On the Readiness of First-Year Students for Project-Oriented Training in Higher Education

Abstract

The training of a graduate with project thinking is one of the trends in modern higher education. Specialist with soft skills is in demand by society. The formation of soft skills is facilitated by using project technologies in training. In this regard, it seems important to identify the level of readiness of freshmen to project-oriented training.The purpose of this article is to analyze the readiness of first-year students of the Institute of Mathematical Modeling and Game Practice of Pskov State University for project-oriented study at a university. The research used the following methods: analysis of the scientific literature on the research problem, observation, expert evaluation, questioning, and statistical analysis of the results. In the process of research, (a) the need for an input assessment of freshmen readiness for project activities was substantiated, (b) the components of students' readiness for project-oriented training were identified, (c) the selected components were evaluated during the training project carried out by freshmen, (d) the results were analyzed.

The Use of Project Technology to Introduce Schoolchildren to Elements of the General Topology

“…Для его преподавания использовалась технология проектного обучения, где результатом деятельности выступал конечный продукт. Данная технология способствует формированию навыков проектной деятельности школьников и развитию 4К-компетенций: коммуникации, кооперации, креативности и критического мышления (Medvedeva, Martynyuk, Pan'kova, & Solovyova, 2018;Medvedeva et al, 2020).…”

Strategy to Form Studentspositive Motivationtoeducational and Project Professional Activities

“…For our research, the works that describe the types of project activities and project-oriented programs are of particular interest (Mrdulyash, 2017); as well as the works devoted to the analysis of institutional mechanisms for the implementation of project-based learning in higher education organizations (Fedoseev, A., Andryushkov, A., Belinskaya, M., Lazarev, A., & Prosekin, M., 2018), integration of project-based learning into various types of educational activities in teacher education (Ivanova & Vinogradova, 2020), the questions of readiness of students of pedagogical profiles for project-oriented training (Medvedeva, Martynyuk, Pan'kova, & Solovyova, 2020). The authors also have experience in organizing students ' project activities in a number of disciplines (Vitkovskaya, Solovyeva & Ovchinnikova, 2020;.…”