List of examination questions

1. General characteristics of education.

2. Education as a value

3. Education as a process

4. Education as a system

5. Contemporary educational paradigm: the outcome and individual orientation.

6. Kazakh quotes about teacher

7. Basic trends in the development of modern education.

8. The structure of the education system of the Republic of Kazakhstan

9. The main purpose of contemporary education

10. Psychological characteristics of a person

11. Give a definition of a notion “ an individual”

12. Give a definition of a notion “individuality”

13. Give a definition of a notion “a person”

14. Modern requirements to the future teacher

15. History of the notion “teacher”

16. The importance of a teacher profession

17. Professiogram: definition and structure

18. Teacher’s requirements

19. Personal qualities and professional abilities of a teacher

20. Eight types of teacher abilities by B.P. Zyazun

21. Definition of a notion “action”, “activity”

22. Types of actions, activities

23. The structure of action

24. The content of action

25. The main features of pedagogical activity

26. The professional qualities of a teacher

27. Concept of "competence", "competency", "competence approach"

28. Description of teacher competence

29. Competitiveness of a teacher

30. The 12-year education teacher’s competencies.

31. Professional competence of a teacher by N.V. Kuzmina

32. Communicative competence

33. Information competence

34. Regulatory competence

35. Intelligence-pedagogical competence

36. Operational competence

37. The concept of "project".

38. Project branches and types of education.

39. Principles of pedagogical project.

40. Pedagogical project ‘s objects.

41. Phases of a project

42. The meaning of communication as an interdisciplinary concept.

43. Concept and structure of pedagogical communication.

44. The concept and structure of pedagogical communication.

45. Functions of pedagogical communication.

46. Types of pedagogical communication.

47. Barriers of pedagogical communication.

48. Styles of pedagogical communication.

49. The speech culture of the teacher - as a condition of the professional activity.

50. The essence of self-upbringing

51. Personal self-upbringing methods

52. Pedagogical reflection as the basis of self-upbringing

53. Peculiarities of Self-Professional Education of the Teacher: Tools, Forms, Methods

54. Attempts of self-education - as a condition of continuing education of a teacher

55. Methods of self-education

56. Definition of the notion “technology”

57. Characteristics of pedagogical technologies

58. Principles provided by new teaching technologies

59. The main features of the global educational crisis. Challenges faced by future professionals in vocational education.

60. The link between philosophy and pedagogy - as the main focus of education in the XXI century.

61. Importance of pedagogical practice

62. Goals and objectives of pedagogical practice

63. Organization of pedagogical practice

64. Definition of the lesson

65. Classification of the lesson

66. Classification of lessons on the logical content of the work and the main stages of the educational process by S.V. Ivanov

67. Classification of lessons on the purpose of the organization, the content of the study material and the level of student learning by M.I. Makhmutov.

68. Classification of lessons for the didactic purpose by B.P. Esipov, G.I. Shchukin, etc.

69. The approximate structure of the combined lesson

70. Main components of a lesson

71. Classification of lessons according to the prevailing component of the lesson
by V.I. Zhuravlev

 

Test tasks for undergraduates on "Introduction pedagogical profession" course

 

1- variant

1. Whose definition is it: “Education is a process of pedagogical organized socialization in the interests of the person and the society”

A. B. M. Bim-Budd, A.V.Petrovsky

B. V.S.Bezrukova

C. Big Encyclopedic Dictionary

D. V.V.Kraevskii

E. V.V.Kumarin

2. Whose definition is it: “Education is a system of achievement in the learning process of knowledge, skills, attitudes and thinking”

A. B. M. Bim-Budd, A.V.Petrovsky

B. V.S.Bezrukova

C. Big Encyclopedic Dictionary

D. I.P. Podlasiy

E. V.V.Kumarin

3. When was the term “education” formed?

A. XVII-XX

B. XVII-XXI

C. XVI-XIX

D. XVII-XIX

E. XVIII-XIX

4. Translate the word “расширять”.

A. To achieve

B. To develop

C. To create

D. To relate

E. To expand

5. Who studied the different stages of development of scientific disciplines?

A. T. Kuhn

B. B.S. Gershunskiy

C. V.V.Kraevskii

D. B.S. Wolfson

E. V.V.Kumarin

6. How many aspects have the concept of education?

A. 9

B. 5

C. 4

D. 3

E. 2

7. Which of the following is the last level of the educational institution?

A. Pre-school education.

B. Secondary education.

C. Post-secondary education.

D. Higher education.

E. Post graduate education

8. What is the distinctive features of a person that differentiates people from others, matched and unmatched?

A. Temperament.

B. Memory.

C. Individuality

D. Ability.

E. Knowledge

9. What is the main purpose of the upbringing?

A. To distinguish by temperament, habits, and interests, qualities of cognitive processes (perception, memory, thinking, speech, and imagination), abilities, and self-styled styles.

