48734 2227-8591 10 38 2021 1-98

RAR RUS 8-14 0000-0002-9175-585X Pavlov First Saint Petersburg State Medical University Vatskel Elizaveta vatskel@mail.ru 0000-0002-9757-0450 Pavlov First Saint Petersburg State Medical University Denishenko Veronica v.denishenko81@bk.ru Pedagogical aspects of reflection development in first year resident physicians The article describes the peculiarities of the reflection development in young doctors –resident physicians, when studying “Pedagogy”, the discipline oriented at forming competencies in a healthy lifestyle, preventive-health educative activities, treatment adherence, education on ways of treatment, rehabilitation, prophylaxis for patients and their next of kin. Reflective awareness of one’s pedagogic activities is perceived as one of the key factors of forming the pedagogic position in young physicians. Methods of developing reflection of professional activities are described. They include case study method, keeping a diary of professional activities, essay writing, role-playing with psycho-dramatic elements, completion of the questionnaire aimed to stimulate the pedagogic reflection of a young doctor. The results of the questionnaire survey of 82 resident physicians showed that the majority of them had undeveloped ideas on the concepts of the physician’s educational activities, or carried out its elements unsystematically. At the same time, a small number of the resident physicians (3%) had an interest in matters concerning patient education, studying special pedagogic and psychological literature. The reflective analyses of one’s professional activities conducted during the Pedagogy course became an important step for the formation of the educative activities of young physicians, in particular, raising motivation for studying Pedagogy and allowing to bring the syllabus into correlation with real practical activities in the clinic. 10.18720/HUM/ISSN 2227-8591.38.01 378.046.4 reflection medical education postgraduate education educative activities of the physician https://tmhe.spbstu.ru/article/2021.25.1/ 1_-E_A_-Vatskel%2C-V_A_-Denishenko.pdf

RAR RUS 15-23 Admiral Ushakov Maritime State University Makashina Irina irmak@inbox.ru Admiral Ushakov Maritime State University Filatova Evgenia ev.filatova08@yandex.ru On the issue of monitoring the quality of training marine specialists The need to monitor the quality of marine specialists training is determined by the rapidly developing technologies implemented in the maritime industry and, in this regard, by the growing requirements to the level of training specialists serving this industry. Despite the mandatory quality standards of maritime education, set by the International maritime organization and national educational standards, the question remains open, since this process is endless, as progress is endless. Therefore, the idea of training a specialist ready to perform constantly emerging new tasks does not lose its relevance. The article proposes the principles of the arrangement of the educational process quality monitoring, which allow not only to ensure its integrity, taking into account the material, technical, scientific, methodological and legal support, but also to implement the monitoring process, taking into account timely information about the current results, in order to adjust this process as necessary and make new introductory ones to get a real picture of monitoring. The proposed article also pays attention to monitoring the quality of distance learning, which is gaining popularity, and shows the difficulties of its organization suggesting ways of overcoming them. The idea of creating a scientific laboratory is expressed, the purpose of which will be to create a specially developed educational and methodological complex that will be able to provide variability in the content of the monitoring process using various methods for assessing the levels of building competence in future marine specialists, as well as interaction of educational process participants aiming at monitoring the results of training, including distance learning. 10.18720/HUM/ISSN 2227-8591.38.02 37.01:371 monitoring quality of education maritime education https://tmhe.spbstu.ru/article/2021.25.2/ 2_-I_I_-Makashina%2C-E_V_-Filatova.pdf

RAR RUS 25-38 0000-0002-2875-490X Military Science Academy Doan Thuc Anh doanthucanhk12@gmail.com Comparative idioms denoting natural phenomena and disasters containing «как» in Russian and its equivalent «như» in Vietnamese In the system of phraseology, comparative phraseological units with the word how in Russian and the word như in Vietnamese occupy a significant place. Russian and Vietnamese comparative phraseological units with the names of natural phenomena are the key to understanding the people’s culture, their history, ideas about the world around them. Based on the analysis of the material collected from various explanatory and phraseological dictionaries of the Russian and Vietnamese languages, from the card index of the academic dictionary of the Vietnamese language, from fiction, in this article we intend to pay greater attention to highlighting the problem of comparing Russian comparative phraseological units with the word «how» and Vietnamese equivalents with the word «như», denoting natural and natural phenomena. 10.18720/HUM/ISSN 2227-8591.38.03 811.612.91 culture world history idioms comparison natural phenomena and disasters Russian language Vietnamese language https://tmhe.spbstu.ru/article/2021.25.3/ 3_-Doan-Thuk-An.pdf

RAR RUS 40-55 Lobachevsky State University of Nizhny Novgorod Barysheva Irina ibar1950@yandex.ru Lobachevsky State University of Nizhny Novgorod Malkina Elena malkina@unn.ru B-1809-2017 0000-0002-4148-2726 Institute of Education Development Strategy of the Russian Academy of Education Kozlov Oleg ole-kozlov@yandex.ru Project method of studying programming by students of profile specialists in remote work conductions The article tackles practical and laboratory work within the framework of the Algorithms and Data Structures course aimed at the preparation of IT specialists at the full-time department in the context of the transition to online training during the COVID-19 pandemic. Particular attention is paid to the methodology of studying various data structures as a basis for information systems developers training. A methodology for conducting online classes using presentations is proposed. The main components of the presentation preparation are defined. Within the Algorithms and Data Structures course, students must complete seven laboratory works. Each laboratory work represents a software development project which spans across several study sessions. During each study session, students develop the structure of the project and gradually increase the number of classes representing subtasks of the major task. The article demonstrates how student involvement in collaborative programming gives the laboratory software projects the characteristics of Scrum projects. The project method is analyzed and some results of the proposed methodology application for conducting practical and laboratory classes are given. 10.18720/HUM/ISSN 2227-8591.38.04 378 algorithms distance learning program project design method data structures https://tmhe.spbstu.ru/article/2021.25.4/ 4_-I_V_-Barisheva%2C-E_V_-Malkina%2C-O_A_-Kozlov.pdf

