Training specialists in humanities at technical college

Abstract

This paper deals with the training of engineers, the role of the humanities in the course of vocational training in higher school. The authors conclude that a modern world of information requires a fairly high level of language training and the development of humanitarian thought, which is intended to arm a specialist not only with a certain amount of knowledge, but also to shape the qualities of educated person, a competent engineer. The authors in this paper examine the issue of professional competence, emphasizing fundamental importance of the teacher, who lays the foundations for this process. This paper gives a fairly clear idea of educational process management, ways of presenting new educational information. The paper reveals the role of the engineer in society, strategic objectives of humanitarian education are indicated concisely and clearly, as well as the attitudes and relations which it aims to build and develop for younger generation.

Sustainable Learning Process: Assessing the Effectiveness of Teaching Methodology by Analyzing Spatial and Temporal Properties of a Student as a Subject

“…As a result, active participation on the part of the student is the means of mediating personal characteristics and their actualization in a social environment. As such, subjectivity can be used to define the impact of every factorial attribute (personal qualities of a subject) on an effective attribute (academic achievement) [38][39][40][41][42].…”

Meeting International Law Students’ Demands for Their Professional Foreign Language Learning

“…Although the actual topics of many scientific publications are an analysis of the quality of higher education (Strijbos et al 2015, Strielkovski et al 2018, Ramsden 1991, Fensham and Cumming 2013, Aitenova et al 2020, Aleynikova 2021, Niyazova et al 2018, Atabekova et al 2018, Chigasheva et al 2021, various approaches to competence-based vocational education (Kuijpers and Meijers 2012, Goźdź-Roszkowski 2016, Miloradova and Ishkov 2018, Krylov et al 2021, Bylieva and Moccozet 2021, Chirkova et al 2021, Schlabach and Hufeisen 2021, Arkhipova et al 2017, Kalugina 2016, Polushkina and Tareva 2021, standardization of language education (Jerabkova 2021), or improving the quality of undergraduate education (Chocholouskova et al 2018, Germuskova 2018), they do not address the problems associated with the quality of teaching a foreign language in a specialty, which are directly related to the competencies acquired and their relevance to the students' future professional activities. Meyer (2017) analyses the experience of teaching a foreign language at the Faculty of Law of the University of Turku (Finland), and notes that the formulation of the goals of teaching a foreign language in a specialty, which are quite general, lead to their independent development by teachers, who also choose the methods for achieving them (Meyer 2017).…”