The article examines the requirements of modern production for workers, analyzes the problem and potential of advancement in education. The author presents for discussion the results of a study involving representatives of employers and workers trained under the advanced training programs. In this regard, ranked lists of professionally significant personal qualities and attributes preferred and expected by respondents from among employers’ representatives and from among workers are presented.

The problem of finding universal tools for monitoring the quality of primary general education, allowing not only to evaluate the results, but also to diagnose the causes of difficulties for primary school students, attracts the attention of all participants of educational relations.

This article focuses on the question of the interconnection of such concepts as: «emotivity», «emotional intelligence» and «emotional experience», and also substantiates the necessity for students to acquire a foreign language emotional experience of communication in a foreign language lesson in the middle school as a way of developing emotional intelligence. The main purpose of the work is to offer means and methodological resources for the formation of students’ foreign language emotional communication experience.

This article is devoted to the issue of developing functional literacy in a foreign language lesson. Functional literacy is one of seven meta-skills of the 21st century, so any subject of the school curriculum should pay serious attention to its development. The use of non-continuous texts in a foreign language lesson allows you to simultaneously teach language and form functional literacy.

Keywords: functional literacy, reading literacy, non-continuous text.

The author of the article draws attention to the importance of studying historical events through the prism of biographies of historical figures with the involvement of memorial plaques. A variant of using memorial plaques as a historical source in the study of history at school on the example of Lenin’s activities is proposed.

The article deals with the terms «learning strategy» and «learning task». Proceeding from discourse analytic research the authors describe the interrelation between the given terms and postulate that learning strategies are determined by the culture of students. The authors used the method of pedagogical observation to identify the strategies used by foreign cadets. Based on the observation resultswe developed a questionnaire and offered it to the students.

This study identifies effective foreign language acquisition techniques for fostering reasonable tolerance towards managing diversity in a modern heterogeneous environment where respect for the difference and uniqueness of multiple identities should comply with personal moral and ethical attitudes and views. The relevance of tolerance development is due to the expansion of conflict zones, aggression, tension along with widespread propaganda of new values, moral and ethical principlesthat are associated with intense migration and cross-cultural exchange processes.

Students of pedagogical universities should be prepared for the activity of forming a scientific picture of the world. Such picture is built within the help of possession of interdisciplinary concepts and on the formed ability to find and reveal cause-and-effect relations in the surrounding reality. One of the elements in the system of preparing future teachers to fulfill the requirements regulated by the state and society is their involvement in educational discussions.

The article offers the author’s comprehensive methodology of teaching psychology students during English classes at universities. The authors propose the system of English classes pedagogical design based on anthropocentric approach in teaching – the implementation of diagnostic and therapeutic procedures as well as self-transformation of personality traits. Lessons structure is designed, firstly, on the results of passing the online test of G.

The article presents to the analysis of various aspects of the test in Russian as a foreign language of the second level in Russia and the test in Russian as a foreign language of the eighth level in China: the state requirement for the level of language proficiency, the structure of the test, the purpose of the test, types of tasks and the implementation of competencies. A detailed comparative analysis of the structure of test questions is especially carried out.