We present an analysis of the concept of “pedagogical conditions”. On the basis of a comparative multi-aspect analysis of the concept of “conditions”, we determine the concept of “pedagogical conditions” and the main characteristic features are identified. We analyze pedagogical conditions in the work as an integral part of the pedagogical system; they reflect environmental opportunities that affect the personal and technological aspects of the system, contributing to its successful functioning. We consider various groups of conditions that ensure the effective functioning of the pedagogical system. We reveal the features of three groups of pedagogical conditions (organizational and pedagogical, psychological and pedagogical, didactic). Further, we propose psychological and pedagogical conditions aimed at the development of pragmatic competence based on corpus technologies. The first proposed psychological and pedagogical condition is the motivation of students to develop pragmatic competence based on corpus technologies. The second psychological and pedagogical condition is the development of foreign communicative competence in students not lower than level B1. The third psychological and pedagogical condition for the formation of pragmatic competence based on corpus technology should include the development of information and communications technologies competency in students. The following psychological and pedagogical condition for the development of pragmatic competence based on corpus technology is the formation of information and communications technologies competency in the teacher. And the last psychological and pedagogical condition for the development of pragmatic competence based on corpus technologies should be considered as following by students the designated algorithm for the development of pragmatic competence based on corpus technologies.

We consider the concept of the linguistic corpus. We conduct a brief excursion of the previous researchers’ works on the use of the linguistic corpus in foreign language teaching. Due to the structural and planned nature of the project activity, the project method is chosen as a mean of collocation competence development based on the linguistic corpus. The definition of the project method is given and its features are indicated. Based on the methodic literature, the stages of the project activities implementation are considered. We conduct an analysis of researches, which present the stages and steps of teaching algorithms of various aspects of a foreign language. We develop an algorithm of algorithm of collocation competence development based on linguistic corpus, which includes three stages (preparation; procedure and conclusion) and ten steps (familiarization; explanation; information security; search; sorting; research; discussion; communicative; self-reflection and evaluation). Problem language tasks for the collocation competence development are compiled.

We discuss the use of differentiated methods in teaching English for specific purposes to students of non-linguistic specialities. Admittedly, within the framework of the Bologna process, foreign language proficiency is regarded as one of the main cross-cultural competences to ensure competitiveness on the global labor market. At the same time, the Bologna system has brought with it a number of challenges with shortage of academic hours being amongst them. On the other hand, university professors have to deal with numerous long-standing school problems, such as lack of academic motivation in learners, their target language knowledge gaps, short-term approach found in learners and their parents, and so on. The teachers in ESP face the necessity of setting priority areas for the development of linguistic competence in students in order to prepare them for professional communication in the chosen field. Although the language classroom is to cover various aspects of the target language, in the meantime, however, teachers need to choose effective activities for developing specific skills in students, the skills which will be successfully put into practice by the young professionals. We teach students of musical, economic, medical and pedagogical specialities. We describe our teaching experience focusing on some specific methods applied to promote linguistic competence in students of other than linguistic fields. They maintain the significance of carefully chosen teaching resources for successful development of professionally related competences in learners; emphasize the vital importance attached to thoughtful arrangement of self-studies for the trainees and insist on developing a well-balanced structure of supervised and independent learner studies. We consider applying information technologies with the aim of shaping and raising the level of students’ linguistic, cross-cultural and communicative competences as one of optimal solutions in the modern academic process. At the same time, the learners’ major will often determine and enhance the choice of activities that develop the particular skills relevant for the students’ future careers. Therefore, this study will consider the types of tasks methodologically relevant for different specialities.

