Before proceeding to a direct consideration of the essence of the practice-oriented approach to teaching students, it is necessary to clarify the meaning of the concepts of essence, approach and practice-oriented learning. Approach - a set of techniques, methods in influencing someone, something, in studying something, in doing business. Essence - a set of essential properties and qualities of a thing, the substantial core of an independent entity. And finally, practice-oriented learning is a type of learning, the primary purpose of which is to develop in students the skills and abilities of practical work that are in demand today in various areas of social and professional practice, as well as to form an understanding of where, how and for what the acquired skills are used. on practice.

The sphere of mass higher education today is undergoing quite significant transformations under the influence of the requirements for its graduates, which are imposed by the current social and professional practice. The main motive for such requirements is that a young specialist should be prepared at a university in such a way that he can be included in labor processes without any problems and delays, productively using the qualifications, experience and competencies gained during training.

In such conditions, one of the areas of educational practice begins to acquire special weight - practice-oriented learning, about which there is still no certainty both from the side of the general theoretical base, and from the side of the forms and technologies of training. So far, only a number of statements do not cause controversy - this kind of training should be guided by specific practice, and not by textbooks, should be carried out in close cooperation between educational institutions and industrial organizations.

A significant obstacle to the transition to practice-oriented learning is the lack of commonly used methods for developing appropriate training forms.

The activity approach (with its ideology and technologies) is the basis of practice-oriented learning, that is, this type of learning, the purpose of which is to develop in students the skills that are in demand today in various areas of social and professional practice, and an understanding of where, how and for that the acquired skills are used in practice.

The essence of practice-oriented learning is to build the educational process on the basis of the unity of the emotional-figurative and logical components of the content; acquisition of new knowledge and the formation of practical experience in their use in solving vital tasks and problems; emotional and cognitive saturation of the creative search of students.

Practice-oriented learning in accordance with the idea of ​​humanization of education makes it possible to overcome the alienation of science from man, reveals the links between knowledge and everyday life people, the problems that arise in front of them in the process of life. Along with a consistent and logical presentation of the foundations of science at all stages of education, each topic taught contains material that reflects its significance, the place of one or another natural pattern in everyday life.

Within the framework of practice-oriented learning, the unconditional priority is (and the main "learning material" is) precisely the activity organized and carried out with the intention of obtaining the intended result. For this, the training itself should be arranged in a non-traditional way. It must be transformed into a specific type of activity, made up of many individual acts of activity, organized into a single whole and aimed at achieving a common goal.

practice oriented learning approach

Candidate of Pedagogical Sciences, Associate Professor of the Department of History and Law

Shadrinsk State Pedagogical University,
Shadrinsk, Russia

The article was prepared to test the results of the final qualification work during participation in the international scientific and practical conference "Psychological and pedagogical problems of personality and social interaction" (Prague, May 2016)
Content

What is practice-oriented learning technologies

Education is the main component in the development of each person, necessary to achieve goals in all spheres of society. A well-structured educational process can not only satisfy the need for education, but also create a foundation for further self-development of the individual.

Today, more and more demands are made on legal education, there are new tools for transmitting information, as well as new ways to control their assimilation. Employers want to see highly qualified workers in their staff. The introduction of federal educational standards of SVE is aimed precisely at matching the quality of training of specialists to the requirements of the regional labor market. The main requirement of the modern educational process is the ability to apply acquired knowledge in practice. Therefore, it is necessary to organize the educational process in such a way that students not only master the theory, but also successfully apply the acquired knowledge in the profession. For this purpose, practice-oriented learning is introduced into the educational environment, the basis of which is an activity approach. It lies in the fact that the main goal of training is to develop students' skills that are in demand in the modern world in various fields of social and professional activity, as well as the development of skills to apply the acquired knowledge in practical experience.

In the application of practice-oriented learning, the content of education plays an important role. A practice-oriented educational process, like any other, relies on the forms, methods and technologies of teaching.

Based on the fact that learning technology is understood as a set of means and methods for reproducing theoretically substantiated learning and upbringing processes that make it possible to successfully achieve the educational goals set, we can conclude that practice-oriented technologies are a special set of forms, methods, ways, methods of teaching and educational means, which are purposeful pedagogical procedures, the implementation of which in the learning process achieves the formation of professionally significant personality traits of a future specialist, ensuring a high level of his readiness for practical activities.

The peculiarity of this technology is that it assumes a transition from the assessment of knowledge by the teacher to joint assessment with students.

Possibilities of practice-oriented technologies in the educational process

The educational process, built with the help of practice-oriented technologies, helps to bring the legal disciplines studied by students of secondary vocational education closer to their future profession, and also contributes to the creation of the necessary conditions for the purposeful formation of the competitiveness of future specialists. Students master any activity not from textbooks and drawings, but directly included in its simplest forms. In accordance with this, the acquisition of experience is carried out within the framework of the traditional didactic triad "knowledge - skills - skills" through the formation of practical skills in students.

Practice-oriented educational technologies allow…

• - to form systems thinking;
• - develop students' teamwork skills in the mode of discussions to find ways to solve problems;
• - contribute to the development of the ability to think independently;
• - identify and analyze problems;
• - use a systematic approach to problem solving;
• - arouse interest in the specialty;
• - develop creative abilities;
• - generate ideas;
• - to combine the study of fundamental disciplines with the study of specialized ones, which are aimed at solving real practical problems;
• - identify future leaders and specialists with extraordinary abilities in various activities.

Experimental study of the possibilities of practice-oriented technologies in teaching law

Practice-oriented technologies provide freedom in choosing an educational route, as well as methods and forms of information transfer to provide the necessary conditions for the comprehensive development of students. One of the main advantages of this technology is that it is flexible in restructuring the structures and content of vocational training, taking into account the rapidly changing labor market conditions.

