The article contains the results of scientific research on solving modern problems of teaching students in a transport University by developing their creative abilities. Through the use of a personal-oriented approach in the educational process, the future specialist has the opportunity to make the right choice and develop abilities in different types of engineering activities: design, research, production and technological, and organizational and managerial. It is shown by practical consideration how to upgrade a certain set of competencies that are necessary for future professional activity, develop those personal qualities that will contribute to further self-improvement in accordance with the chosen type of engineering activity in the process of mastering academic disciplines with the use of personality-oriented technologies. Using a personalityoriented approach, the psychophysiological properties of the person are taken into account: the type of thinking, the type of memory, the level of memorization; emotional and volitional qualities: temperament, emotionality, will, stress resistance; characterological properties of the person: leadership, self-esteem, level of claims, adaptive mobility. The importance of professional inclinations is shown: in project work – reproducing memory, spatial imagination; in research activities–abstract thinking, facilitating memory; in production and technological activities, and in organizational and administrative activities – communication, leadership, adaptive mobility, strong will, tolerance. In order to determine the levels of students 'professional competencies, the authors developed a set of control tests that allow to identify and evaluate students' knowledge that are necessary for the successful implementation of all four types of engineering activities, as well as the student's acquired skills to perform professional functions in the corresponding types of engineering activities. The effectiveness of the personal-oriented approach is proved by comparing the levels of formation of mandatory and personal-oriented professional competencies.
The paper discusses the recent qualitative changes in the country system of training students of transport universities. Based on the opinions of scientists and considerable experience in higher education, the authors of the paper state the timeliness of reforming the current system of professional training of prospective railway engineers. Taking into account the requirements of employers and the new generation of professional standards being introduced, it is planned to improve the forms and training methods. At the same time, it is recommended to focus on professional competencies development among students of the transport university, which will undoubtedly contribute to their successful industrial activities in the future. The paper analyzes the experience of applying various approaches that allow to form necessary professional competencies in engineering activities (design, research, operational and technological, organizational and managerial) for students of transport universities as part of the development of the program 23.05.03 The Railway Rolling Stock. The authors have described in details the essence, value and practical expediency of using context-based, activity-based and personality-oriented approaches in the system of transport education for students professional competencies development in engineering activities.
The author presents the results of scientific research on informational and educational support of students’ self-organizing independent work, which is complicated and comprehensive, because it includes sequential and consistent execution of large stages of educational and cognitive activity requiring creative approach to decision making. Starting point of this activity is assignment from the lead instructor to study and acquire given learning material. Having received the assignment, the student assesses the individual work effort required to complete it, sets time limits, draws up the schedule, manages the workplace, gets acquainted with information and training materials available and, if necessary, searches for additional required literature. After that, the student is to study educational theoretical material and perform practical exercises and tasks. Finally, he/she carries out self-control of acquired knowledge and skills. Assuming that acquired knowledge and skills do not fully comply with the fund of evaluation assets the student is to reexamine the learning material or correct the mistakes in the practical exercise. The next stage is to submit the accomplished work to the lead instructor. For holistic and figurative appreciation of this complex didactic process pedagogical science uses system modeling. In the present article the author introduces the functional model of students’ self-organizing independent work adapted to distance education. The model under consideration is of practical interest because it can be applied to forecast the process of knowledge acquisition in students’ self-organizing independent work and monitor the influence every link of this work has on the final result of independent work. In the long run, decision is made as to which educational technology proves the best. The efficiency of informational and educational support in the structure of the presented model has been confirmed by the results of the pilot study and final testing.
В статье рассматриваются результаты исследований по научному обоснованию совокупности межкультурных коммуникативных компетенций студентов строительного колледжа, подготавливаемых для работы в транснациональных строительных компаниях. Выпускники строительного колледжа работают в первичных производственных коллективах транснациональных строительных компаний, крупных строительных фирмах в должностях бригадиров, начальников участков, руководителей групп, а также в качестве квалифицированных рабочих. В первичных производственных коллективах трудятся и взаимодействуют друг с другом люди разных национальностей, конфессий и культур. Среди них есть иностранные граждане, временно работающие в России. Успешно и плодотворно руководить таким коллективом, обеспечивать в нем комфортную психологическую среду может лишь специалист, обладающий совокупностью межкультурных коммуникативных компетенций. Поэтому цель исследования состояла в выявлении и научном обосновании совокупности необходимого, но минимально достаточного числа межкультурных коммуникативных компетенций студентов строительного колледжа, подготавливаемых для работы в транснациональных строительных компаниях. Для обоснования состава и содержания межкультурных коммуникативных компетенций был использован метод экспертных исследований. Были образованы две экспертные группы. Первую группу составили высококвалифицированные специалисты крупных строительных предприятий Самарской области, вторую -преподаватели, доценты и профессора строительного колледжа Академии строительства и архитектуры. В процессе анкетирования эксперты давали свою оценку уровней важности восьми предложенных межкультурных коммуникативных компетенций, которые заранее были занесены в анкету и были заимствованы из ФГОС СПО-3 по строительным специальностям, из монографической литературы и журнальных публикаций по проблемам межкультурных коммуникаций и психологии общения. По результатам статистической обработки экспертных оценок методом большинства были отобраны три весьма важные для обучающихся строительного колледжа межкультурные коммуникативные компетенции. Они используются в качестве целезадатчика технологии формирования у студентов строительного колледжа коммуникативных компетенций.
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