The problem of ways of increasing motivation in the university foreign language teaching is analyzed. It is emphasized the motivation can cause the purposeful activity of a student’s personality in learning a foreign language. The analysis of scientific literature that is connected with the problems of motivation as a complex mechanism of the correlation of external and internal factors that determine the appearance and methods of implementation of educational activity forms, its focus on the internal incentives of knowledge gaining, is carried. Attention is focused on the fact that the efficiency of educational activities depends on the strength of motivation. The degree of success depends on the use of techniques and methods of the learning process organizing, which, in our opinion, contribute to the creation of motivational incentives of learning a foreign language: the linguistic and country-specific studies aspect, focus on professional activity, the use of computer technologies in extracurricular work, and educational process gamification. It is concluded that the internal motivation has a great motivating force, and its condition is the creation of the success situation by the teacher that can be reached with the help of reward for successful work system, attracting the additional material of country-specific studies nature, improving communicative skills, usage of educational platforms as homework, usage of the gamification to involve students in solving educational non-game processes and situations.

Educators should carefully plan their teaching activities especially when it comes to second foreign language teaching. One of the most common problems many students face when learning a second foreign language is a negative language transfer which arises due to the influence of the native language and the first foreign language. Especially difficult is the overcoming of negative language transfer in the process of studying the prepositions of a second foreign language. In order to help students overcome the emerging negative language transfer under the influence of several languages educators should create a special learning environment that would contribute to creating special learning connections in learners’ minds. We consider the benefits of cognitive communicative approach in relation to the process of overcoming negative language transfer when studying the prepositions of a second foreign language. We propose and describe an algorithm for overcoming negative language transfer which includes the following stages: 1) planning stage; 2) selection of the most suitable methodological content; 3) creation of scaffolded methodic content; 4) scaffolded practice of skills; 5) independent students’ practice; 6) assessment stage.

Today, the relevance of use of modern information and communication technologies (wiki-technology, blogs, podcasts, linguistic corpus), which have didactic features and methodic functions, in teaching a foreign language and translation is not in doubt. The translation of economic discourse from Chinese into Russian is in demand in the context of the expanding interaction of the two countries in the trade and economic sphere. In this connection, the need for training highly qualified specialists in translating economic discourse is growing. We present suggestions on teaching students how to translate economic discourse from Chinese into Russian language on example of using blog technology. When translating and teaching, it is necessary to take into account the difference in the organization of the structures of the Russian and Chinese languages. The listed types of modern information and communication technologies can meet the requirements for teaching translation from Chinese, which is structured as an isolating type. The focus is on the translation competencies development (linguistic, text-forming, communicative, technological competence, as well as special competencies, including economic component), based on the developed system of exercises. An algorithm is presented for organizing teaching translation of economic discourse from Chinese into Russian through blog technology, highlighting three main stages (preparatory, practical, and final) and a detailed description of the actions involved.

Content and language integrated learning of a foreign language and profile disciplines is a relatively new approach, which is only just beginning to be introduced into foreign language training of students of non-linguistic universities. We present a methodic model as a system of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. The model is based on five approaches: competency-based, systemic, person-activity, communicative-cognitive, content and language integrated learning (CLIL). We implement approaches in practice through a number of principles. We describe in detail the principles of content and language integrated learning: the principle of authenticity, the principle of intensive foreign language proficiency, the principle of an active teacher, the principle of multiculturalism, the principle of the development of higher-level thinking skills, the principle of sustainable learning, the principle of adaptation of educational material, the principle of reliance on the native and foreign languages, the principle of motivation. The process of teaching agrarian university students a professional foreign language in the conditions of content and language integrated learning is based on such teaching methods as: communicative and interactive methods, problem and vocational training methods, tandem method and control methods. The subject content of students’ teaching is based on the subject content of teaching in relevant disciplines and reflects the specifics of future professional work of students. We provide a detailed description of all the components of the methodic model.

The work is devoted to determining the purpose of professional foreign language teaching to students of an agrarian university in the conditions of content and language integrated learning. Based on the study of the history of the issue of determining the purpose of foreign language teaching at different stages, it was concluded that the main result of teaching should be the development of students’ professional intercultural foreign language communicative competence. This type of competence in work is understood as the ability and willingness of agrarian university students to use a foreign language as a mean of professional communication with representatives of different countries and cultures, taking into account the specifics of intercultural interaction, as well as a mean of cognition and professional development. Structurally, intercultural professional foreign language communicative competence includes three blocks: professional, intercultural, and foreign language communicative. Foreign language communicative competence represents the ability and willingness of students to use a foreign language as a mean of communication, cognition and development. It will reflect the professional orientation of teaching and include linguistic, speech, sociocultural, strategic and educational-cognitive components. Intercultural competence represents the ability and willingness to interact with representatives of different countries and cultures, aimed at establishing professional intercultural contacts, resolving conflict situations in the field of intercultural communication, and achieving the goals of intercultural interaction. All these three blocks of professional intercultural foreign language communicative competence exist separately only for descriptive purposes and are in close interconnection with each other. We also consider professional foreign language communicative competence as a level category consisting of value-motivational, cognitive, communicative and reflective components. Each of the components is described in detail.

