Use of modern educational technologies in the process of forming competitiveness of university graduates

Автор: Konoplyansky D.A.

Журнал: Теория и практика современной науки @modern-j

Рубрика: Основной раздел

Статья в выпуске: 12 (54), 2019 года.

Бесплатный доступ

This paper deals with innovative technologies for pedagogic strategy realization for forming high-education graduates’ competitiveness. The special attention is paid on necessity of system interaction in frames of education space of all concerned sides.

Graduate, innovations, competitiveness, model, education, pedagogic strategy, principles, labour-market, strategy

Короткий адрес: https://sciup.org/140274165

IDR: 140274165

Текст научной статьи Use of modern educational technologies in the process of forming competitiveness of university graduates

In modern conditions, a graduate of a Russian higher educational institution with competitiveness in the labor market is a result of the work of the university faculty and at the same time a product offered to the market. Of course, the country's universities should produce just such a product - but, setting this as their goal, one cannot but take into account that the appropriate technology should be used to produce something with predetermined properties.

This term should be understood as a set of methods and techniques for changing the initial state of an object. In pedagogy, the concept of "technology" is interpreted as a set of methods and techniques that ensure the procedural twoway nature of the interrelated activities of the teacher and the student. The main idea of technologizing the pedagogical process is to give it a high degree of con- trollability, so that student learning is guaranteed to lead to a pre-projected result [7].

Today in the pedagogical literature the concept of “pedagogical technology” is considered from three points of view:

  • •    scientifically, this is an integral part of pedagogy as a science, which studies and develops target settings, content and teaching methods, as well as ensures the design of pedagogical processes;

  • •    procedurally, this is a specific algorithm of the pedagogical process, reflecting the totality of the goals, content, means, techniques and methods of achieving the planned learning outcomes;

  • •    in terms of activity - this is the actual implementation of the pedagogical (technological) process, which involves the use of all personal, methodological and instrumental pedagogical techniques and means.

That is why pedagogical technology can, in our opinion, be considered as a systemic interaction of the subject and the object of the pedagogical process (coordinated by goals and objectives), which, through the use of specific pedagogical tools, methods and techniques, provides the object of interaction with predetermined properties and personality traits reflected in the student’s system of life guidelines, values, etc.

Based on this definition, it can be assumed that any pedagogical technology should satisfy such basic methodological requirements as conceptuality, consistency, reproducibility, efficiency, controllability.

At the same time, modern requirements regarding the formation of competitiveness of a university graduate determine the actualization of a procedurally structured set of methods and techniques that would cause qualitative changes in the educational process, increasing its effectiveness [3]. This is what directs us to the need to develop innovative pedagogical technology, which should be understood as a systematic, focused phased introduction of innovative innova- tive means, techniques, methods of pedagogical actions into educational practice of higher education, which encompass a holistic educational process from setting a strategic goal higher education institution to obtain the planned educational results. Of course, innovative pedagogical technologies are focused on obtaining an innovative (qualitatively new) result.

Turning to the concept of “pedagogical technology for the formation of competitiveness of a university graduate” in modern scientific and pedagogical research, attention should be paid to the value-semantic unity of strategic goals, content, organizational, psychological and pedagogical conditions of the process of formation of student personality competitiveness that defines it . In the literature on pedagogy, in our opinion, not enough attention is paid to the issues of scientific interpretation of this concept, the definition of its essential content.

Therefore, it seems necessary to formulate the author’s definition of the “pedagogical technology for the implementation of the pedagogical strategy for the formation of the competitiveness of the university graduate” - as a set of pedagogical techniques, methods and means for implementing the planned set of actions by the teacher, which is consistent with the developed ideas about the pedagogical goal and the means to achieve it, determining the achievement of the desired result, namely, the formation of a specialist endowed with certain personal qualities and capable of achieving the set targets with a high degree of efficiency in various rapidly changing conditions of social reality through the practical application of a set of methods for solving an extensive class of professional tasks.

Thus, innovative pedagogical technologies for the formation of competitiveness of a university graduate in educational and extracurricular activities are considered by us as a means of realizing a pedagogical strategy and motivating students for personal growth, a professional career, the development of innovative thinking, intellectual and creative potential.

