Ethnocultural Component Research Articles

Формирование этнокультурной модели развития российского дошкольного образования

The paper considers the issue of strengthening the ethno-cultural component in the educational and educational process in the system of preschool educational institutions. Based on the generalization and systematization of scientific data, proposals for the formation of an optimal model of ethno-cultural education are formulated.

U.S.K., S.T. “UKRAINE”, FC “KARPATY”, FC “RUH”: THE NAMES OF THE UKRAINIAN TEAMS IN THE 130-YEAR HISTORY OF LVIV FOOTBALL

The article examines the names of Lviv football teams over the 130-year history of football development in the city of Lviv. The subject of the analysis is the motivational base and peculiarities of creating the names of football clubs in Lviv. Sources of factual material – sports periodicals, archival materials, works of sports historians and information received from football experts. In the early days of Lviv football, Ukrainian teams chose names with a national and cultural component in their meaning, taking care to identify Ukrainian teams among clubs of other nations. In the 1920s and 1930s, teams had names with onyms and appellatives that indicated associations with the historical, geographical, and cultural realities of Great Ukraine to demonstrate the unity of the nation and Ukrainian ethnic lands. Some of the nominations contained connotations important to Ukrainians in Galicia, which indicates a careful selection of representative names for Ukrainian clubs in Lviv. In the Soviet period, the colonial influence on the naming system of Lviv football teams was manifested in the unification of club names in accordance with the established canon of naming and in the tendency to reflect Soviet realities and ideological symbols in the names. After the restoration of Ukrainian independence, the percentage of teams that chose to name lexemes with an ethnocultural component in the meaning increased noticeably. Individual clubs have retained the names of the totalitarian period. The consequence of the influence of the commercial factor on the naming of wives is an increase in the number of nominations that come from the names of sponsors of football teams. So, the names of Lviv football clubs arose as a result of onimization and transonymization as the main methods of lexical-semantic word formation. Football naming was influenced by various factors – national, totalitarian and commercial, the mixing of which was recorded at the turn of the 20th-21st centuries. Key words: names of Lviv football teams, motivation of names, onimization, transonymization.

Об изучении родного языка обско-угорского этноса: научные основания

The authors of the article consider the issues of the formation of ethno-cultural and national identity on the example of the Ob-Ugric ethnic group living in the Arctic. Much attention is paid to such ethno-cultural component as native language. The problem of bilingualism, as well as the development of communicative competence in native and foreign languages, their practical application in the cultural sphere and social life under the influence of social, pedagogical and psychological factors is topical. Despite living in harsh climatic conditions, the northerners have for centuries cultivated such feelings as responsibility, justice, readiness to help. The authors noted the interest in the deep historical roots of their ethnic group and presented indisputable facts of educating children in the spirit of preserving and increasing values, passing them on to subsequent generations, spreading throughout the world. Based on the analysis of modern ethnopedagogical trends in the educational space of the Ob-Ugric ethnos, some recommendations on the main issues of ethnoculture and folk pedagogy development are presented. The study is based on the ideas of Wilhelm von Humboldt about the spiritual power of people, the role of language in the spiritual development of mankind, the peculiarities of the national character, the thinking of the people, their spiritual nature and way of life, conceptualization of knowledge about the world and the ways of its transmission. The authors assign a special role to ethnopsychology, the science of individual and collective consciousness, and ethnopedagogy, which integrates the ethnocultural component into the system of training sessions and contributes to the formation of a national identity in the younger generation, understanding and preserving the spiritual and moral values and traditions of their people.