In connection with the transformation of the social and economic situation in Russia, serious changes took place in the structure of the Russian family, in the relations of its members, that is, a crisis of our domestic family is clearly observed, incomplete families appear. We analyze objective circumstances and subjective reasons for the appearance and existence of single mothers and single fathers raising one child or several children. This category of single-parent families requires a special approach in the work of psychologists, teachers, doctors and social workers. As the analysis of sources on the problem of an incomplete family shows, it is theoretically poorly developed, so the subject of our study was the characteristics of the psychological and pedagogical activity of social specialists with single mothers and single fathers. It should be noted that, from a scientific point of view, interesting data regarding single mothers is given by researcher S.I. Golod, however, the indicators of the 90s of the last century are now clearly outdated and there is a need to make new research in this direction. A completely natural question arises: “Can we consider single mothers and single fathers raising children without the second half families?” We argue that such a community is a family, albeit incomplete. The theoretical and methodological foundations of our study were philosophical and psychological approaches (system and structural, personality-oriented, subject and subjective, value and motivational, relational, spiritual and moral. The following methods were used in the study: analysis of scientific sources, observation, interviews, mental operations (analysis, generalization, structuring). As a result of the study, we highlight the reasons for such single-parent families, the features and difficulties of communicating with children, in most cases, material shortage experienced by each mother and each father raising one or more children. Therefore teachers, psychologists, medical and social workers should take into account not only typical, but individual approaches in activities with this category of single-parent families.

We analyze the concepts of “social health” (based on sociocentric, utilitarian, medical and social approaches), consider concept of “social activity”; research data reflecting the relationship between the social health of adolescents and their social activity are presented. In the process of analysis, we conclude that the social activity of the adolescent acts as one of the main factors of his social health, contributing to the development of socially significant knowledge, skills necessary for their self-realization and social adaptation in society, reflects his desire and the ability to build relationships with others, the inclusion of the personality of a adolescent in society. In the process of the analysis, we conclude that one of the main tasks of developing an adolescent’s personality is the formation of harmonious relations between an adolescent and society, that is, the development of his social health, which is possible only if the adolescent is included in active work on the development of social norms, rules, values, duties, where he would act not just as an observer, but as an active participant in what is happening. In order to empirically study the impact of social activity on the adolescent’s social health, a preliminary study was conducted in which adolescents from the Moscow State Budgetary Institution of Family Education Promotion Center “Y.V. Nikulin School of Circus Art” of the Moscow Department of Labor and Social Protection.

The substantiation of the essence and structure of the social experience of preschoolers is presented. A brief review of the approaches available in scientific sources to highlight the components of children’s social experience is given. We analyze the structure of social experience, consisting of only three components that all scientists present as components: motivational, cognitive, behavioral. It is concluded that such a structure has significant shortcomings: it is not synergistic and does not take into account the emotional component of the preschoolers’ experience. The shortcoming of a three-component structure is eliminated through the introduction of an emotional component, since the activities of preschoolers are predominantly involuntary and are mainly determined by their emotional state at a particular point in time. We substantiate the validity of the proposed four-component structure of the social experience of preschoolers, analyze the relationships between the identified components, describe in detail the meaning and content of each of them. Based on the developed structure, the definition of the social experience of preschoolers is formulated.