The implementation of the system of practice-oriented technologies includes two components: theoretical, integrating professional disciplines in combination with a variety of active practical methods, and educational and practical, ensuring the entry of students into the future professional field through practice.

The most well-known practical teaching methods can be divided into exercises, laboratory works, research work, project method, discussion method, didactic games, case method, brainstorming, round table, simulation sessions with representatives of the world of work.

On the basis of the mechanical engineering department of the Shadrinsky Polytechnic College, we conducted an experimental study in order to confirm the effectiveness of the application of practice-oriented technologies in teaching law. At the beginning of the experiment, a test was conducted to test the students' knowledge of the material covered. As a result, two groups with the same average performance in legal subjects were selected: control and experimental.

For a competent assessment of the effectiveness of the application of practice-oriented technologies in the educational process, three criteria were developed:

1) improving the efficiency of assimilation educational material,
2) mastering the methods of educational activities,
3) increased interest in learning.

Throughout the study, only classes were conducted in the experimental group using practice-oriented technologies, and in the control group, only in the traditional form. As a result, such practical methods as exercises, discussion method were implemented; didactic games, case method and brainstorming. After each lesson in the control and experimental groups, using the methodology of A.N. Lutoshkin "Color painting" the students' interest was checked. Students were asked to choose one of five colors that reflects their mood and interest in the lesson:

1) red - the mood is joyful, I really liked the lesson;
2) green - the mood is calm, I liked the lesson;
3) gray - the mood is boring, I didn’t like the lesson;
4) black - the mood is bad, I didn’t like the lesson at all;
5) white - the mood is indifferent, I don't care what happened in this lesson.

After the implementation of the planned classes, an analysis was carried out in accordance with the developed criteria.

The increase in the efficiency of mastering the educational material was tested using testing, during which students were given 18 questions on the studied material. As a result, it was revealed that most of the students of the experimental group did a good job. 45% had a high result (18-16 correct answers), 30% had it above average (10-15 correct answers), 15% had a below average result (6-9 correct answers), and only 10% had low result (0-5 correct answers). In the control group, a high result was recorded in 24% (18-16 correct answers), above average in 18% (10-15 correct answers), below average in 30% (6-9 correct answers) and a low result in 28% of students ( 0-5 correct answers). As a result, we can conclude that the students of the experimental group, who had classes using practice-oriented technologies, learned the material better than the control group.

In order to study the mastery of the methods of educational activity, at the last lesson, an observation was made of how students are able to work in a group, work with legal sources, think logically and analyze situations. As a result, it was concluded that the students of the experimental group mastered the methods of educational activity better than the students of the control group.

To identify an increase in interest in learning, the results of checks after each lesson were analyzed according to the methodology of A.N. Lutoshkin "Color painting". Most of the students in the experimental group chose red (1st lesson - 64%, 2nd lesson - 71%, 3rd lesson - 69%, 4th lesson -70%), the remaining students chose green (1st lesson - 30%, 2nd lesson - 29% , 3rd lesson - 25%, 4th lesson - 26%) and white color (1st lesson - 6%, 2nd lesson 0%, 3rd lesson - 6%, 4th lesson - 4%), and no student chose gray, black . In the control group, students' choice of color, which reflects their mood and interest in the lesson, was distributed as follows: red (1st lesson - 15%, 2nd lesson - 18%, 3rd lesson - 19%, 4th lesson - 16%), green color (Lesson 1 - 27%, Lesson 2 - 31%, Lesson 3 - 27%, Lesson 4 - 28%), gray color (Lesson 1 - 38%, Lesson 2 26%, Lesson 3 - 35%, Lesson 4 - 34 %), black color (1 session - 0%, 2 session - 4%, 3 session - 0%, 4 session - 0%) and white color (1 session - 20%, 2 session - 21%, 3 session - 19 %, 4th lesson - 22%). As a result, we can conclude that the students of the experimental group were more interested in the educational process than the students of the control group.

Main conclusions

Based on the results of the study, we can say that practice-oriented technologies are an important element in education. They allow to produce highly qualified and comprehensively developed specialists. In the process of implementing practice-oriented technologies, the teacher is free to choose practical methods. But no matter which method is chosen, he must organize the educational process in such a way that his classes are interesting, exciting and memorable. A properly organized educational process directly affects the improvement of the quality of education. Students develop skills, knowledge and acquire the necessary experience for professional activities. Such graduates are able to solve many pressing problems in the modern world.

Bibliographic list

1. Kuznetsov S.A. Great Dictionary of Russian language. - St. Petersburg: Norint, 1998.

2. Meshcheryakova I.S. "Professional and personal development of students - future lawyers in the conditions of practice-oriented education": thesis of a candidate of pedagogical sciences: Voronezh. state un-t. - Voronezh, 2009. - 182 p.

3. Pokholkov Yu.P., Rozhkova S.V., Tolkacheva K.K. The use of practice-oriented educational technologies in the preparation of engineering personnel // Bulletin of the Kazan Technological University. - 2013. - No. 16. pp.56-59. The robot came to the conclusion that with the article "Practice-oriented technologies in legal education" thematically related: For reference:
Kapkova V.A., Sidorov S.V. Practice-oriented technologies in legal education [Electronic resource] // Sidorov S.V.. 02.2020).

The article deals with the issue of a practice-oriented approach to learning in an educational institution, the use of practice-oriented technologies, the gradual formation of professional competencies of a student's personality in accordance with the Federal State Educational Standards of the secondary vocational education.

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The article deals with the issue of a practice-oriented approach to learning in an educational institution, the use of practice-oriented technologies, the gradual formation of professional competencies of a student's personality in accordance with the Federal State Educational Standards of the secondary vocational education.

Practice-oriented approach in the training of specialists

At the present stage of modernization of vocational education, production needs independent, creative specialists, enterprising, capable of making a profit, suggesting and developing ideas, finding innovative solutions and implementing cost-effective projects.

