Problem Statement. The article focuses on the key aspects of the formation and development of a common language learning environment in present-day conditions; it also analyzes some issues of the development of the research methodology and identifies important areas for improving the communicative educational environment in the context of the entropy of the Russian and English languages as a driver for transformation and change within the system. Goal. The article outlines the problem areas of pedagogical education that need to be addressed.

The article actualizes the problem of using feedback to improve the quality of education and defines its place in the new paradigm of education. The methodological basis of the study is the competence and reflexive approaches. The author analyzes the existing deficiencies of the established system of control and assessment in school practice and proposes target guidelines for their elimination.

This study substantiates the need to update the information and educational environment of a modern university, in which scientific and methodological support in the format of educational and methodological literature of linguistic direction takes not the last place in solving the problems of integration into the multicultural and multinational regional spaces, that is in the focus of current Scientific Scholarship in several aspects, including organizational and pedagogical.

The process of digitalization of all aspects of a person’s life activity has an increasingly significant impact on the technologies of the professional activity, including the educational activities of students of a modern university.

The Standard requirements for the professional training of students in the field 08.03.01 Construction lead to identify professionally significant written and oral genres, the correlation of which with the functional styles both of the Russian language and their style varieties is relevant for the methodology of the formation of the professional communicative competence. Problem statement. In current Scientific Scholarship the problem under consideration, i.e.

The article conserns the development of dual training in the system of secondary vocational education in Russia. The demand for training highly qualified specialists for the leading sectors of the economy has a great influence on the dual model of education. The introduction includes the aim, object, subject and methods of the study. The description of the peculiarities of the Soviet and foreign approach helps the author in analyzing of historical development in the sphere of the dual system.

The relevance of the problem of the development of humanitarian thinking considered in the article is related to the need to confront technocratic civilization, to prevent the technocratization of the consciousness of modern schoolchildren. The purpose of the study is to theoretically substantiate and implement the psychological and pedagogical condition for the development of humanitarian thinking of schoolchildren — «involving students within a humanitarian dialogue».

The relevance of this article considers the scientific comprehension of functioning of the technology of the formation of schoolchildren′s humanitarian culture in the system of additional foreign language education. The content of foreign language (FL) teaching is mainly represented by language and speech units, the spheres of oral language teaching, the topics for speaking and reading, the communication tasks and speech-thought actions, that constitute the technology of FL teaching.

The article examines the skill of discursive reading of texts by students of higher educational institutions. The authors emphasize the relevance of cultivating such a skill in students due to the fact that modern practice of teaching reading involves developing the skill of decoding text, but not modeling its meaning at the metacognitive level. As a result, students perceive reading as a means of achieving a certain goal — passing an exam, receiving a diploma, etc.

Based on an analysis of the theoretical aspects of the problem of forming a dictionary of moral concepts in preschool children with general speech underdevelopment (hereinafter referred to as GSD), the article presents a designed methodology for pedagogical diagnostics of this dictionary.