techn.sciences kand. Akhmetzhanova Sh., undergraduate Shymyrbek A.

Taraz State University, Kazakhstan

Featuares of training specialists in the field of information technology

The modern development of the economy and the social environment directly depends on the level of training and education of specialists with a high level of qualification who must have the appropriate competencies that allow them to quickly adapt in new situations and find the most correct and creative solution for various tasks of professional activity[1]. Thus, one of the main goals of the higher education sphere is training specialists, taking into account the competent approach.

The educational approach, based on the notion of competence as the goal of professional training of a specialist in a university, is defined today as a competence one. In the works of national and foreign authors (VA Bolotov, IA Zimnyaya, A. Ellis, D. Fouts, Yu. Kohler, etc.), to date, the essential characteristics of the competence approach [2-3].

It should be noted that the competencies assigned the leading role in the educational standards of the new generation. In general, the competence is understood as the ability to apply knowledge, skills, personal qualities for successful activities in various situations related to professional and social activities.

Practically, up to the present moment, the training of students in Kazakhstan was based on obtaining fundamental knowledge and training a broad specialist, which led to a shortage of practitioners. However, the requirements of modern standards are already aimed at training specialists in a specific subject area, who are able to quickly join work and solve their tasks.

Modern educational standards developed in Kazakhstan are based on fundamentally new conceptual and methodological grounds: they contain not only a general characteristic of the specialty, requirements for the terms of training and its forms, characteristics of the professional activities of the specialist, but also requirements for his competence, including academic, socio- Personal and professional competencies that guarantee the quality of higher education.

Today, skilled workers are particularly in demand in industries related to electronic data processing and the development of appropriate software supporting the automation of various aspects of activities. Below we will consider the main features of training specialists in this profile in Taraz State University.

In the educational standard for the IT profile specialties, the general training objectives of the specialist are formulated as follows. First, it is necessary to form and develop social and professional competence, which allows combining academic, professional, social and personal competencies for solving problems in the field of professional and social activities. Secondly, it is required to create skills of professional activity, which include the ability to set tasks, develop and make decisions taking into account their social, environmental and economic consequences, as well as to plan and organize the work of the team. Thirdly, it is also important to form the skills of research work, which involves planning and conducting a scientific experiment, the ability to conduct a scientific analysis of the obtained results, and to make creative use of scientific achievements in the field of information technology.

Based on the training objectives, as well as taking into account the types and objectives of the professional activity of future IT professionals, the following basic competencies are marked in the educational standard: academic, social, personal and professional.

Academic competencies include the ability to work independently and constantly improve their professional level, apply the basic scientific and theoretical knowledge to solve scientific and practical problems in the field of creating and improving the software of information technologies, formulate and put forward new ideas.

Socio-personal competencies are connected with the fact that the future specialist should have a high level of citizenship and patriotism, know the rights and observe the duties of a citizen, have the ability to find the right solutions in emergency situations, have the ability to interpersonal communications, be able to work in a team.

The basis for the qualification of modern IT professionals is professional competence, which presupposes that graduates should have the knowledge and skills to formulate problems and solve problems, develop plans and ensure their implementation in the chosen field of professional activity. Thus, a specialist who has received an education in the field of IT-technologies must possess professional competencies in design, production, operational, organizational, managerial, innovative spheres, as well as in research and educational fields.

Let's consider how the competence approach in the Taraz State University was realized for teaching students the specialty Information Systems.

So, for training IT specialists, the main part of the training courses of the specialty is aimed at the formation of basic knowledge in the field of methodology for designing and developing information systems and specialized software for solving specific domain problems. Note that the studied disciplines are characterized by the following: a large amount of theoretical and practical material; Use of various systems and environments, modifications and versions of which can change even in the course of two academic years; The need to take into account the economic trends of the tasks being solved, and so on.

As a rule, many tasks of the course are voluminous and multidimensional, they have a practical orientation.

To enhance individual control during the conduct of training sessions with students during the semester, the teacher is expected to use new forms of training. For example, the organization of the educational process for many training courses is built taking into account the practice-oriented focus, the development of relevant professional competencies, modern methodological techniques in the field of software development. The basis for conducting classes in special disciplines is a presentation-discussion form of work with teaching materials and a collective method of projects that involves the consistent implementation of practice-oriented project assignments during the study of a specific discipline [4]. To develop the initial motivational activity and interest in studying the discipline for students, a seminar of ready-made projects is initially conducted, where the development is shown - ready-made software products - and brief instructions are given on their logical structure and practical implementation, as well as the necessary requirements for the corresponding knowledge of the theoretical material , Practical skills and abilities. Initially, the objectives of the subject area are formed by the teacher. Here, the main areas that limit the examination of the subject area are indicated. Students are required to conduct an analysis of the subject area on the proposed topical task, to carry out infologic modeling and, subsequently, to provide, as a rule, models of data, functions and interfaces, and in the end - a complete project.