The methodological aspect of meeting this production need and involving future specialists in the process of social transformation of society is the professional development of students. Without vocational education turning to practice-oriented technologies for teaching and educating students, it is rather problematic to fulfill the tasks set.

The Federal State Educational Standard provides for strengthening the applied, practical nature of open source software, its adequacy to the modern requirements of the economy, science and public life.

Despite the importance of practice-oriented learning for modern vocational education, its content and forms have not yet received sufficient theoretical and methodological development.In pedagogical theory and practice, the essential characteristics of the professional development of future specialists in the educational environment of an educational institution are not sufficiently substantiated; there is no corresponding model, the implementation of which could provide an opportunity to improve the quality of training specialists in various industries.

Creation practice-oriented educational environment educational institution, the study of its influence on the formation, implementation, disclosure, self-improvement of the individual remains an urgent problem of pedagogy.

What is a practice-oriented approach to training specialists?

There are at least three approaches that differ both in the degree of coverage of the elements of the educational process and in the functions of students and teachers in the emerging system of practice-oriented education.

The narrowest approach connects practice-oriented learning with the formation of students' professional experience while immersing them in a professional environment in the course of educational, industrial and pre-diploma practice.(Yu. Vetrov, N. Klushina).

The second approach (authors T. Dmitrienko, P. Obraztsov) for practice-oriented learning involves the useprofessionally - oriented learning technologiesand methods for modeling fragments of future professional activity based on the use of the capabilities of the contextual (professionally directed) study of specialized and non-core disciplines.

The third, broadest approach, was very succinctly formulated by F. G. Yalalov in the activity-competence paradigm, according to which practice-oriented education is aimed atthe acquisition, in addition to knowledge, skills, experience, of practicalactivities in order to achieve professionally and socially significant competencies.This ensures the involvement of students in the work and their activity, comparable to the activity of the teacher. The motivation to study theoretical material comes from the need to solve a practical problem. This kind of practice-oriented approach is an activity-competent approach.

Thus, in order to build a practice-oriented education, a new, activity-competent approach is needed.

Unlike traditional education, focused on the assimilation of knowledge, practice-oriented education is aimed at acquiring practical experience in addition to knowledge, skills and abilities. In the system of general education, the experience of activity means, to a greater extent, the experience of educational and cognitive activity. And the acquisition of experience itself is carried out within the framework of the traditional didactic triad “KNOWLEDGE - SKILLS - SKILLS” by forming practical skills and abilities in students. With the activity-competency approach, the traditional triad is supplemented by a new didactic unit: KNOWLEDGE - SKILLS - SKILLS - ACTIVITY EXPERIENCE.

The practice of employing graduates in recent years shows that employers, when selecting specialists, are interested in personnel who already have work experience in addition to special education. Therefore, today young professionals are experiencing difficulties in the competition of the labor market and in adapting to the conditions of activity. Professional development takes a few more years after graduation from an educational institution and requires additional efforts from the young professionals themselves and money spent on retraining from the companies in which they work.

The main problem of low professional competence of graduates and their lack of competitiveness is the lack of practice in solving problems in the field of future professional activity.

To overcome these problems, it is necessary today to redefine the principles, methods and procedures for the formation of the content of vocational education, as well as to harmonize the standards for training specialists with the professional standards of a certain area.

When organizing specialist training and shaping the content of education, emphasis should be placed on the principles of dialogism and practice orientation. This will allow future specialists to develop the skills of dialogical communication, a tolerant attitude towards the opinions and views of colleagues, the ability to isolate a problem from the general situation, choose the best solution, predict and analyze the results, which meets the criteria of professional competence of a specialist.

The implementation of these principles should be based on:

• real professional tasks, the complexity of which increases from course to course;
• the specifics of the professional activity of specialists who work individually, in small groups and large teams;
• integration of knowledge, methods of various fields of science and practice.

A practice-oriented approach to learning in an educational institution should be applied by the teaching staff from the first days of training and further contribute to the gradual formation of the professional competencies of the student's personality.

Stage 1 - Smyslovy

Adaptation to the educational space. Students develop cultural demands and needs, understanding the essence and social significance of their future profession, and showing a steady interest in it.

Stage 2 - Valuable

Beginning of specialization, strengthening and deepening of professional interests of students. Independence in determining the tasks of professional and personal development.

Tasks of laboratory and practical work should be aimed at individual search activity, where the student not only consolidates the main theoretical provisions of the educational material, but learns to predict, plan, in a dialogue to disclose their opinions and positions on the chosen method of solving the educational problem, independently organize their activities. It is advisable to organize the implementation of laboratory and practical work using ICT.

Stage 3 - Practical

Direct acquaintance with professional activity during the period of mastering professional modules and passing educational practice, readiness for a differentiated assessment of the level of one's professionalism and activity of the position.

During the period of mastering academic disciplines / interdisciplinary courses, students develop projects in small groups of 5-6 people, where the work is based on dialogue. Dialogue is a means of identifying a problem and ways to solve it. At this stage, a full cycle of research activities is performed: from studying the subject area and identifying the problem to its implementation.

The result of the training practice is a software product developed under the guidance of specialists for solving small-scale tasks selected from a range of topical problems. In addition to practical work, future specialists get acquainted with real production tasks, their formulation, solution, documentation and presentation.

Stage 4 - Final

Willingness to organize one's own activities, choose typical methods and methods for performing professional tasks, evaluate their effectiveness and quality.

The final stage of training includes:

Industrial practice by type of professional activity, passing an exam (qualification) for a professional module;

Undergraduate practice and defense of the graduation project (work).

Tasks: formation of practical experience of professional activity on the basis of a specific production, development of professional and general competencies by type of professional activity; checking the possibilities of independent work of a future specialist in a specific production environment; collection and preparation of materials for passing the exam (qualification) for mastering the type of professional activity, writing term paper(project). During undergraduate practice, students perform specific tasks that correspond to the official duties of a worker (employee), and can be hired for vacant positions.

