The article actualizes the ideas of natural education in the philosophical and pedagogical heritage of the educator Jan Snyadetsky, reveals his views on the relationship between natural and social processes, as well as the need to follow the general laws of the development of nature in the formation of a personality. Particular emphasis is placed on the psychologization of the thinker's pedagogical ideas, conditioned by the trends of the Enlightenment, as well as the understanding of the importance in the process of education and training of taking into account the peculiarities of the psychophysical, social and ethnic nature of a person.

The article analyzes the domestic pedagogical thought of the late XIXth – early XXth century, addressed to the foreign experience of introducing manual labor in secondary schools. The results of the analysis of foreign systems of manual labor (Finnish, French, German, Swedish, American) by Russian theorists and methodologists of the late XIXth – early XXth century are discussed. The general educational nature of the subject "Manual labor" in general education schools is emphasized.

The paper is devoted to the pedagogical contribution of the great XXth century educators - John Dewey, Georg Kershensteiner and Anton Makarenko. The actuality of labor skills formation and respectful attitude to labor in XXI century school have no doubt. Educational search of these outstanding theoreticians and practitioners of labor school is still very meaningful for world pedagogy and school as it was very effective. The similarity of the ideas as well as unique approach of every of these great school reformers are proved in the paper.

The author focuses on the need to refer to the concept of "knowledge economy" to find approaches to explaining and describing the essence of transformational processes taking place in modern education. From these positions, the article presents the boundaries of the knowledge economy infrastructure. Based on the methodology of the humanistic approach in education, its qualitative characteristics are proposed.

The effectiveness of the educational assessment is directly dependent based on the assessment, which in the mainstream of the criterion-oriented approach is represented by the criteria for the quality of the learning outcomes. The conducted research shows the variability of the definition of the concept of criterion in the theory and practice of teaching, the lack of unity in identifying generic characteristics. The analysis of theoretical sources on the research problem in the databases of domestic and foreign full-text peer-reviewed journals made it possible to identify the key features of the assessment criteria: their correlation with the goals and expected learning outcomes; orientation towards both teacher and student; ensuring the differentiation of the qualitative characteristics of the learning outcomes; opportunities to improve the quality of the assessment. In addition, the use of different classifying features became the basis for identifying binary oppositions of assessment criteria.

The article focuses on the problems of students' value attitude formation to their own health in the process of physical education, which are significant for modern education. Pedagogical technologies, methods and forms of education that contribute to the formation of a culture of health and motor activity of students are presented.

The aim of this article is to identify the possibilities of using a student-centered approach in the content selection of the academic subject "Foreign language for specific purposes" in the master's program of non-linguistic engineering training in order to increase motivation for learning foreign languages. The author hypothesizes that the use of this approach will provide a qualitative update of educational material that meets the professional needs of students in the process of learning a foreign language at a university, which, in turn, will increase students' motivation to learn a foreign language. An experiment was organized to confirm this hypothesis. First-year undergraduates of the Polytechnic Institute of Vyatka state university who entered the full-time magistracy in 2016 were selected as participants in the experiment. The total number of undergraduates was 434. The article shows the difference in the results of the questionnaire survey of undergraduates before and after the experiment in the CG and the EG.

The article discusses the theoretical and methodological principles of using adaptations of literary classics in the process of studying literary disciplines in higher education (undergraduate and graduate levels). The experience of watching and discussing R. Bresson's film "Pickpocket" in the classroom based on the novel by F. M. Dostoevsky "Crime and Punishment" with students of the programs "Russian language. Literature”, “Philological Education” of the Pedagogical Institute of Vladimir State University named after A. G. and N. G. Stoletovs. Conclusions are drawn about the advantages of considering film adaptations in the framework of philological courses: mastering the language of another art, identifying the axiological potential of literature and its reflection in interpretations. It is shown that film adaptations contribute to the achievement of educational, developmental, educational goals of classes and the formation of universal and general professional competencies provided for by the Federal State Educational Standard.

The article presents a model of student learning – expected technologies using additive and laser technologies to identify the detection and development of diseases and technical reflections with the acquisition of new knowledge and skills.

The article analyzes the experience of teaching academic writing in Russia and abroad, describes the approaches and strategies used to form students’ academic writing skills and develop their academic literacy in general. The author of the article describes the practical experience of teaching written language and the basics of academic writing for bachelors of law in the process of foreign language education. The phased organization of work on writing business letters and academic texts, doing tasks and exercises, preparing reports and abstracts for scientific articles contribute to the development of students’ culture of scientific speech and their academic skills. This allows students at the university to participate in research activities in both Russian and international scientific communities.

This article is devoted to a complex and ambiguous problem, which only in the last decade has gained access to the pages of domestic scientific journals. And this is despite the wide interest in this issue in foreign publications of the 90s of the last centuries and the presence of all the components of this phenomenon in domestic school practice: bullying, and the relatively recent definition of cyberbullying, the inability to protect oneself, to find an acceptable way out of a situation of constant threats, intimidation, blackmail, verbal and physical violence lead an adult to mental trauma and deformations. And, unfortunately, it is not always possible to wait for help from peers-witnesses of bullying, and purposeful psychological and pedagogical support from teachers, psychologists, parents and the administration of an educational institution due to their unwillingness and inability to carry out this process.

In the article, the authors presented ways to integrate psychological, pedagogical and state support for the prevention of virtual addictions in underage adolescents in the paradigm of Russian and Chinese sociocultural educational environments. The risks and opportunities of international cooperation of states in the field of juvenile justice to reduce destructive behavioral patterns of minors in the context of studying the impact of the ICT index are substantiated.

The communication skills of a young person form a certain adaptive behavior, which is an important factor in ensuring the fulfillment of professional tasks. Professional identity is the goal of modern higher professional education. However, in the process of creating a professional specialist, there is a significant difference between the categories «student» and «future specialist», which makes it difficult to include the individual in the professional community. The institutions of including abnormal and non-normative factors ensure the inclusive education in the usual norm. The goal is to allow the formation of tolerance to maladaptation.
The article presents the results of a study of the image of oneself in the profession in groups of students from Russia and the Republic of Belarus. At the same time, in Russia, the focus is on the image of the device, while in the Republic of Belarus – on the state order. The authors examined the cognitive, emotional and motivational components of professional identity and their relationship with the communicative and individual characteristics of the personality. Knowledge of the psychological structure of the individual, understanding the mechanisms of its functioning, is one of the conditions for the effectiveness of managerial activities of all categories. In this case, the future specialist can not only understand and explain actions and deeds, but also effectively manage the process of his professional, psychological and pedagogical training.

The errors of the school (university) are highlighted by the author of the article, consisting in teaching facts and knowledge for their own sake. It is shown that when encouraging memorization and reproduction of educational material, the true purpose of learning is missed. The training takes place along an intellectual and volitional path. The truth of learning is achieved with an emotional-intellectual or evaluative-self-evaluation path. The latter is the basis of a person's creative attitude to life.

The article presents the results of a study of a creative component of conflict competence of athletes. A theoretical analysis of stated differences in a creative abilities level and a response type in a conflict between a sportsman and a student has been conducted. Conflict competence is defined as an ability of a person to optimally overcome contradictions, to resist the destructive influence of conflicts and the ability to constructively resolve them. A creative approach to conflict always implies the desire to find the undisclosed possibilities of all structural components of a conflict situation, to benefit from it, the ability to draw conclusions to become more perfect. The connections between a creative component of conflict competence and characteristics of a student creative individuality have been established and analyzed.