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Introduction . In the context of modernization of education, a special role is given to improving the quality of training of specialists. At the same time, the formation of a competitive personality oriented in the modern world within the framework of the educational process is impossible without mastering the necessary complex of legal knowledge, skills and abilities. At the same time, it should be noted that the perception of law-by-law students and students of non-legal specialties is markedly different, it is necessary to take into account the peculiarities of teaching legal disciplines in non-legal educational institutions. Problem statement . «Jurisprudence» as an academic discipline for students studying in the field of training 44.03.04 Vocational training (by industry), the profile of training, «Jurisprudence and law enforcement», differs from the classical academic discipline «Jurisprudence» for non-legal areas of training in that this course studies the problems of the relationship of law with other sciences in the system of scientific humanities knowledge. This is due to the fact that traditionally the course «Jurisprudence» provides an overview of the main branches of Russian law (constitutional, civil, family, labor and criminal). Methodology and methodology of the study . Pedagogical interaction is an essential characteristic of the entire pedagogical process. Unlike any other interaction, it is a deliberate contact (long-term or temporary) between a teacher and a student, the consequence of which is mutual changes in their behavior, activities and relationships. The concept of «pedagogical interaction» is broader than pedagogical influence, pedagogical influence and even pedagogical attitude, which is a consequence of the interaction of teachers and students. The «pedagogical process» is presented as a system of five elements: 1) the purpose of teaching (C) (for what to teach); 2) the content of educational information (C) (what to teach); 3) methods, teaching techniques, means of pedagogical communication (M) (how to teach); 4) teacher (P); 5) student (Y). Like any large system, it is characterized by the intersection of connections (horizontal, vertical, etc.) Results . The discipline under study gives students knowledge about the basic concepts and categories of law and the state, the main provisions of the branches of Russian law, instills the ability to navigate in the legislation of the Russian Federation, correlate real life events (legal facts) with the norms of law, familiarize with the content of law and the mechanism of the state, with the main legal systems of modernity, reveal the content of the main provisions of the branches of Russian law. the rights and institutions of the Russian state, to instill the ability to correctly navigate the legislation and give a legal assessment of events, having legal significance. It is important for the student to achieve not a simple memorization of the material, but its comprehension and understanding. This is possible only with the active participation of the students themselves in the learning process. The main form of acquiring knowledge was and remains independent work on studying the course, taking into account the recommendations of the teacher. Conclusions . In the final part of the work, it is said that the problem of research is practice-oriented and allows us to state that the methodology of teaching legal disciplines for non-legal students dictates certain adjustments, especially the need at the beginning of the course to present the general theoretical provisions of law as a legal fact, legal norm, legal relations and their content, responsibility and conditions of its application in various branches of law, etc. Solving situational problems contributes to the development of students’ initiative, analytical skills, contribute to the correct identification of interpreted norms of law, information and increases the ability to substantiate their decisions in a reasoned manner. The acquired knowledge will help to act correctly in appropriate situations, competently approach serious issues without needing the help of third parties, which will allow you to gain serious experience and a broad outlook in all areas of knowledge. The cornerstone of modern Russian pedagogy is the idea of the unity of the relationship between the teacher and the student, that is, their mutual understanding of the trajectories for further activities and the presentation of modern educational technologies in the above-mentioned way, allowing universities to produce competent personnel.
Shalimova et al. (Fri,) studied this question.