The relevance of the research is due to the fact that the digitalization of the world educational system as a modern trend in the development of education requires serious reflection and solutions to a number of problems. The use of digital educational content, in addition to its obvious advantages, also contains a number of very likely risks. Including risks related to the spiritual and moral sphere of the individual. The purpose of our research is to study the attitude of teachers to the opportunities and risks of spiritual and moral education in the context of digitalization, as well as to find ways to minimize possible risks. The study involved teachers of the Chelyabinsk region who had advanced training in teaching the discipline "Fundamentals of religious cultures and secular ethics" (on the basis of the Institute of continuing and additional education of the South Ural state humanitarian and pedagogical University). The survey method was used in the study. As a result of the survey, it was revealed that the main effect of using digital technologies, according to teachers, is better memorization of visually perceived information (72% of students), a third of respondents note the possibility of taking into account the individual characteristics of students, and a quarter of respondents – an increase in creative potential. Achievement of subject-based learning outcomes is, in the opinion of teachers, the main effect of using digital content, the educational effect of digitalization is not noted by respondents. More than 80% of teachers see the risk of using digital technologies in reducing the time for live communication, more than 60% – in reducing the communicative activity of children, in reducing interest in printed sources of information. The conclusions are related to the need for further research of this problem in the following areas: analysis of educational opportunities of existing digital educational content of spiritual and moral orientation and determination of criteria for evaluating such content; selection and creation of effective methods of using digital technologies that ensure the formation of students ' experience of emotional and value attitude to spiritual, historical and cultural heritage, as well as the ability to apply the knowledge gained in various life situations; training of teachers who are competent in the field of spiritual and moral education.

Введение. В современных исследованиях проблемы качества высшего образования среди его недостатков называется несоответствие контрольных измерительных материалов требованиям к качеству образования. Во многом причины этого несоответствия лежат в формулировках планируемых результатов образования, которые отличаются неконкретностью, отсутствием единства в описании элементов, составляющих компетенции, что

The article deals with the problems of formation of the motivational and semantic sphere of primary school students. At the same time, the main emphasis is placed on the formation of the motives and meanings of the educational activities of primary school students. There are classifications of these motives: motives related to the content and process of educational activity; motives of self-education, aimed at independent acquisition of knowledge and improving the methods of this process; social motives (broad, positional and social motives); understood and actually acting. The role of the family in the formation of the motives of children's educational activities is considered. The empirical study reveals the relationship between the style of upbringing in the family and the level of motivation of the younger student.

The article is devoted to the analysis of the peculiarities of perception and the specifics of the course of the perception process in a younger student. Effective methods for enriching his vocabulary are described. It is concluded that vocabulary work is the leading direction in the development of a child's speech activity and requires a high level of professionalism and certain pedagogical efforts from the teacher.

Introduction. In the conditions of the modern socializing environment, which acquires a virtual character and is characterized by a high degree of uncertainty, the problem of preparing future teachers for the formation of students' ability to self-determination is actualized. The purpose of our article is to analyze the difficulties that future teachers have in forming self-determination actions among students in a virtual socializing environment and substantiate the necessary changes in the content of pedagogical education. Methods. An online survey of 84 students of the Faculty of Primary School Teacher Training of the South Ural State Humanitarian Pedagogical University was conducted to identify existing competencies and difficulties in the formation of the ability of younger schoolchildren to self-determination. The method of content analysis of the content of 29 sample educational programs in pedagogical and psychological-pedagogical areas of higher education is used from the standpoint of reflecting in them the planned results of training future teachers to solve the problem of self-determination of the individual. Results. Dissatisfaction of 60% of students with the degree of readiness for the process under study was revealed, their difficulties were identified. The indicators of the orientation of educational programs to the formation of appropriate professional actions among students are determined. The lowest frequency coefficients of manifestation have indicators related to the skills of safe behavior and interaction with the subjects of the educational process in the world of virtual reality (0.1 and 0.06, respectively). A comprehensive solution to the problem of vocational training is proposed through integration with the processes of formation of critical thinking, functional and media-information literacy of students. Conclusion. The data obtained in the course of the study can be used to improve the process of preparing future teachers for professional activity, taking into account the opportunities and risks of a virtual socializing environment. This will ensure the formation of such educational actions among students as making a reasonable moral choice based on ethical norms; finding contradictions in the facts under consideration, recognizing reliable and unreliable information, etc.