Thus, practice orientation and dialogue allow students to acquire the necessary minimum of professional skills, experience in organizational work, a system of theoretical knowledge, professional mobility and competence, which corresponds to the educational standard and makes our graduates competitive.

Bibliography:

1. Kanaeva T.A., Professional development of secondary vocational education students in the context of practice-oriented technologies, Modern studies of social problems (electronic scientific journal), No. 12 (20), 2012,www.sisp.nkras.ru
2. Mikheev V.A. Fundamentals of social partnership: theory and policy, practice: Textbook for universities. M., 2007
3. Solyankina, L.E. Model of the development of professional competence in a practice-oriented educational environment / L.E. Solyankina // Proceedings of the VGPU. - 2011. - No. 1 (0.6 pp).
4. Skamnitsky A.A., Competence-based approach and its implementation in secondary vocational education, M., 2006. - 247 p.
5. Yasvin V.A. Educational environment: from modeling to design. – M.: Meaning, 2001. – 365 p.

UDK 31.002

Petrova Irina Vladimirovna

Senior lecturer of the department construction industry, Deputy Dean of the Faculty of Civil Engineering of the Cheboksary Polytechnic Institute (branch) of the State Educational Institution of Higher Professional Education of the Moscow State Open University, [email protected], Cheboksary

PRACTICE-ORIENTED LEARNING AS A TOOL FOR FORMING PROFESSIONAL COMPETENCES OF STUDENTS IN CONSTRUCTION SPECIALTIES

Petrova Irina Vladimirovna

The senior lecturer of the dept of building production, Vice Dean of the building faculty of the Cheboksary Polytechnic Institute (branch) Moscow State Open University, [email protected], Cheboksary

PRACTICE-ORIENTED TRAINING AS A TOOL FOR PROFESSIONAL COMPETENCIES BUILDING OF STUDENTS OF CONSTRUCTION SPECIALTIES

Improving the quality of higher professional education is currently one of the urgent problems not only for Russia, but for the entire world community. The solution to this problem is connected with the modernization of education, understanding the specifics and optimization of methods and technologies for organizing the educational process.

Full-fledged professional training of future builders is impossible without the provision of competence-based and practice-oriented approaches to training, which can be implemented under conditions of a reasonable combination of fundamental education and professional and applied training. As part of the Bologna process, European universities, to varying degrees and with varying degrees of enthusiasm, are mastering the competency-based approach, which is seen as a kind of tool for strengthening the social dialogue of higher education with the world of work, a means of deepening their cooperation and restoring mutual trust in new conditions.

The competency-based approach assumes that the main focus is not just on obtaining by students of construction specialties a certain amount of knowledge, skills and abilities, but also on the formation of a systemic set of professional competencies. The source of the formation of such an approach is the objective requirements of the modern "knowledge economy" (I. Frumin), in which not disparate knowledge, but generalized skills to solve life and professional problems are more significant for successful professional activity.

The 57th session of the UN General Assembly, following the provisions of Agenda 21, declared the decade (2005-2014) the decade of Education for Sustainable Development. Education for sustainable development is the process and result of predicting and forming human qualities - knowledge, skills, attitudes, style of people and communities, personality traits, competencies that ensure a constant improvement in the quality of life. The concept of modernization of Russian education for the period up to 2010 provides for the creation of a sustainable development mechanism. The task is set to update professional education on a competency-based basis by strengthening the practical orientation of professional education while maintaining its fundamental nature (V. Baidenko, V. A. Bolotov, V. P. Borisenkov, V. V. Serikov).

Practice-oriented education involves the study of fundamental disciplines traditional for Russian education in combination with applied disciplines of a technological or social orientation. Renewed education should play a key role in preserving fundamental science and developing applied sciences necessary for the sustainable development of Russian society.

There are several approaches to practice-oriented education in the higher education system. Some authors (Yu. Vetrov, N. Klushina) associate practice-oriented education with the organization of educational, industrial and pre-graduation practice of a student with the aim of immersing him in a professional environment, correlating his idea of ​​a profession with the requirements of a real business, understanding his own role in social work. Other authors (P. Obraztsov, T. Dmitrienko) consider the most effective implementation of professionally oriented learning technologies that contribute to the formation of personality traits significant for future professional activity in students, as well as knowledge, skills and abilities that ensure the high-quality performance of functional duties in their chosen specialty. Some authors (A. Verbitsky, E. Plotnikova,

V. Sherilneva and others) the formation of practice-oriented education is associated with the use of opportunities for contextual (professionally oriented) study of specialized and non-core disciplines.

To build practice-oriented education, a new competence-based approach is needed, based on the fact that, unlike traditional education, focused on the assimilation of knowledge, practice-oriented education is aimed at acquiring knowledge, skills, and practical experience in addition to knowledge. Education cannot be practice-oriented without acquiring activity experience, the level of which is more accurately determined by the methods of the competence-based approach. The vector of the activity approach, well-known in didactics, is directed to the organization of the learning process, the technologies of practice-oriented education, where the entire learning process is acquired by the activity.

nostalgic character. And the competence approach is focused, first of all, on achieving certain results, acquiring significant competencies. Mastering competencies is impossible without acquiring activity experience, i.e. competencies and activities are inextricably linked. Competences are formed in the process of activity and for the sake of future professional activity. Under these conditions, the learning process takes on a new meaning, it turns into a process of learning / learning, i.e., the process of acquiring knowledge, skills, abilities and experience in order to achieve professionally and socially significant competencies.

In the report of the International Commission on Education for the XXI century. “Education: a hidden treasure” Jacques Delors named four times the verb “learn” as global competencies: learn to know, learn to live together, learn to do, learn to be. Therefore, it is the activity-competence-based approach that can become an effective methodology for building practice-oriented education in the 21st century.