We consider cooperative activity of preschoolers with peers and adults, which traditionally act as a necessary condition for improving positive social and behavioral manifestations and adapting children to full-fledged positive social relations. By joining in cooperative activity of various subject areas, the child learns the norms and rules of interaction with people, learns to coordinate his emotional reactions and actions with others, and develops his communicative and leadership skills and abilities. The presented forms of cooperative activity organization allow us to consistently complicate the nature of children interaction.

The relevance of the problem is due to the requirement of pedagogical theory and practice in ensuring professional self-development of a future primary education teacher and the existing imperfection of modern technological means of supporting professional self-development of a future primary education teacher in a digital educational environment. The information support of professional self-development of the future primary education teacher in the digital educational environment is considered. A theoretical review of the concepts of “information educational environment” and “digital educational environment” is also presented. The closest, in the context of the study, is the definition of a digital educational environment, as a combination of digital educational technologies, means and related resources that ensure the educational process in the context of society digitalization. The informational means of implementation were the technologies of pedagogical support of professional self-development of the future primary education teacher, which were substantively modernized: “Time Management” technologies, projects, web quests, modeling, foresight technologies, discussions, project technologies, various social and moral practices, modeling and gamification of future professional strategies, technology of achievements and success (competitions, olympiads). In the framework of this work, we substantiate a new scientific direction in the field of the theory and methods of professional education, substantiating both theoretical and applied solutions to the important problem of pedagogical support of the process of professional self-development of a future primary education teacher in accordance with the requirements of federal state educational standards of higher education, as well as the standard of profession “Teacher”.

Contemporary activity of a higher education teacher in the field of physical education and sports is characterized by a variety and complex content. To achieve the desired result in the physical education of students, such content must be subject to a clear logic of functioning and control. Any reasonable and rationally organized activity in the field of physical education and sports can be divided into such components as: planning, implementation, control and accounting. The unity of the functioning of these components will allow you to most effectively build and manage the process of physical education in the organization of higher education. The problem of control and accounting of physical education of students is one of the most urgent pedagogical problems, since the success of the entire process of physical education in the organization of the higher education depends on the control and accounting. To improve the physical education of students in the organization of higher education, an in-depth development of the control and accounting fund for the content and methods is necessary. We reveal the content and methods of control and accounting of student performance (bachelor’s degree students) in elective discipline “Volleyball”.

The study is devoted to the physical training of cadets and students of the educational institution of higher education of the Ministry of Internal Affairs of the Russian Federation using kettlebell lifting equipment. We use the methods of statistical, graphic, analytical research. The role of physical fitness in the educational process and professional activities of future employees of the Ministry of Internal Affairs is considered. We describe a detailed technique and algorithms for conducting training sessions using kettlebell lifting equipment. The fundamental advantages of kettlebell lifting in terms of physical, psychological, moral and volitional, creative, professional development of cadets and students are identified. We reveal the positive impact of exercises using kettlebell lifting equipment on the physical fitness of students and the solution of applied, recreational and professional tasks related to the forceful suppression of offenses and the detention of resisting offenders.

The relationship between anthropometric parameters and the level of development of motor abilities of school students is a scientifically important and practically important topic. Using knowledge of physical development indicators it is possible to predict the success of the development of motor skills. These data can be used in the sports selection and building an effective system of physical education in secondary school. We measure the anthropometric parameters and test motor abilities of 160 school students of the city of Tambov at the age of 15. We conduct a correlation and regression analysis of the relationship of individual anthropometric characteristics (body length and weight, chest circumference and chest excursion) and motor abilities (speed, speed-strength, strength, coordination, general endurance and flexibility). As among boys, and among girls we reveal a direct distinctive and statistically significant correlation between body length and speed and coordinating abilities, as well as general endurance. Body weight of school students did not have a pronounced and statistically significant relationship with motor abilities. The circumference of the chest and excursion of the chest in young men had a pronounced, statistically significant relationship with the level of development of all the analyzed motor is capable of power. In girls the correlation was either not sufficiently, or had a different direction that indicates the absence interdependence. The obtained data allow to build a targeted strategy of development of motor abilities of adolescents on the lessons of physical culture at comprehensive school. The results of the study can be used by coaches in sports clubs for sports selection and sports orientation.

