This article is aimed at identifying the peculiarities of students' attitude to distance education. As a leading method, the questionnaire method was used, which made it possible to identify the students’ positive and negative attitudes regarding distance learning more effectively. The article considers students' ideas about distance learning, identifies the positive and negative aspects of the distance learning process. The authors of the article in the process of research revealed that many students of various fields of study are interested in participating in distance courses, but within the framework of mastering a second education. Some students note the usefulness of distance courses, the use of their materials at any time, and the convenience of going back to the materials they have completed at any time to fill in gaps or recall a topic. Some students reported a violation of the educational process in the distance format due to the repeated lack of Internet or its poor quality. Most of the students expressed dissatisfaction with the lack of contact communication in the distance learning process. It is proved that the majority of students believe that distance education will never replace traditional education. Mainly students of technical areas of study gave a negative assessment of the distance education system. It was revealed that students of various fields of study took distance courses that were held in other cities or countries. From the point of view of many students, educational websites have an inconvenient interface.    Keywords: distance education, distance courses, students, learning process, pros and cons.

The relevance of this study is due to the challenges of the global pandemic, which has led to the large-scale development of education digitalization. In this regard, this article is devoted to revealing the features of remote learning in the context of a global pandemic, identifying the risks and benefits of digital learning. The article reveals the discursive content of the counter-pandemic vector of distance learning for University students; defines the classification of risks and advantages of large-scale digitalization of students’ remote learning. Based on the results of the study, the authors justified the consolidated model of students distance learning, the counter-pandemic vector of which is a large-scale digitalization of the University educational process. The effectiveness of the model is proved by the results of its use in the process of large-scale digitalization of students’ remote learning in the context of a global pandemic. The materials of the article have practical application and can be useful in the development and implementation of digital educational complexes. They are recommended to teachers and students of the University, methodologists, curators, Tutors.

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The purpose of the study: to identify the pedagogical conditions for patriotic education of future teachers in a university. Object of study: educational system of a university. Subject of research: patriotic education of future teachers in a university. In accordance with the purpose of the study, the following tasks were set: to identify the main theoretical aspects of patriotic education of future teachers and its features; to characterize the forms, methods and means conducive to patriotic education of future teachers; to identify pedagogical conditions for patriotic education of future teachers; to develop components for patriotic education of future teachers on the basis of the analysis of scientific literature. In this study, the following research methods were used: analysis, synthesis, analogy, abstraction, the study of psychological and pedagogical literature, questionnaires. The theoretical significance of the work is to comprehend and theoretically revise the problems devoted to patriotic education of future teachers in a university. The essence of patriotic education of young people in modern conditions is presented, which is understood as the formation of a patriotic consciousness (responsible attitude to nature, to oneself, as a whole with nature and society, to the world around and to the Motherland; focus on the value aspect of the formation of patriotism); patriotic behavior (activation of the activity aspect of future teachers), and patriotic feelings. The components of patriotic education are presented: motivational, cognitive, emotional, and activity components. It is concluded that the relevance of this problem is quite acute, and it is necessary to strengthen attention on patriotic education of youth. A survey conducted to study the level of patriotism of future teachers showed that negative qualities such as negativity towards modern political systems; negative attitude to their country; the desire of youth to leave Russia and live in Europe and the USA; highly developed individualism, egoism; disrespect for the older generation prevail in the minds of young people.

АннотацияАктуальность. Впервые на занятии по дисциплине «Методы работы с текстом» рассматривается проблема формирования медиаграмотности на примере изучения русского языка у нерусскоговорящих студентов. Цель. Показать на конкретных примерах использование технологии развития критического мышления (ТРКМ) при формировании медиаграмотности студентов. Методы исследования. В ходе исследования использовались: направленное наблюдение, анкетирование, анализ, обобщение и абстрагирование; цифровые технологии, самоанализ; метод репрезентации и интерпретации информации. Научная новизна / теоретическая и/или практическая значимость. Результаты исследования вносят вклад в развитие дидактики, обогащая теоретические представления о традиционных и инновационных технологиях в образовательном процессе в системе обучения как студентов, так и школьников. При растущем интересе к практико-ориентированному характеру образовательного процесса в системе высшего образования сформулированные требования и выявленные условия использования инновационных диалогических технологий становятся ведущим фактором активизации профессиональной деятельности современного педагога. Результаты исследования. В статье представлены результаты проведённого анкетирования со студентами до и после занятия, а также тестирования, организованного во время занятия. Полученные результаты показали, что студенты приобрели теоретические знания о медиаграмотности, а также сформировали элементы критического мышления, роль которого возрастает в условиях цифровой трансформации общества. Выводы. Методы развития критического мышления способствуют развитию следующих умений студента: графически организовать текстовый материал, производить интерпретирование и дифференцирование информации по степени новизны и ценности. Таким образом эти методы формируют медиаграмотность специалистов в области языкознания.