Today, in the works of domestic researchers, the concepts of "competence" / "competence" are interpreted in different ways. V. I. Baidenko defines competence: “1. The ability to do something well, effectively in a wide format of contexts with a high degree of self-regulation, self-reflection, self-assessment, quick, flexible and adaptive response to the dynamics of circumstances and environment. 2. Compliance with qualification characteristics, taking into account the requirements of local and regional (federal) needs (requests) of labor markets. 3. The ability to perform special activities and works depending on the tasks, problem situations, etc.” . At the same time, he notes that competencies can be built into various elements of the educational process, such as: in the learning outcomes that students are expected to achieve; in the learning process, during which they acquire the necessary competencies; and into an assessment process designed to confirm that they have acquired the necessary competencies.

Having set the goal to describe the result of training a specialist with higher education using a competency-based approach, Yu. G. Tatur comes to the conclusion that “the competence of a specialist with higher education is the desire and ability (readiness) shown by him in practice to realize his potential (knowledge, skills , experience, personal qualities, etc.) for successful creative (productive) activity in the professional and social sphere, realizing its social significance and personal responsibility for the results of this activity, the need for its continuous improvement.

N. A. Grishakhova emphasizes such essential characteristics of competence as “the effective use of abilities, which makes it possible to fruitfully carry out professional activities in accordance with the requirements of the workplace; acquisition of knowledge, skills and abilities,

necessary for work in the specialty with simultaneous autonomy and flexibility in terms of solving professional problems; developed cooperation with colleagues and professional interpersonal environment; an integrated combination of knowledge, abilities and attitudes that are optimal for performing work activities in a modern industrial environment.

As follows from the above definitions, the concepts of "competence" and "competence" are often used synonymously. However, it is more appropriate to separate these terms. The dictionary of the Russian language S. I. Ozhegov gives the following definitions: “competence, and. pl. no, w. distraction noun to competent. K. judgments. || Awareness, authority, K. in matters of politics”; "competence, and. pl. no, w. (Latin soshre1epya) (book)

1. The range of issues, phenomena in which this person has authority, knowledge, experience. We will not talk about what is not within our competence. 2. The terms of reference, the area of ​​​​issues, phenomena subject to someone's conduct.

In the pedagogical context, the following definitions are accepted: competence - a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes and necessary for high-quality productive activity, in relation to them; competence - possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity. Thus, by competence we will understand some alienated, predetermined requirement for the educational preparation of a student, by competence - his personal quality that has already taken place.

In the draft state educational standards for higher professional education of the new generation, two types of competencies are distinguished: general (key, basic, universal, personal) competencies, which are broad, “metaprofessional” concepts in education; as well as subject-specific competencies (knowledge, skills, appropriate methods and techniques specific to different subject areas). At the same time, it is noted that subject-specialized competencies are to a large extent influenced by general competencies and are determined by them. The latter can serve as a tool for mastering the former. The emphasis on certain competencies is the basis for determining the goals that will be set for each educational program. In the system of innovative engineering education, the competence-based approach is implemented in the comprehensive training of future engineers for professional activities, which involves orientation to international quality standards for training specialists in the field of engineering and technology. The study of Russian and international requirements for the training of a qualified specialist engineer shows

believes that the professional competence of engineers is currently determined not only by a high level of professional knowledge, but also by the development of such general (personal, over-subject) competencies as:

Understanding the essence of the engineering profession, the obligation to serve society, the profession and awareness of responsibility for engineering decisions, including in a social and environmental context;

Ability to work effectively individually and as a member of a team;

Ability to use various methods of effective communication in a professional environment and society (writing reports, presenting materials, issuing and receiving clear and understandable instructions);

Proficiency in a foreign language;

Awareness in project activities;

Creative search within the profession, awareness of the need and the ability to self-study throughout life.

Competences determine the use of a personal-activity approach in education, since they relate exclusively to the individual and are manifested, and also verified only in the process of the trainee performing a set of actions in a certain way. The goal of "learning by doing" is to bridge the gap between what a person knows and what he "does". Therefore, an important task is to determine the activity technologies for the formation of each competence from the declared list.

Modern activity technologies and teaching methods include:

Design methods and technologies of research activities;

Simulation, role-playing and expert games;

Trainings, laboratory workshops;

Various kinds of practice;

Group discussions, presentations, interdisciplinary seminars, etc.

Both traditional technologies of educational activity and innovative ones should, if possible, use modern information and communication technologies that make it possible to strengthen the practical orientation of the educational process, as well as take into account the individual characteristics of students.

The formation of competence is a process, and the level of its formation is a characteristic that changes over time. Mastering the components (components) of a separate competence usually occurs gradually. For example, in the junior years of study at a university, a student acquires knowledge and skills, and then skills in the field of the studied disciplines of the humanities and natural sciences. In senior courses, they become in demand during the study of general professional and special disciplines, the passage of educational and industrial practices, the implementation of course and diploma projects. The process of competence formation is shown in Figure 1.

Figure - Competence formation process

Practice-oriented training is one of the effective tools for the formation of professional competencies and personal-activity training of students of construction specialties. It has a systematizing effect on the learning process and allows you to comprehensively implement the tasks of theoretical and practical training, creative development and education of a specialist, and the acquisition of professional work skills by students.

Strategic objectives for the development of higher professional education, set out in the approved by the Government of the Russian Federation 03.09.05. The concepts of the Federal Target Program for the Development of Education for 2006-2010 are formulated as follows:

Improving the content and technologies of education, developing the fundamental nature and practical orientation of educational programs.

Development of a system for ensuring the quality of educational services in accordance with the needs of citizens, society and the labor market.

Improving management efficiency and creating new institutional regulatory mechanisms in the field of education.

The priority national project "Education" in terms of state support for universities implementing innovative educational programs considers the main tasks to be staffing the innovative development of enterprises, industries and regions, improving the quality of science and engineering education and ensuring its compliance with the demands of the labor market and technology.