We present the analysis of sports motor skills development in children with musculoskeletal disorders by means of adaptive swimming. The developed methods of sports training for children with musculoskeletal disorders in adaptive swimming at the initial stage were designed for three years. All participants were students of the adaptive swimming school. The significance of the presented study lies in the fact that the knowledge about the content of private adaptive swimming techniques in the system of sports training for children with musculoskeletal disorders is analyzed, presented and supplemented. We expand the concept of the effectiveness of adaptive swimming use in increasing the level of physical activity and sports preparedness of children with musculoskeletal disorders to solve the problems of their social integration. The provisions reflecting the structure and content of the educational process of adaptive swimming at the initial stage of sports training are disclosed. Features of the training process depend on the degree of motor and functional capabilities of children with musculoskeletal disorders. An analysis of the pedagogical experiment results is presented, which reflects a change in indicators of physical development, physical and functional fitness of children with musculoskeletal disorders.

We present the analysis of sports motor skills development among children with musculoskeletal system disorders by the means of adaptive swimming. The developed methods of sports training for children with musculoskeletal system lesion in adaptive swimming at the initial stage was designed for three years. All children were students of the adaptive swimming school. The structure and duration of classes, the content of each part of the class on land and in water are presented. Features of the preparation and organization of classes are described. It was noted that when mastering sports swimming methods, back crawl is easier for children with musculoskeletal system lesion, since the breathing process proceeds naturally, and it is not necessary to lower the face into the water, it is easier for children to coordinate movements with breathing. The obtained results show the effectiveness of the developed program of sports training for the initial stage of children with musculoskeletal system lesion by adaptive swimming, both for learning swimming techniques and for correcting the deficiencies in physical, psychomotor development and social adaptation of children.

We consider a special area of didactics – teaching preschool children by means of choreographic art. We scientifically substantiate methodic support that effectively affects the development of preschool children by means of choreography, identifying, among other ways, the development of physiological and psychological qualities of this age category. We also define the principles and methods of teaching and upbringing by means of choreography in preschool education institutions. Interest in the study is also caused by the developed educational program “Basis of choreography” for preschool children, which provides for the construction of the teaching and education process in a spiral with improvement at each stage to a qualitatively new level of mastering the basics of rhythmics, the ABC of classical, folk, modern and ballroom dancing.

Experts in the blacksmithing of Ancient Russia have long been interested in iron household items with cutlers’ marks, such as knives and scissors. The research literature has already reviewed similar findings from Moscow, Tver, Torzhok, Pskov, Smolensk and Izborsk. In this study for the first time assembled, described and dated all iron knives and scissors with cutlers’ marks identified in the archaeological collection of Veliky Novgorod. All cutlers marks have been analyzed, and almost all have analogies in medieval Western European material. Almost all types of cutlers’ marks that are represented on Novgorod items are found on knives, and sometimes on swords or falchions found on the territory of Poland, the Czech Republic, Germany, Italy, the Netherlands and England. There are similar cutlers’ marks on the territory of Ancient Russia, but in much smaller numbers. All items marked with the cutlers’ marks are products of Western European production, the old Russian blacksmiths did not practice branding their products. Most items with cutlers’ marks were brought to Novgorod from Poland, the Czech Republic and Germany. Individual items could get to Novgorod and from England through Hanseatic merchants. Items with cutlers’ marks found during excavations in Veliky Novgorod date back to the 13th – first half of 15th centuries.

