Didactic Tasks Research Articles

БІЛІМ БЕРУ ЖҮЙЕСІНДЕ ГЕЙМИФИКАЦИЯ ҚҰРАЛДАРЫН ҚОЛДАНУДЫҢ МҮМКІНДІКТЕРІН ТАЛДАУ

In the modern information educational environment, there is a growing interest in the use of computer games to improve the quality of education, which determines the relevance of the proposed study for the analysis of software with the possibility of gamification of the educational process in the context of the requirements of the state, society and education. The research methodology is the study of information sources of psychological, pedagogical, methodological and technical orientation, the analysis of computer educational games of foreign and domestic authors. The article considers the need for gamification of the educational process, the principles of gamification, its impact on student motivation and participation, as well as the main aspects of the optimal implementation of game elements in training. Modern software resources and platforms offering gamification in the educational process of personal development are analyzed. All software tools with the possibility of gamification of training were divided into groups: gaming platforms, educational quests, learning management services and game development sites. Particular attention is paid to methods for evaluating the effectiveness of gamified programs and platforms, which will allow creating the best didactic tasks and recommendations for teachers. Gamification can increase student motivation and their participation in various educational tasks. Intrinsic and extrinsic motivation have a special impact on students' cognitive abilities regarding learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students perceive information differently, they can choose their activities according to their learning preferences. According to the research topic, the positive situation of gamified learning is analyzed and the relevance of digital gamification in education is determined.

ФОРМИРОВАНИЕ ЦИФРОВОЙ КОМПЕТЕНТНОСТИ НА УРОКАХ ЛИТЕРАТУРЫ С ПОМОЩЬЮ ИСПОЛЬЗОВАНИЯ ИКТ

Digital technologies have made great changes in the daily way of life of society. In the modern world, it becomes very difficult to keep track of the flow of constantly updated information: a person needs to process and filter a large amount of information every day, selecting only reliable ones. Digitalization of information generates a need for skills to work with digital technologies. Today, the formation of digital competence is becoming one of the relevant topics. This article discusses the issue of the formation of digital competence among students in literature lessons. The purpose of our research is to identify ways to form digital competence in literature lessons in high school through the use of digital technologies. Based on the set goal, we have identified the object and subject of the study. The object of the study is ICT in literature lessons. Subject of research: digital competencies formed through ICI in a literature lesson. Defining the essence of the concept of "digital competence", we identify some competencies that form "digital literacy". The paper also presents an analysis of the results of a survey of high school students (15-17 years old). Identifying the problem, we have proposed several platforms and types of tasks that can help in solving a didactic task. The main assistants of the teacher in the formation of digital competencies are information and communication technologies. The paper provides as an example several educational websites (platforms), ICT that can be used in the lesson of Russian literature, analyzes the ways of forming "digital competence".

TECHNOLOGICAL SOLUTIONS BASED ON ARTIFICIAL INTELLIGENCE IN TEACHING FOREIGN LANGUAGES: AN ANALYTICAL REVIEW

AI technologies are already beginning to change the learning process, they contribute to the creation of a personalized learning path; help to analyze educational metadata almost instantly; provide access to big data, helping in solving various professional tasks and problems. The purpose of this article is to provide an analytical review of examples of the use of artificial intelligence technologies in language teaching and to create a typology of AI-based technological solutions that have been actively used in the educational process over the past five years. The proposed typology of AI-based technological solutions used in teaching a foreign language is based on areas of didactic activity and didactic tasks that can be effectively solved with the help of AI. Under the directions of didactic activity, we mean: teaching and learning of foreign languages; management of the educational process, including the analysis of educational analytics, the development of an individual learning path, the creation of recommender systems; organization of the educational process, that is, control and assessment, providing feedback and reflection, developing didactic materials for adaptive online courses and intelligent learning systems.