The above approach contributes to the development of the principles of inductive thinking in the modeling of specific situations in the subject area, and, consequently, the formation of such competencies as independence, the ability to apply the basic scientific and theoretical knowledge to solve scientific and practical problems, formulate and put forward new ideas. It should be noted that the tasks are functionally divided into program modules, each subsequent of which is a logical extension of the previous one and serves as the main basis for the next [5]. Completed works supplement the bank of practical ideas, which can also be positioned in the IT-market of projects and services.

We also note that the obligatory aspect of the instructor's interaction between the teacher and students is the use of some proposed set of modern software tools that support both the various aspects of the educational process and the stages of designing and creating the final software product. As the requirements to the project being developed are clarified, students are required to independently expand their knowledge of the theoretical aspects of development and the software that is used for implementation. Naturally, this approach contributes to mastering both technological and information skills. In addition, all this also contributes to the willingness to solve problems independently, self-education, use of information resources and the development of research and development skills.

Naturally, the organization of the educational process, which is given above, assumes the maximum interaction between the teacher and the student, promotes the development of inductive thinking, creative skills in solving large IT problems, the use of modern technologies in conducting lecture and laboratory classes, and also provides support for independent work in student groups . On the other hand, the learning process is viewed as a collective process, which includes both the teacher and the students. At the same time, the basis of interaction between the teacher and students is mutual respect, support for non-standard solutions of students for the tasks set, as well as observance of cultural norms and behavior that have developed in the society at this stage of development. In this case, the teacher acts as the main coordinator of the educational process, which forms collective teams for the implementation of project tasks, assigns individual assignments to groups, conducts interim consultations and monitoring, and organizes the final delivery of the project at the final stage of the educational process. Thus, the development of social and personal competencies is achieved not only through the identification of topics of projects that are associated with various aspects of the life of society, as well as the organization of creative collective groups of students working on the solution of the chosen task of the subject area. Over the past few years, relevant tasks have been formed that involve a collective creative approach to achieve the ultimate goal of implementing and supporting the application, as well as writing the necessary reporting documentation. When forming groups of students are always taken into account the psychological compatibility (student wishes to work together), their academic performance as well - wishes concerning domain solved the problem, select a specific means of implementing the software, etc...

In addition, during the training sessions to actively use modern educational technologies that support all stages of the work on individual projects, as well as provide multimedia lectures, project work plan, implementation support collaboration on projects, implementation of interactive individual consultations and so. D.

In view of the foregoing, the scientific aspect is present from the very beginning of the interaction of the teacher and students, which is expressed primarily in the individual approach in determining the complexity and novelty of a development project, the formalization of the study for the students, as well as - in a real demand for the project. In the future, students are involved in performing real scientific research related to innovative developments.

The educational process, organized in the manner described above, assumes the formation of all groups of competences: professional, academic and social-personal.

It should be noted that the use of the competence approach contributes to the formation of the required level of training for IT professionals, a high level of general cultural and professional competencies, and the development of business and moral qualities that provide graduates with competitiveness in the internal and external labor markets, rapid professional and career growth, social and Professional mobility.

Literature:

1. Bolotov VA, Serikov V.V. Competence model: from idea to educational program // Pedagogy. 2003. № 10. P. 37-42.

2. Winter IA Key competences - a new paradigm of the results of education // Higher education today. 2003. № 5. P. 23-29.

3. Ellis A., Fouts D. Pedagogical innovations. Kostroma: KOIPKRO, 1999. 189 p.

Kohler J. Quality assurance, accreditation and recognition of qualifications as control mechanisms of the European higher space

4. Izosimova TN, Rudikova LV Competence approach as a guarantee of the quality of training of modern specialists in the field of IT-technologies // Nauch. Tr. Acad. Exercise. Under the President of the Republic. Belarus. Issue. 1. Minsk: Acad. Exercise. Under the President of the Republic. Belarus, 2014. P. 202-209.

5. Rudikova LV About the organization of the educational process at the course "Database management systems" // Higher technical education: problems and ways of development: materials of the international. Scientific-method. Conf. Minsk, 2004. pp. 201-202.