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Creating optimal conditions for professional selfdetermination is the most important task of professional development. The intention to study the process of professional self-determination formation in students of a pedagogical college was motivated by its social importance and the necessity to create optimal conditions for professional selfdetermination and a personal fulfilment in private and professional lives. The purpose of the study was to examine such characteristic aspects of professional self-determination in students, as their life plans and the level of professional motivation; the specificity of self-evaluation of their professional interests. The study was based on works regarding professional self-determination in the context of personal development and on the educational concept of professional orientation. We used a questionnaire to determine the professional readiness developed by L.N. Kabardova and a method of studying the profession's attractiveness and its factors modified by N. Kuzmina and A. Rean. Three groups of professional self-determination criteria were chosen (life plans, a level of professional motivation, self-evaluation of professional interests). The study found changes in life plans and specificity of self-evaluation of professional interests and decrease in professional motivation in students from the first year to last.

Realization of motivation to communicate in elementary school children builds the foundation for their socialization for the whole life. However, the systemic realization of a targeted programme-based activity aimed at the formation of communication skills in elementary school children in not an easy task. The purpose of the research is to study the possibility of development of communication skills in elementary school children in the process of education with the implementation of a targeted psychological and educational programme. The study consisted of three stages: a desktop analysis, an experimental research, and a data analysis. We applied such theoretical methods as an analysis of professional literature, compilation of the information, and simulation, and such empirical methods as an analysis technique of the level of communication skills formation in elementary school children by Rozhkov M.I., a test for evaluating communication skills adapted for elementary school children by Sinyavskiy V.V. and Fedoroshin V.A., and a test for assessing the attitude towards a class in children from 7 to 10 years of age by Lutoshkin A.N. We performed the Wilcoxon T test with the use of SPSS Version 23 software programme. We also created a programme for the development of communication skills. The study showed that the implemented programme of the development of communication skills in elementary school children resulted in statistically valid positive changes and proved the possibility of the development of communication skills in elementary school children with the use of a targeted programme.

Одной из приоритетных задач развития и совершенствования системы образования является поиск и эффективная реализация новых форм обучения, направленных на формирование и развитие у обучающихся всех возрастов и уровней образования необходимых знаний и способов деятельности. В статье рассматриваются инновационные формы обучения как средство развития личности и формирования востребованных в современном обществе компетенций. Рассмотрены инновационные формы интерактивного обучения как инструменты организации способов познания, реализуемые в совместной деятельности субъектов образовательного процесса. В статье определено понятие альтернативных инновационных форм обучения, проанализированы особенности и практические проблемы внедрения инновационных форм обучения в образовательный процесс учреждений всех уровней образования. Ключевые слова: инновационные формы обучения, интерактивное обучение, проектное обучение, информатизация образования, дистанционные образовательные технологии, технологии смешанного обучения, модели организации смешанного обучения.

No abstract