Этнокультурная составляющая процесса обучения русскому языку китайских учащихся-филологов (уровень А0–А2)

The article is devoted to the study of the ethnocultural component of the educational process of Chinese philology students. The purpose of the study is to build a professionally oriented model for preparing foreign students for intercultural communication in Russian. The research material consisted of video and audio recordings of educational work in Russian in the conditions of Russian preparatory faculties. Research methods – analysis of theoretical models presented in modern literature on teaching the Russian language in Chinese audiences; generalization of one’s own practical experience; modeling the educational process with the inclusion of an ethnocultural component in the model. As a result of the study, the authors come to the following conclusions: as an optimal methodological basis, one should choose a variable model of personal-activity learning, based on anthropological, communicative and cognitive principles in a complex, which will allow to include in training, on the one hand, ethnocultural component, on the other hand, will not disrupt the processes of comprehensive learning and the formation of a linguistic personality as an integral phenomenon. As an integrative component, the model presents a metatext that is relevant for Chinese philology students, based on the standardized intention «General characteristics of an object». As a result, students, relying on ethnocultural potential and the ability to build communication in Russian, by the end of the first semester master the A2+ level and are ready to work in the second semester to study special philological disciplines directly in Russian.

Интеграция этнокультурного компонента в процесс обучения иностранному языку студентов неязыковых факультетов в региональном вузе

The purpose of the study is to substantiate the need to introduce an ethnocultural component into the process of teaching a foreign language to students of non-linguistic faculties of a regional university in accordance with the principles of modern foreign-language vocational education as a way to harmonize interethnic and interpersonal relations in a multicultural region. The article examines the didactic potential of the discipline "Foreign language" in the formation of intercultural competence of students of non-linguistic faculties, the development of ethnic identity based on the integration of an ethnocultural component. The scientific novelty lies in the development of theoretical and practical principles, conclusions, and recommendations related to organizing the process of teaching foreign languages to students in a non-linguistic university in a multicultural region. This is based on the integration of an ethnocultural-oriented exercise system into the educational process. As a result of the study, it was found that practical classes in a foreign language in a non-linguistic university have significant opportunities in expanding the educational horizons of students of a non-linguistic university and preparing them for life in a multinational, multilingual, multicultural world. The integration of the ethno-cultural component into the educational process stimulates motivation to learn foreign languages, promotes awareness of the specifics and peculiarities of native culture as part of world culture, and the development of such important personality qualities for intercultural interaction as positive ethnic identity, empathy, and tolerance.

ДОШКОЛЬНОЕ ЭТНОКУЛЬТУРНОЕ ОБРАЗОВАНИЕ НА ТЕРРИТОРИЯХ ТРАДИЦИОННОГО ПРИРОДОПОЛЬЗОВАНИЯ КОРЕННЫХ МАЛОЧИСЛЕННЫХ НАРОДОВ ЮГРЫ НА ПРИМЕРЕ ОБРАЗОВАТЕЛЬНОГО ПРОЕКТА «СТОЙБИЩНАЯ ШКОЛА-САД»

The paper describes an online form of pre-school education for children of the indigenous small-numbered peoples of the North, organized in nomadic camps. The purpose of the study is to demonstrate how parents of preschoolers participating in the project “Nomadic kindergartens” assess its performance. The questionnaire survey data obtained in 2023 are used in the paper. It has been proved that a key factor is a socio-psychological one. As the child grows and reaches preschool/primary school age, the online format of education in nomadic camps allows adapting it to new social conditions and consider its ethnocultural component during the education.

Художественная жизнь Северной Осетии в условиях социально-политических и экономических изменений (1991–2001 гг.)