B. to form a harmonious and well-developed person.

C. To systematize the quality of the person and considered its hierarchical structure.

D. To take care of the child.

E. To play with children, sit quietly, and talk to each other.

10. What are two parts of quality of a person by K.K. Platonov?

A. Cognitive, non-cognitive

B. Comparative and non-comparative

C. Considerable, non-considerable

D. Complex, non-complex

E. Congenital, non-congenital

11. Whose quote is it: “The Chinese people are proud of their Great Chinese wall, while the Egyptians proud of their pyramids and the Italians with music, we can be proud of national values ​​and rich language”?

A. M. Auezov.

B. M. Zhumabayev.

C. Abay.

D. Y. Altynsarin.

E. M. Dulatov.

12. How do people call teachers in ancient Greece?

A. Master

B. Pedo

C. Mullah.

D. Monk.

E. Priest.

13. What does the constructive ability of a teacher contain?

A. voice, mimic, gesture

B. sense, kindness, loyalty

C. ways of teaching, predict and find solution

D. deliver the learning material, define level

E. know inner world, mental state

14. Whose quote is it: “…The teacher profession is one of the greatest things in history, though it is a part-timе…”?

A.  V.A. Slastenin

B. Ya. A. Komenskiy

C. Abu Nasr al-Farabi

D. K. D. Ushinskiy

E. P.F. Kapterev

15. Which of the following notion is not from the structure of action?

A. motivation

B. purpose

C. tool

D. activity

E. subject

16. Planning of own and student activities in the organization of different forms of learning is a component of …

A. lesson

B. activity

C. goal

D. pedagogical management

E. professiogram

17. Whose book is “Pedagogical Ethics and Teaching Skills”?

A. I.E. Sinitsa

B. Ya. A. Komenskiy

C. K. D. Ushinskiy

D. P.F. Kapterev

E. I.P. Podkasisty

18. When the concept of "competence" in the field of education was discussed in the foreign literature?

A. 1950-1970

B. 1960-1980

C. 1960-1990

D. 1940-1970

E. 1960-1970

19. What does “competence” mean from Latin?

A.  Can, come, fit

B. Ability

C. Compete

D. Curriculum

E. Knowledge

20. Information competence …

A. implies the ability of a teacher to manage his or her own activities.

B. includes the amount of information she / he knows about the work experience of pupils and their parents, other teachers.

C. is considered in the form of intelligence, analogy, imagination, elasticity and punctuality of thinking ability.

D. is defined by a set of skills in the realization of necessary professional activity of a teacher.

E. to know new technologies, to find the information flow, and to give critical estimates to it.

21. Operational competence

A. implies the ability of a teacher to manage his or her own activities.

B. includes the amount of information she / he knows about the work experience of pupils and their parents, other teachers.

C. is considered in the form of intelligence, analogy, imagination, elasticity and punctuality of thinking ability.

D. is defined by a set of skills in the realization of necessary professional activity of a teacher.

E. to know new technologies, to find the information flow, and to give critical estimates to it.

22. What is goal-setting, pedagogical systems, processes, situations, the basic ways of achieving them?

A. Pedagogical projecting

B. Pedagogical solution

C. Pedagogical system

D. Pedagogical modelling

E. Pedagogical information

23. How many objects does pedagogical project have?

A. 2

B. 3

C. 4

D. 5

E. 6

24. Translate the word “approach”

A. Отношение / қатынас

B. Общение / қатысым

C. Способность / қабілет

D. Решение / шешім

E. Подход / тұғыр

25. Translate the word “достойный/лайықты”.

A. Reputable

B. Reputeble

C. Riputable

D. Repetable

E. Reputably

 

2-variant

 

1. Whose definition is it: “Education is a process of self-development and self-development of a person, engaged in education, business, and creative activity, related to the acquisition of socially important human experience?”

