The article is devoted to the description of the realization of the educational potential of the pedagogical block of practical tasks. The authors emphasize that it is the content of the pedagogical block of practice assignments that contributes to solving the tasks of education and the formation of significant personal qualities of a student.

The article discusses approaches which formed the basis for constructing a model for the formation of reflexive-prognostic skills, provides a brief description of each chosen approach and its impact on the construction of the model, describes the necessary theoretical and methodological provisions and the legal framework underlying the model. The given model is given a description of its structure, elements, blocks and a brief description of each block is given, indicating its functionality in the operation of the model itself. The article presents those researchers whose works were used in drawing up a model for our study. An attempt is made to present the developed structure of the digital educational environment in which the formation of reflective and predictive skills will take place.

The logic and methodology of the century-old development of one of the largest areas of general and pedagogical psychology, founded in the twentieth century by S. L. Rubinstein and led at the turn of the XX–XXI centuries by his student A. V. Brushlinsky are analyzed. From the standpoint of the institutional-personological approach to scientific creativity and by analyzing half-forgotten sources, the key stages of his life are differentiated for the first time, achievements in his development of problems of general and pedagogical psychology based on the subject-activity paradigm are characterized in interaction with participants of the schools of S. L. Rubinstein and A. V. Brushlinsky himself, as well as with a number of Russian philosophers, psychologists and teachers.

One of the difficulties in the teacher’s transition to activity-based education standards is the need to develop meaningful dialogues and discussions with students. The article describes the technology of teachers’ work with children’s opinions in the system of D. B. Elkonin — V. V. Davydov, and presents a project of online teacher training in this technology. The teaching method is based on the quest-like structure of a possible lesson and includes a written record of the teachers’ hypotheses about the development of the lesson, the choice of the path, and the discussion. Spot-testing demonstrates the meaningful nature of the participants’ discussions, the teachers’ involvement, and the dynamics of their professional position.

In the article, the authors consider the process of organizing the production (pedagogical) practice of future teachers within the framework of an activity-based approach. The authors emphasize that the content of industrial (pedagogical) practice should be built in line with activity immersion, taking into account the possibility of designing individual educational trajectories during the concentric organization of practice.

The article considers listening as an object of perceptual and semantic activity of students in the formation of foreign-language intercultural competence. The author analyzes the perception of foreign language speech as a multilevel hierarchical structure of mental activity. The metacognitive approach is considered as the basis of educational activity. The author analyzes modern approaches to the perception of auditory information, in particular, “topdown” and “bottom-up”. The article examines the problems faced by students of a language university in the process of learning listening in professionally directed foreign language teaching. Considerable attention is paid to the description of the stages of listening training and exercises at the appropriate stage. Considerable attention is paid to the description of the stages of listening training and exercises at the appropriate stage. The author comes to the conclusion that when teaching listening to students of a language university, it is necessary to observe stages, be sure to use analysis and introspection as separate stages, and also at the last stage include communicative tasks and problem situations in the work as one of the effective means of teaching the process under study.

The article discusses aspects of teaching listening in the process of teaching a foreign language at a language university. The author analyzes the concept of listening from the point of view of pedagogy, methodology and psychology. The main content of the study is the analysis of listening as a receptive type of speech activity in general, and in particular the author considers this type of speech when teaching students of the Philology direction. The author emphasizes the competencies on which the teacher relies in teaching students of this direction, as well as the stages of development of auditory skills. The article analyzes different types of listening in accordance with different approaches. Considerable attention is paid to teaching listening on the basis of competence-based, personality-oriented and interactive approaches. The author comes to the conclusion that the purpose of teaching foreign languages at the university is to teach communication, which implies the development of communicative and auditory skills.

The article presents specific approaches in semantic reading teaching among preschoolers. Special attention is given to uphold the necessity of skills development for further semantic analysis, as well as to inquire into the principles of semantic reading teaching and selecting texts for reading in preschool. The authors describe general methodological approaches to the development of a system of questions and tasks for texts based on various types of reading.

The article raises the problem of the development of cultural-historical psychology in the direction of an evolutionary-activity approach. The concepts of essence and existence are compared with the concepts of norm and pathology, the concepts of development with the concepts of evolution. It is proved that the main psychological mechanisms of personality development and the evolution of the psyche are competition (comparison), “double reflection”, personogenesis, noogenesis and personal disintegration.