Introduction. The reforming of the state structure in the early 90s of the XX century affected all spheres of social life in Russia, which largely determined the vector of further development of artistic culture. Artistic culture is the area that reflects and rethinks the transformational and crisis phenomena in any state. The relevance of the study is conditioned by the recognition of the state cultural policy as an integral part of the national security strategy of the Russian Federation. Undoubtedly, artistic life requires careful study in order to analyze the state cultural policy and the implementation of historical reality in the ethno-cultural component. The novelty of the study is that for the first time the problem revealing regional features of artistic culture is covered with the involvement of an array of archival documents and periodical press materials of North Ossetia. The reference to the relatively past period allows us to identify and formulate key problems, as well as tasks that are relevant in modern society for timely solution. Materials and Methods. The article, based on archival documents and periodicals, examines the artistic life of the Republic of North Ossetia-Alania from 1991 to 2001 through the prism of regional specifics of all-Russian processes. Using retrospective and historical-comparative methods, the author has identified the main directions of the artistic life in the republic, as well as the key problems that hindered its qualitative development in the region. Analysis. Historically, in different periods, state authorities have used artistic culture to form priority value and moral orientations. Cultural policy and artistic life in the USSR were characterised by the predominant influence of the public sector. With the collapse of the USSR the former mechanisms of regulation of cultural and other spheres of life were destroyed. The new Russian state faced with the task of creating and shaping renewed cultural, moral and ethical values both in the country as a whole and in multi-ethnic and multi-confessional regions. North Ossetia-Alania is a multi-ethnic republic, so the priority task in the sphere of culture was the need to preserve and develop the foundations of traditional cultural values. Artistic life as the functioning of the system of artistic culture, which includes various types of activities for the production, dissemination, assimilation of artistic values, is one of the key components in the formation of the modern Russian state and society. Results. As a result of the study, the author came to the conclusion that the development of culture in the studied period had a spontaneous and contradictory character, and the artistic life was vulnerable in the conditions of socio-economic and political changes in the country.

SOCIALIZATION OF STUDENTS OF DIFFERENT NATIONALITIES IN THE EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTION: GENERAL CULTURAL AND ETHNOCULTURAL CONTEXT

The article is devoted to solving the problem of the correlation between the general cultural and ethnocultural so- cialization of university students from different countries, neighboring countries, and national territories of the Russian Federation. Pedagogical technologies and organizational and pedagogical conditions that contribute to the effectiveness of the process of socialization of students in educational and extracurricular activities are substanti- ated. The integration of general cultural and ethno-cultural components of socialization is actualized, which is a confirmation of the humanitarian paradigm of modern education.

The State and Prospects of Development of the Ethnocultural Historical Component in the System of General Education of the Kabardino-Balkar Republic

The article examines the development of the historical component of ethno-cultural education in the vector of updating the educational strategy, the introduction of the Federal State Educational Standard and Federal Educational Programs. The ethnocultural component of historical education is considered on the example of activities in the general education system of the Kabardino-Balkarian Republic. Considering the fact that from September 1, 2023, all schools in the country are switching to new federal basic educational programs (FOP), in which it is possible to allocate hours to the part formed by participants in educational relations, it is relevant to consider the possibility of allocating hours to ethno-cultural subjects. The realization of ethno-cultural interests is one of the key tasks of the updated Federal Educational Standards. Thus, the theses of the normative documents of the educational strategy of the state confirm the current research topic. The study presents options for the implementation of objects of ethno-cultural historical orientation. In the region, they are represented by 2 subjects: «History of the Kabardino-Balkarian Republic» and «Culture of the peoples of the Kabardino-Balkarian Republic». During the study of this topic, a survey was conducted on the options for teaching ethno-cultural subjects in all educational institutions of the Kabardino-Balkarian Republic. As a result, both strengths and weaknesses were identified in the implementation of the strategy of ethno-cultural education in the general education system of the KBR. For example, the strengths include the fact that a full-scale work is being carried out in the republic to update the teaching materials in ethno-cultural subjects. The deficits include the fact that in some schools ethno-cultural subjects are not included either in the curricula or integrated into the work programs for the subject «History of Russia». The identified deficiencies allow us to formulate a number of recommendations for their elimination.