A.B. M. Bim-Budd, A.V.Petrovsky

B. V.S.Bezrukova

C. Big Encyclopedic Dictionary

D.V.V.Kraevskii

E. V.V.Kumarin

2. Whose definition is it: “Education is a system for creating conditions for the development of a person specially organized in society?”

A.B. M. Bim-Budd, A.V.Petrovsky

B. V.S.Bezrukova

C. Big Encyclopedic Dictionary

D.I.P. Podlasiy

E. V.V.Kumarin

3. What is the main purpose of contemporary education?

A.To make a significant contribution to the development of economy and politics.

B. To develop not only knowledge, skills, but also the ability of the individual to develop himself / herself and society in order to participate in social value activities.

C. To study different stages of development of scientific disciplines.

D.To use common philosophical values and principles.

E. To learn the formation and adjustment of paradigm.

 4. Translate the word “достигать”.

A.To achieve

B. To develop

C. To create

D.To relate

E. To expand

5. Who emphasizes the concept of education in 4 aspects?

A.T. Kuhn

B. B.S. Gershunskiy

C. V.V.Kraevskii

D.B.S. Wolfson

E. V.V.Kumarin

6. How many stages have the development of scientific disciplines?

A.9

B. 5

C. 4

D.3

E. 2

7. Which of the following is the first level of the educational institution?

A.Pre-school education.

B. Secondary education.

C. Post-secondary education.

D.Higher education.

E. Post graduate education

8. What is inherent characteristics of the individual that are taken into account of the social character of a person?

A.Temperament.

B. Memory.

C. Individuality

D.Ability.

E. Knowledge

9. What does a person not refer in psychology?

A.To a particular society, nation, or community

B. Has some kind of activity,

C. To understand its own environment,

D.Has a psychological trait.

E. To be an adult

10. Fill in the gap: ______ is a complex, multilateral phenomenon in public life, a part of the system of public relations.

A. A teacher

B. A child

C. A school

D.An activity

E. A person

11. Whose quote is it: “Teacher will have contact with children, if they do not understand something, then the teacher should blame himself for failing to blame the disciples.”?

A.M. Auezov.

B. M. Zhumabayev.

C. Abay.

D.Y. Altynsarin.

E. M. Dulatov.

12. How do people call teachers in ancient Russia?

A.Master

B. Pedo

C. Mullah.

D.Monk.

E. Priest.

13. What does the expressive ability of a teacher contain?

F. voice, mimic, gesture

G.sense, kindness, loyalty

H.ways of teaching, predict and find solution

I. deliver the learning material, define level

J. know inner world, mental state

14. Whose quote is it: “It must not be too harsh or too timid because too rigidly puts the disciple against his teacher and timidity take away the teacher's dignity, his lesson and his disciple will be indifferent”?

A.V.A. Slastenin

B. Ya. A. Komenskiy

C. Abu Nasr al-Farabi

D.K. D. Ushinskiy

E. P.F. Kapterev

15. Which of the following notion is not from the structure of action?

A.motivation

B. purpose

C. subject

D.tool

E. activity

16. Encouraging the student to acquire knowledge and to learn how to apply it in practice is a component of …

A.lesson

B. activity

C. goal

D.pedagogical management

E. professiogram

17. How many functions of activity do N.V. Kuzmina, V.A. Sladen, A.I. Shcherbakova define?

A.5

B. 9

C. 8

D.7

E. 6
18. When the concept of "competence" in the field of education was discussed in our country?

A.in the late 1950s

B. in the late 1960s

C. in the late 1970s

D.in the late 1990s

E. in the late 1980s

19. Which is of the following definitions of K.S. Kudaybergenova’s?

A.Competence means the ability to make a reputable decision on a particular matter, considering the meaning of a well-known area of knowledge.

B. Competence - a combination of knowledge, skills, abilities, personal qualities in a particular area.

C. Competence is the ability to project your own professional development

D.Competence of education is the ability to apply the basics of pedagogical and social psychology.

E. Competence is the ability to engage in professional activities.

20. Regulatory competence …

A.implies the ability of a teacher to manage his or her own activities.

B. includes the amount of information she / he knows about the work experience of pupils and their parents, other teachers.

