System gap between market of educational services and labor market determines the crisis of engineering education. It causes necessity of essential changes in training of qualified personnel, competitive in world`s labor market in accordance with its demands. Perspective direction of engineering education`s modernization was offered by international CDIO initiative (Conceive -Design -Implement -Operate). Priority of active approach and practical-professional direction in engineering education, oriented at formation of a graduate able to make the whole technological cycle of making engineering product serve as basis of CDIO ideology. The theoretical grounding and experience of modernization of students training in Siberian Federal University, majoring in 'Metallurgy', 'Welding production' and 'Heat and power engineering' are presented in the article. Research was carried out on the basis of polyparadigmatic approach with consistent and reasonable use of systemic, active, personal-oriented, competitive and synergetic approaches. Theoretical methods were used in the research (context search of information, content analysis, systematization, simulation), empirical (pedagogic observation, questioning methods, estimation and self-estimation, expert estimation of activity products). Descriptors of separate parts of innovative education program, which demonstrate effectiveness of system changes in engineering education quality improvement are given.
Формирование Soft skills в условиях социально общественных практик студентов при реализации образовательной программы в идеологии Международной инициативы CDIO Современный многомерно-трансформирующийся мир предъявляет к человеку новые требования для адаптации его к изменяющимся условиям общественной, политической, семейной жизни и профессиональной деятельности в условиях мультикультурного мира.Продуктивный диалог с профессионалами в этих условиях может быть осуществлен в условиях некого культурного универсала, базирующегося на сформированности у современного человека социально-психологических Soft skills. В статье раскрывается сущность Soft skills как унифицированных, которые с учетом личностных качеств человека определяют его способности решать сложные задачи, включая принятие решений, управление людьми и личным развитием, ведение переговоров, тайм-менеджмент, лидерство, командную и коммуникативную деятельность и др. Подчеркивается универсальный характер Soft skills, их надпредметность и надпрофессиональность, применимость в любой профессии и в повседневной жизни. Выделены принципы организации образовательного процесса, соблюдение которых будет способствовать результативному развитию Soft skills: 1. Формирование Soft skill и универсальных компетенций является целью и важнейшим результатом образования в соответствии с требованиями ФГОС ВО и стандартов Международной инициативы CDIO. 2. Результативность процесса формирования Soft skill и универсальных компетенций определяется его пролонгированностью и включенностью во все дисциплины учебного плана. 3. Формирование универсальных компетенций обеспечивается включением инвариантного метапредметного компонента в цели, содержание и результаты образования по всем дисциплинам образовательной программы подготовки. Обоснована возможность развития Soft skills в условиях вовлечения обучающихся в общественно полезную деятельность, формами которой могут являться участие в студенческом соуправлении; самоорганизация и личностный рост; волонтерская деятельность; интеллектуальное творчество; профессионально-ролевая деятельность; здоровьесбережение. Реализация представленного подхода к формированию навыков Soft skills осуществлялась в образовательной программе направления «Металлургия» подготовки бакалавров, базирующейся на принципах и стандартах инициативы CDIO в Сибирском федеральном университете. Ключевые слова: универсальные компетенции, Soft skills, международная инициатива CDIO, общественно полезные практики Перспективы Науки и Образования Международный электронный научный журнал
The article is devoted to the substantiation of the concept as basic ideas that define the substantive, organizational, technological, criterion-diagnostic aspects of the master's program "Applied Mathematics and Informatics in Education and Science" in accordance with the Federal State Educational Standard of Higher Education (FSES HE) in the direction of training 01.04.02 "Applied Mathematics and Computer Science". The design of the educational process in accordance with the ideology of reverse design from the definition of educational results and diagnostic tools in their evaluation allows to optimize the content of the master's program, ensuring the formation of universal, general professional and professional competencies. A core of the concept is the methodology of the poly-paradigmatic approach in the consistent unity of the system, activity, competence and personality-oriented approaches used in solving various pedagogical problems in the process of training graduates. The principles that determine the rational organization of the educational process are described. Keywordsapplied mathematics and computer science, educational program, master's degree, reverse designI.
Provision of quality of engineering education upon implementation of international CDIO initiative (Conceive – Design – Implement – Operate) results in implementation of new education technologies, in particular: STEM (Science, Technology, Engineering, Mathematics). Its implementation allows to solve a set of educational issues concerning motivation of students from the first day by using integrated practically oriented assignments, step-by-step immersion into designing activity. Interdisciplinarity and integration, inherent in the STEM technology, assume moving out of a teacher as a holder of educational situation from his disciplinary area, would demand to be a co-participant of a student activity, his initiative in solving creative tasks. Successful realization of STEM technology depends significantly on new competences of teachers and managers, their capabilities to significant modifications of their occupational activity. Difficulty of implementation of STEM technology is related with unpreparedness of teachers and managers. This work is aimed at substantiation of necessary conditions providing readiness of managers, teachers, and students to implement the STEM technologies characterized as a collective subject. The experimental results serve as theoretical substantiation of the concept of formation of collective subjects (managers, teachers, students), determination of new functionality of managers, teachers, students, stepping of this process to provide implementation of STEM technology. The practical implementation was performed at the Federal innovation platform of Siberian Federal University: Model of system modifications in multilevel engineering education.
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