Formation of students' language competencies through the use of innovative technologies

The article reveals the importance of podcasting; the most effective tasks for the formation of students' language competencies through the use of innovative technologies are singled out; the necessary preconceptions and main linguistic didactic tasks were identified for assimilation of knowledge and formation of linguistic competencies of students, the solution of which contributes to the introduction of information technologies of education into professional activity. The purpose of the study is to develop students' language competencies through the use of innovative technologies. The methodological foundations of the research are leading propositions of the theory of scientific knowledge; general scientific principles of historicism, systematicity, and scientificity; conceptual provisions of pedagogical, psychological, and sociological sciences; and ideas of the development of modern education. The results of the article show the role of the graphical interface in the formation of language competencies of higher education students; the essence and principles are revealed; the need to introduce STEM technologies, gamification, and virtual whiteboards into the educational process is emphasized. Summarizing the results of the experimental study made it possible to conclude the effectiveness of the developed system of forming students' language competencies through the use of innovative technologies.

THE ATTITUDE TO HUMOR AS A PEDAGOGICAL TOOL IN THE PERIOD OF ANTIQUITY

Purpose. To consider the process of formation of the pedagogical foundations of humor in the philosophical thought of Ancient times of the VIII century BC – V century AD. Methods. In the course of the study, the methods of historical and pedagogical research were used: retrospective, historical-structural, historiographical, historical-genetic, comparative, comparative, historical periodization method, which together allowed for a systematic analysis of the transformation of changes in attitude to humor from a phenomenon of the surrounding reality to an element of the educational process. Results. The process of formation of philosophical thought in relation to humor as a means of educational influence is summarized by demonstrating the development of the literature of Antiquity. The main literary genres containing elements of comedy and bearing an educational component are listed. The main concepts of the perception of humor (Aristophanes, Plato, Aristotle, Demetrius, Cicero) formed during this period are considered. A look at the Socratic dialogue system is given as one of the first humorous techniques in pedagogy. Practical implications. The obtained results can be applied in the creation of a unified overview of historical and pedagogical work devoted to the formation and development of humor as a special means of influence in pedagogy, as well as in solving applied didactic tasks in secondary and higher schools. The research materials can form the basis of lectures and seminars on the discipline «History of pedagogy and education» for students of pedagogical specialties and higher educational institutions.

COMPUTER VISUALIZATION IN TEACHING GENERAL TECHNICAL DISCIPLINES: THEORETICAL AND PRACTICAL ASPECTS

The article investigates the development of visual aids and visualization ideas in the organization of the educational process, particularly in teaching general technical disciplines. The article aims to review the development of visual aids and visualization ideas in education, clarify the essence of computer visualiza- tion, classify its types and kinds, and determine the directions of computer visualization usage in teaching general technical disciplines and the software applications that ensure their development for educational purposes. The study operates methods of retrospective, content, and semantic analysis, classification, gen- eralization, and modelling. The historical context of introducing electronic visualization tools in education has been considered in the study, starting from the first projectors in the 1930s to modern computer visualization technologies such as 2D and 3D visualization, stereoscopic 3D, virtual reality (VR), and augmented reality (AR). The es- sence of computer visualization as a general term for graphic methods of creating, analysing, and transmit- ting information has been defined. Differences between the didactic principles of visual aids and visualiza- tion have been clarified. It has been highlighted that visualization has a more complex structure since it in- cludes actions for constructing images of investigated objects or phenomena. The article identifies the directions for implementing computer visualization, including scientific, soft- ware, and information visualization. It has been established that all visual content can be divided into three subgroups: structured, artistic, and demonstrative visual objects, which can be static or dynamic, in one plane or three-dimensional space. The impact of computer visualization on the methods of teaching general technical disciplines has been analysed. It has been shown that modern approaches to using computer visualization provide new opportunities for more effective and interactive learning, promoting the development of students’ technical and spatial imagination, which is crucial for future engineers and technical specialists. An approximate list of software for creating computer visualization tools, which can be useful in teaching general technical disciplines, has been provided. Among them are applications for creating presentations and infographics, 3D modelling, VR and AR-based applications and services, simulators, and emulators. The main directions for using computer visualization aids in teaching general technical disciplines are identified, including auxiliary synopsis, diagrams, tables, block diagrams, graphs, frames, word clouds, domain structures, memory cards, comics, heuristic sketches, knowledge animation, infographics, multimedia presentations, educational videos, static and dynamic 2D and 3D models, VR and AR objects. It has been concluded, that the didactic effectiveness of computer visualization in teaching general technical disciplines is ensured by certain provisions, namely: the focus on the quick and complete memorization of studied concepts, theories, and ideas by students; adherence to the principles of reliability, quality, completeness, sufficiency, logic, simplicity of perception, optimality, unity of graphics and text, and emphasis on key points; encouraging students to independently analyse and construct new, non-trivial didactic tasks allowing them to explore concepts, phenomena, or objects in terms of independent search and educational experimentation.