RAR RUS 56-67 Peter the Great St. Petersburg Polytechnic University Pirkulyeva Gulzar gulzargulzar95@mail.ru X-5199-2019 57205456546 0000-0003-0829-6195 Peter the Great St. Petersburg Polytechnic University Barinova Darina darina-bgtu@mail.ru Use of poetic text in analytical reading classes with international students The article examines the linguistic features of the use of poetic text in teaching the Russian language and highlights the criteria for working with foreign students in the classroom. The main goal of the study is to attain the meaning of the word, improve the culture of speech, develop an attentive attitude to the word and a real taste for reading among students. This goal cannot be achieved without including poetry in the process of teaching Russian as a foreign language. As a part of the study, the algorithm of the teacher's work in teaching analytical reading was determined. Using the example of V. Bryusov's poem "Kon’ Bled", methods of analyzing a poem for teaching advanced foreign students have been developed, which, on the one hand, allow reflecting the specifics of this type of analysis and, on the other hand, demonstrates the possibilities of using a literary text in teaching Russian as a foreign language on the basis of Russian poets’ creativity. As part of the experiment, foreign undergraduates of Peter the Great St. Petersburg Polytechnic University were offered tasks based on working with a poetic text, according to the developed algorithm. The proposed blocks of tasks are necessary for students to replenish their vocabulary, to understand the essence of the poem more deeply – as some tasks are aimed at understanding the meaning, while other groups of tasks are aimed at understanding the topic, images of the author's position. The highlighted linguistic features of the poetic text and the criteria for working in the classroom with foreign students when teaching the Russian language, as well as the stages of the algorithm for working with a poetic text, can be useful in teaching foreign students. 10.18720/HUM/ISSN 2227-8591.38.05 378.147.88 analytical reading literary text Russian as a foreign language philological analysis techniques for analyzing the use of a literary text https://tmhe.spbstu.ru/article/2021.25.5/ 5_-G_P_-Pirkulieva%2C-D_O_-Barinova.pdf

RAR RUS 69-76 Financial University under the Government of the Russian Federation Israilova Aizanat babalayza@mail.ru Financial University under the Government of the Russian Federation Kruchinin Ivan kruchaaaaa@gmail.com Post-pandemic period: development of digital teaching foreign language This article analyses the situation concerning the education issue and especially contemporary online courses. The main objectives of our work are to compare digital learning before COVID-19 and after it, to consider the concept of «education digitalization», to study and analyze the practices of modern digital educational tools that contribute to the most effective process of forming a foreign language communicative competence of students, to study the impact of the rapid introduction of information and communication technologies on the conceptual approaches to the prospective development of foreign language learning. In order to carry out an effective analysis of the developments in digital language education, such methods as data collecting and accumulating, observation, analysis and comparison are applied. Much of the work focuses on the development of digital technology in education and the role of the pandemic in teaching foreign languages is also indicated. 10.18720/HUM/ISSN 2227-8591.38.06 372.881.1 language development and digital teaching covid-19 education system and online courses special apps and methods studying changes https://tmhe.spbstu.ru/article/2021.25.6/ 6_-A_Sh_-Israilova%2C-I_N_-Kruchinin.pdf

RAR RUS 77-83 Peter the Great St. Petersburg Polytechnic University Shudegova Daria shydegova75@gmail.com Teaching professionally-oriented preparatory stage reading to master students majoring in economics in electronic learning environment This article is devoted to the problem of teaching professionally-oriented reading at the preparatory stage to master students of Economic faculties in E-learning environment. Materials are chosen for conducting experiments, which are aimed at proving the feasibility of using computer technologies in the process of teaching professionally oriented reading at this stage. The exercises for the experiment are developed. 10.18720/HUM/ISSN 2227-8591.38.07 378 professionally oriented reading pre-text stage blended learning interactive applications educational platform https://tmhe.spbstu.ru/article/2021.25.7/ 7_-D_V_-Shudegova.pdf

RAR RUS 85-90 0000-0003-4270-077X Peoples’ Friendship University of Russia – RUDN University; Moscow, Russia Gavrilenko Nataliya nngavrilenko@yandex.ru Translator 2030: Professionals’ Outlook The paper considers the key trends in teaching specialized (industry-oriented) translation identified through the analysis of the TRANSLATOR 2030: Teaching Specialized Translation in the Changing World International Conference proceedings. It was found that the major growth areas for the translation trade are specialized, audiovisual, and machine translation. The key approaches to translator teaching shall be synergy-based, integrated, and networked ones. Translation teaching requires close collaboration between schools and the LSPs involving the entire range of prospective employers. University curricula and programs shall match the Translation Expert occupational standard. Better collaboration with the national authorities is expected to meet the future needs for translation services. The mentioned priority translation teaching research areas are curricula reviews to make them match the local needs, better collaboration between universities and leading technology companies, theoretical studies of teaching interpretation online, and teaching remote interpretation. 10.18720/HUM/ISSN 2227-8591.38.08 378.09 translation teaching translator training translator competencies specialized translation https://tmhe.spbstu.ru/article/2021.25.8/ 8_-N_N_-Gavrilenko.pdf

MIS RUS 91-91 Editorial staff of the "Teaching Methodology in Higher Education" scientific journal voprosy_metodiki@spbstu.ru In the next Issue Announcement of articles planned for publication in the next issue. announcement https://tmhe.spbstu.ru/article/2021.25.9/ V-SLEDUYuShchEM-VIPUSKE(1).pdf