Обучение студентов английскому языку с использованием предметно-языковой CLIL-методики (на примере Республики Тыва)

The purpose of this work is to substantiate the ethno-cultural orientation in teaching English among bilingual students of Tuvan State University as the basis for the formation of intercultural competence. The strengthening of internationalization and mutual influence of polylinguocultural social communities in different spheres of life actualizes the question of the need to solve educational problems in a broad socio-cultural context and the dialogue of cultures. It is possible through a discipline in English, aimed at studying Tuvan culture by students in the context of the past and the present. We have defined the purpose of the discipline, the content of cultural knowledge, the planned competencies as a result of studying the discipline by students, and also formulated principles. The discipline is based on the application of the innovative subject-integrated methodology CLIL, combining content and language. Its combination with the ethno-cultural component in teaching English creates the potential not only to improve the skills of foreign language communicative competence, but also contributes to the formation of intercultural competence of students.

ETHNO-CULTURAL COMPONENT DEVELOPMENT OF THE ACTIVITIES OF SPECIALISTS IN HUMANITARIAN SPECIALTIES IN THE PROCESS OF EDUCATIONAL PRACTICES

The authors investigate the development of the ethno-cultural component of the activities of specialists in humanitarian specialties in the process of educational practices. In modern conditions of multi-ethnic interaction in society, the acquisition of an ethno-cultural component in the process of educational practices is an important condition for training specialists in humanitarian specialties. In the conditions of war, when many teachers went abroad, and in the conditions of expansion of international cooperation, when foreign partners helped Ukraine to fight against the aggressor, ethno-cultural competence helped to establish new productive forms of partnership interaction and business relations. The ethno-cultural component of the activities of a humanitarian specialist with people of other nationalities contributes to a better understanding of their cultural needs and the development of the ability to interact and cooperate with them. It is important for a humanitarian teacher not only to master the language, culture, worldview, and psychological characteristics of other peoples, not only to adopt other people's experiences but also to spread his own based on his own Ukrainian identity. The formation of the ethno-cultural component of activity will allow specialists in humanitarian specialties to reveal the peculiarities of the worldview, behavior, and activities of representatives of other peoples determined by their traditional culture. The ethno-cultural component of the activities of a specialist in humanitarian specialties will enable him to effectively influence and prevent negative manifestations of the ethnic culture of young people. The ethno-cultural component of the activities of humanitarian specialists is a crucial component of professional activities with foreign partners and migrants.
 The article proves that the development of the ethno-cultural component of the activity of specialists in humanitarian specialties in the process of educational practices is a necessary element of their further professional activity. It is significant to develop practical skills related to the psychology of different ethnic groups, ethnic cultures, and religions of the world, intercultural communication, national consciousness, ethnic tolerance, identity, and national state-building during the educational practices of specialists in humanitarian specialties. 
 To ensure the high-quality training of specialists in humanitarian specialties and their acquisition of the necessary ethno-cultural component in their future activities, the authors suggest the introduction of various educational practices, as well as the educational disciplines «Modern Regional Cultural Practice» and «Folk Artistic Culture» into the educational programs of training specialists in humanitarian specialties.
 The possibilities of technologies for the organization of ethno-cultural practice are considered (in particular: ethnographic expeditions to the places of compact residence of various ethnic groups and the collection of ethnographic material; independent work on the planning of ethno-cultural work in educational and cultural institutions; preparation of reports at mini-conferences; conducting research and ethnographic work; scientific circle) and practical technologies of ethno-cultural activity (in particular: participation of future specialists in humanitarian specialties in folklore groups; involvement in scientific activities, participation in contests and defenses of scientific works; familiarization with methods of recording folklore, regional household traditions, rituals; participation in ethno collectives and folklore ensembles; involvement to ethno-evenings and folklore events; independent research and ethnographic activities; researching the peculiarities of Ukrainian embroidery in one’s region; recording legends and beliefs about work; gathering a collection of ancient household and household items; studying little-known labor customs and rites of a particular ethnic group; systematization of folk humorous creativity, etc.).

