The relevance of the problem of noosphere-aesthetic education of primary school students is due to the need for their entry into noosphere-cultural space of the region which affects the formation of humanistic attitude of students to all life on the earth, their native nature and culture; insufficient theoretical and practical development of the model for the implementation of this phenomenon. The purpose of the article is theoretical substantiation, development and implementation of the model of noosphere-aesthetic education of primary school students by means of regional culture. The leading method of research is modeling which allows to create and implement an integral system of noosphere-aesthetic education of primary school students by means of regional culture. On the basis of cultural and environmental approaches we have defined the content of the concepts "noosphere-aesthetic education of primary school students", "regional culture" and proved the effectiveness of the model for implementing this approach. In this article from the standpoint of cultural and environmental approaches the concept of "noosphere-aesthetic education of primary school students" is clarified, the effectiveness of the implementation model of this phenomenon by means of regional culture is proved, prospects of using its building blocks: target, structural, diagnostic, technological and effective in the education system are substantiated. The results of the research presented in the article and statistical processing of experimental data using R.Fisher's angular coefficient of transformation proved the effectiveness of proposed model in educational process. Practical significance of the study is that diagnostic techniques, program, process unit of the model presented in the article contribute to more efficient noosphere education of primary school students and can be used by teachers of higher school, primary school teachers and educators in their activities.

The article presents the authors’ strategy for the formation of positive motivation of students to educational and project professional activities, based on students’ project activities structuring and management at different hierarchical levels. For each level (academic discipline, main professional educational program, faculty, university, region, country) the authors propose various forms of project implementation, the content of which meets modern school challenges, professional community requirements and contributes to the transformation of the diffuse nature of students’ needs towards professional motives.In the course of the research, both theoretical methods (pedagogical literature analysis, modeling) and empirical methods (pedagogical experiment, questionnaire) were used.The basis for the experimental part of the study was made by 1st year students of Pskov State University, taking the course “Pedagogical Education”, studying the discipline “Introduction to Pedagogical Activity” that is built on the basis of a project-oriented program.An important educational effect of the presented strategy implementation was the growth of motives for professional self-realization, improvement of the emotional background of students’ motivation for professional activity, awareness of the subjective need for active interaction, as well as the acquisition of certain educational skills related to project activities and useful for teachers’ successful work.

The relevance of the study of this problem is explained by the fact that the schoolchildren with tuberculosis undergoing long-term treatment make up a large group of students with special educational needs. In the interests of social justice and equal opportunities to realize their personal potential, these students need special learning conditions being created, such as special teaching methods, as they experience pronounced difficulties in socio-psychological adaptation and integration into the educational environment. The aim of the article is to provide theoretical substantiation and experimental research of the cognitive, emotionalvalue and behavioral-volitional components of the self-concept of the schoolchildren with tuberculosis undergoing long-term treatment. The conducted research is based on the methods of theoretical analysis of domestic and foreign literature sources, testing of 50 students with tuberculosis, qualitative and quantitative analysis of the results of their self-reflection. The article presents a meaningful characteristic of the pedagogical aspect of the structural components of the category "self-concept" of a student who is on long-term treatment. Empirically, it has been found that more than half of the tested tuberculosis schoolchildren (52%) have elevated, high and very high levels of: resentment, negativism-56%, physical aggression-64%, sense of guilt-72%, suspicion-76%, irritation-84%, verbal aggression-96%. The practical significance of the research results presented in the article is that the results of the tuberculosis schoolchildren under long-term treatment will help teachers better understand and prevent possible problems in their education. Keywords: schoolchildren with tuberculosis undergoing long-term treatment; cognitive, emotional-value, behavioralvolitional components of the self-concept of schoolchildren; diagnostics of the self-concept of the schoolchildren studying at hospital schools.