В современных условиях преподаватель вуза должен быть готов к разработке инновационных идей, владеть цифровой компетентностью на общепедагогическом и предметном уровнях, организовывать и сопровождать педагогический процесс, используя информационно-компьютерных технологии. В статье актуализируется проблема использования дистанционных технологий в образовательном процессе вуза в контексте цифровизации образования. В данной статье авторы приводят результаты исследования, проведенного в период экстренного перехода на дистанционный формат обучения в двух вузах г. Петрозаводска.

The problem of preparing a future teacher in the system of higher education is considered one of the key in pedagogical science. The formation of competencies in the profession, values and personal qualities act as interacting factors of one phenomenon and influence the qualitative functioning of the pedagogical system. Modern pedagogy focuses on the importance of cultural components, and the cultural approach expands the content of teacher education, creating conditions for the development and self-development of future teachers in a cultural and educational environment. The purpose of the article is to reveal the ethno-cultural basis of the professional training of the future teacher at the university. In the context of the stated problem, the author focuses on strengthening the cultural orientation of training for pedagogical activity of the future teacher and substantiates the relevance of creating a cultural and educational space of the university, in which there is an active immersion of future teachers in culture, creating conditions for the assimilation of knowledge, norms and values, the translation of humanistic values in the whole variety of social relationships and relations. Analyzes the preparation of the future teacher from the perspective of ethno-cultural orientation, considered options to fill the content of teacher education of ethno-cultural components through the education of value attitudes to world culture in general and the diversity of national traditions in particular. In the conclusions the author justifies the fact that the professional training of future teachers from the perspective of ethno-cultural orientation contributes to the solution of problems of conservation of spiritual and moral values, the continuity of the cultural past and present; conservation, recreation and transmission of cultural achievements. The materials of the study can be useful for university teachers in designing the cultural and educational space of the university.

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The development of society is inextricably linked with its past, traditions, way of life, therefore, today, one of the important tasks of education is the upbringing of a spiritually and morally developed personality with a formed civic position, ready to understand and realize traditional Russian values. Currently, the unique, original and rich traditions of national cultures are gradually being forgotten, as a result of which the student youth pays little attention to the peculiarities of their people, which threatens to lose their national identity. The education system should take into account the experience of folk pedagogy, rely on the culture and national traditions of the region, promote their revival and restoration. The purpose of the article: to reveal the axiological components of ethno-cultural education in the professional training of students in the direction of “Pedagogical education (with two training profiles)”. Ethno-cultural education involves introducing students to the ethno-cultural heritage of the traditions of their native land and the peoples of the world. The author presents and substantiates the model of ethno-cultural education of students — future teachers. The ethnocultural education of the future teacher based on folk traditions and folk arts and crafts is considered by the author as a factor in preserving cultural identity, ethnic mentality, national values of the people.

Аннотация. Научно-исследовательские работы учащихся являются одним из эффективных средств развития и углубления познавательного интереса, в частности, к решению математических задач и использованию математического аппарата для решения задач других наук, воспитания интереса к окружающему миру и расширению кругозора, развитию математического мышления и мышления, связанного с другими науками. В статье даются рекомендации по реализации такой деятельности на примере исследования, изучающего математические закономерности в строении растения.