Этнокультурный компонент человеческого капитала Республики Татарстан в официальном дискурсе и практиках

One of the key conditions for the successful development of modern states is human capital. The international approach to calculating the Human Development Index, developed within the framework of the UN Development Program, is unified and does not pay attention to the socio-cultural (ethnic) factor. To assess its significance, the authors of the article carried out a discursive quantitative and qualitative analysis of the "Strategy for the socio-economic development of the Republic of Tatarstan until 2030" and semi-formalized interviews with experts. The purpose of the article: to identify the significance, foundations and meanings of the ethno-cultural component of the human capital of the Republic of Tatarstan and how they are implemented in practice. The results of the study revealed the high focus of Tatarstan on supporting the ethno-cultural component of the region’s human capital. Such a component is considered to be an indicator of the quality and diversity of the cultural life of the people living in Tatarstan. The republican government aims to develop human capital by supporting creative initiatives, motivating the population to build up creative competencies. The positioning of the republic as a region with international peace and harmony is used by Tatarstan to attract highly developed human capital from other regions and investors to stimulate its development.

Особенности экологического просвещения сельских школьников на рубеже XX-XXI вв.

The aim of the study is a historical and pedagogical comprehension, analysis and summarisation of the experience of ecological and educational work with rural schoolchildren accumulated at the turn of the XX-XXI centuries. The paper analyses the practice of environmental awareness promotion among rural schoolchildren that developed during this period in different regions of Russia. The scientific novelty lies in summarising and systematising the research devoted to certain aspects related to the organisation of environmental awareness promotion among rural schoolchildren; its features are identified: potentially high opportunities for organising environmental awareness promotion among children living in close proximity to wildlife; orientation to the formation of an integral personal quality, i.e. ecological culture; interest in the ethno-cultural component of the content of environmental awareness promotion; involvement of schoolchildren in agricultural and environmental protection activities. As a result, the theoretical material and practical experience of organising ecological and educational work with rural schoolchildren in the 1990s-2000s were summarised, the characteristic features inherent in the process of forming the ecological culture of the younger generation in rural areas were identified, the perspective of further use of the accumulated experience was assessed.

Silk paintings in the works of modern Chinese artists as a synthesis of traditions and innovations

In contemporary Chinese art the national traditions and modern trends of the art world are especially relevant. Since the 1980s, in the works of a number of authors, interest began to manifest itself in the techniques of silk work, which was characteristic of ancient and medieval painting on scrolls, which was later replaced by more accessible drawings on paper. At the present stage, such painting has reached its heyday and is highly appreciated in the art market. The most famous masters engaged in silk painting are Mu Yilin and Dong Wenzheng. The analysis of their creations allows us to see how the artists discovered the expressive possibilities of this material, including its transparency, refraction, color and tone saturation. The object of attention is the Chinese tradition of painting on silk, and the subject is the features of its development at the beginning of the XXI century on the example of the work of famous artists and the options they take into account in the compositions of techniques, figurative structure and expressive means of the old masters. The purpose of the article is to identify the main themes and artistic means that modern artists use in their silk works, as well as the option of integrating an ethno-cultural component into their work.

Value Orientations of Young Cossacks (Using the Example of the Cossack Hundred at SRSPU (NPI))

