The significance of this article lies in the fact that the problem of modifying the forms, methods and means of implementing the content of education, training and retraining of personnel for the sphere of physical education, sports and tourism always comes first among other pedagogical problems. To improve the educational process and, specifically, educational activities is an essential objective of all the system of education. The article presents the results of a study of the role, place and function of self-reflection in educational activities, as well as in the formation of a sports teacher's professional thinking based on self-reflective culture of solving professional problems. Based on the logical-substantive analysis, the article shows that the mechanism of self-reflective thinking is mandatory for the formation of the methodological culture of future specialists' professional thinking in the implementation of the curriculum content of physical education universities; it has been proved that activation of self-reflection during training leads to the fact that the learner makes his own activity as the object of his influence, he begins to purposefully change, improve or rebuild it. In addition, the article substantiates that the modern practice of education, training and retraining of personnel for the field of physical education, sports and tourism requires constant creative improvement of the teaching staff of higher education, which provides solutions to modern educational problems, the resolution of which will prepare competitive specialists for the open labour market; the analysis of a great number of scientific literature sources shows that psych didactics of developmental education should be based on activation of self-reflection, as a special way and means of forming self-reflective culture of sports teachers; the introduction of self-reflection in the educational process determines the improvement of the methodological culture and the personal inclusion of students, which undoubtedly leads to an increase in their professional competence.

In connection with the 50th anniversary of the Institute of Psychology of the Russian Academy of Sciences, the role of S. L. Rubinstein, the leader of Soviet human studies in the mid-twentieth century, and the contribution of his scientific school to the formation of this research center are analyzed. The relevance of the article is determined by the need to study the impact of this school on modern human knowledge. For it is still one of the largest in Russian psychology: seven of its main participants were elected full members or honorary academicians of the RAO, and three of them were directors of the NIOPP APN of the USSR and IPAN / IPRAN. The novelty of the article is that for the first time it systematically summarizes the personology of the life creation of S.L. Rubinstein and a number of participants of his school in the institutional conditions of the development of psychology of the Soviet/post-Soviet period. The cultural and creative achievements of the founder and participants of the school in the study of general and pedagogical psychology of abilities, giftedness, thinking, personality, social interactions and education in a number of leading scientific and university institutions (LGPU, MSU, PI RAO, IFAN, IIEiT, IP RAS) are characterized. The constructive role of cognitive and organizational activity of S. L. Rubinstein's students in the formation of IPAN and the modern development of IP RAS as a center of fundamental psychological research, including in the socio-cultural context of modernization of pedagogy and education, is shown.

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The article deals with the possibilities of reflexive and project-based forms of anthropological practice which make it possible to create an environment for the development of the individual’s creative orientation and creativity in the context of the modern media environment. The authors focus on the design and testing of innovative technologies in the field of humanities in the rapidly changing conditions of children and adolescents who are growing up in the digital environment of the 21st century. The specific features of the media environment in terms of determining the anthropological imperative of the educational prototype are examined. Based on theoretical and practical developments, the principles of deploying such technologies in the format of educational anthropological practices are demonstrated. The authors substantiate the resource potential of co-creative forms of psychological and pedagogical anthropological practice based on the original reflexive-positional approach to the personal development of children in primary and secondary school. The emphasis is on the presentation of two reflexive-positional technologies that have proven their practical efficiency/ These technologies are based on the principles of project reflection, namely, plot and activity-based game and mediahermeneutics. The principles of creating a transformative socio-cultural educational environment that initiates the development of giftedness and creativity of children and adolescents in mediahermeneutics technologies are described in detail. The authors provide the results of a comprehensive study of the personality and creativity development among children and adolescents based on reflexive and project-based technologies of psychological and pedagogical anthropological practices to identify the relationship between the personal and creative development of children and adolescents participating in programs built using mediahermeneutics. The discussion of the results allows one to conclude that project-based and reflexive forms of anthropological practice, when properly organized, in particular using the principles of mediahermeneutics, contribute to the development of spiritual value orientations, creative focus, cognitive and aesthetic motivation and create the environment for the manifestation of adolescent giftedness.

The objectives of the implementation of the National Project “Digital Economy” are the modernization of the education system and the introduction of modern technologies and teaching aids. The article discusses the achievement of these goals in the modern conditions of the organization of the educational process, which require the introduction of models of distance and blended learning using practice oriented methods. To form the competencies of bachelors in the “Applied informatics” direction, a practice oriented learning model has been developed based on 1C software products, based on the matrix of correspondence between curriculum disciplines and information systems and services offered by the developer. When implementing such a model, it is necessary to use the methodology of a continuous system for the formation of professional competencies, which consists of several stages, which also include all types of planned practice curricula. Successful achievement of the set goals is possible due to the integration of practical examples and software solutions, which allows solving professional problems without the departure of students to enterprises. The experience of organizing student training on practice oriented cases within the framework of the formation of professional competencies of graduates of the direction of training bachelors “Applied informatics” is presented. The features of the proposed solutions in the implementation of interdisciplinary links of IT disciplines using the 1C:Enterprise platform are considered.