Modern higher professional education is aimed at the formation of a highly qualified competent specialist. In the conditions of the competence approach, there is an active introduction in the educational process of multimedia technologies. This is one of the most rapidly developing areas of information technology. Therefore, the training of students should be carried out with the use of various information and communication tools, ensuring the improvement of the quality of education. The purpose of the article is to present the experience of training students of pedagogical University using multimedia technologies. The analysis of the impact of these technologies on the motivation and training of students when studying discipline "technology of training teachers of the past" (media technologies have been embedded in the discipline content). For the study, we measured the motivation of students. We compared the indicators of motivation diagnostics in 2017 (before the introduction of multimedia technologies) and 2018 (after the introduction of technologies). We compared the motives of creative realization (MTR) and professional motives (PM). According to the control event on the discipline "Technologies of teaching teachers of the past", we found that the percentage of "excellent" in 2018 has increased significantly, the percentage of unsatisfactory ratings have decreased. The obtained data allowed detecting positive changes after the introduction of multimedia technologies into the educational process. The motivation of students to study the discipline has increased, their preparedness has increased, and the quality of education has increased. The high efficiency of multimedia technologies was determined, so their implementation in the training of students of pedagogical University will continue.

Аннотация. Рассматривается решение проблемы подготовки современного технического специалиста мирового уровня в зависимости от многоуровневых потребностей экономики, общества сегодняшнего и завтрашнего дня. Специалисты технического направления -выпускники Российских университетов должны обладать компетентностями в области проектирования, разработки, эксплуатации, машин, аппаратов, устройств техники различного назначения, которые должны соответствовать уровню лучших мировых образцов, а, в конечном счете, и превосходить их по различным характеристикам и показателям. Технические задачи, которые приходится решать сегодня специалисту, бакалавру и магистру современного производства (машиностроительного, электротехнического, электроэнергетического), независимо от направления деятельности, предлагается условно, разделить на три уровня. Первый творческий уровень -это владение в совершенстве навыками сопровождения и обеспечения работоспособности известных отечественных и зарубежных технических решений при не существенной модернизации и корректировки конструкции устройства или технологической системы в случае такой необходимости и потребности. Второй творческий уровень -это значительная модернизация и качественное совершенствование различных технических и экономических параметров, выходных характеристик известных технических решений (устройств, способов) без изменения основной идеи функционирования и архитектуры системы построения и реализации своего потребительского назначения. Третий творческий уровень -это решение проблем или технических задач с использованием теории и методологии творчества, изобретательства. Технические задачи третьего уровня предполагают устранение существенных противоречий и создание кардинально новой конструкции или технологии с качественными и количественными характеристиками, значительно превышающими существующие решения. Проблемные задачи, решаемые с помощью теории творчества, доступны студентам направления подготовки магистр (инженер), обучаемым в технических университетах по скорректированным образовательным программам с введением в них блока дисциплин теории творчества и изобретательства. Решения технических задач третьего уровня позволяет применить в учебном процессе качественно новый, с точки зрения методики, подход при формировании профессиональных компетенций -это создание изобретений устройств, способов и полезных моделей в существующей системе образования, построенной по федеральным государственным образовательным стандартам. Для перехода обучения на творческий уровень (третий) подготовки магистра потребуется корректировка образовательной программы на основе введения системы комплексных мер, обеспечивающих формирование у студентов креативности при решении различного вида проблемных технических задач. Главное в корректировке -это изменение рабочих программ всех специальных дисциплин учебного плана на основе введения элементов творчества в практические и проектные задания.Ключевые слова: творчество, креативность, многоуровневая непрерывная подготовка, технический специалист, технические реш...

The article discusses the process of organizing the educational process with the use of various educational technologies that contribute to the achievement of effective interaction between students and between students and the teacher. The purpose of the article is to present the experience of using methods and means of implementing interaction technologies in higher education. The goal implies that educational technologies are one of the key elements in the preparation of students of higher schools. They allow forming professional competence of students, emphasizing the leading role of their independence, activity in the consulting role of the teacher. The analysis of the educational process with the application of modern educational technologies given in the article allowed to reveal some features in which appearance is caused by the specificity of the realization of technologies. Modern methods and means of their implementation contribute to the guaranteed achievement of educational goals, the interaction of students becomes more coherent and acquires a new, productive character. Of particular importance are educational technologies for students of pedagogical universities, as their future professional activity is directly related to the use of methods and means of their implementation. The article presents the experience of implementing interaction technologies at the University of Minin in the discipline "Pedagogical technologies". As practice shows, such methods as brainstorming, a round table, a case method allow you to teach students how to conduct a dialogue, develop students' interest and motivation to study the discipline, and thereby allow them to form their competence. The results of the implementation of methods and means of implementing interaction technologies showed that having an understanding of educational technologies at the initial stages of training and forming the skill of interaction under their influence throughout the training period, students have the opportunity to form professional competence and organize their professional activities at a high level.

Competence-based approach, becoming dominant in the system of higher education, marked the transition from traditional methods and means of education to the use of innovative technologies. Modern higher schools under the influence of the requirements of Federal state educational standards seek to optimize their own activities in order to improve the quality of education and seek new ways to build competence. Today, within the framework of the competence-based approach having a practice-oriented focus, technologies of training in cooperation that meet the requirements for modern training of students are becoming more popular. The purpose of the article is to present the experience of using learning technologies in cooperation, activating the students’ performance. A powerful argument in favor of training in cooperation technologies implementation is their wide functionality in the development of professional competence of a specialist. Since the development of student competence takes place within the framework of various activities, we consider the technology of training in cooperation, allowing students to maximize their potential in the process of interaction with classmates. The article identifies such important advantages of the technology under consideration as the development of independence, creative component, skills of effective interaction and the ability to conduct a constructive dialogue. We consider ideas of training in cooperation technology in detail as well as carry the analysis on the example of pedagogical courses. The presented research allowed establishing increase of students’ activity in studying of pedagogical courses at the expense of identification of an average score in studied profiles.

The purpose of the study is to design a professionally directed scientific and methodological system. The design of the structure and content of fundamental academic subjects is carried out on the example of physics, which are basic in the training of engineers - electricians, power engineers, electromechanics and electronics. For the design of the training planning structure, the following research methods were chosen: professional orientation of training, when the system-forming core of training is the training direction, the future specialty; principle of integrative relationship of all educational academic subjects between defining and leading role of special academic subjects or block of special academic subjects. When designing a scientific and methodological system of professionally directed training in academic subjects, the main conceptual provisions of a system of general theoretical academic subjects are established, based on the designed model of professionally directed training in general theoretical academic subjects.