Аннотация В статье проводится анализ результатов исследования практики частных вспомогательных занятий с сельскими школьниками. Актуальность исследования данной проблемы обусловлена высокой популярностью занятий с частными педагогами среди современных школьников. В Российской Федерации более половины школ находятся в сельской местности. Поскольку сельские образовательные организации существенно отличается от городских рядом характеристик, то исследования педагогических явлений целесообразно проводить не только в городских, но и в сельских школах. Цель исследования-выделить основные черты вспомогательных занятий с обучающимися в сельской местности. Ведущим методом исследования является анкетирование. В опросе приняли участие 210 педагогов сельских школ из шести регионов Российской Федерации. Также применялись методы: беседы, наблюдения, анализ литературы и Интернет-ресурсов, интервьюирование, контент-анализ и метод анализа случая. В результате исследования выявлены причины, по которым данные занятия практикуются на селе меньше, чем в городе. Определено отношение педагогов сельских школ к частным вспомогательным занятиям. Результаты исследования отражают уверенность педагогов сельской школы в том, что практика репетиторских занятий по предметам школьной программы стимулирует саморазвитие обучающихся. Сделан вывод о том, что педагоги сельских школ выражают положительное отношение к практике репетиторства, в том числе применительно к своим детям. Проведено сравнение популярных направлений частных вспомогательных занятий с сельскими и городскими школьниками. Выводы авторов в статье подкреплены комментариями педагогов, участвующих в опросе, выражающих личное отношение к проблеме частных вспомогательных занятий. Данное исследование позволило установить, что практика частных вспомогательных занятий по предметам школьной программы распространена не только в городских школах, но и в сельской местности, а значит, не является частным случаем. Основные задачи, решаемые частными педагогами, не зависят от места проживания и обучения. Ключевые слова: сельская школа, частные вспомогательные занятия, частный педагог, индивидуализация обучения, репетиторские занятия.

The article presents an analysis of the results of a study aimed at identifying pedagogical means of forming the subject position of students in conditions of distance learning. The need for the formation of the subject position of students is indicated, which is manifested in the child's ability to make independent decisions and be responsible for their implementation, analyze activities, reflexively relate to their actions and the world around them, in self-determination and self-realization. The study was built using theoretical (analysis of the literature of regulatory documents and Internet sources, analysis of the results of educational activities of students, systematization and generalization of the data obtained) and empirical (conversations with teachers and parents, observation of students, questioning) methods. The authors studied the experience of the regions of the Russian Federation (Yaroslavl Region, Ivanovo Region, Nizhny Novgorod Region, Primorsky Territory) in organizing education for children with medical indications for homeschooling using distance learning technologies. The effectiveness of the use of subject-oriented technology is revealed, the necessary conditions for organizing distance learning are determined. Two groups of pedagogical tools have been tested that contribute to the formation of the subject position of students in distance learning: tools associated with the use of subject-oriented technology and distance learning tools. It is shown how at each stage of subject-oriented technology the corresponding means of distance learning are used.

The article presents the results of the development and implementation of effective practices aimed at assisting professional self-determination of disabled children with and children with physical condition (PC) in the continuing education system. The effectiveness of this work in the conditions of distance learning is shown. The professional self-determination of students with PC is complicated by a number of conditions, both related to health restrictions available to the student and a limited range of possible professions. Making a choice that meets the desires and opportunities of such a student is very important, since this ensures his independence and full life in the future. The article analyses the conditions of professional self-determination of children who are unable to attend educational institutions systematically and stay there or at home; the need and possibility of providing them with assistance in a distance school are justified. The results of diagnosis of parental position on vocational guidance of a disabled child and results of questionnaire of students are presented. An additional general-education program developed for children with disabilities and children with physical condition of 8 9 classes is described in order to update the process of professional self-determination of children with disabilities and children with PC, prepare them for making informed professional choices taking into account the individual characteristics and capabilities of students, implemented as part of distance learning in the context of continuing education.

This article presents the results of a comprehensive study of private auxiliary lessons, including theoretical and empirical methods, carried out in the period from 2017 to 2020. The main approaches to the study of the problem of classification of private auxiliary lessons are system and structural-functional ones. The goals of private auxiliary classes have been defined. Their key features have been identified: they are conducted individually or in small groups; they are organized regularly; they are conducted to assist in the education of schoolchildren; they depend on the main education system; they are characterized by maximum individualization of the learning process; in most cases, they are not standardized; they are based on the principle of rhizomatic learning; in most cases, they belong to non-formal education. Based on the goals, the types of these classes have been defined, which are divided into types according to the corresponding characteristics, and their description has been given.

This article analyzes the findings of the study aimed at determining pedagogical conditions of arranging a class in teaching that would contribute to developing important professional motives, qualities, expertise, and skills in secondary school students, which are necessary to master and promote the occupation of a teacher. The issue under study is relevant due to the necessity for acquiring teaching staff. Analysis of foreign studies has shown that acquiring motivated, dedicated, and committed young people as teachers may be determined by the issue of global politics. It was found out that, both in Russia and globally, there is a necessity to create an environment for identifying, maintaining, and developing the background qualities of an efficient teacher for senior secondary school students. Analysis of networked action taken by the Secondary School No. 28 for the city of Rybinsk, Yaroslavl Oblast, and its social partners in order to arrange activities for the class in teaching is among the leading research methods. The following methods were used as well: analysis of student engagement, generalization of experience in working for educational institutions, monitoring of student development, questionnaires, focus groups, analysis of the student survey results, etc. The study reveals the pedagogical conditions and ways to arrange the class in teaching that would contribute to the conscious decision of students choosing the occupation of a teacher. Relatively low costs of organizing the pre-university training, low number of additional staff engaged, and growing social activity in students prove its efficiency. The conclusion is made regarding the efficiency of implementing a training program shaped as a class in teaching conducted in a networked environment, which would provide the opportunity to use the resources of various organizations taking into account students’ interests.