In modern conditions of rapid development of international contacts and ties in culture, politics, economics and other spheres, practical knowledge of foreign languages becomes a real necessity and an indispensable condition for a successful career. Educators and researchers in recent decades have increasingly focused on the unity of motivational-cognitive and behavioral components in the graduate's personality structure. The broader concepts reflecting this unit turned out to be "competence" and "being competent." Contextual analysis of the concepts "competence" and "professional competence" indicates that various approaches to their interpretation have now been developed. The competence-action approach could implement the conceptual idea of modernizing the teaching and learning process, that is, ensuring mastery of communicative activities through the development of a set of competences focused on opportunities, skills, needs, cognitive activity and creativity of the students with clear political implications. It is concluded that, the competence in foreign languages is based on the development of constitutive capacities, such as: linguistic, communicative, transcultural, sociocultural, intellectual, educational, professional and critical thinking.
The pandemic situation has revealed some problems in education, which should be solved by educational entities. One of such problems is unreadiness of teachers to organize online classes. More complex aspect is organization of feedback. Some platforms used for online learning demonstrated their incompetence for widescreen education. Not all teachers managed to create comfortable learning digital space for students. This article analyzes the existing situation in vocational training due to transition to distance learning. Some scientists believe that the educational community evidenced revolutionary shift in the pedagogic paradigm. The opinion of other scientists is that today there are no preconditions for changing classic paradigm in pedagogy and only temporary modifications occurring under pandemic conditions should be considered. This article is devoted not only to identification of problems of organization of educational process in distance format but also to proposing solutions to the highlighted problems, verified by the authors, since the circumstances faced by all teachers forced to accelerate transition to digitalization of educational environment. The educational route is now arranged with consideration for digital experience acquired during the pandemic. Due to the experience orientation the article attracts interest not only of university teachers, forced to modify on the go their pedagogical style and to adapt it to the context of current situation, but also of school teachers facing similar problem and locked in forced professional isolation.
The purpose of the article is to identify the information services for creating mind maps in the process of linguistic training of future philologists at the seminars. A comparative analysis of the most used software products for creating mind maps was carried out based on an expert survey. The results of this analysis made it possible to choose a software product using mind maps. The results of the pedagogical experiment confirmed the assumption that mind maps are an effective means of mastering the knowledge of future philologists at the seminars. The use of mind maps in the processes of understanding information in the classroom affects the activity of students' listening, makes it possible to systematize information through personal understanding and structuring, and promotes effective memorization. The next areas of scientific research on the presented problem are the analysis of the effectiveness of mind maps in the independent work of students.
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