The article provides theoretical and methodological aspects of motivating students to study in higher education establishment. It is proved that motivation is the system of complementary motives formed and manifested in the activities. The aim of this article is to study the characteristics of educational motivation of students of higher education with the allocation of leading motives. The article emphasizes that the motives for “learning knowledge” and “mastering the profession” are the leading motives for students. Less significant is the motive “getting a diploma” and that success affects students' learning motivation. Studying motivation is defined as a form of motivation that is a part of studying and educational activities. They are determined the following motives of student learning: cognitive, broad social, pragmatic, professional-axiological, aesthetic, status-positional, communicational, traditional-historical, utilitarian-practical, educational-cognitive, social and personal prestige, unconscious, etc. During the study it was found that success is not always determinative in motivation to study. Respondents’ answers to the open questions of the questionnaire were controversial. Certain personal qualities were called by some students as the ones that promote studying, while the other respondents want to get rid of them. This suggests that motivation in studying is affected by student’s character and his or her personal qualities.

Litsman Yulia, Shvets Olha, Osmuk Nataliia. Organization of blended learning with "Google Classroom" in the study of bioorganic chemistry of students of medical specialties.The article is devoted to the problem of increasing efficiency of chemical preparation of students of specialty "Medicine". The relevance of the use of electronic, multimedia and mobile content in the educational process is substantiated. The authors' experience of using the teaching methodology of bioorganic chemistry for students in the context of blended learning with "Google Classroom" is analyzed.It is confirmed that a combination of classroom and extracurricular work is a precondition for blended learning effectiveness. Such an organization of the educational process allows introducing elements of blended learning into various types of educational work. The expediency of using the Face-to-Face Driver and Rotation Station Model models at lectures and practical classes, in the independent work of students, is substantiated. The "Google Сlassroom" platform was used to communicate in the educational process and to get acquainted with methodological materials. "Google Forms" service was used to create training tests and surveys, "Slides" and "You Tube" -to develop teaching materials. The technological component of the proposed approach is provided by the devices of the participants of the educational process. The possibility of organizing a personality-centered approach by diversification of educational tasks and the possibility of processing educational information at a convenient time for each student is shown.The importance of the innovative interaction between the teacher and students for the effective organization of blended learning is established. Experimental verification of the effectiveness of the application of the developed blended learning model in the study of bioorganic chemistry is conducted. The positive influence of the proposed methodology on the level of students' academic achievements in chemistry is confirmed. Article materials can be of practical value for chemistry teachers in higher education institutions.

Анотація. У статті висвітлено теоретико-методологічний аналіз формування професійної мобільності майбутніх інженерів-педагогів комп'ютерного профілю. Сформульовано загальні підходи до формування досліджуваної якості на засадах системності, синергетики та суб'єктної діяльності. Розкрито сутність поняття «система» як сукупність компонентів, об'єднаних між собою в єдине ціле. Обґрунтовано принципи системного підходу та їх застосування при розв'язанні проблем формування професійної мобільності інженерів-педагогів комп'ютерного профілю. Зазначено, що у контексті системного підходу професійна мобільність розглядається як інтегративна якість розвитку професіонала, яка формується на засадах міжгалузевої та міждисциплінарної інтеграції. Наголошено, що синергетика виступає одним із методологічних підходів у сучасній педагогіці і позиціонується як міждисциплінарний науковий напрям, що виконує функцію нового світоглядного принципу. Визначено, що синергетичний підхід зумовлює дослідження процесу формування професійної мобільності інженерів-педагогів комп'ютерного профілю як відкритої, складної системи, здатної до самоорганізації. Наголошено, що вищеозначена система узгоджується з ідеями відкритості, самовираження й самореалізації особистості і забезпечує прогнозування стратегічних професійних цілей. Акцентовано увагу на доцільності використання цього методологічного підходу у побудові моделей підготовки мобільного фахівця у галузі професійної освіти. Наголошено, що суб'єктивно-діяльнісній підхід передбачає виявлення механізму становлення професійної мобільності інженера-педагога комп'ютерного профілю. Зазначено, що процес формування досліджуваної якості розглядається з позицій активної діяльності особистості, що проявляє себе через необхідність і спроможність майбутнього фахівця самовдосконалюватися.Ключові слова: методологія, система, синергетика, теоретико-методологічний аналіз, системний підхід, синергетичний підхід, суб'єктивно-діяльнісній підхід, професійна освіта, інженери-педагоги комп'ютерного профілю, професійна мобільність.

In theoretical study of readiness of engineers-teachers of computer sciences for professional mobility, a valuative and motivated component is stated as a systemforming element and plays an important role in the process of forming a system of personal and professional values and goals. Valuative and motivated goals of an engineer-teacher reproduce social, professional and personal importance of vocational education, and influence formation of a purposeful creative mastering of professional competences necessary for development of professional mobility. The valuative and motivated sphere of would-be specialists is proved to be a significant instrument of socialization and adaptation to social and professional activities.

The article reviews the formation of professional self-determination of future teachers of non-language specialties when learning the English language. The aim of the study was the formation of motivation for the study of the English language by students of pedagogical universities of non-linguistic specialties. The hypothesis of the research was that the use of the English language of the professional direction increases the motivation for learning the language, provides an awareness of the practical and theoretical significance of the knowledge gained for future professional activities and is a factor professional self-determination. Based on this goal, the following tasks were solved: studies of the professional orientation of students and the level of motivation for studying the discipline "English language of a professional direction" were carried out, measures were developed to form the professional self-determination of students. At the stage of the formative experiment, the work programs of the discipline are drawn up in such a way that each content module takes into account the urgent problems of the corresponding specialty. The use of modern information and innovative technologies in project activities contributed to the formation of professional motives for learning English, skills and abilities of communication in English in the professional sphere, an increase in the number of special terminology, the intensive development of all language skills: speaking, reading, listening and writing.