The relevance of the problem of arranging the educational process in modern university using design technology remains one of the most demanded in educating the future experts for modern production. Therefore, the objective of this article is to submit a scientific rationale for the didactic construct of design technologies in higher educational process as a productive educational model focused on educating a student's personality -a future professional demanded by today's job market. The paper submits theoretic and methodological foundations for designing and implementing project technologies into the university educational process, the nature and structure of the didactic construct of these technologies as a system category (the learning objectives, syllabus, the means of pedagogical partnership including motivation and teaching tools, arrangement of the educational process, the subjects of the learning process, the results of the activity and the level of professional proficiency). The article submissions may be useful for the teachers of educational institutions in the system of continuing professional education, young scientists, post graduate students, the university counselors, the attendants of the advanced training and retraining courses. It is also recommended for undergraduates and students participating in the research work.
The search of qualified staff is an up-to-date problem for all enterprises. In this regard the aim of the research is the development of perspective students selection mechanism by the future employers. One of the sub-stages of the algorithm is the formation of the resource and reserve groups of students by the enterprise representatives and by tutors of the faculty of professional educational institutions. The formation of the resource and reserve groups of students with flexible system of transition from one group into another according to the results of their progress, according to participation extracurricular life of the institute, participation at the international, All-Russian scientific and practical conferences, allow to intensify the process of their self-preparation by means of creation of the natural competitive environment in educational institution of professional education. It also helps to do the selection by employers and to distribute perspective students taking into account their potential opportunities and professional interests.
В статье представлен анализ актуальных подходов к организации практико-ориентированного обучения, определены современные организационно-структурные формы и средства их реализации, выявлены противоречия образовательных технологий практической направленности, связанные с их реальным воплощением, а также сформулированы возможные пути их разрешения. Ключевые слова: практико-ориентированное обучение, образовательные технологии, профессиональное образование, дистанционное образование, производственная и преддипломная практики, контактная работа, самостоятельная работа обучающихся.
В статье представлен анализ иммерсивных технологий как инновационных образовательных средств, как с позиции выявления их сущностных (общих) признаков, так и установления видовых отличий технологий такого рода, используемых в обучении; иммерсивные технологии рассмотрены в контексте технологического обеспечения образовательного процесса при реализации основных образовательных программ основного и среднего общего образования.Ключевые слова: виртуальная реальность, дополненная реальность, смешанная реальность, иммерсивные технологии, основные образовательные программы основного и среднего общ его образования.
The paper specifies a course of higher education system development, which is especially favorable for bringing up learners as free, creative and intellectually- enriched individuals. The mission of conditioning and enhancing the said qualities in the vocational-education space of higher educational institutions assumes that subject position of each learner should be developed. Personal subject position implies ability to set up and then meet certain objectives (tasks). To develop a learner�s personality as that of a subject the authors suggest the following steps: to comprehend the problem; to formulate a hypothesis; to draw out an algorithm to resolve the hypothesis; to implement the elaborated algorithm in a step-by-step fashion, while keeping the minutes of observations and acknowledging research findings; hypothesis testing. Pedagogic conditions, favorable to nurturing higher institution learners� subject position are described. Educational practice case studies are presented, to demonstrate pedagogical techniques of conditioning students� subject position. Outcomes of experimental program, where students tried to master techniques and procedures of research activities, meant to enhance their creative potential (and their subject position as well), are examined. Special characteristics are suggested for monitoring dynamics of development higher-institution students� subject position.
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