Abstract. Introduction. The article analyzes current issues of transformation of the education system in accordance with the Bologna system, taking into account globalization trends, achieving compliance with the information society and finding new forms and methods of higher education, which creates preconditions for intensifying the introduction of computer technology education (ZVO). Purpose The purpose of this article is to study the scientific and methodological foundations of training future economists on the basis of computer technology, which creates real opportunities for their use in education in order to develop creative abilities of students. Results. The analysis of scientific works on the information state of society and the introduction of computer technology in the educational process of free economic science. Attention is paid to the introduction of modern approaches to the training of future economists using computer technology. The role of information and subject complexes, which form the basis of pedagogical software, which is a powerful tool for improving the efficiency of the teacher and improving students' perception of educational material. It has been proven that the application of computer-based learning technologies is the development and use of educational software. The peculiarity of computer-based learning technologies is that they must accumulate in themselves, along with the computer program, the didactic and methodological experience of the subject teacher. The main problem that is seen here is the development of methods for computerization of the discipline. It is possible to either completely restructure and focus on creating new computerized courses, or to implement a methodology with partial computer support of the discipline, which, in our opinion, is more acceptable. The use of information and communication technologies in the process of training future economists has a number of advantages - the ability to control the pace of educational activities, choose the level of complexity of tasks, the ability to clearly demonstrate certain phenomena. New computer technologies open access to non-traditional sources of information, increase the efficiency of independent work, create space for creativity, acquisition and consolidation of professional skills, allow the implementation of fundamentally new forms and methods of learning. Their introduction changes education in general. Conclusions. Therefore, when teaching economic disciplines, there are enough reserves to increase its effectiveness with the help of computer technology. However, following this direction, it is necessary to find a balance in the system "teachercomputer-student".
Abstract. Introduction. The latest information technologies (IT), modern forms and methods of higher education are considered, which create prerequisites for intensifying the introduction of computer technology in the educational process of higher education, which allows to solve a number of pressing issues facing it in modern conditions: to increase the information culture of the future specialist, to make available to him the world's information resources and to strengthen the information content of the entire educational process in higher education institutions of the country. The main means of implementing information and communication technologies in education are the so-called creative technologies - computer graphics, hypertext, electronic textbooks, GIS - technology, virtual reality, computer networks. The use of information and communication technologies in the process of training future professionals has a number of advantages - the ability to control the pace of educational activities, choose the level of complexity of tasks, the ability to clearly demonstrate certain phenomena and others. Along with the positive aspects of computerization of training of young professionals, there are negative ones, the main of which are disregard for the requirements and motives of personal activities of students, the inability to perform the educational function of control, the difficulty of determining the depth of students' knowledge. Therefore, it is recommended to find the optimal ratio in the use of computer and traditional technologies in higher education. The proposed model of preparation of the future specialist for professional activity with the use of computer technology includes goals, principles, content, ways and means, form and general purpose. Such changes in the organization of educational process will allow to form at future experts components of information culture necessary for the modern person. Purpose. Аnalysis of the practical significance of computer technology in the educational process and building a model of the use of computer technology in the training of specialists in economic specialties. Results. Analysis of scientific works on the introduction of compute technology in the educational process of higher education institutions. The formed model of preparation of the specialist for professional activity with use of computer technologies, presented on fig. 1, has the specificity as it is connected with transition from traditional didactic system of training – «teacher-student», «student-student», to new systems «teacher-computer-student», «computer-student» and «tudentcomputer-student». Conclusions. The main means of implementing information and communication technologies in education are the socalled creative technologies - computer graphics, hypertext, electronic textbooks, GIS - technology, virtual reality, computer networks. The use of information and communication technologies in the process of training future professionals has a number of advantages - the ability to control the pace of educational activities, choose the level of complexity of tasks, the ability to clearly demonstrate certain phenomena and others.
Introduction. This article researches the didactic principles of the modular-competence approach for teaching future economists in higher education through innovative pedagogical activities. The actual issues of the innovative pedagogical activity, the competence approach for future economists learning and the specific features of modular learning are analyzed. The didactic conditions of the modular-competence approach for teaching students, which determines the quality assurance of the professional training of future specialists in higher education, are highlighted. Purpose. The purpose of this article is to study the didactic principles of forming a modular-competence approach to the training of future economists in higher education through of the Bolonga process. Results. Practical research was carried out, on the basis of which the technology of acquiring competencies by future economists while studying the modules of the discipline “Management psychology” was developed. The percentage of competencies was calculated, which is prescribed to acquire each of the two modules in the process of working with lectures, for the work with practical tasks and for the execution of individual tasks. Conclusions. It has been proved that the preparation effectiveness of future economists in the context of the Bologna Process will be significantly improved, and the formation of professional competencies of those who get higher education, provides an opportunity to successfully engage in professional activities in the sphere of future economists after graduation from higher education institutions.
The article explores the didactic foundations of modular-competence technology for the training of students in the specialty “Agroengineering” in the context of the requirements of the Bologna process. A practical study was carried out, on the basis of which a technology was developed for acquiring competencies by future agricultural engineers when studying the modules of the discipline "Higher school pedagogy". It is proved that the effectiveness of training future agricultural engineers in the context of the Bologna process will be significantly improved, and the formation of professional competencies in students will make it possible, after graduating from higher education, to successfully engage in professional activities in the agricultural engineering industry.
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