The article presents a methodology for creating a distance course in the context of teaching graduate students of foreign language scientific discourse. The technology of phased organization of the course is shown: the preparation stage, the methodical design stage of the course, the production stage of the course, the implementation stage. The methodology involves certain requirements for the course: a clear structure and consistency, focus on the specifics of training, a balance of theoretical and practical components, an established system of control and self-control, a multi-stage assessment of the quality of the course.

The system of interests of preschool children is the most important characteristic of the individual, showing the degree of its formation. In this regard, the study of cognitive interest and features of its manifestation is an integral direction of scientific and pedagogical research, designed to optimize the process of education and upbringing of preschool children. The inclusion of preschoolers in the world of foreign language culture helps to increase the level of formation of cognitive interest and the development of creative abilities of the child.

At the present time in connection with the updated requirements for the organization of the educational process in higher education, special attention is paid to the organization of distance learning. At the same time, one of the topical approaches to building distance courses is the modular approach, which allows individualization of training. In accordance with this approach, a full-fledged remote module should include instructive, informative, communicative and reflexive parts. With this approach, the teacher has the opportunity to more effectively build the educational process, focusing on the formation of personally significant results, expressed in terms of competence.

The relevance of the problem of building an individual trajectory of methodical self-development of a teacher is due to the change of reference points in the training and certification of teachers. The article presents an analysis of the category "methodological training" of a foreign language teacher from the point of view of both the process and the result. As a result of the analysis of psychological and pedagogical, methodological literature and comparison of essential characteristics of the desired category, the authors revealed that the teacher's methodological competence is a complex multi-faceted set of psychological, pedagogical and linguistic components. The content of the components of methodological training includes knowledge of modern approaches and technologies of training, knowledge about the essence and main characteristics of the learning process, the availability of skills and abilities of effective organization of the learning process, as well as personal and professional qualities of the teacher AND staff. On the basis of comparative analysis of requirements of the FSES IN teacher education and Professional standards articulate a set of knowledge, skills, and labor actions, constitute the essence of the methodical training of teachers of a foreign language and to determine the specific tasks of professional self-development and improvement of the teacher. The identified knowledge, skills and labor actions will allow you to design an individual program in accordance with the predicted difficulties and complications in your professional activity.