Based on the above conceptual documents of the federal level, by the decision of the Academic Council of the Cheboksary Polytechnic Institute (f) of the State Educational Institution of Higher Professional Education of the Moscow State Open University, since 2005, a system of practice-oriented learning (PET) for full-time students has been approved and implemented and the main tasks for developing interaction have been identified with employers like:

1) Strengthening the practical orientation of educational programs based on the integration of scientific and educational activities and strategic partnership.

2) Creation of a system of interaction with employers.

3) Ensuring the activities of the regional council on the issues of interaction between universities and construction enterprises.

4) Participation in the creation and operation of joint associative structures with the professional business community and authorities.

Participation of employers is expected in the following areas of joint activities:

1) Monitoring and forecasting the needs of the labor market, planning a regional-industry order for specialists.

2) Joint development of educational programs and professional requirements for graduates.

3) Joint implementation of educational programs (financial, logistical, technological and staffing).

4) Public and professional accreditation and assessment of the quality of the content of educational programs.

5) Quality assessment and certification of graduates, assessment of the quality of the educational environment of the university, including scientific research and training of highly qualified personnel.

The solution of these tasks should provide high-quality and in-demand targeted training and advanced training of specialists, increase the competitiveness of the university in the labor market and educational services, improve the quality of professional training and competitiveness of graduates.

The essence of practice-oriented learning is the development by students of the educational program not in the classroom, but in real business, the formation of professional competencies in students (both general professional and special) by performing real practical tasks during study time in the leading construction organizations of the city of Cheboksary. To do this, the student is allocated a whole week after a month of study in the auditoriums of the institute throughout the academic year. Tripartite agreements (between the institute, the enterprise and the student) are concluded with the largest construction organizations, in which the student, in accordance with an individual task, undertakes to study some theoretical issues directly at the construction site. Each student is assigned a mentor from the enterprise and the institute.

The task of the university environment should be, first of all, to assist students in individual self-expression, therefore, it is necessary to provide certain opportunities for disclosing inclinations, abilities, and satisfying the interests of students. A system of knowledge is needed that promotes the development of interest in the search for that individual, which will subsequently form a high-class competence specialist capable of solving any problems related to his professional activities.

The specificity of graduates of construction specialties lies in the fact that after graduation they can choose two areas of their

further activities: work on the "line" as foremen of work and activities in design and research organizations. Moreover, the ratio of these specializations is approximately 1:1.

The entire educational process can be divided into several stages associated with the gradual accumulation of professional competencies and personal qualities by the student.

The first stage (1st year) is an adaptive one, which provides for acquaintance with the basics of the future profession, the specifics of the educational process. The most effective at this stage is the passage by students of a summer educational and introductory practice, during which individual interviews are held with students in order to identify the student's abilities and assist in choosing the direction of independent work.

The second stage (year 2) is the stage of mastering the basics of the future profession, at which professional adaptation, the accumulation of educational, didactic and normative knowledge take place. By the end of the second year, students should prepare small educational projects and form a circle of their interests in their future professional activities. In the second year, students take additional courses, after which they receive certificates of assignment to them of a rank in a working construction specialty (plasterer-painter-cladder, bricklayer, etc.). This is most important at this stage of becoming a specialist, since in the future the knowledge gained will help him freely adapt in a new environment and professionally perform his duties.

The third stage (courses 3 and 4) is the stage of forming professional competencies, mastering construction technologies, at which the student acquires all the above-mentioned knowledge and skills that a civil engineer should have. This can be observed during students' practice-oriented training throughout the academic year and industrial technological practices in the summer. At this stage, the element of creativity becomes important, which is manifested in the development of projects, the creation of new designs, scientific research, and the manifestation of the skill obtained as a result of passing practice-oriented training is also essential - the ability to work in a team, make technological decisions in a timely and competent manner.

The fourth stage (5, 6 courses) is innovative. This is the rationale and implementation of ideas accumulated during the passage of the above stages of training. The logical end of all work is the defense of a graduation project on technological topics using modern technologies and elements of a research nature.

Thus, the process of formation of professional competencies, the formation of students as future specialists is purposeful, systematic and phased. Practice-oriented training plays an important role in it, as it greatly contributes to an earlier choice of a place of future work.

The main objectives of practice-oriented learning are:

1. Social and labor adaptation of youth;

2. Studying the principles of operation of enterprises, institutions, organizations and the best practices of their specialists through the transfer "from hand to hand" of effective skills, technologies and schemes worked out by them in practice;

3. Deepening and consolidating the knowledge gained in the process of planned training sessions through the implementation of practical tasks compiled by teachers of the graduating department;

4. Development by student interns of the skills of preparation, adoption and implementation of decisions in practical activities;

5. The desire to achieve recognition in the work through the integration of educational and practical activities;

6. Determination by employers of the potential of future employees.

The main way to improve the learning process in technical

university - not an increase in the amount of knowledge transferred, but the development of skills for their scientific, professional comprehension. This is what contributes to the formation and development of professional competence of students of construction specialties.

Bibliographic list

1. Baidenko, V. I. Basic skills (key competencies) as an integrating factor of the educational process [Text] / V. I. Baidenko, B. Oscarson // Vocational education and personality formation of specialists: scientific method. Sat. - M, 2002.

2. Baidenko, V. I. Competences: to the development of a competency-based approach: lecture in slides: author, version [Text] / V. I. Baidenko. - M.: IC problems of the quality of training of specialists, 2004. - 30 p.

3. Baidenko, V. I. Competence-based approach to the design of state educational standards of higher professional education (methodological and methodological issues) [Text]: method, manual / V. I. Baidenko. - M.: IC problems of the quality of training of specialists, 2005. - 114 p.

4. Grishakhova, N. A. Competence-based approach in adult education [Text] / N. A. Grishakhova // Materials for the 3rd meeting of the method, seminar, 28 September. 2004 / Research. center of problems of quality of training of specialists. - M., 2004.-S. 16.