This article investigates the spiritual and moral values, cultural and domestic traditions of youth who join Cossack organisations during their university education. The study focuses on students who are members of the Platov Cossack Hundred, established at the Platov South-Russian State Polytechnic University (NPI). The data analysed in this research were obtained through standardised interviews with members of the Platov Cossack Hundred. The aim of the study is to identify the value orientations, values, and their hierarchy in the minds of student Cossacks. The values of Cossack youth are examined from the perspective of a system rooted in "collective representations" (É.Durkheim). The theory of masculinity is employed to explore the role of the Cossack man in the culture of everyday family life and interaction practices.
 The article provides a brief overview of the scientific literature devoted to describing and analysing the historical development of the River Don Cossacks, the peculiarities of their military activities, everyday life, culture, values, and traditions. It demonstrates the matrix of values of Cossack youth, the core of which consists of justice and family. Empirical data lead to the conclusion that traditional stereotypes of "a man as a warrior" and "a man as a protector" are being formed, along with patriarchal ideas of "the man as the head of the family", religious beliefs, and ethnic identity, as "an Orthodox person with a unique culture, traditions, and customs".
 In everyday life, family relationships are characterised by a desire for egalitarianism and parity in decision-making and child-rearing. The article notes that the foundation of the respondents' value matrix is the cultural-historical basis of militarised masculinity, based on the idea of "serving and defending one's Homeland". The primary motivation for joining the Platov Cossack Hundred is the desire for participation and identification with Cossack culture and traditions.
 The authors emphasise the importance not only of the institution of the family but also of higher education in the actualisation and reproduction of the cultural distinctiveness of regional youth. It is concluded that young people with a strong ethnocultural component prioritise traditional values (patriotism, service to the Homeland, justice, strong families) that shape not only regional (ethno-social) identity but also a pan-Russian civic identity.

Erzya Poetry in the Ural Region: the Artistic World of Dmitry Taganov

The article deals with the problematic and thematic contexts of the work of Dmitry Taganov, one of the most prominent representatives of modern Mordovian (Erzian) literature. D. Taganov, who was born and lives in the Ural region, personifies the literary diaspora of the Mordovians with his biography and poems. In the course of the study, it was found out that his poetic world is distinguished by an ascetic figurative system and a stable set of figurative and symbolic elements, which almost does not change from collection to collection. The study included not only original texts in the Erzya language but also Russian interlinear translations made by the author, which allow interpreting artistic features and stylistic details in two linguopoetical “projections” at once. It has been established that in his poems D. Taganov mostly avoids the actualization of the ethno-cultural component, prefers ethnically neutral lyrical plots, and pays increased attention to the psychological realities of love existence. Some motif-figurative elements connected with the poet’s professional activity in medicine are shown. An important aspect of this study is the analysis of literary translations of D. Taganov’s poems into Russian. Difficulty in understanding the original works by the translator and facts of inattentive attitude to the core parameters of the original text are demonstrated on the example of texts.

ETHNO-CULTURAL COMPONENT IN MODERN PRIMARY EDUCATION

The aim of the article is to reveal the role of the ethno-cultural component in forming the national consciousness of junior schoolchildren. One of the most important functions of the school at today's stage is the development of the child's personal world through mastering the spiritual and practical experience and culture of humanity, educating a cultured person capable of self-determination and productive creative activity to create a cultural environment. The implementation of the ethno-cultural component of the content of school education, which is provided by the cultural approach, opens up space for students in creative and research activities, their acquisition of key and subject competencies. It has been proven that the task of the teacher and school education is to ensure the transmission and communication of the ethno-cultural traditions of previous generations to the present, support the positive trends of cultural interaction in the conditions of cohabitation of different peoples / nationalities / ethnic groups for the enrichment and development of ethnic cultures as part of the national culture. It is emphasized that the ethnocultural component is an effective means of awakening cognitive activity, independence, bright individuality, aesthetic development of junior schoolchildren, their involvement in the rich treasures of the material and spiritual culture of Ukrainian people through the assimilation of theoretical knowledge and practical participation in multiplying its achievements. It ensures the assimilation of samples and values of national culture, cultural-historical and social experience of one's state, the formation of a sense of belonging and respect for one's native land. The implementation of this component is ensured through the content of the textbooks of the linguistic and literary field of education - "Ukrainian language" and "Reading", where samples of artistic works of ethno-cultural orientation are presented, since Ukrainian studies topics form Ukrainian studies and general cultural competence in primary school students.

