In light of technological advancement and formation of new visual culture, there arises a vital problem of visual presentation of information for solving new problems and performing a wider range of functions in education. In this regard, visualization should be considered in context of such megatrends as the Prosumer concept, knowledge management, the use of platform services to present information as a single unity. Cognitive visualization as the basis for visual presentation of educational information is represented by five main tendencies which students should take into consideration creating infographics: concentration and generalization of knowledge, expansion of the orientation and presentation functions of visual aids, algorithmization of educational and cognitive actions by visual means, and multicode presentation of information. Experimental training resulted in establishing connections between these megatrends and the cognitive visualization tendencies; besides it revealed that concentration of knowledge and multicode presentation of information were the most difficult information visualization operations for the students when using platform services for creating visual content.

The article deals with the problem of the initial stage of the future English teacher training and forming basic professional teaching skills by means of the implementation of formative assessment methods into the process of studying. It reveals the urgent necessity of using a modern and reliable system of assessment as a sound foundation of a high quality education and the key role of formative assessment in the process of foreign language teaching and learning. The aim of the article is to reveal the idea of formative assessment methods introduced into the course of English Speech Practice not only as a means of the first-year students' language competence formation but also as a tool of their pre-service training. It is illustrated how a purely language task can be supplied with a pedagogic component to organize activities as much as possible imitating the atmosphere and surroundings of a classroom with students performing the roles of teachers and pupils. The results of the research presented in the article make it evident that introducing formative assessment into a university English class is multi-purpose: teachers can assess their students' level of language knowledge and adjust the teaching process, and students can use it in solving professionally oriented practical tasks and assessing their peers and themselves.

Статья посвящена проблеме изменения подходов к организации самостоятельной работы студентов языкового профиля с учетом современных тенденций в сфере образования. Создание цифровой образовательной среды в высшей школе как основы эффективного решения образовательных задач определяет основные векторы стратегического развития в области цифровизации. Применение цифровых ресурсов способствует развитию самостоятельности в определении и прохождении индивидуальной образовательной траектории, способности взаимодействовать с другими участниками образовательного процесса, осваивать навыки работы с новейшими цифровыми инструментами, запрашивать и анализировать нужную информацию, организовывать доступ к необходимым ресурсам. В статье выделены основные педагогические условия результативности самостоятельной работы, проанализированы наиболее эффективные технологии и методы ее организации. Представлено краткое описание сервисов по созданию инфографических текстов, описан алгоритм работы с инфографическими текстами и видеоинфографикой, что позволяет вводить цифровые технологии в образовательный процесс. При этом студенты получают возможность создавать свою индивидуальную цифровую образовательную среду, оптимальную для осуществления собственной стратегии образовательной деятельности, в том числе в дистанционном формате. Динамичная информационная среда позволяет сформировать умения самостоятельно ставить и достигать новые цели, эффективно взаимодействовать с партнерами, создавать необходимый контент, используя передовые информационно-коммуникационные технологии, размещать его на онлайн-платформах, редактировать в зависимости от поставленных задач. Ключевые слова: самостоятельная работа, цифровизация, технология «перевернутый класс», видеоконтент, инфографика, инфографические тексты.

The modern education system is facing new requirements and the society is putting forward new requirements among which the leading role is to improve the professional competence of teachers of mathematical disciplines. Mathematics has been used since the time of Pythagoras as the main tool for solving various practical problems in many areas of human activity. In this regard, there is a need to improve the level of mathematical training of modern youth . We believe that the training of future teachers of mathematical disciplines should be based on the principle of integration of humanitarian and mathematical skills, as well as wider use of information technology. In our opinion, such multi-faceted training will help future mathematics teachers to develop the skills required to form a correct understanding of the essence of mathematics, its significance for other Sciences and its significance for everyday life.