Modern higher professional education is aimed at the formation of a highly qualified competent specialist. In the conditions of the competence approach, there is an active introduction in the educational process of multimedia technologies. This is one of the most rapidly developing areas of information technology. Therefore, the training of students should be carried out with the use of various information and communication tools, ensuring the improvement of the quality of education. The purpose of the article is to present the experience of training students of pedagogical University using multimedia technologies. The analysis of the impact of these technologies on the motivation and training of students when studying discipline "technology of training teachers of the past" (media technologies have been embedded in the discipline content). For the study, we measured the motivation of students. We compared the indicators of motivation diagnostics in 2017 (before the introduction of multimedia technologies) and 2018 (after the introduction of technologies). We compared the motives of creative realization (MTR) and professional motives (PM). According to the control event on the discipline "Technologies of teaching teachers of the past", we found that the percentage of "excellent" in 2018 has increased significantly, the percentage of unsatisfactory ratings have decreased. The obtained data allowed detecting positive changes after the introduction of multimedia technologies into the educational process. The motivation of students to study the discipline has increased, their preparedness has increased, and the quality of education has increased. The high efficiency of multimedia technologies was determined, so their implementation in the training of students of pedagogical University will continue.
The changed educational paradigm has identified new educational goals expressed in the form of competencies of students, which they must master to carry out future professional activities at a high level and ensure their competitiveness in the labor market. Within the framework of the competence approach, practice-oriented education is developing, so higher education institutions seek to implement technologies that actively support this direction. The purpose of the article is to analyze the experience of implementing heuristic technologies as one of the most effective in the preparation of a teacher of vocational training. Features and essence of heuristic technologies, their value in modern preparation of students are revealed. The article presents a study that reflects the use of heuristic methods to improve the preparedness of students to perform their professional activities. In the formation of the ability to analyze professional and pedagogical situations-one of the most important professional competencies of future teachers of vocational training, the method of organized strategies (the method of strategies for working with information) was applied. Heuristic teaching methods bring positive results in the formation of the ability to analyze professional and pedagogical situations. The ability to work with information is an important part of the formation of this competence. We performed an analysis of the experience in implementing heuristic technologies, as one of the most effective in training a teacher of vocational training, revealed the features and essence of heuristic technologies, their significance in modern student training. Heuristic teaching methods bring positive results in the formation of the ability to analyze professional and pedagogical situations. Our methods of working with information contribute to more rapid training of teachers of vocational training. The results of testing students ' skills to work with information showed that after the introduction of heuristic methods, the results became much better, which contributes to the formation of this competence. The obtained data can be used in the preparation of students in other areas of teaching pedagogical university.
Among the most significant trends in the development of vocational education, introduction and use of educational technologies can be distinguished. Since the main goal of higher schools is to prepare a competent competitive specialist, they search for the most suitable methods that contribute to rapid achievement of results. The use of technologies by educational institutions is explained by their advantage over other methods of developing professional competence. Due to implementation of a certain algorithm of actions, they allow you to achieve guaranteed results in a timely manner. The purpose of the article is to form future teachers ' the level of competency development, reflecting students’ willingness to adapt, adjust and use educational technologies in professional teaching activities. To do this, we checked the level of motivation of future teachers, the level of knowledge of the theoretical foundations of educational technologies, their design and implementation in professional and pedagogical activities, and the level of formation of the ability to reflect. The development of competencies reflecting the student’s readiness to adapt, adjust and use educational technologies in professional pedagogical activity was carried out in a certain logical sequence, so that the student possessed versatile knowledge about educational technologies, was capable of their systematic creative application and his reflective activity was associated with self-actualization and striving for the implementation of constructive professional activities. The development process was carried out in the course of students solving research and design problems. Research activity was carried out by students in the study of the course “Pedagogical technologies”, fundamental for future teachers of vocational training. The implementation of the projects was carried out during the development of the course "Project Activities of a Professional Education Teacher".
At the present paper the aspects of linguistic consciousness and communicative behaviour are discussed. Some likeness between the concepts reflected in linguistic consciousness and the scripts reflected in communicative behaviour are described. Valuable components are expressed in the text through inner composition meaning, determined by the stereotypes as well as through the image of the situation (the setup) and the succession of communicative steps -the scenes (the scenario). According to the axiological linguistics communicative behaviour can be represented as a multifayer formation with the following components: meaning, set up, scenario, script. An example of communicative behaviour of lecture participants in the academic discourse is given. The typical actions of participants in the communication are based on the situation and determined by their cultural values.SHS Web of Conferences 69, 00147 (2019)
El propósito del estudio fue investigar la experiencia del uso de sistemas electrónicos modernos en la organización de webinars realizados con fines educativos. La metodología aplicada para realizar el estudio, se organizó una encuesta, cuyos participantes eran estudiantes de tres escuelas superiores en Rusia. Como conclusión se presentan los datos obtenidos en el transcurso del estudio nos permiten hablar de un aumento en el número de webinars y la expansión de oportunidades de formación para estudiantes de instituciones de educación superior a través de la implementación de sistemas electrónicos modernos.
