Application of the process method in teaching economic disciplines

The study of any academic discipline pursues the goal of mastering theoretical knowledge in a certain field of science and professional activity, acquiring the skills to apply them in practice or in situations simulating this activity, as well as the formation of general cultural and professional competencies required by the graduate.

The appointment of innovative approaches in the teaching methods of the disciplines of the general professional and special cycles is the implementation of the above principles in the educational process, including the principle of the process approach, in the development of educational and methodological documents, the writing of textbooks and teaching aids, and in the teaching of these disciplines.

The process approach is based on the notion that any academic discipline, depending on the content of the educational information, can be classified in one of three categories:

• -    discipline as an area of a particular science;

• -    discipline as a kind of professional activity;

• -    discipline as an area of a specific science and a type of professional activity.

Different types of professional activities may have specific elements. So, for many educational disciplines, the basis (conditions) for carrying out activities and its varieties are an important element: economic (for economic disciplines), financial (discipline "Finance"), regulatory (for legal disciplines), mathematical (for financial and economic analysis , economic and mathematical methods, etc.). For the disciplines "Marketing" and "Management" the following elements are necessary: the marketing environment or organizations, the strategy and tactics of marketing and / or organizations. A list of specific elements can be continued.

Any academic discipline represents a set of a set of didactic elements that must be studied in a certain sequence, taking into account the intrasubject connections.

In addition, the disciplines of general professional and special cycles may contain other specific elements of professional activity. If the academic discipline is a science and a type of professional activity, then its content may include additional elements characteristic of science (laws: natural, economic, mathematical, etc., laws, history of science, etc.).

Advantages of the process approach to teaching methods of general professional and special disciplines:

• -    clear structuring of the content;

• -    prevention and / or elimination when correcting duplication of the same didactic elements in different topics of the same discipline and / or in different disciplines;

• -    ensuring the interaction of constituent elements of different types of professional activity;

• -    methodical and practical justification for the selection of certain didactic units with sample programs for each discipline;

• -    providing methodological assistance to students through the unification and rationalization of the learning process;

• -    ensuring the quality management of the educational process for each discipline.

Training is inseparable from education, which acts as an independent category of education, as well as accompanying education. Education in the learning process is an essential component of education.

Factors influencing the quality of education are subdivided depending on the ability to manage the management of educational institutions in two groups: regulated and unregulated.

The quality of training largely depends on the qualified formation of the content of training, focused on its effectiveness - ensuring the necessary level of competencies. The content of training is not only a means of creating and maintaining competences, but also a means of meeting the educational needs of students, the demands of society and employers.

Thus, the content of training is intended for the formation of professional and individual overprofessional competencies, and the content of education is a complex of competencies required for professional activity.

Practical experience of the student is formed using active methods and means of teaching (situational tasks, business games, trainings that simulate professional activity), as well as innovative personally oriented pedagogical technologies (work in collaboration, design method, etc.), in addition, practical experience work students acquire when passing professional practice, provided it is properly organized, as well as in the process of work (students and full-time employees).1

Although the content of learning is the most important factor affecting the quality of education, it can not provide it fully. This is due to the fact that a number of competences are formed not so much by the sum of knowledge and skills to use them in the right situation, but also by the individual traits of the trainee (for example, communicability, teamwork, ability to analyze and think creatively, etc.).

The specificity of students' education in the university at the present stage is that many do not have a positive motivation for learning. If earlier only students of evening and correspondence departments worked, now and a significant part of full-time students, whose work and earning money is on the first place, and study is on the second place, and sometimes in the last place. To this, it is also necessary to add the shortcomings of school preparation: a number of students do not have the simplest competences (they do not know how to write correctly, express their thoughts, calculate%, etc.). Therefore, the teachers of the university have to deal with the formation of overprofessional competencies, which should have been developed in the student at the previous stages of training.

Here, more attention should be given to the basic concepts of the economy, which they will be able to operate in the future. It is possible to consider the situational problem with the solution of it, and then offer to solve the students similar.

In the light of the transition to the training of students on a third-generation standard, one should work to acquire knowledge, skills and habits in the methodology of accounting, as well as in the field of internal control and audit techniques and the formation of competencies required in professional activity for the analysis of accounting records in order to adopt effective managerial decisions. Therefore, it is necessary to develop the subject of coursework related to the practical solution of the tasks.2

In conclusion, it should be noted that the modernization of the national education, designed to improve the educational process and improve the quality of training specialists, ensure their competitiveness in the labor market by meeting the requirements of employers, is impossible without the introduction of innovative approaches to teaching methods, including general professional and special disciplines.

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