The higher education in Russia is now divided into two stages: Bachelor’s and Master’s degrees. Regretfully, the educational process of baccalaureate students has revealed unsatisfactory preparation of young specialists, who have to undergo further training and adaptation to a high-tech industry. The lack of professional competencies of graduating students is rather disappointing for employers. Therefore, it becomes vital to improve the educational process and implement significant changes to the methodological system of education. It is necessary to encompass information technologies. This study is devoted to the educational program for mechanical engineers, which has been developed according to the main employers requirements. The effectiveness of this training approach was proved during the research experiment. It proved the hypothesis that the improved model of student training: leads to a more active and effective studying process, incorporates an individual approach to each student, and contributes to a more efficient development of professional competencies.
1 Тюменский индустриальный университет, филиал в г. Нижневартовске, Нижневартовск 2 Московский педагогический государственный университет, Москва Савельева Наталия Николаевна, кандидат педагогических наук, доцент, Тюменский индустриальный университет, филиал в г. Нижневартовске (ул. Ленина, 2п, стр. 9, Нижневартовск, Россия, 628616).In recent years, in Russia only 36 % of students master technical specialties, which does not meet the needs of engineers for the Tyumen region. The results of the analysis of the problem of professional development of the individual and its self-determination allow to assert the need for the use of new forms of career guidance in higher education. To create conditions for personal self-determination, a well-built system of interaction between school, University and employer is necessary. One of the first experiments to attract students to technical specialties, namely the oil profile, was the organization of profile classes by PJSC "Rosneft" in the regions of Russia. The socalled"Rosneft-classes" carry out pre-university training. In the process of teaching, students study physics, mathematics, chemistry in depth for the successful passing of the exam, also get acquainted with future profile subjects. After graduation, 95 % of graduates enter technical areas of higher education. As a result of cooperation with Rosneft, the idea to develop engineering skills was born, starting with primary school. At Tyumen Industrial University was launched the project "School of Engineering Reserve" for schoolchildren (grades 1-11), which contributes to the formation of engineering mentality at an early age. The school curriculum includes a number of disciplines: entertaining physics, mathematics, 3D modeling, robotics, young oilman, Geology, applied chemistry. The training is based on the application of project training methods. Most graduates of the school (in 2016 and 2017 93 %) go to study at technical universities.
Актуальность исследования обусловлена необходимостью пересмотра содержания школьного образования в сторону интеллектуального воспитания учащихся. Интеллектуальное воспитание мы рассматриваем как особую форму организации учебного процесса, заключающуюся в обогащении ментального (умственного) опыта учащихся. Рассмотрены различные модели обучения, которые применялись в образовательной практике и представлено решение проблемы развития интеллектуальных возможностей ученика через определенное предметное содержание и организацию содержательной среды, в которую «погружается ученик» в процессе обучения через внедрение «обогащающей модели» обучения. Дается характеристика «обогащающей модели» обучения, в которой средствами специально сконструированных учебных текстов осуществляется интеллектуальное воспитание учащихся основной школы на основе обогащения их ментального (умственного) опыта. В статье описываются педагогические условия обеспечивающие внедрение «обогащающей модели» обучения в образовательный процесс школы, которые связаны с изменениями в педагогическом коллективе школы: 1) повышение квалификации учителей; 2) создание команды учителей-проектировщиков; 3) разработка и внедрение учителями школы развивающих учебных текстов по различным предметным областям. Результаты исследования, представленные в статье, свидетельствуют, что реализация предложенных условий способствует внедрению «обогащающей модели» обучения в образовательный процесс школы. Ключевые слова: «обогащающая модель» обучения, ментальный опыт, интеллектуальное воспитание, содержание школьного образования, развивающие учебные тексты
Monitoring of leading specialists of employers was carried out. As a result of the analysis of the survey of employers, shortcomings in the training of specialists at the university were identified. The main disadvantage is the lack of preparedness of graduates in project activities as part of a team. In accordance with this, project-based learning was introduced at the Tyumen Industrial University. The curriculum of future technical specialists was supplemented with the disciplines “Project activity”, “Team building”, “Stress management”, “Time management”, “Fundamentals of oratory and others. A system of practical training for students in the divisions of industrial enterprises was designed.
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