The relevance of the problem of noosphere-aesthetic education of primary school students is due to the need for their entry into noosphere-cultural space of the region which affects the formation of humanistic attitude of students to all life on the earth, their native nature and culture; insufficient theoretical and practical development of the model for the implementation of this phenomenon. The purpose of the article is theoretical substantiation, development and implementation of the model of noosphere-aesthetic education of primary school students by means of regional culture. The leading method of research is modeling which allows to create and implement an integral system of noosphere-aesthetic education of primary school students by means of regional culture. On the basis of cultural and environmental approaches we have defined the content of the concepts "noosphere-aesthetic education of primary school students", "regional culture" and proved the effectiveness of the model for implementing this approach. In this article from the standpoint of cultural and environmental approaches the concept of "noosphere-aesthetic education of primary school students" is clarified, the effectiveness of the implementation model of this phenomenon by means of regional culture is proved, prospects of using its building blocks: target, structural, diagnostic, technological and effective in the education system are substantiated. The results of the research presented in the article and statistical processing of experimental data using R.Fisher's angular coefficient of transformation proved the effectiveness of proposed model in educational process. Practical significance of the study is that diagnostic techniques, program, process unit of the model presented in the article contribute to more efficient noosphere education of primary school students and can be used by teachers of higher school, primary school teachers and educators in their activities.

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The relevance of the study is due to the need of using forms integrating modern world achievements in the theory and aesthetic education of bachelors in a new individual-group format. The aim of the study is theoretically justify and implement the directions of using information technologies in aesthetic education of bachelors. Research methods: a) theoretical: analysis, interpretation; b) empirical: questionnaire, pedagogical experiment; c) mathematical: the criterion of angular transformation of Fisher (280 people). The article theoretically substantiates the possibilities of using information technologies in aesthetic education of bachelors. New knowledge about their implementation in the following directions has received: 1) determining cultural foundations of aesthetic education of bachelors, 2) integrative processes in the understanding of artistic images; 3) value-meaning understanding of art based on subjectobject reflection of reality. The criterion of forming aesthetic education of bachelors (motivational, figurative, valuemeaning, creative) and levels are determined: high, figurative, low; the relationship between possession of information technologies and aesthetic education of bachelors is established. The practical significance of the results of the study is using diagnostic techniques, information technologies in aesthetic education of bachelors. Aesthetic education of bachelors should begin with determining its main components and introducing modern information technologies. It is necessary to use several complementary techniques to determine the criterion of using information technologies.

Effective pedagogical management of the formation of communicative skills in schoolchildren is impossible without monitoring the degree of their formation. The article presents the materials of diagnostic tools, including a questionnaire, criteria and nominative indicators for assessing the degree of formation of the components of communicative universal educational actions. The questionnaire is adapted to the age characteristics of younger students.On the basis of the developed criteria and indicators, a theoretical model of possible levels of mastery by younger students of the communicative actions of interaction, interiorization and cooperation is proposed. The article introduces the results of determining the levels of formation of communicative universal educational actions among elementary school graduates. The study was based on an analysis of literary sources, a survey of primary school students and theoretical modeling.