C. is considered in the form of intelligence, analogy, imagination, elasticity and punctuality of thinking ability.

D.is defined by a set of skills in the realization of necessary professional activity of a teacher.

E. to know new technologies, to find the information flow, and to give critical estimates to it.

21. Intelligence-pedagogical competence …

A.implies the ability of a teacher to manage his or her own activities.

B. includes the amount of information she / he knows about the work experience of pupils and their parents, other teachers.

C. is considered in the form of intelligence, analogy, imagination, elasticity and punctuality of thinking ability.

D.is defined by a set of skills in the realization of necessary professional activity of a teacher.

E. to know new technologies, to find the information flow, and to give critical estimates to it.

22.What is the further implementation of the model and bringing it to the level of practical application?

A.Pedagogical projecting

B. Pedagogical solution

C. Pedagogical system

D.Pedagogical modelling

E. Pedagogical information

23. How many phases does the project have?

A.2

B. 3

C. 4

D.5

E. 6

24. Translate the word “aptitude”.

A. Отношение / қатынас

B. Общение / қатысым

C. Способность / қабілет

D. Решение / шешім

E. Подход / тұғыр

25. Translate the word “самооценка”.

A.Self-price

B. Self-value

C. Self esteem

D.Self-cost

E. Self-wealth

 

Keys for test tasks:

 

 

1-variant 1. A 2. D 3. E 4. E 5. A 6. C 7. E 8. C 9. B 10. E 11. A 12. B 13. C 14. D 15. E 16. D 17. A 18. E 19. A 20. B 21. D 22. D 23. B 24. E 25. A

2-variant 1. C 2. B 3. B 4. A 5. B 6. D 7. A 8. A 9. E 10. E 11. D 12. A 13. A 14. C 15. C 16. D 17. B 18. E 19. A 20. A 21. C 22. A 23. B 24. C 25. C

 

Glossary

 

Aboriginal literacy - programs that are specifically geared to address the different learning styles, experiences and preferences of Aboriginal learners. Related terms include: multicultural diversity and inclusive learning environments. 

Academic upgrading is geared toward preparing learners for adult high school The curriculum is subject-based and roughly parallels the public school grade system. Related terms include: Adult Basic Education [ABE], or General Education Development [GED] programs. 

Andragogy - an educational approach characterized by learner-centredness (i.e., the student's needs and wants are central to the process of teaching), self-directed learning (i.e., students are responsible for and involved in their learning to a much greater degree than traditional education), and a humanist philosophy (i.e., personal development is the key focus of education). Related concepts include: facilitated learning, self-directed learning, humanism, critical thinking, experiential learning, and transformational learning.

Active Learning - In traditional or pedagogical education, material to be learned is often transmitted to students by teachers. That is, learning is passive. In active learning, students are much more actively engaged in their own learning while educators take a more guiding role. This approach is thought to promote processing of skills/knowledge to a much deeper level than passive learning. Related terms/concepts include: experiential learning, hands on learning.

Authentic Learning - In this type of learning, materials and activities are framed around "real life" contexts in which they would be used. The underlying assumption of this approach is that material is meaningful to students and therefore, more motivating and deeply processed. Related terms/concepts include: contextualized learning, theme-based curriculum. 

Affective Domain - This domain relates to how individuals feel emotionally and physically while learning. This includes both internal factors (e.g., physical - hunger, thirst, fatigue, and illness; psychological - willingness to take risks, persistence and attention abilities; attitudes, beliefs, and assumptions) and external factors (e.g., physical - comfort concerns such as temperature, noise and light levels, amount and type of distractions; psychological - personal style of others, stressful situations at work or home, support from others). 

Behaviourism - the focus of this philosophical orientation to teaching is on developing certain predetermined behaviours. It is characterized by question and answer, repetitious activities such as drills and memorization, and immediate feedback. The teacher is solely responsible for setting learning objectives and assessing skills/knowledge. Related terms/concepts include: pedagogy, directed learning.

Cognitive Domain - This domain concerns to how individuals think; their intellectual capabilities, level of development and preferred thinking styles. Related terms/concepts include: cognitive or thinking styles, intellectual development, critical thinking. 

Contextualized Learning - In this approach, material is taught in the context in which it would be used in "real life." The underlying assumption is that the context provides meaningfulness to abstract information, making it more concrete and therefore, easier to learn. Related terms/concepts include: theme-based learning, authentic learning, experiential learning. 

