At the present stage of the development of the educational system, great emphasis is placed on transition from knowledge paradigm toward consolidation-oriented content of education. One of the most forward-looking methods, in this process, to simulate any situation and find an adequate solution, is knowledge method. The purpose of the article is to present work experience in the use of the task method in the educational system. The leading method in the study this problem was task method, which allows the most effectively, taking into account the trends in development of the education system, to address the problems of nature, namely development of civil position of the individual learning youth. The article submitted by the use of different types of tasks, in particular multicultural and civil, civil and axiological, participative and civil dealing with the challenges of education young students in educational organizations. The optimum system of tasks is developed, aimed at solving the problems of nature and their use of technology in the educational system. This article can be useful for teachers of general secondary and higher education, in the working out of the educational disciplines, as well as professionals working in the sphere of additional education.

Andreev, A. L. (2005). Competence paradigm in education: experience of philosophical and methodological analysis.Pedagogy, 4, 19-27.

Ball, G. A. (1990). Theory of learning tasks: psycho-pedagogical aspect, M, Pedagogy, 184.

Esaulov, A. F. (1976). The Psychology of solving problems. M Science, 256.

Gromova, C. R. & Alimbekov, A. (2015). Egocentrism and Development of Students Identity (On the Example of Studying of Future Teachers). International Journal of Environmental and Science Education, 10 (4), 571-578.

Isaev, E. I. (1997). Problems of designing psychological education teacher. Questions of Psychology, 6, 48-57.

Kagan, M. S. (1997). The philosophical theory of values. St. Petersburg, Petropolis, 205.

Kazaeva, E. A. & Vasyagina, N. N. (2015). School-undergraduate life partnership as practice-oriented training of the teacher-psychologist. Obrazovanie i samorazvitie, 2 (44), 29-34.

Kazaeva, E. A. (2010). The teaching concept of citizenship of the future teacher. (Doctoral dissertation). Chelyabinsk, 461.

Kazaeva, E. A. (2013). The use of the method of a task in the development of civil position of the future teacher. Letters to the Issue. Offline (The Emissia. Offline Letters): electronic scientific journal. ART 1996. - CPb., - URL: http://www.emissia.org/offline/2013/ 1996.htm, ISSN 1997-8588.

Khuziakhmetov, A. N., Shafikova, G. R. & Kapranova, V. A. (2015). Conditions of Educational Environment for the Development of Teenagers’ Moral Relations. International Journal of Environmental and Science Education, 10 (4), 515-521.

Kholopova, L. A. (2010). Civil education and personality development.  Obrazovanie i samorazvitie, 1 (17), 152-158

Krasnov, T. I. (2005). Innovation in the evaluation of educational activity of students. Education for Sustainable Development. Minsk: BSU Publishing Centre.

Leontiev, A. N. (1977). Activity, consciousness, personality. 2nd ed. M Politizdat, 304.

Leontiev, A. N. (2003). Modern problems of education and mental development. Psychology in high school, 1-2, 242-251.

Nikitina, E. (2000). Theoretical and methodological approaches to the problem of preparation of future teachers in the management of differentiated education. Chelyabinsk, Chelyabinsk State Pedagogical University Publishing House, 101.

Nikitina, E. (2006). Pedagogical management of communicative education of university students: promising approaches. The monograph, M, IASP, 154.

Rubinstein, S. L. (1997). Man and the World. M Science, 190.

Sears, D. O. (1987). Political Psychology Annual Review of Psychology - Palo Alto (Calif.), 30, 231-232.

Shuvanov, I. B. (2004). Modelling of training educational psychologist. Pedagogy and Psychology, 1-2, 38-39.

Usova, A. V. (1982). Methodology of teaching students’ skills. Method. recommendations for students and teachers of SK. Chelyabinsk, CSPU 26.

Valeeva, R. A., Korolyova, N. E. & Sahapova, F. H. (2014). Comparative analysis of models of training of social workers in the United States, western Europe and Russia. Basic research, 5-1, 162-166.

Valeeva, L. A. & Valeeva, R. A. (2013). Development of future engineers' critical thinking in foreign language teaching. 16th International Conference on Interactive Collaborative Learning, ICL, 2013 (рр. 438-439). Kazan, Russian Federation: Kazan National Research Technological University.

Vasyagina, N. N. & Marchuk, N. Y. (2009). phenomenological analysis of professional and personal orientation.International Journal of Experimental Education, 6, 19-21.

Vlasova, V. K, Galimova, A. G. (2014). About the peculiarities of designing the content of teachers’ education. Obrazovanie i samorazvitie, 2 (40), 24-28.

Vygotsky, L. S. (1956). Selected psychological studies. M, RSFSR, 519.

Wilson, Deirdre & Sperber, Dan (2004). Relevance Theory. Handbook of Pragmatics / Ed. by Laurence R. Horn and Gregory L. Ward. Oxford, 249-290.

Yalalov F. G. (2008). Action-competence approach to the practice-oriented education. Higher education in Russia, 1, 89-93.

Yusupova, G. F., Podgorecki, J. & Markova, N. G. (2015). Educating Young People in Multicultural Educational Environment of Higher Education Institution. International Journal of Environmental and Science Education, 10 (4), 561-570.

Zimnyaya, I. A. (2004). Educational Psychology. M, Logos, 384.