All currently available innovative pedagogical technologies for the formation of competitiveness of a university graduate have their strengths and weaknesses.

Modern educational technologies used for the formation of competitiveness of university graduates

View

Content

Advantages / disadvantages

Modern educational technology

transition from lectureseminar to educational-technological system of education

"positive"

transform the presentation of teachers and students about the process and content of educational activities (including acting as a resource for changing the structure and content of education in accordance with international requirements); enrich the educational process through the practical application of active, communicative, analytical methods and teaching methods; ensure the interconnection of theory with practice (applied research); form competencies for future specialists who meet the requirements of employers and the labor market, including ensure the formation of analytical, communicative, organizational, project and other skills, develop the ability to make decisions in unusual situations; focused on stimulating the personal, intellectual and creative potential of students, etc.

"negative"

the need for a high level of professionalism and pedagogical mastership of the university faculty; the corresponding level of technical, technological, material and other resource support of the educational process; high requirements for the student’s “position” in relation to the process of his education (activity, initiative, desire for selfdevelopment and self-education, etc.).

case technology

interactive learning technologies

moderation and project technologies

information and communication technologies

multimedia educational technology

personality-oriented training-but-production practices

organizational and technological innovations in the extracurricular activities of university students: mentoring, volunteering, personality-oriented forms and methods of educating students, organizing projects, etc.

Consider the nature and content of innovative pedagogical technologies for the formation of competitiveness of a university graduate in educational and extracurricular activities.

These technologies are focused on the formation of certain personal qualities in students during educational and extracurricular activities, which provide the opportunity to achieve specified targets with a high degree of efficiency through the practical application of a set of methods for solving an extensive class of professional tasks. Considering the "competitiveness" from the position of the formation of a complex personality trait that has the appropriate psychophysiological, intellectual and other resources, as well as the moral aspects of its reflection, the content of innovative pedagogical technologies is presented in the following forms and types of student activity:

  • •    transition from a lecture-seminar to an educational-technological system of training. It involves the transformation and / or implementation of specific innovative forms, methods and tools into the learning process [4].

  • •    case technologies - designed to educate students in setting professional tasks and developing alternative solutions to them in accordance with established criteria [1].

  • •    interactive learning technologies - as stimulants of productive, creative thinking, behavioral patterns and communication skills. Interactive technologies are both non-simulation (seminar-debate, problem lecture) and simulation (construction of models of the studied object).

  • •    moderation and design technologies - “refracting” the academic theory through reality to increase students' interest in actively mastering knowledge and developing skills in collecting, processing and analyzing information [3].

  • •    information and communication technologies - are based on the use of ways to optimize communication channels of information transfer (for example, computer technology).

  • •    multimedia educational technologies are based on the use of information and communication tools and programs, through which the student provides the formation of a single information field [5].

  • •    Personality-oriented training and production practices, a kind of “strategic action”, through which professional tasks are solved within the knowledge, abilities inherent in the student [6].

  • •    organizational and technological innovations in extracurricular activities of university students (mentoring, volunteering, personality-oriented forms and methods of educating students).

We will define and characterize the structural components of the pedagogical technologies for the formation of competitiveness of a university graduate: their purpose, objectives, principles, content, forms, methods, means (tools), implementation stages and results.

The goal is to find strategic ways to technologicalize learning as a priority area for its qualitative transformation through the introduction of innovative ideas (educational innovations) and / or non-traditional approaches to the organization and management of pedagogical processes [2]. In the context of the establishment of a competitive university graduate, this goal involves the formation of competitive advantages of a graduate student through the use of innovative forms, methods and teaching aids, as well as innovative approaches to the organization and management of the pedagogical process.

The tasks of forming the competitiveness of a university graduate include actions to form and develop a student’s personality.

The principles of constructing pedagogical technology include such as systematic learning, the connection of theory with practice, individuality, the relationship of learning with the comprehensive development of the student’s personality, the creativity and activity of students, etc.

The content is reflected in the totality of specific psychological and pedagogical attitudes, which determine a special complex of forms, methods, methods and techniques of training.