The growing volumes of information and rapidly changing requirements of the professional training of students in higher education institutions make it necessary for students to seek internal reserves to master professional skills. In modern conditions, the process of professional self-organization of students is being updated. This is reflected in the requirements of the new Russian federal state educational standards of higher education in the form of key general competencies. One of them is "the ability to manage your time, build and implement the path of self-development based on the principles of education throughout life." The purpose of the article is to review the experience of developing professional self-organization among students. Professional self-organization can be understood as the process of mobilizing the capacities of the individual to achieve goals. Professional self-organization is a constantly evolving process of internal rationalization of educational activities. The crucial thing in the learning process must belong to the control of the student, since the learning activity is characterized by the active position of the student. The article presents the experience of developing the self-organization competence based on the example of the study of the cycle of general humanistic disciplines. Both individual and group forms of work are used in the training of students, electronic means are involved. To develop independence, students, with the advisory support of a teacher, complete projects, cases, tests, final assignments and other tasks. The training of the competence under consideration allows the future specialist to successfully analyze the task, contributes to rational planning, proper evaluation, timely adjustment and improvement of the process of educational activity and its management.
Нами исследован комплекс инженерных игр в рамках изучения дисциплиины «Материаловедение и технология конструкционных материалов» и его влияние на формирование инновационного потенциала у будущих бакалавров Инженерного факультета БашГУ. В последнее десятилетие растет спрос на квалифицированных специалистов инновационного типа. В связи с этим нами вводится понятие профессионально-личностного качества бакалавра -инновационный потенциал, которое включает в себя совокупность инновационных знаний, умений и отношений. В высшей школе признается актуальность инновационного потенциала современных инженеров. Активно проводятся исследования по формированию их компетенций, но не выявлены эффективные методы его формирования. Нами установлено, что действенной методикой для формирования инновационного потенциала в рамках дисциплины «Материаловедение и технология конструкционных материалов» является комплекс инженерных игр, включающий в себя цикл дидактических, ролевых и деловых игр. Наши инженерные игры основаны на инновационной задаче, интеграции учебной и квазипрофессиональной деятельности, имитации значимых условий принятия инновационных решений, использования элементов промышленной среды базовых кафедр, научно-методическом обеспечении и включают средства оценки инновационного потенциала будущих бакалавров. Полученные результаты свидетельствуют об эффективности комплекса инженерных игр для формирования инновационного потенциала будущих бакалавров. Ключевые слова: инновационный потенциал, комплекс инженерных игр, цикл дидактических игр, цикл ролевых игр, цикл деловых игр, базовые кафедры. Для цитирования: Мельникова, А.Я. Комплекс инженерных игр в формировании инновационного потенциала будущего бакалавра / А.Я. Мельникова, И.К. Кириллова, Д.Д. Мельников // Вестник Оренбургского государтсвенного университета. -2019. -№3(221). -С. 102-108.
At present, global changes are taking place in the system of high education. They are the result of, firstly, serious socio-economic transformations in society, and secondly, integration processes that have occurred in the European educational space. Under these conditions, the issue of the quality of education did not lose its relevance, but also acquired new facets. The level of students’ training in high educational institutions requires an objective assessment at high level. Since modernization of educational space is a difficult and long process, high education institutions must constantly look for new tools, methods and technologies for evaluating the results of educational activities. Professional and pedagogical competence of teachers in the framework of modern system of high education requires constant improvement. The argument for using new methods is that they comprehensively assess emerging competencies. In turn, for the most efficient use of the methods traditionally used, it is necessary to carry out a phased improvement of traditional means of control. To this end, the authors investigated the issue of improving control and appraisal activities in Nizhny Novgorod State Pedagogical University named after Kozma Minin. The aim of the work is to develop a model of teacher’s control and assessment activity in the context of competence approach implementation. The verification of the model was carried out with the help of the research of completion level of qualifying work done by students. The verification was carried out in two stages: before the introduction of the model in 2017 and after the introduction of the model in 2018. The main results and conclusions of the work can be used in development of control and assessment tools for mastering competencies of students of high educational institutions.
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