The relevance of using electronic educational resources as a means of developing educational motivation is determined by a detailed study of issues related to the use of this educational technology in practice in the modern educational process. The aim of our research work was to study the relationship of educational motivation of students and their relationship to the use of electronic educational resources for the subsequent improvement of the quality of education at a university. Based on a survey and questionnaire of 100 respondents, the authors analyzed topical issues of using electronic educational resources and types of educational motivation of students with a pedagogical profile. The authors studied the impact of electronic educational resources on the effectiveness of the educational process and increasing student motivation. Features of the organization of this process are considered on the example of the Elabuga Institute of Kazan Federal University.

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Introduction. Modern society makes new demands on the teacher. Along with the formation of such future teachers’ competencies as the willingness to master new information in the shortest possible time, to study independently and find effective ways to solve non-standard professional problems, the need to develop their research thinking becomes more and more urgent. Insufficient degree of knowledge of the essence of the concept of "research thinking" and the lack of methods to identify it and determine the levels of it testify to the relevance of this topic.Materials and Methods. The analysis of the psychological and pedagogical literature showed that one of the factors contributing to the future teachers’ research thinking development is the development of a methodology for determining the levels of future teachers’ (bachelors) research thinking development, which is the goal of this study. The article discusses the views of foreign and domestic scientists who have studied research thinking, substantiates the importance and necessity of developing the methodology for determining the levels of future teachers’ research thinking development, as well as the logic of its development and substantiation of the methodology for determining the levels of development of research thinking in future teachers (bachelors). Such methods of scientific and pedagogical research as synthesis, thought experiment, pilot experiment were used.Results. As a result of the analysis and interpretation of the available sources, the author's methodology was developed to determine the levels of development of research thinking in future teachers (bachelors), which is based on the application of research tasks.Discussion and Conclusions. We have identified the features and levels of research tasks to determine the levels of future teachers’ research thinking development. Examples of research assignments for each level are given.

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The relevance of this research is caused by the fact that the transition to new standards of mathematical education raised a new problem -the development of a methodological system of teaching in "the cultural and historic environment". This problem is connected with training of pre-service mathematics teachers that would meet the modern requirements.The aim of the research is to point out the basic principles and components of cultural and historical methods of teaching mathematics, as well as to develop the technologies that would provide for the corresponding teaching environment.The leading method of investigation of this problem is the methodology of modeling the process of learning mathematics. It allows considering the problem as a product of a targeted and organized process for the formation of special, cultural and historical, teaching environment. This article represents developed by the authors a model of methodological system of the teaching mathematics cultural-historical environment forming. Its structural-functional model has a target, methodological, informative, productive, subject-culture bridge, technological components.The materials of the article are of practical value to actual teachers of mathematics, before which the problem of learning in cultural-historical environment is appeared. It also targets those professionals who train future mathematics teachers in accordance with the new standards.