Forms are a complete sustainable organization of the pedagogical process in the unity of all its components.

The methods reflect the methods of orderly interconnected activity of the teacher and student in the formation of the qualities and personality traits of the latter, which provide him with competitive advantages in the modern labor market.

The tools reflect a specific set of methods, tools, techniques and forms of pedagogical interaction between teacher and student, with the help of which the process of forming the competitive properties and qualities of the student’s personality, provided for in the pedagogical strategy, is implemented.

The stages of the implementation of pedagogical technology reflect the sequence of actions of a teacher to achieve predetermined targets for the establishment of competitive advantages of a graduate through the use of innovative forms, methods and teaching aids, as well as innovative approaches to the organization and management of the pedagogical process (1.creation organizational and pedagogical conditions for the formation of competitiveness of a university graduate; 2) theoretical, 3) independent work of the student, 4) diagnostic).

Results and their diagnosis. We study the effectiveness of the application of a specific pedagogical technology in the framework of assessing changes in the level of professional training of students (establishing its competitiveness).

In view of the foregoing, technologies of social partnership should be used as an innovative technology for the implementation of pedagogical strategies. With its help, it is supposed to shift the emphasis from the influence of the teacher of a higher educational institution to students on the creation and improvement of their vocational training, self-education and self-development as a strategic action, through which, within the boundaries of knowledge, abilities inherent in a student, professional tasks.

The role of technology for the development of social partnership in the process of forming a competitive university graduate is very diverse and involves not so much deepening and consolidating the trainees received during the training at ZUN, as the formation and development of relations and experience of interaction with entrepreneurial structures, which allows higher education the institution does not “tear itself away” from the real situation prevailing in the labor market, as well as from the modern needs and requirements of employers. Unlike educational practices organized by the university, the technology of social partnership development makes it possible to jointly solve the problems of matching professional education with the nature and level of development of the domestic economy, and become an effective way of employing university graduates.

The technology for the development of social partnership in the process of forming a competitive graduate involves the targeted, systematic, continuous and joint activities of stakeholders in the educational space of a higher school to eliminate inconsistencies between the level of development of the labor potential of young specialists and the functioning criteria of today's market economy by forming the readiness of future workers for self-realization in real market conditions .

For this, first of all, it is necessary to establish constant close contact with potential employers. Of course, the technology for the development of social partnership should include close cooperation of interested parties in the following areas: development of the educational and material base of a higher educational institution (including through co-financing of universities), joint determination of training volumes with the employer the staff of higher education, the development of targeted contract training of specialists, reservation of jobs, etc.

With this approach, the most effective formation of the competitive advantages of a university graduate is ensured. The degree of formation of his competitiveness in the application of his professional qualities and skills will be directly reflected in his achievement of success in his professional activity in a competitive environment.

Список литературы Use of modern educational technologies in the process of forming competitiveness of university graduates

  • Zhogoleva E.E. Innovative pedagogical technologies // http://moirang.ru/publ/metodicheskie_materialy/pedagogicheskie_tekhnologii/innovacionnye_pedagogicheskie_tekhnologii/12-1-0-28#.Vd4c2P3ovIU
  • Lavrentiev G.V., Lavrentieva N. B. Innovative teaching technologies in the training of specialists. - Barnaul: Publishing House of Altai State University, 2002. - 286 p.
  • Mikhelkevich V.N., Nesterenko V.M., Kravtsov P.G. Innovative pedagogical technologies. - Samara, 2001.- 254 p.
  • Monakhov V.M., Bakhusova E.V., Vlasov D.A. Pedagogical technologies as didactic tools for the modernization of education. - M. - Tolyatti: VUiT, 2004.
  • Multimedia technologies in education [Electronic resource] // http://studynote.ru/studgid/sovremennoe_obrazovanie/multimediynye_tekhnologii_v_obrazovanii
  • Nikulina Yu.N. Professional preparedness of young specialists: a view of university graduates and employers // Bulletin of OSU - 2011. - No. 8 (127).- P.88-93.
  • The concept of "technology" in pedagogy [Electronic resource] // http://www.libpsyx.ru/?Article=102
Статья научная