Core literacy skills/knowledge - The basic material that all adult literacy programs teach including, reading, writing, spelling, numeracy, communication and technology (the computer). Related terms/concepts include: foundational curriculum, basic skills. 

Critical Thinking/Reflection - refers to a deep level of engagement in thinking Related terms/concepts include: deep level processing, andragogy, facilitated learning. 

Curriculum - refers to both the content (the material to be learned), and process of learning (the actions and resources involved in teaching and learning).

Deep level processing - refers to a significant degree of cognitive processing of material to be learned, well beyond simple memorization and application (i.e., rote learning or surface level processing), to analysis, synthesis and evaluation. Related theory: Bloom's taxonomy of educational objectives. Related concepts: intellectual development, critical thinking. 

Directed Learning - Educational environments that are characterized by the teacher in the role of expert and authority figure, transmitted knowledge and passive

learning, standardized curriculum, and mastery of content. Related terms include: pedagogy, teacher-centredness, behaviourism, and passive learning. 

Dualistic Thinking - The first of three stages in William Perry's model of intellectual development. Characterized by "black and white" thinking (i.e., there is one correct answer), the teacher as an authority figure responsible for passing the truth along and transmitting knowledge to students, and a behaviourist approach. Related concepts/terms include: black and white thinking, surface level processing, lower order thinking.

Experiential Learning -involves the student in his/her learning to a much greater degree than in traditional (pedagogical) learning environments. Related terms/concepts include: active learning, hands on learning, deep level processing, higher order thinking. 

External Motivation -Motivation comes from outside the learner in the form of tangible rewards and punishments such as competition, grades, awards, promotion, pay, etc. 

Facilitated Learning - is an approach characterized by a high degree of involvement by students in all aspects of their own learning (e.g., setting objectives, assessment). The teacher adopts the role of a "guide on the side" who provides resources and support to learners. Related concepts include: self-directed learning, experiential learning, and andragogy. 

Formal Learning - Learning that is conducted/sponsored by an educational or training organization and leads to some form of recognized certification such as a degree, diploma or certificate. General adult literacy programs - programs that are open to any adult and focus mainly on improving core literacy skills (i.e., reading, writing, spelling, numeracy and computer). 

Humanism - a philosophical orientation to education which holds that the purpose of education is to enhance personal growth and development. This growth of this philosophy among educator led to a swing from teacher-centred to learner-centred learning environments. Related terms/concepts include: learner-centredness, transformational learning, and facilitated learning. 

Inclusive Learning Environments - based on the notion that the educator must adjust the learning environment so that all learners can thrive regardless of gender, ethnicity, class, age, sexuality, cognitive and/or physical abilities. Related concepts include: equality in and access to education, humanism, and learner-centredness. 

Informal Learning - Occurs in everyday life and may not even be recognized as learning by the individual. For example, using a television guide may not be equated by an individual as having learned how to use a table. Related concepts/terms include: incidental learning. 

Information Literacy - the ability to locate, understand, evaluate, utilize, and convey information at home, at work, and in the community. 

Internal Motivation - Learners are motivated from within by personal needs/wants that are positive in nature such as a desire to succeed, love of learning, a feeling of accomplishment, or negative such as fear of failure. 

Learner-centredness - an approach to teaching in which the needs and wants of learners are incorporated into the learning process. Students are actively involved in their own learning rather than passive recipients of knowledge/skills. Related terms/concepts include: self-directed learning, inclusive learning environments, and andragogy. 

Learning styles - refers to an individual's preferred manner of processing material, or characteristic style of acquiring and using information when learning. Learning styles can be loosely grouped into physical and cognitive styles. Related terms/concepts include: multiple intelligences.

Liberalism - this philosophy of education proposes that the purpose of education is to develop the intellect. The teacher is viewed as an expert and the authority in the classroom whose responsibility it is to direct the learning experience. 

Multiple intelligences - this theory proposes that humans possess more than one type of intelligence. Popularized by Howard Gardner who suggested seven different types of intelligence (i.e., visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, and intrapersonal), spanning three domains (i.e. the physical, cognitive and affective domains). Related terms/concepts include: learning styles. 

