Introduction: Nowadays one of the priority directions of state education policy in Ukraine is the formation of a healthy lifestyle through education, creation health-preserving educational environment in high educational institutions. The aim of our work was to give an analytical estimation of the formation of health value as an integral characteristic of a modern Ukrainian student in high educational institutions of Zhytomyr region, to develop a scientifically substantiated system of diagnosing the value of health in the system of civic values of a future specialist in contemporary socioeconomic conditions. Materials and methods: Two students' surveys were carried out in Zhytomyr region of Ukraine, among young people of 15-22 years old. A number of methods were used: observation, comparison, analysis, synthesis, generalization, the study of products of students' activity, tests, etc. Results: the success of the process of the formation of students` health value depends on the factors such as educational environment, the culture of health, training of university teachers to cultivate health value in collaboration with society, and using modern forms, methods, and tools in the formation of health value. Conclusion: Thus, the policy recommendations for high education institutions are: the prevention of drug addiction, smoking, consumption of alcohol, chronic diseases, Internet addiction; the organization and conduction of mass physical culture and recreational activities; the creation an effective health service system in high educational institutions; the providing the system for monitoring both the future specialists' health and health work results in high educational institution.

Introduction. The article presents the results of researching the samples of English-speaking literary heritage, which reveals psycholinguistic features of dialogical communication and peculiarities of communicants' perception of interactions meanings in dialogic speech. The technique of detecting the frequency of using different dialogues that differ in number of replicas is described. Objective. The purpose of the article is to characterize the psycholinguistic features of dialogical communication, to study units of the dialogue as means of forming a culture of communication of those who get aeducation. Methods. The methods of analysis of domestic and foreign works of art, analysis of dictionary definitions, methods of contextual and logical-semantic analyzes, elements of statistical analysis are used in the article. Results. It is substantiated that dialogue as a form of a communicative act is the most used form of verbal activity in which the text categories of communicants are implemented, their interpersonal relations are displayed, speech communication strategies appear, etc. Dialogue speech is characterized as a situational and thematic community of communicative motives in verbal statements consistently generated by two or more interlocutors in the direct act of communication. The frequency of the use of dialogues consisting of different amounts of dialogical unities is revealed. It is defined average number of dialogues consisting of dialogical unities; the frequency of dialogue with a different number of dialogical unities. It is considered the definitions of dialogue, dialogism, dialogical learning, dialogical speech, dialogical communication; it is characterized of the developed system of exercises and tasks for forming a culture of dialogical communication. Conclusions. It is concluded that for the formation of a culture of dialogical communication of the educational recipients, it is of great importance to turn to highly artistic samples of literature for the purpose of emotional perception of them; creating situations of empathy with the characters of the work by «impersonation» in these images; work on dialogical situations; the use of dialogues as a means of socialization.

The technological development of the educational process facilitates free access to modern ICTs and interactive learning technologies. Among the pedagogical technologies, information and communication technologies have a significant potential for the educational process. Currently, pedagogical technologies used at school should be combined with ICT to target the actual system of techniques and facilities of organizing educational activities in order to achieve educational purposes. Objectives of the study: to characterize the technological development of the educational process in upper secondary school in terms of a new stage in the development of the theory of education and training; to ponder over the development of the educational environment in terms of the didactic potential of pedagogical technologies and ICT; to analyze the empirical data of upper secondary school students' surveys and determine if ICT has become a tool to acquire knowledge.

47geopolitical level, so far as different communications in today's information space are unlimited, and their influence can be unpredictable. The transition from the biosphere to the noosphere on Earth has taken place since the middle of the twentieth century but the formation of the noosphere is undergoing significant difficulties because the moral values of those who create regulatory mechanisms and the correspondence of all forms of mental activity of a human being as a chief manager of the new system do not always fit with it. The noosphere education concept includes philosophy, scientific basis, methodology, technology, methods and principles of a new health-saving pedagogical approach. The leading challenge of today is to create such an educational system that can initiate self-organization of the individual, who will be psychologically resistant to all addiction types, receptive and capable of internal and external changes dictated by the evolution, having a universal method of cognition and transformation of the inner and outer world in systematic, constructive and intellectual, aesthetic and environmentally friendly manner. Today the worldview crisis defined historically and implemented through the education system determines a number of problems the modern civilization faces, among which the most dangerous are the following: the rupture of biosphere controlling mechanisms responsible for maintaining the equilibrium of mutation pressure on the gene pool and mankind strength; the rapid development antibiological forms of human activity; the impracticability of general humanism postulate; the social mechanisms of human self-destruction; the emergence and launch of qualitatively new capabilities of dovetailing the real world in the virtual one; the preparation and emergence of the intellect of new forms. Bioethical and socio-cultural principles of noosphere education can be namely first regulatory mechanisms that will provide favorable vectors of human development during the transition period to the noosphere. The implementation of the noosphere education concept by teachers and scientists will help harmonize values, spiritual and practical relationships between people and the environment, and thus will allow the mankind to achieve the next stage of spiritual evolution of the planet, namely the Noosphere.Keywords: civilizational crisis, bioethics, anthropogenetics, noospheric education.

The aim: The purpose is to elucidate the methodical system of formation of educational and cognitive competence of students of medical education institutions, the results of the research. Materials and methods: The approbation of the proposed methodology is analyzed, the results of the experiment were clarified. Using the methods of Student’s mathematical statistics, the effectiveness of the methodical system of formation of educational and cognitive competence of students of medical education institutions was determined, the results are reflected in tables and calculations. Results: With the purpose of solving educational and practical, scientific, educational and cognitive tasks, the types of activity of future junior specialists, which differ in the degree of obligatory fulfillment, are distinguished. It is shown that the realization of the cognitive principles of self-educational activity, which students perceive as their own internal need, is of great importance. Conclusions: After investigation of the impact of students’ self-educational activities on the formation of their educational and cognitive competence, we argue that it is the main component of the educational process, which requires a willful effort to overcome difficulties and is implemented through goal-setting, planning and staged implementation.