Modern Information Technologies in the Professional Education of Future Primary School Teachers

The article examines the problem of using information technologies in the educational and professional training of future primary school teachers. The authors found that the integration of digital resources into the educational process can effectively solve didactic tasks. It provides opportunities for virtual travel and improves the accessibility and efficiency of education. The application of information technologies contributes to enhancing the educational process. They prepare future teachers to function within the information society and promote the development of critical thinking and creativity among students. The new approach puts the teacher at the center of the educational process. This approach takes into account the professional competencies and personal interests of educators to promote the improvement of methodological, organizational, and technological support for personalized learning. The paper investigated the possibilities of using information technologies in the educational process to train future primary school teachers. The methodology included a systematic approach and general theoretical scientific methods. They include analysis, synthesis, and systematization of the research material on the role of digital technologies in the training of future primary school teachers. The research methodology employed two indicators to assess the psychological and emotional qualities of students, namely: assessment of communication skills; analysis of cultural and value orientations. The research results showed a high level of discomfort related to the current educational system. Nearly half of the respondents experience psychological and emotional stress due to the existing teaching format. In addition, as a result of the program implementation, it was found that the configuration model of student-centered learning applied to distance learning had a significant impact on students. The statistical analysis of the chi-square indices of overall conformity (χ2 = 0.36....1) indicates a high conformity of the data set.

Developing the visual competency in the students’ project activity

Modern visual culture requires established skills of visual competency from all participants in communication. These skills are necessary, among other things, for creating educational, informational, advertising, and other materials. However, such skills are not always formed during training at universities. Even in the training program for future communication specialists, visual competency is rarely the goal of the study, make the same mistakes occur often in the students’ projects.The students’ visual competency developing methodology proposed in the article is based on the analysis and development of the visual concept of a communication project. The author generalized her own experience of working with students in the direction of training 43.03.01 “Advertising and Public Relations” in the Ural Federal University named after the First President of Russia B. N. Yeltsin.Modern approaches to the formation of competencies necessary for working with visual images in the digital environment are analyzed and systematized: ICT competencies, media literacy, visual literacy, and communicative competency. A set of practical tasks with methodological guidelines for setting the goal and objectives of the project, analyzing the context of communication, collecting visual materials, and creating a visual image of the project is proposed. By the method of systematization of project and didactic tasks, the components of visual competency are revealed.The scientific novelty of the research consists of revealing the didactic content of all stages of developing the visual concept of the project and systematizing the components of visual competency. The presented set of tasks can be applied in practical ICT classes and students’ project activities. The revealed system of visual competency components can be used in the development of methodological recommendations. The article is addressed to media pedagogues, students conducting project activities, as well as specialists implementing communication projects using visual media

ДИДАКТИЧЕСКИЕ ИГРЫ КАК СРЕДСТВО ФОРМИРОВАНИЯ ПРАВИЛЬНОЙ РЕЧИ ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА

Compilation of Didactic Games in the Process of Joint Activity with Preschool Children as a Means of Forming Grammatically Correct Speech Summary Didactic games are the most optimal and accessible form of teaching preschool children. Any didactic game consists of several elements: first of all, it is a primary goal, a didactic task that involves performing the same task (depending on the age group of children, it differs in its complexity), rules and direct game actions. The organization of the educational process in preschool involves the correct selection of didactic games, since the tasks assigned to children are possible, but they also require strengthening mental strength, their development and self-realization. Key words: preschool age, didactic games, speech development, versatile development, grammatically correct speech

Promowanie różnorodności językowej i kulturowej w kształceniu nauczycieli języków obcych – dobre praktyki i skuteczne rozwiązania

