The relevance of the following article is caused by transformations in the social and economic levels of the development of Russia in the modern period, implementation of new legal documents, development of new educational standards, consideration of professional needs according to which it is necessary to increase the level of personal and professional development of a pedagogue. In accordance with this, the current article is focused on the development of innovative technologies, which will lead to the efficiency of the following process. Methodological bases of the research involve the following approaches: system, personally-oriented, problem and situational, innovative-reflexive; principles: cultural identity, pedagogical and information technologies integration, cooperation, activity, supplying integral unity of cognitive and emotional components in the personal and professional teachers' development. The article revealed the integral unity of cognitive and emotional components of learning in the process of acquiring scientific knowledge; functional algorithm of processing information was created and realized in the process of professional training of future teachers. As a technological mechanism supplying conditions for the Art (creativity), mentality and emotion control, as well as achievement of professional success on the basis of openness of emotional-image potential of the intellectual activity art-technologies are being studied.

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Статья посвящена изучению изменений процесса проектирования естественнонаучной и профессиональной подготовки обучающихся организаций профессионального образования в условиях интеграции новых образовательных и профессиональных стандартов. Представлены данные опроса преподавателей колледжей Центрального и Южного федеральных округов в условиях внедрения образовательного стандарта четвертого поколения и профессиональных стандартов по направлениям подготовки, объединяющим профессии и специальности. Ключевые слова: образовательный стандарт; профессиональный стандарт; проектирование учебных курсов; преподаватели.

In the process of organizing chemistry education, it is important to understand that in the context of the introduction of the cognitive paradigm of education under the conditions of modern generating of chemical knowledge, the system of additional education as a universal form of development leads each student to a new, better state. Within the framework of a new approach to the organization of a purposeful process of teaching and upbringing by means of providing educational services by the implementation of additional educational programs, information and educational activities outside the main educational programs in the interests of students on the basis of the Kazan Federal University, author's electronic educational resources and digitized programs of additional education were developed and tested on the example of theoretical and experimental teaching at the Small Chemical Institute of the University. A survey of chemistry teachers working in schools in the city of Kazan or the Republic of Tatarstan, as well as graduates - future chemistry teachers showed that 97% of respondents use the possibilities of the system of additional chemistry education. The structure and logic of the implementation of the proposed programs expand the ability to use logical thinking operations in teaching, such as synthesis, analysis, analogy, comparison, generalization and systematization, and are aimed at forming students' understanding of a single chemical picture of the world, its materiality and the reasons for the diversity of the natural science world.

It is important to understand the features of the instrumental side of the cognitive organization of each student, in the process of teaching and upbringing, as a reflection of the properties of the integral structure of the human cognition system. The article is devoted to the problem of identifying and using the prevailing styles of thinking of students, future teachers, in the process of their vocational training at the university. Goal of research ‑ determine the prevailing style of students' thinking activity with a possible typology. The relevance of the problem under study is associated with the need to solve the issue of the optimal use of the individual thinking characteristics of bachelor students, future chemistry teachers, for the development of their methodical thinking as the integration of scientific thinking of a separate taught science, scientific - research pedagogical thinking and applied pedagogical thinking. The authors point out that the master's degree program should also use the idea of implementing and researching students ' mental operations in a certain sequence: presentation of knowledge → structuring knowledge → transformation of knowledge in conjunction with the main tools of thinking, as the highest stage of human cognition - concept, judgment and inference. As a research methodology, the article proposes the use of diagnostics by A. Alekseeva and L. Gromova "Individual styles of thinking" to determine the styles of thinking, the purpose of which is to study the individual characteristics of thinking. It has been established that the implementation of the methodology used contributes to the study of the basic styles of thinking of students: synthetic, idealistic, pragmatic, analytical, and realistic. The information obtained will allow each teacher at the second stage of higher education - the magistracy, to rebuild the teaching method of his discipline with a focus on the personality characteristics of the cognitive tools of each student individually and the entire group together.