The article presents the results of a study of the Soft Skills development in the activities of student societies. The purpose of the article is the theoretical and empirical study of the Soft Skills development in the activities of student societies. The research methodology and its algorithm were selected due to the purpose of the study. To solve the research questions posed, we compiled a list of student societies of the Mytischi Branch (MB) of the Bauman Moscow State Technical University. It included 87 student societies, which were classified according to the type of their activity. The hypothesis of the research is that a close connection between student societies stimulates members of one society to be interested in the activities of associate societies, thereby acquiring new skills within the framework of this activity, among which there are so-called Soft Skills. Student societies can form both general, characteristic of all student organizations, and specific skills, characteristic of certain types of activity. In the course of the research work, all possible student societies were identified and classified. Next, we built a network map of the interaction among student societies. Also, using a targeted sample, 9 student societies were selected, representing different fields of activity. The leaders of these societies were interviewed using a semi-formalized interview method. The statutory documents on the activities of the societies under consideration were analyzed using the traditional method of document analysis.
Despite a significant role of a society’s economic culture and a worker’s personality in the life of the society, an enterprise or another person, the problem of forming economic culture is underdeveloped in pedagogic and economic literature. It is still not clear how the processes of forming an individual’s basic economic culture and a specialist’s professional education in the conditions of continuous economic education are interconnected. Low effectiveness of a person who is not economically educated is underestimated. The process of a person’s economic culture growth causes significant problems as it appears to be a complex integrated phenomenon characterizing the manufacturing and entrepreneurial activities (the most important values accepted by the society members; dominating ethical standards of economic activity; the code of behavior; the system of formal and informal norms of economic activity; rituals, customs and traditions, individual and community interests; the level of the company consciousness and management, the manager’s organizing and administrative activity; availability and high quality of company’s basic and business documents; state-of-the-art office equipment, etc.). The economic component is a part of each block of requirements to the specialist and as a consequence is not an independent direction. However, its formation cannot be reached by a single learning discipline or a course of disciplines, but requires a system approach. The move to the market economy, the integration into the international educational space, the processes of democratization and humanization of the society life have required the Russian system of education to respond to a whole range of demands: to make the process of the specialist’s preparation for life and the specialist him/herself more flexible, able to respond to the changes in social processes; to adapt the graduates to the market relationships, which depend on the occupation level and the level of proposition in a work sphere; to ensure the flexibility of education which will facilitate a more comprehensive realization of a person’s creative potential.
Introduction. Changes that take place in different spheres of life in Russia (economic, political, social, cultural) determine new requirements to the goals, values, functions of education in providing the development and self-realization of students. A graduate of a modern school should master a complex of information and research skills, and have critical and creative thinking. Research methodology. The orientation of education towards the growth of a student as a person, bearer of certain individual peculiarities, and activity subject may be of use only if an effective strategy of pedagogic work is developed. Such a strategy should be scientifically grounded on the basic principles of modern approaches implemented in pedagogy and psychology: humanistic, personality-, activity-and competence-oriented. Research results. Four spheres of a pedagogue's professional activity in an innovative educational environment have been distinguished: sphere of analysis, synthesis and mastering pioneering pedagogic experience; sphere of popularization and initial practical use of pioneering pedagogic experience and advanced developments; sphere of the improvement of professional skills and realization of creative potential of a teacher; sphere of innovative processes in the system of education. Discussion. The essence of a pedagogue's research activity is conditioned by the functions, which are based on the following factors: optimization of the teaching and educational process; specifically, structured controlled cognitive process; processes of self-improvement, self-instruction and selfeducation, self-realization; mastering professional pedagogic activity of a new level. Conclusion. Four levels of the development of a teacher's research competences have been distinguished: basic, empiric (local and initiative), productive (tactical), and constructive (strategic).
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