressive behavior of children and adolescents and to outline the prospects for the development of a program to prevent vandalism among students. As a research perspective, the need for a more detailed empirical study of situational factors and socio-psychological determinants that act as a trigger for vandal behavior, as well as taking into account Russian sociocultural conditions, is highlighted.

Introduction. The article presents the results of diagnostics of Internet-dependent behavior of students living in different climatic and geographical conditions of Russia, and reveals the correlation between the severity of Internet addiction and cognitive-style characteristics in the parameters "field-dependence / field-independence" and "impulsivity / reflexivity".

Materials and Methods. The S. Chen scale was used to diagnose the severity of Internet addiction. The Gottschaldt test "included drawings" and the Kagan test "comparison of similar drawings" were used to diagnose cognitive and stylistic features. Methods of mathematical statistics: descriptive statistics, Spearman's rank correlation coefficient, Chi-square criterion, Leven's criterion, student's criterion, Mann-Whitney U-criterion.

Results. The overall level of Internet-dependent behavior among high school students from different regions does not significantly differ and indicates a predominance of students' propensity to develop Internet addiction. The correlation between the overall indicator of Internet-dependent behavior and the cognitive style of field-dependence / field-independence was not found. With respondents from the southern region, the severity of Internet addiction is accompanied by characteristics of an impulsive cognitive style, while with respondents from the Northern region of Russia, this pattern was not found.

Discussion and Conclusions. It is suggested that individuals from the Northern and Southern regions have different responses to the conditionally pathogenic impact of the Internet in terms of the cognitive-style specificity of impulsivity / reflexivity.

Introduction. The article theoretically and experimentally substantiates the importance of timely psychomotor development of children at the initial stage of learning to write. The influence of impaired functioning of subcortical and cortical neurological levels of building movements on the implementation of the phonetic principle of writing in primary school students with general speech underdevelopment in the form of the presence of hyper- and hypotonus, micro- and macrography, motor, visual-motor mistakes is analyzed.

Materials and Methods. When writing the article, a theoretical analysis of domestic defectological research was used as well as psychological and pedagogical experiment.

Results. It has been established that psychomotorism acts as a structural component of writing, the formation of which is caused by the combination of visual and auditory-speech motor representations with a kinesthetic image of letters, as well as violations of psychomotor development negatively affect the formation of the writing skills of seven year old with general speech underdevelopment of level III at the initial stage of training. Psychomotor disturbances are associated with insufficient implementation of the phonetic principle of writing, and is also characterized by a number of features that determine their writing skills at the beginning of school.

Discussion and Conclusions. The results of the research are the basis for the development of correctional and developmental programs of the psychological and pedagogical impact on objectification in the child’s mind of the complex of sensory and proprioceptive sensations in the writing learning process as well as the elimination of the difficulties of phonetic-phonemic perception, morphological analysis of the word, lexical and grammatical and spelling mistakes.

Introduction. The relevance of the study of the concept of subjectivity in the work of I.A. Ilyin is connected with the fact that the center of the philosophical reflection of the Russian thinker is anthropological problems of a worldview nature, which is consonant with the developments of both domestic researchers and foreign thinkers in connection with permanent attempts to overcome the current crisis of understanding the human phenomenon in modern humanitarian knowledge.

Materials and Methods. The research material is the work of I.A. Ilyin, related to subjectivist themes. The principle of historicism, concreteness, the method of reconstruction, the comparative method and the phenomenological approach are the methodological basis that makes it possible to optimally explicate the developments of I.A. Ilyin in the field of subjectivity.

Results. It was established that the problem of subjectivity is a backbone for the philosophical system of I.A. Ilyin. Models of German classical philosophy from the point of view of I.A. Ilyin reveal their inconsistency, while the phenomenological approach requires supplementation from the standpoint of ontological realism. From the point of view of I.A. Ilyin, personality gains its concreteness through connection with the initiating personality of the Absolute.

Discussions and Conclusions. The study allowed to carry out an explication, a constitution and an analysis of the concept of human subjectivity in the work of I.A. Ilyin. The originality of the understanding of subjectivity in the personalistic philosophy of I.A. Ilyin is made in the context of the thinker's creative reflection on the views of Kant, Fichte, Hegel and Husserl. I.A. Ilyin believes that a consistent model of the subject can be built only taking into account all anthropological constants, including both the rational and the spiritual components in their orientation towards the absolute Subject.

Introduction. The information society changes many familiar phenomena of traditional society. These include, first of all, culture, which acts as an indicator that civilization is moving to a new stage of development. In the information age, significant changes are taking place in the culture. In the works of scientists, a categorical apparatus is developed that allows describing and studying new phenomena. The category "information culture" is one of such innovations in the scientific literature. However, research shows that a unified approach to understanding the essence of this phenomenon has not yet developed.

In the study of information culture, the issues of its relationship with society and the individual are well developed, and the possible social consequences of its development and implementation in all spheres of human life and activity are presented. However, the weak point or "white spot" remains the study of its nature, essential, attribute, and substrate properties.

The purpose of this article is to substantiate the relevance of developing a substratum-attribute model of information culture within the framework of the philosophy of culture.

Materials and Methods. The main research methods used were analytical review, analysis, grouping, generalization, comparison, and substrate approach.

Results: the analysis of works devoted to the philosophical and cultural research of information culture has shown that researchers of the nature and essence of information culture as a category of cultural philosophy pay insufficient attention to the development of its substratum-attribute model. There are practically no complete system studies that result in the construction of a substratum-attribute model of information culture.

Discussion and Conclusions. The studied models of information culture do not fully reflect its nature, essential features and qualities that allow us to understand the causes and mechanisms of its influence on the course of civilizational, social and anthropological changes. Therefore, the development of a substratum-attribute model of information culture is due to the need to identify the causes of possible changes in the generic qualities of a person that occur under its influence as a socio-cultural phenomenon.