named after prof. V.F. Voino-Yasenetsky Aim of the research. To study medical university students' attitude to the physical activity. Materials and methods. It was conducted the questioning of 126 students from 1 and 6 courses. Results. It was revealed that more than a half of respondents (69 ± 4,1%) regularly engage in physical exercises

The article analyzes the problems associated with teaching foreign students in mixed groups. A mixed group is a formally isolated part of the educational institution cohort that possesses such characteristics as: 1) a fixed heterogeneous ethno-cultural composition, 2) a different level of preparation of students for mastering the disciplines of the general educational program, 3) common cognitive interests and a single educational content in the current period of time; 4) joint educational activities under the guidance of the same teachers, 5) a single period of study. This article aims to highlight the range of language problems that hinder the development of general education programs by foreign students when studying as part of a mixed group. Since the structure of language difficulties varies for different categories of foreign citizens (foreigners with an initial level of proficiency in Russian, foreign speakers, bilinguals), it is important to have a differentiated approach to regulating the educational process and specially organized training taking into account the ethnic and linguistic needs of all members of the group. A differentiated approach to learning, building an individual way of each group member development allows mobilizing cognitive interests and motivating participants in the educational process. The development of specific recommendations to overcome the possible negative impact of a mixed group on the process of obtaining subject knowledge by foreign students is an important methodological task that requires further study.

The intensity of globalization and internationalization stimulates activity of population in the world. As a consequence, the number of Russian citizens living and getting education beyond the boundaries of the Russian Federation increases. Special load in this case is on the municipal structures rendering educational services in the Russian language. Quality improvement of teaching Russian and status of educational services in the Russian language are the social priorities and assume serious rearrangement of additional training of Russian language teachers. In this regard, it would be relevant to evaluate professional competences of Russian language teachers in schools abroad; to detect competence lacunas of additional professional education; to correct the detected professional deficits by additional educational programs of various specializations and degrees of complexity. This work is aimed at detection of development strategies of the Center as a tool of distance support for Russian schools abroad. The research methods in this work are theoretical analysis of psychologic and pedagogical, sociological, economic publications devoted to the considered problem; analysis of practices of distance support courses in Russia and abroad; surveying, testing users of existing courses; analysis of expert opinions and quality appraisals of online training; analysis of statistic data. The activity of such Center would promote implementation of the Russian Schools Abroad concept, providing opportunity of annual systematic diagnostics of state of educational and methodological resources of foreign schools, supplying Russianists with modern methodological tools, allowing foreign schools to systematically raise the level of professional competences of teaching staff.

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