48734 2227-8591 11 2 2022 1-98

RAR RUS 8-26 ABC-7684-2020 57195526087 0000-0002-4838-9233 Vyatka State University; Kirov, Russia Kuklina Svetlana svstkuk47@gmail.com 0000-0002-4561-4781 Vladimirova yelena.vladimirova@mail.ru Organization of learning activities among non-linguistic university students in mastering listening comprehension using digital tools From the standpoint of personality-activity, communicative-cognitive and competence approaches the article considers the problem of organizing and managing the learning activities of non-linguistic university students in mastering foreign language listening comprehension with the help of digital tools and services. It shows the sets of auditory-thinking and universal learning actions, which are necessary for students at each phase of learning activities in the process of solving different types of learning speech-thinking tasks (reproductive, searching, creative), adequate to the stages of teaching listening comprehension (habit formation and improvement, skill development, communication functioning) while doing corresponding multifunctional auditory-thinking exercises. The product of this process is reproductive, inductive and deductive inferences, reflecting a selective, basic and complete understanding of a foreign language utterance, which is considered as a positive result of the listener’s perceptual and mental activities. Relying on general didactic regularities and principles of the learning process, as well as on scientific research in the field of foreign language digitalization in education, the introduction of digital tools into learning activities at each of its phases contributes to a more successful perception, comprehension and understanding of foreign language speech among non-linguistic university students. The latter makes a significant contribution to the development of universal, general professional, professional and digital competences of future specialists and allows them to be in demand in the modern labor market. 10.57769/2227-8591.11.2.01 372.881.1 learning activities learning speech-thinking tasks foreign language listening comprehension auditory-thinking actions competences non-linguistic university digital tools https://tmhe.spbstu.ru/article/2022.28.1/ VMP-11-2-1_8-26_Kuklina-Vladimirova.pdf

RAR RUS 27-40 AGR-4000-2022 57212551356 0000-0001-9034-7689 Peter the Great St. Petersburg Polytechnic University Krasnoschekov Victor krasno_vv@spbstu.ru On the modern problems of teaching mathematical disciplines in an engineering university The obvious need to transform the pedagogical technologies of university mathematics is in agreement with the introduction of STEM concept in engineering education. All the increasingly complex global processes, including production, require, on the one hand, strengthening the fundamental nature of the graduate training in engineering and economic areas, and, on the other hand, to ensure the practical orientation of this training. The solution to this fundamental problem can only lie in the plane of introducing innovative technologies for mathematical training, reforming both its content and teaching methods themselves, including the development of methodological materials using the capabilities of the electronic educational environment. The author analyzes these and other problems using a large number of domestic and foreign sources, including materials from specialized conferences "Modern Education: Content, Technology and Quality". In the context of the coronavirus pandemic, it was possible to develop, test and implement mass distance learning technologies, as well as evaluate both the effectiveness of new educational mechanisms and their impact on students' health. An important task of the entire higher school is to preserve and improve the quality of mathematical training drawing on new electronic educational resources. The positive side of innovative technologies is the possibility of excluding routine mathematical procedures, presenting vivid visualization examples giving students a deeper understanding of the processes and phenomena of the world. The reverse side of e-learning is the growing possibility of academic dishonesty, increased lack of independence in completing test papers and examination tasks. Examples of mechanisms to compensate for the negative consequences of the distance technology introduction, both organizational and didactic, are also provided. 10.57769/2227-8591.11.2.02 378.147:51 university mathematics STEM education distance technologies electronic educational resources academic dishonesty https://tmhe.spbstu.ru/article/2022.28.2/ VMP-11-2-2_27-40_Krasnoshchekov.pdf