5. Zimnyaya, I. A. Key competencies - a new paradigm of the result of education [Text] / I. A. Zimnyaya // Higher education today. - 2003. - No. 5. -

6. Competence-based approach as a way to achieve a new quality of education [Text]: materials for experiment.-experiment. work within the framework of the Concept of modernization grew. education for the period up to 2010. - M., 2002.

7. Ozhegov, S. I. Dictionary of the Russian language [Text] / S. I. Ozhegov. - M.: Council, encycl., 1964. - 900 p.

8. Designing state educational standards for higher professional education of a new generation [Text]: method, recommendations for hands. UMO universities Ros. Federations: project / ed.-comp. V. I. Baidenko, E. B. Belov [and others]. - M.: IC of problems of quality of training of specialists, 2005.

9. Pokholkov, Yu. P. Basic principles of the national doctrine of engineering education [Electronic resource] / Yu. P. Pokholkov., B. L. Agranovich. - Access mode: http://aeer.cctpu.edu.ru/index.phtml.

10. Tatur, Yu. G. Competence-based approach in describing the results and designing standards of higher professional education [Text]: materials for the 2nd meeting of the method, seminar: author, version / Yu. G. Tatur. - M.: IC problems of the quality of training of specialists, 2004. - 16 p.

I. Chuchalin, A. I. Quality of engineering education: balance of interests based on competencies [Electronic resource] / A. I. Chuchalin, O. V. Boev, A. A. Kri-ushova // Quality of higher education and training of specialists for professional activity: materials of the Intern. symp. (Moscow, November 11, 2005). - Access mode: http://aeer.cctpu.edu. gi/\utp/sopED5_poy/ 51tr_05poy.rb1t1

Terekhova Olga Pavlovna

Candidate of Pedagogical Sciences, Associate Professor, Department of Materials Science and Ecology, Chuvash State University named after I.I. I. N. Ulyanova, [email protected], Cheboksary

DEVELOPMENT OF THE STATE ADMINISTRATION OF NATURE PROTECTION IN THE HISTORY OF CHUVASHIA

Terehova Olga Pavlovna

The candidate of pedagogical sciences, the senior lecturer of faculty of materiology and ecology of the Chuvash state university it. I. N. Ulyanov, [email protected], Cheboksary

DEVELOPMENT OF THE GOVERNMENT BY WILDLIFE MANAGEMENT IN THE HISTORY OF CHUVASHIYA

The nature protection activity of our state, including the Chuvash one, has a long history. The famous Volga oak forests have been preserved thanks to the establishment of protected forests for military purposes in the 14th-17th centuries. according to the environmental decrees of Peter 1. In accordance with the decrees, it was not allowed to cut trees along the banks of rivers at a distance of up to 25-50 miles from them. Landowners were forbidden to cut oak forests on their lands, and if they violated this decree, they were severely punished. In accordance with the royal decree, the forests belonging to the factories had to be divided into 25-30 cutting areas, of which only one was allowed to be cut down annually so that reforestation would not be disturbed.

In the Chuvash region, the well-known forester B. I. Guzovsky and his followers laid down good traditions of reforestation. Chuvash peasants took an active part in planting forests and caring for them.

Practice-oriented approach in training specialists.

Modern world is rapidly changing: not only the conditions in which modern society lives and develops are changing, the lifestyle is changing, thinking itself is changing. Recognizing the need for change is the first step towards modernization. Today all over the world there is an increased interest in one of the central social problems - the search for ways to develop the education system. It is education that definesfuturewhat will be the humanity of the third millennium, its economic, intellectual,personal, cultural, moral potential. The purpose of education is not only to transfer to the student a set of knowledge, skills and abilities in a certain area, but also to develophorizons, interdisciplinary flair, ability to individualcreativesolutions, to self-learning, as well as the formationhumanisticvalues. All this is specificcompetenceapproach. Its implementation involves a shift in emphasis toeducational, developing the functions of education, on the formation in the process of learning the personality of a future specialist. The transition to competence-oriented education is a natural step in the modernization of the Russian vocational education system, which allows resolving the contradictions between the requirements for its quality imposed by the state, society, the employer, as well as emerging labor markets, and its current educational results. The urgency of this problem is also confirmed by the fact that it is precisely this approach that is incorporated today in the layout of the new standard of vocational education (SPO), also focused on achievingalumnivocational education institutions of general and professional competencies. The adoption of federal state educational standards (FSES) means that the competence approach in education has moved from the stage of "self-determination" to the stage of "self-realization".The formation of a person as a professional takes place in a holistic educational environment of an educational institution. The efforts of vocational education are aimed at creating conditions conducive to the formation of a versatile, socially active, independent, creative, competence-based personality of a professional. The educational environment is a decisive factor in the development of the individual. The student, by his actions and deeds, activates the elements of the environment and thereby creates it for himself. The creation of a practice-oriented educational environment of an educational institution, the study of its influence on the formation, implementation, disclosure, self-improvement of the individual remains an urgent problem of pedagogy.Today, one of the problems of graduates is low professional competence and competitiveness. One of the ways to overcome these problems is a practice-oriented approach in training specialists.

What is a practice-oriented approach to training specialists?

