XIII Международная студенческая научная конференция Студенческий научный форум - 2021

The social and economic processes taking place at this stage in Russia, demanded changes in various social institutions of the country, including the system of modern higher education, which is now at the stage of reforming, associated with changes in the new federal state educational standards. The paradigm of humanization of higher education remains relevant, which implies the formation of competence, erudition, creativity and personal culture. Moreover, the education sector itself is already an area of ​​international cooperation. The reform of national education is taking into account the main world development trends.

These trends are reflected in the principles on which state policy and regulation of relations in the field of education are based. One of the main directions of scientific and pedagogical thought now remains the fundamentalization of higher education, taking into account new digital technologies and the widespread development of digital educational platforms.

It has been proven in science that the fundamental nature of higher education is considered as a combination of scientific knowledge and the educational process, giving an understanding that we live according to the laws of nature and society, which should not be ignored. Fundamentalization of higher education is aimed at bridging the gap between highly specialized and methodologically important, long-lived knowledge, between technical and humanitarian education.

In the context of the process of education fundamentalization, we need to determine how philological education is implemented as a component of humanitarian education in a non-linguistic university and what are its features in the context of the use of new digital platforms as an additional springboard to motivate the study of a foreign language. It is important to note that we refer to non-linguistic universities as universities that train specialists in various professional fields, where a foreign language is taught in volume within the framework of a general university discipline. Education should have such characteristics as consistency, purposefulness and social conditioning. Considering these signs, we will consider the problem of philological education, first of all, defining the difference between philological, linguistic and language education.

In modern science, researchers often understand language education as the process and result of mastering certain knowledge, skills and abilities that allow speech activity in a foreign language in everyday and professional spheres of communication (S.V. Moscheva, O.A. Mitusova, R.A. Gottlieb and others). When referring to the definition of the concept of linguistic education, it is assumed that we are talking about the development of the language system at different levels. The definition of linguistic education is based on two concepts: process and result. On the other hand, we cannot but pay attention to language education as a value.

Speaking about the systemic nature of language education, the authors draw attention to its integrity, which in universities is determined by the integrative nature, the unity of the system components and their interconnectedness, and also has a hierarchical structure (N.A. Myltseva, V.I. Kling, A.V. Matienko). It is important for us that the integral system of language education is expedient, informationally open, dynamic, strives to implement its functions on digital platforms in order to achieve a form of maturity, completeness, and effectiveness. The principles underlying the implementation of the systemic nature of language education are its multicultural and linguistic-cultural orientation, which implies the study of not only the language, but also the culture of various cultural groups in close connection with each other, contributing to the development, upbringing and cultural self-determination of students.

Today, in the system of higher education in non-linguistic universities, the concept of philological education as an integral component of the training and education of a future specialist remains inapplicable. The problems of language education, especially those related to teaching foreign languages ​​in the era of digitalization, are being actively investigated, and its linguistic-cultural aspects are considered. As a part of liberal arts education in non-linguistic universities, the disciplines aimed at teaching languages ​​exist in parallel with other disciplines of the humanitarian and socio-economic cycle.

As a rule, more attention in such universities is paid to professional disciplines, and the humanitarian block of disciplines often becomes isolated. Moreover, in most cases, humanitarian disciplines do not constitute an integral system of humanitarian knowledge, but are implemented as separate components of a general educational program that have no points of contact.

In such conditions, it becomes difficult to form the general cultural and professional competencies of the future specialist, contributing to the development of the personality. Philological education in non-linguistic universities, considered as a system, can become the basis for a holistic perception of higher education, serve as a foundation for humanitarian knowledge and integration between general cultural and professional training cycles. Philological education in a non-linguistic university is based on the principles of humanization, fundamentalization and consistency.

Also, an important aspect of philological education in a non-linguistic university is value orientation. First, the value of philological education at the personal level is indisputable, where it is the key to effective communication in all spheres of life, allows a specialist to remain competitive in the labor market and contributes to national self-determination. Secondly, philological education as a social value develops general literacy of the population and serves as the foundation for the formation of a thinking society. Thirdly, at the state level, philological education determines the process of intercultural interaction, and also often affects the main social strategies of the country's development in areas such as education and culture.

Philological education in a non-linguistic university is part of the higher education system, which is aimed at training a specialist who meets the socio-economic requirements of the modern world, based on a humanistic idea.

References

1. Kuzennaya T. F. Directions of fundamentalization of higher philological education // Bulletin of the Baltic Federal University. I. Kant. Kaliningrad. 2007. No. 4.

2. Mitrofanova K.A. Systematization of lexical material for teaching students of medical specialties a foreign language // Samara Scientific Center of the Russian Academy of Sciences. 2010. T 12.No. 5 (2) (37).

3. Myltseva N. A. The system of language education in non-linguistic specialized universities (based on the English language)