RAR RUS 41-54 0000-0003-2228-9055 Shepelev shepelev@sfedu.ru Criteria and parameters for measuring the level of critical thinking ability formation of future foreign language teachers The relevance of the article is determined by the requirements of the society to train a specialist in the context of the global social challenges in relation to future specialists in the field of foreign language. The historical analysis of ideas, concepts, paradigms in the training of a future foreign language teacher allows us to identify modern goals, content and training technologies for the modernization of educational practice in the framework of future foreign language teachers' training in the higher education system. In this study, the aspects related to the prognostic and final diagnostic components of the STREAM technology model are presented, criteria and parameters for measuring the level of critical thinking abilities in future foreign language teachers are highlighted. The test materials used to diagnose the level of critical thinking ability formation in future foreign language teachers are described. 10.57769/2227-8591.11.2.03 37.013.3 critical thinking interdisciplinarity integration foreign language teacher STREAM-approach STREAM-technology diagnostics https://tmhe.spbstu.ru/article/2022.28.3/ VMP-11-2-3_41-54-Shepelev.pdf

RAR RUS 56-71 0000-0002-2875-490X Military Science Academy Doan Thuc Anh doanthucanhk12@gmail.com Teaching reading russian-language special texts in military educational institutions of Vietnam (with combat documents as example Reading Russian-language special texts is the main goal of teaching Russian as a foreign language in military schools in Vietnam. Russian texts of combat documents are professionally oriented Russian-language special texts. The texts of combat documents of the ground forces are a necessary unit of training in building communicative competence among cadets, primarily in the professional field. Russian language classes are mainly aimed at developing, first of all, the ability of learners to understand and appreciate specialized texts in their field of expertise. Teaching reading requires targeted teachers’ efforts necessary to build an appropriate system of exercises. Based on the systematization, generalization and analysis of the Russian combat document texts of the ground forces, this article proposes a method of teaching these aspects, taking into account the language characteristics in military educational institutions of Vietnam. It can be a premise for further research in the field of languages and methods of teaching Russian-language reading comprehension in a professional-oriented manner in military schools in Vietnam. 10.57769/2227-8591.11.2.04 372.881.161.1 teaching reading ground forces combat documents methodological techniques training exercises language specifics https://tmhe.spbstu.ru/article/2022.28.4/ VMP-11-2-4_56-71-Doan.pdf

RAR RUS 73-82 0000-0003-1179-4961 Peter the Great St. Petersburg Polytechnic University Wang kinglin@mail.ru

29, Polytechnicheskaya, St. Petersburg, 195251, Russia

Building basic global competence of Russian students on the material of the Chinese language and culture Urgent problems of teaching Russian students the Chinese language and culture are considered. There is an increase in the number of people wishing to learn Chinese as evident from statistical data on enrollment in Shentang Chinese language course in St. Petersburg. The concept of global competence formed in students of 15-25 years old when learning the Chinese language and culture, is given. It is shown that cultural aspects prevail in the content model of global competence, in particular, students' awareness of intercultural differences leading to an understanding of cultural diversity as a personal value. The deep mutual connection of linguistic and cultural realities is emphasized, which is concretized by the use of the artificial language pinyin as the official Latin transcription of lexical units at the initial stage of learning the Chinese language. Examples are given of using pinyin to introduce the elements of culturally specific content, such as Chinese proverbs, as well as to read subtitles when showing thematic video clips to students. 10.57769/2227-8591.11.2.05 372.881.1 global competence Chinese language model pinyin proverbs shentan course culture https://tmhe.spbstu.ru/article/2022.28.5/ VMP-11-2-5_73-82-Wang.pdf

RAR RUS 83-90 0000-0002-8721-3812 Zhao lvemmalin@icloud.com Problem aspects of teaching spoken Russian as a foreign language in China This article is devoted to the analysis of the problems of teaching spoken Russian as a foreign language in China. With a noticeably increasing number of exchanges between Russia and China, the interest of Chinese students in the Russian language is constantly growing. However, many Chinese students lag behind in mastering speaking skills, which creates obstacles for their future studies and work. The ability to speak is not only an important indicator of the Russian language proficiency level, but the key to building intercultural communication ability. The purpose of the article is to consider the problems of teaching speaking skills to Chinese students and outline the search for optimal ways of improving the effectiveness of teaching Russian as a foreign language in a Chinese audience. 10.57769/2227-8591.11.2.06 378 Russian as a foreign language learning to speak Chinese students methodology of teaching the Russian language features of teaching a foreign language in china https://tmhe.spbstu.ru/article/2022.28.6/ VMP-11-2-6_83-90-Zhao.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/2022.28.7/ 07-VMP-11-2-in-the-next-issue.pdf