The presented article is devoted to one of the most important topics of pedagogy — the recontextualization of the curriculum. Foreign studies (the theory of B. Bernstein) link the recontextualization of the curriculum with the freedom of the educational actors in the struggle for power over it. This approach shows the mechanisms of curriculum recontextualization and the interaction of teachers due to the control the structural elements of lesson. Authors offer an attempt to analyze interpretations of the curriculum by the participants of the teacher’s competitions. As a fundamental conclusion, the author develops the thesis about the dominance of the teacher’s power over all elements of the pedagogical design of the lesson and the formation of a teaching norm, reduced in its essence and potential.

The article is devoted to the problem of upbringing schoolchildren, which is relevant for modern education, which is considered in the context of the thesis formulated by L. S. Vygotsky: the cultural development of the child leads us to the issues of upbringing. The essence of the mutual conditionality of culture and education, which “allows” the learning process to influence the upbringing of schoolchildren, is discussed. Attention is drawn to the fact that the school psychological service as a psychological support of the educational process is an integral education that combines scientific, applied and practical aspects, and that education issues are largely related to its applied aspects.

The analysis of biographical materials, interviews and memoirs of students and employees of Academician of the Russian Academy of Education A. A. Bodalev and director of school No. 22 in Kuibyshev (Samara) V. D. Ostrovsky is carried out. The general, special and singular at the main stages of life and in the personality characteristics of both Teachers— the creators of author’s schools are singled out, memories of them are presented.

Russian pedagogic thought occupies a significant place in the world pedagogic system. It is characterized by constant search for spiritual and moral foundations which should be the basis of the educational process. A certain extent in the development of humanistic pedagogy is also typical for European-American civilization. It is evidenced by the fact that the Russian pedagogy ideas match with the advanced ideas of European and American pedagogical thought. The aim of the article is to analyze the experience of implementing humanistic ideas in the practice of organizing the educational process associated with the traditions of the “Athenian school” and names of such famous educators as J. A. Comenius, G. Kerschensteiner, M. Montessori, J. Dewey.

It was found how the self-perception of adolescents changes in the process of media activity, and other effects of the development of adolescents in this process were identified, namely the formation of an adolescent community as an imaginary, and on this basis a real community, organization of teamwork based on self-determination, control over specific functions and tasks of team members to create the final media product. By media activity, we mean a special kind of human activity, characterized by the use of specific media tools and the construction of a special media space, which any sphere of reality can become. Any activity addressed to an imaginary community (according to Anderson) can be considered as a mea-activity. For example, the creation of a literary and any other work of art, shooting a video, etc. The addressee is implicit, he is in the imagination, and the author must look at himself from the position of an imaginary addressee.

The article is devoted to the analysis of the use of innovative pedagogical technologies in the formation of patriotic education of students in the framework of educational and extracurricular activities. The author traces the formation of the concept of “pedagogical technology”, considers approaches to determining its essence in different time periods. The article examines the characteristic features of pedagogical technology. The concepts of “patriotic education»” “patriotism”, “citizenship” are defined. The historical information about the origins of the formation of patriotic education in our state is presented. The practical experience of using new pedagogical technologies in the formation of patriotism in modern Russian schools is summarized. The features of the use of pedagogical technologies for the formation of patriotic education in the educational and extracurricular activities of students are clarified. The conclusion is made about the need to find new effective ways to form patriotic education in school.

The article deals with the use of a digital microscope in the study of biological disciplines in higher education. The digital microscope increases the visibility of the educational process, activates the cognitive activity of students and ensures more effective assimilation of educational material.

The article provides an analytical review of the impact of human capital (i.e. creative ideas and scientific achievements) of the school of the leader of Soviet psychology of the mid-twentieth century S. L. Rubinstein on the formation and development of the Institute of Psychology of the Russian Academy of Sciences. The initiative significance of the idea of the Deputy director of the Institute of Philosophy of the USSR Academy of Sciences S. L. Rubinstein about the need to create an Institute of Psychology in the academic system and the institutional promotion of the project developed by him is shown. The personology of students and their role in its organizational implementation in the IP RAS is characterized. For the first time, the constructive contribution to the development of the IP RAS of both participants of this school and scientists of other institutions in cooperation with psychologists of the classical and modern periods of Russian human studies has been systematically summarized.

The paper considers the teaching of the discipline “Economics” for university students, as well as the opportunities that this academic discipline provides for modern students and the youth, for society, the country as a whole.

the native language with the focus on motivational design. The study covers various aspects of using texts and exercises that are aimed at stimulating student motivation and interest in learning their native language. The analysis results allow to identify some characteristics of effective motivational design which foster student interest in educational materials. John Keller’s motivational model was utilized. It suggests designing the learning process (including educational tasks) by the means of four components such as learners’ attention, relevance, confidence and satisfaction.