We analyze the formation of library collections estates of Tambov Governorate in the second half of the 19th – early 20th century. The relevance of the chosen problem is determined by the importance of updating knowledge about the library and estate culture of the Russian province. The novelty of the work lies in the formation of new conclusions about the problem of development and fate of libraries of individual owners, the importance of manor collections for the information environment of the post-reform period, the introduction of new data on the book collections of Tambov owners. It is shown that due to the lack of reliable information about the pre-revolutionary collections of individual owners verification of the appearance history of individual publications in the estates occurs on fragmentary data. Therefore, the most promising form of book culture study is the work on the systematization of the region collections, the creation of new and additions to existing collections of Tambov books. We study book collection of Karaulskoye estate of Chicherins, the Pavlovskoye manor of Volkonsky, analyze the literature composition of the library of Glazkovo estate of Mansurov family, book collection of Sosnovskoye estate of Benckendorff, reveal the joint books library of Leonid Vasilievich Voeikov and Dmitriy Vasilievich Polenov in Naryshkinskaya library of the city of Tambov. It is proved that in the second half of the 19th – early 20th century in the governorate was created a number of interesting books collections reflecting the unique documents on the history of Russia and foreign countries, the unique literature of foreign publishers. On the basis of a number of noble book collections were created public libraries, which greatly contributed to the development of public education. For some owners, the gathered collections were a source of knowledge in the social and economic modernization of the estate, allowing them to actively develop their households.

We examine the various health, epidemiological, and everyday life realities of the life of children’s social institutions pupils, in particular orphans in imperial Russia and in the first decade of Soviet power. Consideration of these aspects of childhood history in the context of morbidity and mortality in the children’s cohort was carried out on the materials of the Tambov Governorate, which made it possible to clarify and reveal little-known facts and manifestations of social policy and the protection of the health of children and adolescents at the governorate and county levels. A comparison of regional data and the capital’s recommendations on combating child morbidity and mortality showed that the central authorities were completely disconnected from the understanding of the processes and realities of the life of the provincial society, as well as neglect of the needs of children’s institutions outside the capital. This phenomenon was not exceptional, but reflected typical trends of contradictions in the socio-economic and health status of the center and regions. A study of childhood morbidity and mortality in the pre-revolutionary period of Russian history made it possible to confirm the hypothesis that the fate and life of foundling children was the most tragic and traumatic. The mortality rate of such “trouble children”, which reached up to 90 %, began to decline only after the transition of children’s shelters to the control and financing of local governments – county administrations. But the most effective and useful was the transfer of foundling children for upbringing to peasant families. This patriarchal tradition of children’s charity, supported by a little financial support from the counties, helped save and socialize most of the unhappy and ill foundlings who became members of the family of their adoptive parents and received food, shelter and living prospects and professional skills. Appeal to the initial period of everyday life and socialization of children and adolescents in orphanages in the Tambov Governorate through reconstruction and analysis of living conditions, nutrition, morbidity and mortality revealed catastrophic problems of these “flowers of life” of Soviet Russia. The shortage of medical personnel, the almost complete lack of drugs and sanitary facilities, the difficult epidemiological situation, hunger and cold caused a widespread morbidity and mortality rate among male and female pupils of children’s homes and children’s social and educational institutions. Comparison of the charity practices of “trouble children” in pre-revolutionary and Soviet Russia cannot be correct and justified, since the general socio-economic, everyday, legal and socio-cultural conditions of life of such children were not comparable, as well as health care in children’s social institutions. We clarify the possibilities of shelters for foundling children at county hospitals, maternity wards, private patronage. The role of medical workers is revealed, whose reports and surveys of children’s educational social institutions were the most reliable indicators of the real situation with the incidence and mortality of orphans. The historiographic approaches and source study traditions of both domestic and foreign historians are analyzed when studying the charity of orphans in the considered chronological period of Russian history. Attraction of primary archival documents made it possible to evaluate the poorly studied medical and social aspects of children’s everyday life in shelters and orphanages in the Tambov Governorate in the turbulent and crucial years of national statehood. We reveal the regional features of the formation of social protection system for orphans through the prism of medical statistics and medical reports before and after 1917. Attention is drawn to the importance of conducting comparative studies on childhood history in the regional, metropolitan, ethno-confessional and sociocultural dimensions

