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RAR RUS 8-21 0000-0001-9543-1724 Udmurt State University Siraeva Marina N. limk216a@mail.ru Correlation of “humanization” and “humanitarization” concepts in the sphere of education The aim of the article is to reveal correlations between allied but not identical concepts of “humanization” and “humanitarization” of education. The author considers the processes of humanization and humanitarization as strategic goals of education modernization at different levels. The article introduces the definitions of humanization and humanitarization with reference to their common etymology. The paper analyzes humanization and humanitarization as a strategic vector which defines the development of leaner’s identity in the context of the current postindustrial cultural environment. The article emphasizes the demand for the penetration of the humanist paradigm into the learning process. The relevance of the humanist paradigm is proved by growth trends of conflicts between students and academic teaching staff caused by the transformation of education into the service industry as well as by the contradiction between the recognition of uniqueness of a personal identity and current focus on the consumption of material goods and universalistic values. Humanization and humanitarization of modern education are characterized by multidimensionality, multifactorial nature and continuity due to cultural diversity, different concepts of worldview, aspiration for equitable dialogue and partnership between representatives of different cultural, moral and professional values. The novelty of the research is associated with the comparative analysis of the correlation of such concepts as “humanization of education” and “humanitarization of education” as well as with the consideration of the given concepts in the socio-cultural context. The main research methods are systems analysis and comparative historical analysis. The author comes to the conclusion that humanization is the aim of personality formation, while humanitarization is the means towards this end. Humanitarization fulfills a function of a precautionary instrument which counters dehumanist effects caused by technologization and digitalization of modern education and is regarded as a resource to maintain the balance between natural and virtual environments. 10.57769/2227-8591.11.3.01 378.4.014.53(045) humanization of education humanitarization of education humanist trend of pedagogical process universal human values humanitarian accomplishments https://tmhe.spbstu.ru/article/2022.29.1/ VMP-11-3_8-21_Siraeva.pdf

RAR RUS 23-45 C-7641-2019 55840257400 0000-0002-1703-2119 Kalashnikov Izhevsk State Technical University; Izhevsk, Russia Krylov Eduard 649526@mail.ru 0000-0003-1992-3668 M.T. Kalashnikov Izhevsk State Technical University Ponomarenko Ekaterina P catpep@mail.ru Developing reflective thinking of students in the process of interactive learning a foreign language The article discusses the problems of reflexive thinking formation and meta-subjective cognitive skills in order to prepare students of a technical university for effective professional activity. Critical thinking, creativity, reflexive skills, self-regulatory ability have no less importance than professional knowledge acquired in the field of special disciplines. The evolution of approaches to reflection and reflective methods in pedagogy is considered. Because of the inseparability of thinking and speech, communication and cognitive processes, foreign-language learning can make a significant contribution to the formation of the intellectual apparatus of student’s personality. The article presents elements of the methodology, based on the systematic inclusion in the foreign language educational process of out-of-class interactive activities, step by step implementing reflective and regulatory components. The methodology is illustrated by examples of the organization of reflexive foreign-language learning process. The promising results of the pilot teaching/learning project were obtained with the use of standardized testing methodologies. 10.57769/2227-8591.11.3.02 378:811 (045) reflection meta-subjective cognitive skills foreign language learning interactive learning activity technical university self-regulation https://tmhe.spbstu.ru/article/2022.29.2/ VMP-11-3_23-45_Krilov-Ponomarenko.pdf

RAR RUS 46-64 0000-0002-9589-3678 St. Petersburg State University of Architecture and Civil Engineering Zorina Elena M. zorinaem@bk.ru The use of pedagogical cues for the development of students’ soft skills In this article, the author continues and reveals from a new point of view the study of topical issues, previously begun in her dissertation research. The article is devoted to the analysis and evaluation of the effectiveness of the use of pedagogical cues, digital among them, for the development of soft skills of university students. The educational process using such tools can be quite individualized and adapted to most modern challenges, for example, the conditions of a pandemic or widespread digitalization. The relevance of the study is associated with the introduction of the Federal State Educational Standard for Higher Education, which specifies a definite set of competencies, which partially coincides with soft skills. Several variants of the soft skills classifications and their correlation with the competencies adopted in the educational standard are presented. A comparative analysis of domestic and foreign studies related to the development of skills and competencies among students of higher education was carried out. The integration of certain pedagogical supports and soft skills, primarily those of critical and creative thinking, is described in detail. The novelty of the study is associated with the use of the author's monograph “Magic of Methodology. Teaching with the help of the Table of Pedagogical cues”, which examines and classifies 164 pedagogical cues in detail, as well as indicates possible options for their use, including the use of information and communication technologies. The similarities and differences between digital pedagogical supports and electronic educational resources are considered. It has been proved that not all educational information can be a cue. The ways of further research in the field of pedagogical cues application in the educational process of the university for the development and formation of certain students’ skills for their professional and personal development, are presented. 10.57769/2227-8591.11.3.03 37.01 pedagogical cues digital pedagogical cues soft skills generic skills critical thinking https://tmhe.spbstu.ru/article/2022.29.3/ VMP-11-3_46-64_Zorina.pdf

