Педагогические науки/Проблемы подготовки специалистов

Kovalev V.K., Doctor of Phys. and Math. Sci. Reshetnyak S.O.

National Technical University of Ukraine «Kyiv Polytechnic Institute»

Stimulating scientific research of students in physics and engineering

One of the main problems of modern education is undoubtedly a certain isolation of higher education from the real needs of science, education, innovative trends, structural governmental changes. It is caused by the presence of several factors simultaneously.

Firstly, the structure of modern higher education is largely a natural extension of the Soviet higher school model, which is focused on building a high level of engineering training, and to a large extent - on the formation of a strong enough common fundamental training that was the basis of a wide range of research, applications, as well as industrial growth.

At the same time, significantly reduced the level of public interest in basic research, and the bet is placed on applied research aimed at rapid economic output and payback. In such an approach, of course, the paramount importance is to achieve short-term economic goals at the expense of the general level of education and engineering training. In addition, lack of basic training and, in particular, less adequate ability of future professionals to think by fundamental scientific categories, and also affects the level of application development, the achievement of which is given with all the great efforts, but the level of the final product is not always responds to modern requirements.

Secondly, the structure of the educational process is largely aimed at pumping students with information that is undoubtedly an important part of the learning process, but not the only one.

Thirdly, even at the undergraduate to the students is not always the task of synthesis of acquired knowledge to address specific scientific problems.

As a result, graduates are usually enough "raw" products of higher education with a fairly limited skills not always meeting the requirements that apply to professionals-engineers.

Fourth problem is, unfortunately, that graduates not always choose a job that matches their specialty. And this choice is often carried out for another two or three years before graduation. One reason for this state of affairs is reducing the requirements of modern enterprises, companies and organizations to formal correspondence of received specialty to jobs, for which a graduate is invited. At the same time, the scale of charges involves a hierarchy of positions and salaries depending on the qualification obtained without reference to the specialty.

It's no secret that one of the consequences of this state of affairs is not only a drop in the overall training level, but the fall of the real prestige of higher education, which often boils down to a formal requirements to receive a diploma in whatever specialty. This, of course, leads, including, to ill-conceived and poorly responsible choice of future profession by applicants at the stage of filing documents to higher schools.

As for possible solutions of this problem, the best results could give a set of measures aimed at stimulating research.

Firstly, at a very early stage in school years, we must as can be more power as possible to cover future applicants by involvement in work at the Junior Academy of Sciences, the circles in the field, conferences, etc. This will give them the opportunity to feel like the specifics of a particular direction of research and form a creative interest in solving scientific problems widest profile.

Next, we need to render any assistance to participants of such activities, primarily through the provision of incentives to enroll in higher education institutions in relevant specialties. And starting from the first course to offer students similar activities at the level of higher education. To the third course it will be actually formed the circle of scientific interests of students and the communication with teachers-scientists been established which may, in the course of such events, begin the management of diploma works of students. The main advantage of this sequential process is a creative interest and enthusiasm of the students in carrying out research that will result not only in high-quality graduate work, but also lay the foundation for future scientific work under, that is importantly, specialty training.

Of course, higher education institutions must as often as possible to attract students to participate in various conferences, including international ones, as most modern scientific problems are solved through broad international cooperation, and to this students must get used since college. In addition, participation in the preparation of such conferences and skills will help to shape future leaders, managers, organizers of scientific institutions and forums.

One promising area is the training of students in foreign educational institutions, which also promotes the integration of future professionals in the world science.

As a result, such a comprehensive approach to the training of future scientists and engineers will help to build a really high-level professionals capable of creatively formulate and solve major scientific problems, capable to cooperation in the various groups and able to organize scientific research in the best way.