This paper experimentally proved and implemented a specific approach to designing a control system for formation and development of professionally oriented thinking of students -future teachers of physics, chemistry and biology. Specific methods for regulating the control and self-control of the progress of its development have been proposed, developed in the logic of the educational process in a pedagogical higher school and directed to achievement of educational goals. The primary means of forming professionally oriented thinking in the unity of its procedural, substantive and operational components is to optimize the educational process of higher school through the implementation of the objectives arising from the peculiarities of professional thinking of a teacher. The contents of this article are of value to teachers of physics, chemistry and biology, as well as to future teachers.

The revealed feature of natural sciences school education today is related to the need for the systemic development of scientific environmental thinking in the structure of environmental competence for a sustainable development. Environmental thinking is viewed as a unity of scientific systems` thinking in the field of natural sciences and corresponding practical activities within sustainable humans' life environment development. Indicators of environmental thinking of teenagers, corresponding principles and pedagogical guidelines for the development of environmental thinking have been theoretically substantiated and experimentally approved. Educational, motivational and behavioral indicators of environmental thinking and four pedagogical guidelines were singled out. Systemic integration of educational, gaming, working and public environmental activities of pupils are proposed. A systemic activity approach strengthening the research orientation and the reflexive nature of the project environmental protection activities of pupils is studied. This approach takes into consideration the age features of pupils when developing a system of practical environmental protection, the organization of joint methodological and educational activities of teachers and the pedagogical characteristics of the education institutions.

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The article defines the objective, the tasks, the functions of the portfolio as an alternative means of presentation of the students' achievements in higher professional school. Nowadays there is no specified structure of the student portfolio, it may vary according to the targets, direction, educational profile and other factors. The paper considers the development of the structure of the undergraduate student portfolio. It also describes the principles of designing a portfolio, the main advantages and disadvantages of using a student portfolio in the university educational process. The practical relevance of this article reinforces the presented brief practical advice on creation a portfolio.

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