RAR RUS 65-79 0000-0002-3066-5316 Kirov State Medical University of the Ministry of Healthcare of the Russian Federation Kirillovykh Alexandra A. a.bezdenezhnyx@mail.ru System of modifiable polymodal exercises for foreign language education at a non-linguistic university The article is devoted to finding ways to solve actual problems in the theory of exercises (tasks) and the practice of their use in foreign language education at non-linguistic universities, related to understanding the essence of exercises in a foreign language educational process at a university, determining their nature, strengthening their systematic character, motivating and stimulating functions, as well as increasing their adaptability. Therefore, the task of this article is, firstly, to determine the nature and parameters of exercises designed to form foreign language communicative competence in students of a non-linguistic university and have a high systemic, motivating and stimulating function, adaptability, and secondly, to present a system of such exercises. To solve this task, the following research methods were used: the study of theoretical sources, analysis, generalization, modeling. As a result, the authors conclude that the solution of these problems is facilitated by the implementation of a system of modifiable polymodal exercises in the foreign language education of non-linguistic students. The exercises are aimed at developing / improving speech habits and developing speech skills through the implementation of various combinations of receptive, reproductive and productive actions to solve a professionally-oriented speech-thinking task in a problem situation. The system of exercises includes reproductive (reactive-written-oral, reactive-oral-written types), receptive-productive (reactive-written-oral, reactive-oral-written types), productive-receptive-productive (written-reactive-oral, orally -reactive-written types) types. Each of the types of exercises is represented by variants - reproductive, search-reproductive, reproductive-search, search-creative and creative. The variants have three versions: a) exercises performed with memos and supports, b) exercises performed without memos and supports, and c) exercises performed without memos, but with supports. Examples of the exercise formulations in the German language tutorial are provided. The material of the article will be useful to those who are developing a practical course in the subject "Foreign Language" for non-linguistic students. 10.57769/2227-8591.11.3.04 372.881.111.22 modifiable polymodal exercises speech-thinking task in a problem situation professionally-oriented text means of methodological assistance professionally-oriented foreign language communication https://tmhe.spbstu.ru/article/2022.29.4/ VMP-11-3_65-79_Kirillovih.pdf

RAR RUS 81-97 H-2015-2018 56244681400 0000-0002-7519-2161 Kogan m_kogan@inbox.ru Online format of the international conference “Human-computer interaction international” (HCII): reality and prospects The paper analyzes the last three international conferences Human Computer Interaction International (HCII) held in online format in 2020-2022 from the participant’s perspective. HCII is a yearly large scale international conference embracing 2 thematic areas and 19 affiliated conferences in 2022. The Plenary speakers’ talks are considered as elaboration of the key ideas formulated by the leading experts in the field in their policy statement paper on 7 mega-challenges in the sphere of human-computer interaction published in 2019. Special attention is paid to the papers submitted by Russian participants, research papers awarded with the Best paper Certificate at the affiliated conference Learning and Collaboration Technologies, and papers delivered at Technology-Enhanced Language Learning session. The functionality of the award winning conference platform Whova are described. Besides being able to host several dozens of HCII-2022 conference events running simultaneously and store video recordings of all 306 sessions taking place during the conference for a month after the conference end, the Whova platform provides multiple opportunities for socialization and collaboration for conference attendees in their free time awarding them with points for many activities. As a result, most active conference participants have become winners in the category Leadership in the informal part of the conference. HCII-2023 is supposed to be held in-person in Copenhagen (Denmark). 10.57769/2227-8591.11.3.05 378: 004.5 international conference human computer interaction international mega-challenges learning and collaboration technologies technology-enhanced language learning Whova platform https://tmhe.spbstu.ru/article/2022.29.5/ VMP-11-3_81-97_Kogan.pdf

RAR RUS 99-111 0000-0002-7532-8663 Lukyanova Valentina S. v.lukyanova@odin.mgimo.ru 57210913399 0000-0003-0444-8155 Moscow State Institute of International Relation (MGIMO) Stepanova Maria m.stepanova@odin.mgimo.ru