The aim of the article is to present good practices and effective solutions adopted in the plurilingual and multicultural education, integrated language didactics and virtual exchange courses at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. During classes students become familiar with pluralistic approaches to languages and cultures, language didactics for tertiary education, and different aspects of intercultural communication. The classes help the students to develop plurilingual and intercultural competence, including the skill of linguistic and intercultural mediation. The students also learn how to plan and organize project work and how to promote linguistic and cultural diversity during a foreign language lesson at school. The article discusses methods and tools used during these classes and gives examples of tasks carried out by the students. These are, among others, an intercultural project, which consists in carrying out and recording interviews with foreigners living in Poland and integrated didactic tasks, during which students learn to notice and analyse relations between languages. The integrated didactic tasks concentrate on relations between the students’ mother tongue, the first foreign language (English) and additional languages which, in the case of the students of the Centre and their future learners, are German and French. The article also shows the way in which a tool for comparing national cultures (available at hofstede-insights.com), related to Hofstede’s cultural dimensions, can be used. The examples of tools and tasks presented in the article are intended to show how to effectively promote cultural and linguistic diversity and how to help the students, who are future teachers of foreign languages develop plurilingual and intercultural competences.

Patriotic education of a student’s linguistic personality (on the example of the academic discipline «Lawyer’s speech culture»)

The paper considers the possibility of a comprehensive educational impact on the patriotic development of a student’s linguistic personality when mastering a speech discipline. Currently, the patriotic consciousness of young people becomes the basis of national security and acquires strategic importance in state policy. In higher education, including law school, the issues of patriotism are given great importance. The formation of a future professional correlates with the idea of the phenomenon of linguistic personality, reflecting communicative and ideological features. At present, the linguodidactic potential of patriotic education of students during the study of foreign languages is being actively studied. It seems relevant to combine the educational and educational process in the native language as part of the study of the discipline of speech culture. The purpose of the study is to develop methodological recommendations for the preparation of text tasks that ensure the formation of the linguistic personality of a law school student in the aspect of patriotic education based on the material of the academic discipline «Lawyer’s speech Culture». In the process of research, teaching methods are used that provide for the cognitive activity of students. The educational component is provided by the content of text tasks that actualize in practice the theoretical basis of the speech discipline. As a result of the research, it is revealed that the content of patriotic texts as part of didactic tasks, as well as topics related to issues of patriotism proposed for discussion at debates, cause a great emotional response among students. Performing tasks, students express correct value judgments, which indicates the effectiveness of educational influence. The conducted research in practice confirms the effectiveness of the educational approach that contributes to the development of patriotic consciousness of the student’s linguistic personality.

Is eco-social education for trainee teachers possible using international mirror classes on landscape? Implementation of a didactic proposal in Spain and Colombia

According to the eco-social education paradigm, landscape plays a key role as an identity object of study in the interaction between nature and society. The study seeks to assess a practical experience conducted among trainee teachers consisting in the systematized analysis of local and foreign degraded landscapes in Spain and Colombia, based on environmental, sustainability and global-citizenship literacies—guarantors of eco-social education. A mirror class methodology was implemented among 127 Spanish and Colombian trainee teachers. It comprised an online videocall exchange between different teaching groups. A quasi-experimental research methodology was followed, based on the didactic and statistical analysis of the trainee teachers’ reports and a validated questionnaire. The findings reveal a global didactic acquisition of 2.9 points on a 4-scale evaluation range. The learning was higher in didactic tasks related to the landscape analysis and lower in comparative local-global analysis tasks. A statistically significant learning development of +0.8 points was found. The results suggest that the study of local landscapes captures interest and mirror classes easily bring distant realities closer, thus improving the eco-social knowledge and the feeling of an eco-social responsibility for global sustainability. Moreover, the experience in trainee teachers assures a didactic transfer to the wider population.

ORGANIZATION OF SCIENTIFIC AND PEDAGOGICAL RESEARCH, ITS CONTENT AND METHODOLOGY

This article explores pedagogical control on the problem of organizing scientific and pedagogical research-ways to conduct mass and partial control with the study of cognitive methods for a long and planned study of a particular phenomenon. The method of mass control is carried out in the classroom through the cognitive activity of students, students' attention, the activities of children. The method of partial control is the work of some students with books, maps, and behavior control. The information was supplemented having an analysis associated with the information acquired through the special plan which clearly outlined the main and indirect issues, as well as discussions and interviews. To determine pedagogical phenomena, conversations with teachers, homeroom teachers, school leaders, parents and personal characteristics of people were taken into account. Written, observational and graphic works of students, drawings, notebooks, reports and papers written on various topics, as well as products completed by them in working classes, equip the researcher with the necessary information. Independent abilities of students, their attitude to study and work, their practical training, the actions of teachers can be determined. Effective ways of combining the independent work of students with mass and independent work and the use of such didactic tasks are in the investigation process. Phenomena occurring in society are characterized by stochastic, probabilistic connections, therefore pedagogical processes also relate to social and social phenomena. The study of these random, stochastic phenomena and finding a functional relationship of causal phenomena is the purpose of the article. Only by solving this problem can scientific innovation be achieved. The science news should have statistics.

