Nurmuhamedova T.K., senior
lecturer
Akhmet Baitursynov
Kostanay State University
MODEL FOR THE
FORMATION OF PROFESSIONAL COMPETENCE OF ENGINEERS AIC
Character of the activities modern engineer APC
when doing production tasks, qualitative complication of official duties,
requires from graduate of engineering university of high level of knowledge and
skills, and high level of training.
Category "condition" in the
philosophical literature expresses the relation of the object to its
surrounding phenomena, without which it can not exist. The conditions
constitute a environment ,atmosphere in which it arises, exists and develops.
[1]
The pedagogical conditions in pedagogy is understood as a set of
objective opportunity, content, forms and methods aimed at solving posed
problems in the research [2].
In our work pedagogical conditions represent a set of measures in the
learning process, which should more fully provide the process of improving the
level of maturity of professional competence of future engineers of the AIC
based student-centered approach:
1) The questions of personality-oriented
approach in learning;
2) The object - meaningful informations on a
modular basis;
3) Complex educational and professional tasks,
business games for early assimilation specificity of professional activity.
4) The method of project learning in the system
practical lessons, etc.
While agreeing with the importance of the
research, as well as the detected pedagogical conditions, we note that the list
of its in general coincides with aim, orientation in the holistic approach. At
the same time, isolated conditions are incomplete and considered only certain
aspects of improving the level of maturity of professional competence.
For detection the pedagogical
conditions aimed at increasing the level of maturity of professional competence
of future engineers AIC, we have identified the following ways:
1) Research significance of the problem and its
relevance at this stage;
2) Studying practices to increase
the level of maturity of professional competence, its structure and features.
3) Identifying pedagogical
conditions aimed at improving the level of maturity of professional competence
based on a student-centered approach, taking in account the particularities of
student learning with the analysis of the practical side of the question.
Thus, in I.J. Lerner [2] and M.N. Skatkin [3] offer to
consider, such a critical indicators as fullness, depth, speed, flexibility,
specificity, generality, systematicness, awareness and fastness during the evaluation
of students' knowledge.
With
this in mind, based on the analysis of psychological and pedagogical literature
on the current problem, we can develop the structural and substantive model of
professional competence of engineers of AIC on the basis personality - centered
approach.
In our
opinion, personal professional-significant, educational and social-professional
competence composes the full professional competence of the future engineer
AIC.
The
professional competence is a complex, multifaceted and multidimensional
characterization of the teacher activities, which is responsible social order
of society and includes motivational target, operational-activity,
estimated-score indicators, each of which is composed of a number of
components.:
1) Motivational-target index reflects the keenness of
cognitive activities, orientation on future operations engineer AIC.
Operationally - activity indicator reflects the totality of basic
knowledge and skills specific to future professional activity engineer.
3) Evaluative-score index characterizes the ability to
evaluate the result of activities critical of the actions and skills.
In the educational process of higher education, levels of education more specifically
expresses gradual transition in the accumulation of knowledge, improvement of
mental activity of students on the basis of acquired knowledge and their
rational use.
Knowledge,
their depth, purview provide flexibility and independence of thought, the transition
to higher levels of intellectual development.
Reference:
1. Kagan V.I., Sychenikov S.I. Osnovy
optimizatsii protsessa obucheniya v
vysshey shkole: nauchno-metodicheskoye posobiye / V.I. Kagan, S.I. Sychenikov -M.:
Vysshaya shkola, 1987. - 143 s.
2. Lerner I.YA. Didakticheskaya sistema metodov obucheniya / Lerner I.YA. - M.:
Pedagogika, 1981.- 185 s.
3. Skatkin M.N. Problemy sovremennoy didaktiki / M.N. Skatkin. - M.:
Pedagogika, 1984. - 96 s.