76, Vernadskogo, Moscow, 119454, Russia

Interpretation contest as an active form of learning and a way to enhance students' professional potential The article analyzes the interpretation contests for students held over six years (2017–2022) in terms of their educational and career guidance potential. The uniqueness of interpretation competitions, as opposed to the written translation ones, is outlined. The methodological aspects of the organization and holding of the annual international Student interpretation contest in online, offline and hybrid formats are considered.  The proposed historical overview of such competitions represents the growth in the number of participants and the geographical coverage, proving that interpretation competitions are an effective instrument of developing the professional potential of future translators. The specificities of the jury work at the contest are described, as well as the problem of the quality of interpretation evaluation criteria, and a solution is proposed for the effective evaluation of the contestants’ work. Feedback analysis from the contestants and jury members allows us to conclude that such contests are an active form of teaching interpretation and an effective means of motivating and developing students' professional competencies. Such contests help students to gain interpreting experience in stressful and close to reality environment, and also to adjust the student's self-esteem, giving an incentive to work independently to improve their professional skills, which also contributes to the formation of a professional interpreter. 10.57769/2227-8591.11.3.06 378.147 translator and interpreter training interpreting interpreter training interpreting contest active training https://tmhe.spbstu.ru/article/2022.29.6/ VMP-11-3_99-111_Lukyanova-Stepanova.pdf

RAR RUS 112-122 0000-0002-0198-6292 Bashkir State University Mazunova Lidija K. lkmazunova@mail.ru Author's technology for the formation of flexible methodological thinking among students of philology This article describes the author's technology for the formation of flexible methodological thinking among students of philology and the experience of its approbation in the process of teaching the discipline “Organization and management of the educational process”. Approbation of this technology was carried out in five groups of third-year bachelor students of the Faculty of Romano-Germanic Philology of the Bashkir State University, studying three foreign languages. The article reveals the concepts of “reception” as a technological unit of the educational process, those of “learning process”, “educational process”, as well as “flexible methodological thinking”, and substantiates the importance of the latter as a condition for human adaptation to the variability of the world of the 21st century. The novelty of the author's approach to solving the task is the use of the discipline terms in their mutual connection. The work was carried out using the system method, as well as those of analysis, classification and modeling. 10.57769/2227-8591.11.3.07 378.016 flexible methodical thinking educational process technology terminological system schematization https://tmhe.spbstu.ru/article/2022.29.7/ VMP-11-3_112-122_Mazunova.pdf

RAR RUS 123-136 0000-0003-3372-0381 Kirov State Medical University of the Ministry of Healthcare of the Russian Federation Yufereva Yana A. yufereva.yana@mail.ru 0000-0002-3066-5316 Kirov State Medical University of the Ministry of Healthcare of the Russian Federation Kirillovykh Alexandra A. a.bezdenezhnyx@mail.ru Using fishbone diagram in teaching a foreign language grammar (with Russian and English examples) The article deals with the didactic possibilities of using the fishbone diagram to present grammatical material in foreign language education at non-linguistic universities from the standpoint of a learner-centered approach. The aim of this paper is to present the opportunities of teaching foreign grammar with the example of Russian and English exercises. The authors note that the effective use of the fishbone diagram for presenting or actualization of the grammatical material is possible on the following conditions: 1) a grammatical phenomenon is a representation of a comprehensive paradigm including several categories/meanings/variants; 2) paradigm elements are determined by a specific grammeme /affix; 3) grammatical phenomenon has a certain general meaning or a certain observable regularity. For the successful application of the diagram in teaching foreign grammar a certain organization is necessary. The stages of fishbone preparation for the presentation / actualization of grammatical material include: 1) determination of the problem intended for examination and learning (a specific grammatical phenomenon or its part); 2) isolating the causes that led to the problem (categorization of a grammatical phenomenon features, or those of its part); 3) recognition by example (demonstration of the functioning features in a word, sentence, text); 4) determination of interrelations and interdependence (correlation of features with their functioning in speech, the establishment of logical formation, use, etc.); 5) formulation of a conclusion (grammatical rule or regularity). As a result, the authors conclude that the advantages of using the fishbone diagram in teaching foreign grammar include ensuring the implementation of learner-centered approach; creating conditions for a complex or aspect analysis of a grammatical phenomenon; variability of organizational forms of using the diagram; systematization, volume reduction and visualization of information; improving the skills of analysis, synthesis and generalization, as well as those of critical thinking. 10.57769/2227-8591.11.3.08 372.881.1 leaner-centered approach fishbone technique fish skeleton Ishikawa diagram graphic organizer Russian grammar English grammar https://tmhe.spbstu.ru/article/2022.29.8/ VMP-11-3_123-136_Yufereva-Kirillovih.pdf

MIS RUS 137-137 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/2022.29.9/ VMP-11-3_137_anons.pdf