Multiplistic Thinking - learners at this stage (Stage 2) of William Perry's model of intellectual development accept that there are multiple truths (versus one ultimate truth as in dualistic thinking). Learners do not fully comprehend the underlying argument of these "truths" however, and cannot judge their merits well. The teacher is viewed as being in possession of these multiple truths and responsible for guiding students to them. 

Non-reflective Learning - demands very little thinking on the learner's part such as when material is memorized or a simple task is performed. Material is only processed or a skill learned at a surface level. Related concepts: rote learning, surface level learning, lower order thinking. 

Pedagogy - an educational approach characterized by teacher-centredness. The teacher is viewed as an authority figure and students are not generally involved in decisions/actions in regard to learning. Related concepts include: directed learning. 

Physical Domain - relates to the five senses and physical being of learners. 

Process - refers to how to think (organize, analyze, evaluate, research, frame and solve problems), rather than what to think (i.e., learning a specific skill or content) in regard to learning. 

Progressive Philosophy of Education - proposes that the purpose of education is to help the learner develop practical knowledge and problem solving skills. 

Radicalism - a philosophy of education in which the purpose of education is to bring about social, political and economic change. 

Reflective Learning - refers to a great or deeper degree of processing of material to be learned. Whereas in non-reflective learning, material is simply taken in with little or no active thinking (e.g., memorization) or understanding, reflective learning engages a large amount of the learners thinking or cognitive capacities. Related terms/concepts include: deep level processing, critical thinking, relativistic thinking. 

Relativistic Thinking - Knowledge in this stage of William Perry's model of intellectual development is considered to be relative and situational. Learners critically reflect on multiple perspectives and determine the most suitable answer in a particular situation. Related concepts: deep level processing, critical thinking. 

Rote Learning - learning in a mechanical fashion through repetition (e.g., memorization, practice drills). Related term: surface level processing, non-reflective learning. 

Self-directed Learning - A learning environment in which students are given a great deal of responsibility for and input into their own learning. The role of the teacher becomes to facilitate or guide learning rather than direct it. Related terms/concepts include: andragogy, facilitated learning, learner-centredness. 

Subject-based curriculum - involves standardized material that is tied to that of our public school system. That is, skills/knowledge are grouped according to subject areas (e.g., mathematics, language arts), and divided into chunks or units that are taught in a predominantly linear or sequential fashion. Related terms/concepts: Adult Basic Education (ABE), General Education Development (GED), academic upgrading programs. 

Surface level processing - skill/knowledge is learned at a fairly simple level, involving little of the cognitive, affective or physical capacities of the learner. Related term: rote learning, lower order thinking.

Teacher-centredness - A learning environment in which is the teacher is the authority in the classroom and directs all aspects of the learning environment including setting goals, determining objectives, assessment, etc. Related terms/concepts: pedagogy, behaviourism, liberalism. 

Theme-based Curriculum - material that is framed around topics related to learners' immediate needs and/or wants (e.g., parenting, employment, financial management, health and nutrition). Related terms/concepts: authentic learning, learner-centredness. 

Transformative Learning - engaging in learning to purposively question one's own assumptions, beliefs, feelings, and perspectives in order to grow or mature personally and intellectually. Related terms/concepts: critical thinking.

 

 

Content:

	Syllabus	2 - 12
1.	The role and features of modern socio-cultural education	13 - 19
2.	An individual in modern society and its problems	19 - 26
3.	General characteristics of pedagogical profession	27 - 34
4.	Pedagogical activity of the teacher and his personality	34 - 39
5.	General and professional culture of the teacher	39 - 42
6.	The essence of competence in the professional training of the teacher	43 - 47
7.	Teacher's project and research activity is a tool for the development of the creative potential of future teachers.	47 - 50
8.	Pedagogical communication as the basis of interaction of pedagogical process subjects I	50 - 53
9.	Pedagogical communication as the basis of interactions of pedagogical process subjects II	53 - 59
10.	Self-education in the context of continuous education and its role in professional education	59 - 64
11.	Educational technology	64 - 67
12.	The main trends in modern educational paradigm	67 - 69
13.	The importance and organization of pedagogical practice	69 - 74
14.	Personality of the teacher	74 - 76
15.	Lesson as the main form of organization of school education: structure and types	76 - 80
	List of examination questions	81 - 82
	Tests 1,2 variants	83 - 90
	Keys	91
	Glossary	92 - 96