PRECONDITIONS FOR THE FORMATION OF A HUMOROUS APPROACH IN THE RUSSIAN PEDAGOGY OF THE XX CENTURY

Methods. In the course of the study, the methods of historical and pedagogical research were used: retrospective, historical-structural, historiographical, historical-genetic, comparative-comparative, the method of historical periodization, which together made it possible to conduct a systematic analysis of the development of the use of humor in the educational and upbringing process.
 Results. The historical prerequisites for the formation of a humorous approach in the domestic theory of education and upbringing are summarized. The chronological stages of the development of pedagogical thought in relation to the place of humor in the educational and educational process are highlighted. The works of figures of Russian pedagogy (Lunacharsky A.V., Makarenko A.S., Sukhomlinsky V.A., Amonashvili Sh.A.), revealing the attitude to humor as a pedagogical tool, are considered. The interpretations and opinions of various teachers about the place of humor in the theory of education and upbringing are presented, key techniques and methods are considered. The experience of the Soviet era in the use of humor in pedagogical practice is summarized.
 Practical implications. The obtained results can be applied in the creation of a unified overview of historical and pedagogical work devoted to the formation and development of a humorous approach in Russian pedagogy, as well as in solving applied didactic tasks in secondary and higher schools.

The Use of Interactive Methods in The Teaching of Construction and Design of Sewing Products

Currently, modern teaching methods are widely used in the educational process. The use of modern teaching methods leads to high efficiency in the teaching process. When choosing educational methods, it is appropriate to choose based on the didactic task of each lesson. The use of interactive methods in conducting practical training of the science of technological education gives high efficiency. This makes it possible for students to improve their qualifications and skills in science.

Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools

Under the sustainability education paradigm, the landscape has a key role as an identity object of study in the interaction between nature and society. This research is motivated by a practical experience with trainee teachers on the systematized analysis of local degraded landscapes in Spain. This study is based on environmental, sustainability, and global citizenship literacies—the guarantors of sustainability education. A mirror class methodology was implemented with the objective of evaluating the effectiveness of sustainability learning and the influence of students’ personal factors. A quasi-experimental methodology was followed through a didactic and statistical analysis of student reports and a validated questionnaire. The findings reveal a 2.9/4 global didactic evaluation, one that is higher in didactic tasks and lower in comparative ones, and a statistically significant learning acquisition of +0.8. The results suggest that the study of local landscapes captures interest and mirror classes bring distant realities closer, thus achieving a successful eco-social education and didactic transfer.

The search for professional digital competence in Swedish teacher education policy—A content analysis of the prerequisites for teacher educators’ dual didactic task

The search for professional digital competence in Swedish teacher education policy—A content analysis of the prerequisites for teacher educators’ dual didactic task

Optimization of the Pedagogical Process in Teaching Chemistry to First-Year Students of the Ural State Medical University