The gap remains in the development of history of Derzhavin Tambov State University: history of Tambov workers’ faculty (TWF) is not revealed. Having emerged as a part of Tambov State University in November 1919, the Tambov workers’ faculty after the liquidation of the university existed as an independent regional educational institution until 1930, when it became part of the newly created Tambov Agrarian Pedagogical Institute until the abolition of workers’ faculty in 1939. Being an institution directly associated with higher education, Tambov workers’ faculty was the institutional connector of the first Tambov university with Tambov State Pedagogical Institute/Derzhavin University, setting the “continuity” for the century of higher education in the Tambov Region. The task of training future “proletarian specialists” – Tambov workers’ faculty solved in very difficult conditions of New Economic Policy and the period of “socialist reconstruction”. On the basis of archival documents introduced into scientific circulation for the first time, we examine Tambov workers’ faculty crises, caused by the intention of the Center, which referred to the lack of funds and the non-proletarian nature of the governorate, to liquidate the Tambov workers’ faculty in 1922 and 1924. We present data that demonstrate relatively successful indicators of the Tambov workers’ faculty main activity, which, combined with the strong support of local authorities, made it possible to maintain workers’ faculty, which became the only Tambov educational institution directly oriented to universities after the liquidation of the Practical Institute of Public Education (PIPE) and the Agricultural Institute (AI).

We analyze the historical regulatory framework of the activity of pricing and conflict commissions of the early Soviet period, which existed during the period of the new economic policy. The relevance of the study lies in the fact that the quasi-judicial activity of pricing and conflict commissions is poorly studied, in this regard, the study of the quasi-judicial functions of pricing and conflict commissions is of historical importance, and also has parallels with the practice of modern labor dispute commissions. The aim of the work is to study the activity of pricing and conflict commissions during the period of the new economic policy with the study of the first Soviet regulatory documents, as well as the reconstruction of their history on archival materials of the Tambov Governorate. The research methods were the formal legal analysis of historical and legal acts of the Soviet era: a comparative analysis of the powers and activities of quasi-judicial bodies and people’s courts. Conclusions are drawn about the full formal conformity of the judicial process in modern world courts and historical quasi-judicial bodies that resolved labor disputes in the 1920s, the hierarchy of these bodies and the regulatory legal framework of their activities, as well as their integration into the system of Soviet public authorities, were reconstructed. We analyze the principles of the judicial process implemented in the activities of the commissions, such as the principles of openness, transparency, equality of parties.

We consider the little-studied aspects of the use of persons who committed criminal offences as fighters and junior commanders on the front lines of the Great Patriotic War. We show the change in law enforcement practice at the beginning of the war, which allowed for the extrajudicial release of persons sentenced to penalties related to imprisonment. The second important area of research was the coverage of events related to the establishment, formation and activities of penal companies and battalions. We substantiate the inadmissibility of unreliable images of these processes in literature and cinema. One of the main goals of the study is to increase the interest of the scientific community and ordinary readers to the problems of the relationship held in the military transformations period of the elements of corrective labor system, subordinated to the People’s Commissariat for Internal Affairs of the USSR and People’s Commissariat of Defense of the USSR. Attention is focused on the need for more detailed coverage of the activities of penal units and subdivisions. As a result of the analysis of archival materials, memoirs and publications in the mass media, we come to the conclusion that the practice of reducing the level of criminal responsibility for a number of crimes, combined with attracting convicts to direct participation in hostilities, played a positive role in the protection of the Fatherland.

We consider the experience of using museum pedagogy to implement the innovation project “Basic schools of the Russian Academy of Sciences”. The main goal of the project is to identify and attract talented young people to the scientific sphere. The school museum can become a place for students to get acquainted with the methods of search and research work, critical thinking development and, as a result, further development in the professional sphere. Based on the analysis of the military and historical glory museum’s work of school graduates and Tambov partisans, “MAEI Lyceum no. 6” managed to identify 4 stages of the project implementation. First of all, with the help of creative tasks and game methods it is necessary to motivate students to engage in search and research work. The next stage implies creation of additional opportunities for scientific self-realization. From the most interested students a creative association is formed, which is engaged in such activities as museology, source study, art and technology, and historical. At this stage the teacher should actively implement the project method of work. It is possible to invite scientists and specialists with lectures and master classes to make students learn more about the features of scientific work. The third stage implies the inclusion of museum lessons in the educational process, and the organization of such lessons should involve members of the creative association. In conclusion: we should not forget about the importance of promoting the museum in the public environment through the official website, media, scientific publications, mass events and excursions for school guests.