АННОТАЦИЯВведение: Проектная деятельность в профессиональной подготовке будущего педагога профессионального обучения обеспечивает его способность эффективно решать педагогические задачи, участвовать в командной работе, развивать образовательные системы. Требования готовности будущего специалиста к проектной деятельности отражены во ФГОС и в профессиональном стандарте. Это обуславливает актуальность вовлечения будущих педагогов профессионального обучения в проектную деятельность при освоении дисциплин. Материалы и методы: Экспериментальная работа по вовлечению обучающихся в проектную деятельность осуществлялась в три этапа. На первом определялось наличие у них опыта участия в разных видах проектной деятельности, на втором проводилась работа по вовлечению в проектную деятельностью, на третьем оценивалась эффективность вовлечения в нее. На всех этапах исследования использовались методы наблюдения и обобщения педагогического опыта, опроса. Результаты исследования: На первом этапе выявлены опыт участия в проектной деятельности (обучающиеся принимали участие в разработке содержания и обеспечения проекта), источники затруднений обучающихся в проектной деятельности (связанные с поиском идеи, практической реализацией проекта и оценкой его результатов), установлены потребности в проектной деятельности (основные -получение значимого результата и развитие навыков командной работы).На втором этапе разработано методическое обеспечение проектной деятельности в рамках дисциплины; проведена экспериментальная работа в данном направлении. На третьем этапе обучающиеся называли умения, воспринятые ими как новые (проводить оценку и самооценку результатов проектной работы, применять в проектах ИКТ и онлайн-ресурсы и др.), указали на наличие сильной взаимосвязи полученного опыта проектной деятельности с будущей профессиональной деятельностью, продемонстрировали снижение доли затруднений в проектной работе. Обсуждение и заключения: сделаны выводы о значительном педагогическом потенциале вовлечения обучающихся в проектную деятельность по дисциплине при условии качественной методической проработки её содержания и обеспечения проектных заданий на каждом этапе с будущей профессиональной деятельностью.

The sphere of education is in urgent need of a professional academic, able to prepare students for their future profession while mastering new teaching technologies, pedagogical methods, and managerial tools. The present article focuses on the systemic changes needed in higher education. The methodological and theoretical framework of the present research included the concepts of the modern science on the dialectical nature of active cognitive activity as a basis for contextual training. The study was also based on the theoretical foundations of pedagogical education at university. Other fundamental principles included pedagogy and psychology of developing the pedagogical culture of future academics and their personality. The methods involved an analysis of documents and scientific publications on the reform of higher education and empirical experience connected with professional skills of academics. The authors believe that highly specialized professional skills are still valued on the labor market, yet they are gradually being displaced with quasi-professional skills that grant future employees a high level of adaptability, inter-sectoral mobility, and freedom of choice. A modern university has to provide its students with these skills, as well as with the ability of independent learning. As a result, a professional academic has to be able to teach students how to act in a changing environment. The required skills can be mastered by acquiring the culture of independent work based on the assimilation of social experience during practical activities. Students can obtain problem solving skills only via their own social experience. Thus, university education should provide students with experience of solving cognitive, ideological, moral, organizational, and communicative problems. Academics improve their professional skills by building up intellectual experience and professional pedagogical competence. The competence is based on knowledge, skills, life, and professional experience, strict pedagogical culture, and values.

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The article discusses the system of organization of training in the internal affairs bodies of Russia, substantiates the principles of its functioning. Object of study - continuing education of employees of the internal affairs bodies of the Russian Federation. The subject of the study is the training system in the internal affairs bodies of the Russian Federation and methods for its optimization. Research hypothesis: the construction and implementation of individual educational paths will help optimize the training system in the internal affairs bodies of the Russian Federation. Methodology and research methods: general scientific theory of dialectic and historical materialism, acmeological, hermeneutic and situational-environmental methodological approaches; methods of content analysis of scientific literature and regulatory legal acts in the field of education, included observation, informal interviews, conversation, pedagogical experiment. The theoretical significance lies in the analysis and assessment of the state of departmental training system for the internal affairs bodies of the Russian Federation and in determining ways to optimize it. The practical significance lies in the analysis and interpretation of statistical data in the field of departmental education of the Ministry of Internal Affairs of Russia, and in this connection the justification of priority tasks in the near future.

Sports and health tourism classes make increased demands on the functional capabilities of the students' respiratory system. One of the most important indicators of the respiratory system, the level of development of the lungs and respiratory muscles are the functional characteristics of breathing, the violation of which is often observed in young people due to smoking and other harmful factors. In the course of the study, functional indicators of respiration were analyzed in 20 female students engaged in sports and health tourism and related types of physical activity. The study of the functional indicators of the respiratory system was carried out for two years: at the beginning of the first year (background level), at the end of the first and second years of study. The assessment of the functional indicators of respiration was carried out on a microprocessor portable spirograph SMP-21/01-"R-D" (Russia) according to standard methods. The function of external respiration (FER) was studied on the device of the "Eton" series of the company "NeuroSoft" in Ivanovo. The dynamics of indicators of the respiratory system confirms an increase in the functional reserves of the body in lasses during two years of additional sports.