Public speaking involved the performance of one person (speaker, rhetorician) in front of the audience, with the speaker assigned an active role, and the audience – a passive one. At the present stage, the form of public speech communication changes from monologue to dialogic and is implemented in active types and forms of dialogue – dispute, discussion, dispute, interview, debate, etc. Means of dialogization, including questions (clarifying, rhetorical, etc.) that allow you to establish contact with the audience, are designed to arouse interest in speech and maintain the attention of listeners. The development of rhetorical skills occurs only in the case of a successful public speech, that is, the achievement of the goal. In this regard, it makes sense to consider the structure of public speech preparation, which includes three stages: pre-communicative (preparatory), communicative (basic) and post-communicative (analytical). The purpose of this study is to determine the conditions for the forming and developing technical university students’ rhetorical skills in the course of determining the complex of professionally significant public speaking skills of students of a technical university. The research objectives are formed in accordance with the logical sequence of studying materials on this issue, namely: 1) characterizing the concept, content and structure of public speaking as a genre of oral professional communication; 2) identifying the list of factors that ensure effective public speaking; 3) describing the methodology for the formation of rhetorical skills necessary for the implementation of an effective public speech; 4) displaying the positive dynamics of students’ rhetorical skills.

Цель. Статья посвящена проблеме подготовки студентов-бакалавров Донского государственного технического университета в условиях проблемного обучения. Предметом анализа выступает развитие критического мышления студентов в процессе написания аргументированного эссе. Авторы ставят своей целью выявить действенность письменной речи в форме аргументированного эссе как способа активации критического мышления студентов, определить критерии оценивания развития этого навыка.Результаты. Определены типы учебной активности, характеризующие развитие критического мышления студентов в процессе написания аргументированного эссе; предложена тематика данных эссе, нацеленная на выражение индивидуальной точки зрения на обсуждаемую ситуацию; установлен изоморфный характер между написанием аргументированного эссе и основными стадиями проблемного обучения; приведены базовые процедуры и результаты эксперимента, направленного на оценивание динамики развития критического мышления на этапах предварительного и финального тестирования.Область применения результатов. Результаты исследования могут найти последовательное применение в сфере подготовки студентов-бакалавров в технических и гуманитарных вузах.

The paper concentrates on studying the structure of the overall development of socio-psychological training which introduces new forms of dialogue and communication in society and all its spheres including education. It is shown that the socio-psychological training can be used as one of the active methods of developing communication skills in a student group. To detail the program objectives, the authors focus on the development of personality through optimizing forms of interpersonal communication. Furthermore, the authors have identified and justified the necessity of applying techniques aimed at the personality as a whole or its individual components to change them according to the training objectives. Emphasis is put on one of the key issues of organizing and conducting the training, namely the question of how to estimate its efficiency. The characteristic features of feedback, which is carried out in the form of conscious control of the communicative interaction of partners and tracking changes in their own behavior, are specified and described. Based on the study, the authors propose to strengthen practical results of the socio-psychological training through including a feedback questionnaire as an assessment tool for the resultsachieved.

The authors draw attention to the interconnection between job prestige and the general educational and professional development of future experts. In elaboration of the ideas of foreign researchers focused on humanitarian technologies in education, the authors highlight the significance of stimulating various personality processes: self-education, self-improvement, introspection, self-understanding, and personal growth. The paper objective is to show how global experience is transferred to the vocational education environment and applied in the student audience participating in business simulation games focused on the changing society with its new challenges. The authors prove that the development of communication skills, organizational abilities, the formation of the experience of finding likeminded people when solving production and job tasks, is provided by the balance of simulation and game models that reflect social and subject contexts. Business simulation games help to reinforce basic competencies in the sphere of business communication and to assess the degree of their development, to draw attention to the analysis of errors and communicative failures that arise in communication at production site, to focus on the specifics of barriers to success, and on the techniques that increase the business communicationefficiency.

В статье рассматриваются принципы формирования и функционирования электронного правительства в России и зарубежных странах. Описаны стадии формирования российского электронного правительства, обозначены области и функции электронного правительства. Представлены предложения о дальнейшем развитии электронного правительства.