The article presents some results of research aimed at studying transformations in the design component of teacher’s professional activity within the framework of flipped classroom and station rotation models of blended learning as well as correlating the identified transformations with students’ learning motivation. This paper focuses on the key changes in the educational process caused by the use of the indicated blended learning models and students’ attitude toward them. The author has found a positive effect on students’ learning motivation within flipped classroom and station rotation models.

The article considers the substantiation of the principle of scientific character in the pedagogical heritage of K. D. Ushinsky in the late XIX — early XX century. The author traces one of the aspects of the formation of the construction of a new education system, in which a special place is occupied by the problem of scientific learning in educational institutions of the Russian Empire, the formation of a scientific worldview of students, purposeful teaching methods of scientific cognition, stimulating students’ needs for independent acquisition of scientific knowledge. The priority of the tasks of scientific higher education in the late XIX — early XX century is noted. The article presents the prerequisites for the emergence of national scientific pedagogy in the country and the factors contributing to the consideration of this topic in K. D. Ushinsky’s scientific and pedagogical research. The contribution of K. D. Ushinsky and his contemporaries to the development of the theory of didactic principles, to the development of domestic didactics is noted, their joint search for effective forms and methods of teaching for mastering the content of education in accordance with the requirements of scientific knowledge is presented. Progressive ideas and pedagogical recommendations of K. D. Ushinsky on the issue of professional pedagogical skills and scientific activity of a teacher are considered. The conclusion is made about the possibility of creative use of the accumulated experience in modern conditions.

The article reveals the educational potential of the discipline “Educational activity in a modern school”, which is implemented within the framework of the training direction 44.03.05 Pedagogical education (with two training profiles) in the Federal State Budgetary Educational Institution of Higher Education “Kaluga State University named after K. E. Tsiolkovski” by the Department of Pedagogy. The authors describe in detail what skills and competencies can be developed through practical classes of this discipline and provide step-by-step instructions for their implementation.

The article examines the main factors of the inclusion of excursions in the educational process of educational institutions of the Russian Empire at the end of the XIX century. The formation of excursions as a form of organization of cognitive activity of students is traced. A connection is being made between the development of the excursion business and the scientific and technical revolution in the country. The idea of borrowing Western pedagogical experience of using the didactic potential of student excursions is substantiated. The contribution of scientific societies, circles, and clubs to the popularization of student excursions is emphasized. All types of excursions with students have been identified. Considerable attention is paid to the successful implementation of excursions in higher education. The author comes to the conclusion that in the second half of the XIX century. in most educational institutions of the country, excursions were fully reflected in the curricula, had a solid methodological base, contributed to the expansion of the scientific horizons of students, carried important educational and educational significance.

The purpose of this article is to identify the main stages in the development of foreign language education at universities in Egypt. The author of the work presents the periodization of the history of the formation of teaching foreign languages in the Arab state under consideration. The developed periodization is based on the principle of correlation of socio-cultural conditions with the determinants of the development of foreign language education. Thus, it is established that the interest of Egypt in the study of certain languages by citizens of the country is often determined by socio-cultural, economic, political factors that have an external impact on the strategy for the development of foreign language education in higher educational institutions of the designated state.

The article reveals the contribution of Professor N. A. Astashova to the research of various aspects of the history of national public and professional music education, its theory and practice, to the work of major musicians-teachers and regional particularity. The role of the scientist in the work of the Scientific Council on the problems of the history of musical education is emphasized.

The article reveals methodological guidelines for preventing the failure of primary school students. The author focuses on the importance of taking into account general pedagogical, psychophysiological and social reasons. The paper identifies the problems of the educational process in primary school, substantiates the conclusion about the need to include health-saving technologies in the educational process of primary school, reducing the number of students in primary classes. The article reveals the essence of methodological tools that allow taking into account the peculiarities of bilingual students and providing their educational needs (using the example of AdygheRussian bilingualism).

The article analyzes the significance of the heritage potential of scientists who defined pedagogical thinking in the XX century, as well as their views on the development of priority areas of pedagogy, in general, and the problems caused by issues and various aspects of child rearing, in particular; compares systems, forms and methods of child rearing, classifications of age periods, as well as physiological and psychological changes occurring in children at various stages of their growing up; based on the conducted historical and pedagogical research, conclusions are drawn about the relevance and feasibility of the scientific potential of pedagogical heritage in modern conditions of the development of pedagogical science and society as a whole.

in St. Petersburg analysis in the context of the use of retro-innovations to ensure the optimization of professional training of future teachers in the context of modernization of the domestic education system. A brief assessment of the role and place of the phenomenon of «retroinnovation» in the context of reforming education system in Russia and in the NorthWest region on the example of Saint Petersburg.

The article examines the problems of educating high school students in the system of specialized education with a focus on regional labor markets and identifies the significant role of the family in the process of training a modern specialist at the pre-university stage. The requirements for the formation of organizational and pedagogical conditions for specialized training of high school students are substantiated, considering the professional interests of the family.