Our team considers its main goal to be the maximum development of the personal and professional abilities of each student, the formation of a qualitative basis for professional and general competencies necessary for their competitiveness in the labor market and successful socialization in the conditions modern society. The effectiveness of the process of professional development of a person is determined by the coincidence of psychophysical capabilities and requirements of professional activity by the ability of a person to professional development, growth of professional competence, optimal construction of his professional career. It is from this point of view that we consider the possibilities of youth for integration into modern production through the process of high-quality professional training and education of a viable personality.
The formation of key competencies of students of secondary vocational education in accordance with the Federal State Educational Standard requires the introduction of innovative technologies in the educational process. Particular attention is paid to the formation of an activity-competent approach through the introduction of practice-oriented tasks.
With the introduction of educational standards, today the task is to update professional education on a competency-based basis by strengthening the practical orientation of professional education while maintaining its fundamental nature. To build a practice-orientededucation, a new, activity-competent approach is needed. Unlike traditional education, focused on the assimilation of knowledge, practice-oriented educationis aimed at acquiring, in addition to knowledge, skills and experience, practical experience. Education cannot be practice-oriented without acquiring activity experience, the level of which is more accurately determined by the methods of the competence-based approach. The activity approach is aimed at organizing the learning process, technology of practice-oriented education,where the whole process of learning acquires an activity character. And the competence approach is focused, first of all, on achieving certain results, acquiring significant competencies. Mastering competencies is impossible without acquiring activity experience, i.e. competencies and activities are inextricably linked. Under these conditions, the learning process acquires a new meaning, it becomesVprocess of teaching/learning, i.e. in the process of acquiring knowledge, skills and experience in order to achieve professionally and socially
significant competencies.
The system of competence-oriented tasks, depending on their functional purpose, includes subject-oriented, practice-oriented and professional tasks.
Subject-oriented tasks act as a means for students to form a body of knowledge in the academic disciplines of the professional cycle, necessary and sufficient for mastering the skills and abilities of a specialist as part of specific professional competencies, the development of students
cognitive activity. Such tasks are built on the basis of consideration of production situations aimed at the assimilation by students of knowledge on topics (sections) of the academic discipline, the ability to apply them in practice. They are offered to students in the form of an oral or test task, in the form of practical work. At the same time, the proposed tasks may contain a scientific contradiction, presented in the form of a cognitive problem, and thereby contribute to the acquisition of creative or emotional value experience by students.
Practice-oriented tasks act as a means of forming students' system of integrated skills and abilities necessary for mastering professional competencies
specialist. Such tasks are built by selectingproduction situations in which the skills and abilities of students in academic disciplinesprofessional cycle are essentiala condition for preparing students for solving professional problems that are within the competence of a specialist.
Depending on the degree of coverage of areas of subject knowledge, practice-oriented tasks can be disciplinary and interdisciplinary. Such tasks can be offered to students in the form of a practical task.Given the requirements of the modern labor market, primary vocational education should be based on a qualitatively new level of equipment of the graduate, both knowledge and practical skills.

The practice of employing graduates in recent years shows that potential employers in the selection of personnel are interested in personnel who already have, in addition to special education, work experience. In other words, it should be noted that practical knowledge of one's profession is required. To date, young professionals are experiencing difficulties in the competition of the labor market and in adapting to the conditions of work. It turns out that professional development takes several more years after graduating from an educational institution and requires additional efforts from the young professionals themselves and monetary costs from the enterprises in which they work for retraining. dialogism and practice orientation. This will allow future specialists to develop the skills of dialogical communication, a tolerant attitude towards the opinions and views of colleagues, the ability to isolate a problem from the general situation, choose the best solution, predict and analyze the results, which meets the criteria of professional competence of a specialist.The implementation of these principles is based on:

real professional tasks, the complexity of which increases from course to course;

the specifics of the professional activity of specialists who work individually, in small groups and large teams;

integration of knowledge, methods of various fields of science and human practice.

A practice-oriented teaching approach should be applied from the first days of training. Laboratory and practical classes should be carried out using computer technology and should be aimed at individual search activities, where the student does not just reinforce the main theoretical provisions of the subject, but learns to predict, plan, in a dialogue, disclose their opinions and positions on the chosen method of solving the educational problem, independently organize your activities

To create a practice-oriented educational environment, its conditions are needed.

Therefore, practice orientation and dialogue allow students to acquire the necessary minimum of professional skills, experience in organizational work, a system of theoretical knowledge, professional mobility and competence, which corresponds to the educational standard and makes our graduates competitive.

The conditions for increasing the parameters for the development of a practice-oriented educational environment, in our opinion, are:- Well-developed social partnership mechanismwith entrepreneurs;- excursions to professional enterprises;

Provision of internship sites for students and teachers;

Development of a program of bilateral exchange of students and teachers;

Organization of communication between students and teachers with interesting people (employers, representatives of public organizations, etc.) in the form of conversations, round tables, discussions, master classes;

Organization of conferences, competitions of professional skills or other forms of mass reception of guests;

Well-equipped classrooms and laboratories in accordance with the requirements of employers;- organization, if desired, of graduates of their further training in the profession or assistance to them in employment;- implementation in accordance with the requests of employers training of workers;- the direction of psychological and pedagogical work in educational institutions for the development of students' personal and professional qualities necessary for success in modern society;- changing the profile or specialties of an educational institution focused on the modern demands of employers;- organization of purposeful training of teachers in modern practice-oriented technologies;- teachers change their profile after completing additional vocational training (for example, if the educational institution prepares a new profession or introduces a new subject, etc.)- the educational process will be based on modern visual aids and technical means learning.

Conclusions.
1. Practice-oriented tasks help to show the relationship between theory and practice.
2. Practice-oriented tasks contribute to the ability to apply the acquired knowledge in future professional activities.
3. Practice-oriented tasks contribute to the analysis of not only correct decisions, but also erroneous ones. In the case of setting erroneous decisions, one should understand the motivation for the student to choose the wrong decision and, having analyzed the proposed situation together, lead him to the correct decision.
4. The system of competency-oriented tasks introduced into the educational process is able to ensure the gradual formation of students' knowledge, skills and professionally significant personal qualities necessary for mastering the competencies of a specialist, and also contributes to the development of students' more stable knowledge of the profession.
Thus, professional competence future specialist lies in the ability to successfully act on the basis of practical experience, skills and knowledge in solving problems of a professional nature, make effective decisions in the implementation of professional activities, and also determines the social significance of the future specialist, his demand, mobility and readiness for innovative professional activities.