The article considers the issues, connected with the development of acmeological basis of modern higher education, which contributes to the fulfillment of requirements for the provision of sustainable development of society in the context of formation of human ability to learn to live in order to contribute to the own personality prosperity and be able to act, demonstrating independence, judgement independence and personal responsibility. The research results on the use of the acmeological approach in the professional training of applicants for higher education, the organization of acmeological impact and support of future specialists during the professional formation period are presented. Theoretically justified the implementation of the mentioned psychological and pedagogical condition at the professional training system level, sets the necessary strategy in achieving integrative competence by higher education applicants (the organization of educational process depends on this level); at the level of the educational process, sets the action algorithm for achieving the results of mastering theoretical knowledge, practice-oriented and independent activity of a specific topic and discipline as a whole (allows you to use the full potential of the chosen topic to achieve optimum performance in mastering general and special competencies).

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СОСНИЦЬКА Наталя Леонідівна, доктор педагогічних наук, професор, завідувач кафедри «Вища математика і фізика», Таврійський державний агротехнологічний університет МОРОЗОВ Микола Вікторович, кандидат фізико-математичних наук, доцент кафедри «Вища математика і фізика», Таврійський державний агротехнологічний університет ОНИЩЕНКО Галина Олександрівна, асистент кафедри «Вища математика і фізика», Таврійський державний агротехнологічний університет ХАЛАНЧУК Лариса Вікторівна, асистент кафедри «Вища математика і фізика», Таврійський державний агротехнологічний університет МОДЕЛЮВАННЯ КВАНТОРОЗМІРНИХ ГЕТЕРОСИСТЕМ ТА МЕТОДИЧНЕ ЗАБЕЗПЕЧЕННЯ КУРСУ «ФІЗИЧНІ ОСНОВИ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ» В роботі розглянуто математичне, комп'ютерне моделювання циліндричних квантових точок (ЦКТ), для яких досліджені види хвильових функцій електрона, щільність ймовірності, власні значення хвильових чисел і енергії та їх залежність від параметрів квантової точки (D-діаметра, Н-висоти). На базі результатів досліджень розроблена відповідна лабораторна робота для магістрантів спеціальності «Комп'ютерні науки» з курсу «Фізичні основи сучасних інформаційних технологій», в якій використовується математичний пакет MathСad та Scilab.

The role of axiological approach in the training of new generation teachers is theoretically substantiated in this article. The axiological approach makes it possible to identify a set of priority values in the education, upbringing and self-development of a person in modern society and to design their reflection in the norms and aims of future teachers in the process of psychological and pedagogical training. Possible ways of implementing an axiological approach in the educational process of higher education institutions are outlined, such as: the identification of value orientations of higher education applicants, with further adjustment regarding ethical positions in psychological and pedagogical activity; informing students of higher education about value orientations and identification of the most important ones in teaching the cycle of psychological and pedagogical disciplines; adaptation of higher education students to the system of professional value orientations through educational, practically-oriented, independent activity and interaction with teachers as carriers of moral principles and others. Thus, 45.83% of respondents found: having ethical knowledge about generally accepted norms and principles of pedagogical morality; mastering the basic requirements of pedagogical ethics; ability to act positively according to moral choice; the need to work independently to improve themselves and improve their moral qualities.

The aim of the article is the theoretical justification of the task-based approach as a methodological basis for the formation of future elementary school teachers' readiness to design the learning environment. The research methodology includes the analysis of regulatory documents, psychological and pedagogical literature and scientific research to determine the essence of the task-based approach and its implementation features in the formation of future elementary school teachers' readiness to design the learning environment. Distinguishing between the stages of preparing future elementary school teachers for designing learning environments and their purpose influenced the development of a specialized task system and practical problems which can be divided into three groups: adaptive, stabilizing, specialized. When selecting and developing specialized tasks and practical problems have been acted according to the following algorithm: assignment of a task or practical problem (adaptation, stabilization, specialization) determination of expected results in accordance with the components of readiness and the predominant choice; evaluation of the content complexity on the B. Bloom's scale.