CULTURAL LINGUISTIC SEMANTICS OF WHITE AND BLACK IN FOLK TOPONYMS

The article analyses the system of folk knowledge, representing white and black in the composition of toponyms. Rational and irrational types of knowledge are distinguished. Rational knowledge covers different aspects of economic and practical life in a nomadic society in a developing environment and contains empirical information saturated with a variety of cultural semantics. The irrational type of education concentrates systems of values, stereotypes, spiritual, moral and ethical norms of the nomadic Kazakh ethnos, embodied in the linguistic matrix, cultural semantics of folk geographical names. The irrational form of popular education reflects mythological, esoteric, animistic, religious notions, customs and folk beliefs, the ethno-semantics of which have deep roots. Rational knowledge, concentrated in the semantics of geographical names, contains information about the surrounding world, "hidden", embedded in the code of modern linguistic and cultural society, concerning nomads' daily, economical and practical life. The linguistic matrix of toponyms reflects the ethno-ecological and ethnobotanical cognitions of the population. Therefore, the article examines the conventional lexical-semantic features of toponyms and the cultural-linguistic semantics associated with ethnic culture in their content. The relevance of the research is predetermined by the need to make the same cultural information and knowledge available to native speakers in the structure of toponymic semantics. The relevance of the topic is also related to the need to increase the cumulative potential of language and anemic names. After all, over time, they can be erased from the collective memory of the people. For the first time, the linguistic matrix of toponyms presents the ethnoecological, ethnobotanical knowledge of the Kazakh people, in which the emphasis is shifted not to lexica-semantic, word-formation, etymological features of toponyms, but to the cultural aspect, to ethnocultural semantics. The article uses the method that reveals topological characteristics of toponyms with the adjectives white and black in their composition, as well as the method of linguistic matrix, which allows identifying ethno-cultural component in the underlying semantics of geographical names.

SEMANTICS OF COLORS IN ANTHROPONOMY BASED ON KAZAKH AND ENGLISH LANGUAGES

The life of every nation has always been associated with certain ideas about the nature of things. Since people formed their cultural traditions within a particular territory, accordingly the attitude to different objects and concepts in various traditions turned out to be extremely diverse. However, as cultural relations and interlingual interference, some idio-ethnic features could change over time. A noticeable diversity is observed when referring to the vocabulary of color terms, which varies from language to language even concerning primary colors, even though the human eye everywhere perceives the colorful diversity of the world in the same way. The article discusses Kazakh-English anthroponyms with color components. The common models of the considered type of personal names are revealed, the denotative meanings of the lexical bases of onyms are characterized, as well as the connotative meanings introduced by colors in anthroponyms. The ethnocultural component of the onomastic semantics of a proper name is described, based on the worldview of the people through the prism of the linguistic picture of the world. Keywords: anthroponym, the ethnocultural component of semantics, culture codes, color-coding

Профессиональная подготовка будущего учителя: этнокультурный компонент

The problem of preparing a future teacher in the system of higher education is considered one of the key in pedagogical science. The formation of competencies in the profession, values and personal qualities act as interacting factors of one phenomenon and influence the qualitative functioning of the pedagogical system. Modern pedagogy focuses on the importance of cultural components, and the cultural approach expands the content of teacher education, creating conditions for the development and self-development of future teachers in a cultural and educational environment. The purpose of the article is to reveal the ethno-cultural basis of the professional training of the future teacher at the university. In the context of the stated problem, the author focuses on strengthening the cultural orientation of training for pedagogical activity of the future teacher and substantiates the relevance of creating a cultural and educational space of the university, in which there is an active immersion of future teachers in culture, creating conditions for the assimilation of knowledge, norms and values, the translation of humanistic values in the whole variety of social relationships and relations. Analyzes the preparation of the future teacher from the perspective of ethno-cultural orientation, considered options to fill the content of teacher education of ethno-cultural components through the education of value attitudes to world culture in general and the diversity of national traditions in particular. In the conclusions the author justifies the fact that the professional training of future teachers from the perspective of ethno-cultural orientation contributes to the solution of problems of conservation of spiritual and moral values, the continuity of the cultural past and present; conservation, recreation and transmission of cultural achievements. The materials of the study can be useful for university teachers in designing the cultural and educational space of the university.