Praxiologism as a mechanism for updating the content of professional tourism education

Teaching praxeologism as a teaching theory and practice-oriented integrative area of pedagogical knowledge has developed a number of approaches and mechanisms of educational activity organization allowing to increase the level of efficiency and effectiveness. There have been developed and described models and experiments of the application of the praxeological approach, the main thrust of which is to increase the level of compliance of the educational activities of its goal-setting (in applied methods and used resources) as at school as in profes- sional activity. In particular, praxeological models of educational activities differentiated by level of challenge (A.E. Maron, L. Yu. Monakhova, V.S. Fedotova, 2012), studies on the application of the praxeological approach in organization of practical training and in assessing its effectiveness (N.B. Avalueva, Yu.V. Voronina, N.L. Gal- eeva, T.N. Tret'yakova, etc.) are interesting in our view. The term “praxiologism” as derived from “praxeol- ogy” and “praxeological” is introduced into scientific circulation and is used by a number of Russian scientists: E.N. Mikhailova, E.E. Semchenko, J.N. Akhatova. Analysis of Russian and foreign publications, however, shows that at present there are not adequately reflected the results of the application of the praxeological approach in vocational tourism education within the context of its modernization, one of the main objectives is updating the content. Thus, we formulated the problem of lack of scientific descriptions of the practice application of the praxeological approach in modernizing the educational process in the context of professional tourist education development. In this regard, the authors of the article's studies have been conducted and summarized the results of a longitudinal teaching experiment which goal was the testing of the praxeological approach to developing the content of education in specialized educational institutions (College and University of tourism). The object of the study was the results of the application of the praxeological approach to formation and realization of educational programs of students in experimental and control groups in the direction of preparation “Tourism”, the subject became pedagogical tumors formed in the course of the experiment. The contents of praxiologism as a mechanism of modernization was reduced to: implementation of the sectoral content in the content of education, the applica- tion of quasi-professional educational resources and organizational forms, the individualization of educational trajectories. The result of the use of praxeological approach is identified with pedagogical neoplasm of students, the analysis of which allows to make a conclusion about the effectiveness of the applied approach.