The purpose of research is to determine directions for optimizing the educational process with the introduction of new methodological approaches. For this purpose, the paper set the tasks to analyze the current methodological aspects of the component of the pedagogical process of teaching chemistry to first-year students of the medical and preventive faculty of the Ural State Medical University (USMU, Yekaterinburg); asess the impact of new methodological approaches in teaching on the performance of students. The discipline “Chemistry” is studied in the first semester, classroom hours for the discipline include lectures (32 hours), practical exercises and laboratory work (34 hours), which are conducted at the department of general chemistry of USMU.Materials and methods. The methodology for teaching chemistry to first-year students of the medical and preventive faculty of USMU (Ekaterinburg) is analyzed. The largest faculty was selected for the study. Over the course of 10 years, during the period of Federal State Educational Standard-3, the number of students at this faculty increased from two streams in the 2012-2013 academic year (300 people) up to four streams in the 2022-2023 academic year (700 people). Attestation in the discipline takes place in the form of a written test with an assessment (exam). Statistical processing of data on exam results and rating scores in the semester was carried out in the Microsoft Excel 2019 program. The obtained indexes are presented as arithmetic mean values and standard error of the mean (M±m).Results. Pearson's r-correlation coefficients were calculated to assess the linear relationship of variables: the percentage of correct answers in the exam ticket, the final student rating in the semester, the exam rating, the certification grade. To test the hypothesis about the effectiveness of the chosen teaching methodology, Pearson's test of agreement (χ2 ) was calculated for the sample size of students (n ≥ 100). The pedagogical process carried out in teaching chemistry to first-year students of the medical and preventive faculty is a complex system that includes target, content, activity, performance, resource components. The activity component of the organization of the pedagogical process was modified as follows: a new form of the examination card was developed, as close as possible to the form of control materials for the unified state exam in chemistry, the structure of the practical lesson was rationalized, and a new laboratory workshop was created and tested. The results of the exam in chemistry were analyzed using Pearson's goodness-of-fit test at a significance level of p<0, 05 in two groups of questions: 1 - on topics covered by a laboratory workshop and 2 - on topics not provided with laboratory work. The rating indexes of students when performing tasks related to the first group of questions are significantly higher than in the second group. ><0,05 in two groups of questions: 1 - on topics covered by a laboratory workshop and 2 - on topics not provided with laboratory work. The rating indexes of students when performing tasks related to the first group of questions are significantly higher than in the second group.Conclusion. When using an optimized laboratory practice in chemistry, the most rational form of the lesson is chosen, in which laboratory experiments are included. Comprehensive planning of such classes is carried out differently. The didactic tasks of the lesson are subordinated to highlighting what is essential in the content of the educational material. The presence of an optimized workshop significantly contributes to the choice of the most effective methods and forms of training for a given lesson, leading to an increase in student performance. It is shown that the updated form of the laboratory workshop in chemistry, along with the rationalization of the structure of the lesson and the form of the exam make it possible to achieve maximum learning outcomes with a limited time interval for classroom work. The new form of the examination card, along with the modernized practicum, contributed to the high marks in the exam. It is shown that a properly organized form of passing the exam allows you to adjust the progress of each student and set an objective assessment in chemistry.

EXPLORING THE POSSIBILITY OF GAMES-JOURNEYS IN THE PROCESS OF DEVELOPING INTEREST IN MUSIC IN YOUNGER PRESCHOOLERS

This article is devoted to the problem of developing interest in music as one of the components of musical and aesthetic consciousness in young preschool children. It analyses theoretical studies, according to which the peculiarities of young preschool children are revealed, which determine the possibilities of developing interest in music through gamesjourneys into the world of sounds. The article pays attention to games-journeys into the world of sounds of nature. It is noted that the main didactic task of games-journeys into the world of sounds is the development of musical and sound experience of children, formation of the ability to distinguish sounds of nature, representativeness of music. Games-journeys are developed taking into account the age characteristics of younger preschool children. The article reveals the specifics of using games-journeys into the world of sounds: from the sound of nature to music, which conveys a phenomenon of nature (sounds of rain, wind, spring drops) by musical sounds, means of musical expression (tempo, dynamics, sound pitch). Music teachers can use games-journeys into the world of sounds in their practical activities in preschool educational organisations.

Оценка роли большевиков в Читинском вооруженном восстании 1905–1906 гг. в советской историографии

The article examines the Soviet literature on the role of Social Democrats in the Chita armed uprising during the First Russian Revolution. As a result of the analysis of historiographical sources of the 1920–1980s, the au-thor reveals the facts of the clear predominance of ideological and didactic tasks in them. This was determined by the necessity to propagandize the traditions of the Communist Party and the experience of the class struggle for the ideological education of the masses. At the same time, the assessment of the Bolshevik leadership of the uprising did not exclude scientific interests, which began to appear at the last stage of Soviet historiography. In the 1960–1980s the issue of the completeness of the seizure of power in Transbaikalia was addressed, the functions of the revolutionary organs of the uprising were considered, but the conclusions about the outstand-ing role of the Leninist Party in it remained unchanged. As a result, the author concludes that the topic re-mained unfinished in the Soviet period of historiography and requires its further study on the problems defined in this article.