The article raises the problem of the formation of entrepreneurial competencies in response to the current situation in the country’s economy, which arose due to the lack of specialists capable of organizing innovation and technology business in the Territories of advanced socio-economic development (TOSED).The authors have analyzed the professional preferences of graduates of the National Research Tomsk Polytechnic University (Russia), the University of Zagreb (Croatia), and the University of Lyon (France) and identified the reasons why graduates do not create their own business. In order to determine the necessary cluster of entrepreneurial competencies of university graduates with basic technical education, a survey involving the representatives of Russian and foreign companies working in Russia, including TOSED residents, was conducted. As a result, the authors have received a list of key entrepreneurial competencies necessary for entrepreneurial activities and the formation of graduate competence in the field of management and business.The authors believe that for the formation of entrepreneurial competence, certain conditions must be created in the educational process for preparing a student for entrepreneurial activities, in particular a number of disciplines (entrepreneurship, technological entrepreneurship, project management, business planning) should be included in the curricula; interactive design training methods aimed to develop graduate’s readiness to create their own business should be applied. It is also necessary to provide an the interaction between universities and business structures, which are mostly the residents of TOSED.
Abstract-The article considers the current state of engineering education in Europe in general and in Russia in particular in the light of the need to meet employers' requirement to graduates, and the role of practice-oriented learning technologies in this process. The demand for graduates on the labour market and their competitiveness is seen as the main indicator of the education system ability to react and adapt to the market demands. Thus the employers' requirements should be one of the most important drivers for the learning process. And the practice-oriented learning technologies are given as the most effective answer to these needs as they imply involvement of the employer and solution of real-world tasks and problems.
Abstract-A promising method of flipped classroom technology is becoming increasingly popular among higher education teachers. Flipping the classroom is considered to be a sufficient approach for best time spreading in-class by actively engaging students during practical lessons. The article examines flipped classroom technology implementation on the grounds of adaptive online technology. A detailed algorithm of actions on the work of a studied online resource is developed. The study explores the ability of students to work under the conditions of flipping the classroom by means of adaptive learning technology empirically. Efficiency criteria of learning technology application are identified and described. Lesson planning of both experimental and control groups is shown in details. Research data demonstrate adaptive technology integration into flipped classroom method as a successful approach for higher education teachers who can develop their own style for flipping their instructions. It is established that the studied joint technologies demonstrate an efficient impact on the development of communicative skills.
Аннотация. Рассмотрен опыт использования BYOD-технологии при изучении английского языка в Национальном исследовательском Томском политехническом университете (ТПУ). Для поиска путей решения проблемы нами были изучены «дорожные карты» ведущих вузов России, безусловной целью каждого из них является вхождение в рейтинг «5-100» мировых университетов. Согласно анализу текущего состояния языковой подготовки обучающихся, только 20-28% студентов имеют уровень В1 (средний и высокий), что свидетельствует о готовности к сдаче сертификационного экзамена. Для интенсификации обучения необходимы интеграция инновационных методов и подходов, таких как метод «перевернутого класса» (flipped classroom technology), m-learning, Интернет вещей (the Internet of Things), адаптивные обучающие технологии, увеличение и обновление открытых образовательных ресурсов, онлайн-учебников и платформ по обучению английскому языку. Ключевым направлением BYOD-технологии является наличие девайсов, нами был проведен анализ использования социальных сетей и мобильных мессенджеров среди студентов ТПУ. Для устранения причин недостаточного знания английского языка, был использован комплексный подход через совершенствование BYOD-технологии. Обоснована модель интенсификации процесса обучения иностранному языку с использованием BYOD-технологии. Обоснованием применения модели является метод наращивания владений обучающихся за счет решения значимых педагогических задач, позволяющих задействовать весь спектр возможностей интерактивных репозиториев для осуществления процесса обучения. Ключевым направлением BYOD-технологии является наличие девайсов, поэтому был проведен анализ использования социальных сетей и мобильных мессенджеров среди студентов ТПУ. Доказана целесообразность внедрения BYOD-технологии в образовательный процесс для интенсификации обучения иностранному языку. Эмпирическим путем доказана интенсивность обучения при использовании данной технологии. Ключевые слова: интенсификация; иностранный язык; интеграция; BYOD-технология; мобильные мессенджеры.
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