Innovative teaching methods in technical mechanics. Adapted methods of scientific creativity in teaching technical mechanics
Lyutaya L.F.,
teacher of general professional disciplines GBPOU "Bryukhovetsky Agrarian College", Art. Bryukhovetskaya, Krasnodar Territory
APPLICATION OF CONCENTRATED TRAINING WHEN TEACHING THE DISCIPLINE “TECHNICAL MECHANICS”
The development of technology and the introduction of new technologies in modern production involves increasing the educational level, professional skills and mobility of modern specialists. Modern society needs an individual who is able to independently and creatively acquire, assimilate and apply knowledge in changing production conditions. Analysis of the modern lesson-based teaching system reveals a number of shortcomings and contradictions. The assimilation of an academic discipline with such an organization of training is extended over a long time; it is not the ability to see patterns that is introduced into the absolute, but the knowledge of specific rules, individual formulas; the educational material studied in lessons is very diverse: a kaleidoscope of new concepts, laws, rules, principles, dates, phenomena falls on students in almost every lesson. “The consequence of this “content vinaigrette” is that students’ attention is scattered across a number of subjects. The constant change of subjects, classrooms, and teachers does not allow students to immerse themselves completely in any of them, does not give them the opportunity to dwell on something, to think more deeply about a question or subject that interests them.” Resolving this contradiction requires a transition to a different organization of learning, which would bring the educational process as close as possible to the natural psychological characteristics of human perception, assimilation and memorization of information. Concentrated training meets this task. “The purpose of concentrated learning is to eliminate the multi-subject nature of the school day, the kaleidoscopic nature of sensations and impressions in the formation of knowledge, and the fragmentation of the cognition process. The effectiveness of the educational process during concentrated training is achieved through the real integration of all components of the learning process: target, content, control and assessment. Concentrated training follows the spirit of demo-
cratization and humanization of education, unites all the components of the pedagogical process, meets the needs of a modern secondary vocational school."
The discipline “Technical Mechanics” plays an important role in the formation of the technical engineering thinking of the future mechanical technician, and contributes to the formation of skills to independently navigate the rapid flow of scientific and technical information. The ever-increasing volume of information and the use of new methods of structural design require the selection of the necessary information for the training of specialists of a certain profile. The extensive path of simply increasing the amount of study time has been exhausted. Achieving, when studying “Technical Mechanics”, such goals as integrity, consistency of the cognition process, interest in learning, variety of educational activities within the framework of the class-lesson system with its multi-subject nature and dispersal of the process of studying the discipline does not give the desired pedagogical effect. To achieve these goals, the teacher needs to: systematize educational material; highlight the main thing, the main thing; structure it using the uniformity of the structure of formulas and the similarity of laws and phenomena; to establish the unity of calculation methods in the discipline “Technical Mechanics” and their practical orientation; organize independent work of students. “Russian universities have accumulated positive experience of concentrated training in certain disciplines: pedagogy (V.S. Bezrukova, Ekaterinburg Engineering Pedagogical Institute]); special subjects (V.M. Gareev et al., Ufa Aviation Institute; A.T. Popov, T.V. Davydov, Magnitogorsk Mining and Metallurgical Institute]". The educational technology of concentrated training is considered as one of the approaches to organizing training, which makes it possible to remove difficulties that are not always possible to overcome within the framework of the traditional class-lesson system of organizing training.
“Concentrated learning is a technology for organizing learning in which, for a short or long period, students’ energy and working time are concentrated on the study of one or more disciplines.” The purpose of concentrated training is to increase - 64 -
research on the quality of teaching and education of students (achieving systematic knowledge, their mobility, etc.) by creating an optimal organizational structure of the educational process. The purpose of concentrated education is also to eliminate the multi-subject nature of the school day, the kaleidoscopic nature of sensations and impressions in the formation of knowledge, and the fragmentation of the cognition process. Didactic and methodological support for the process of concentrated teaching in the discipline “Technical Mechanics” includes: designing the content of the discipline “Technical Mechanics” in conditions of concentrated training, methodological support for concentrated teaching in the discipline, teacher training as a condition for the implementation of concentrated training. The implementation of the educational technology of concentrated teaching in the discipline “Technical Mechanics” in the pedagogical process requires adequate structuring of the content of educational information. The educational process of teaching the discipline is designed to be modular in content and concentrated in form. The didactic conditions for the implementation of concentrated teaching of the discipline consist in preparing the content of the discipline for the conditions of concentrated teaching according to the following algorithm: analysis of the content of the subject for the need and possibility of systematization and structuring, highlighting common objects of study; key, core issues; preparing the content of the subject for the conditions of concentration (building a structural diagram of the subject, forming modules (blocks) of content); designing the work program of the subject (designing modules for presenting and understanding educational material and developing the time aspect of concentrated learning); in developing didactic and methodological support for the process of concentrated learning. The main means of teaching are a block-modular program of the discipline, a schedule of immersion in the discipline, didactic and methodological support for each block. The modular program for studying the discipline "Technical Mechanics" reflects the content component of the learning process (content of educational information), the procedural component (forms and methods of teaching), as well as the requirements for the student’s skills in the subject and the time aspect.The study of the content of the module is built in accordance with the structural diagram of the module.
Block diagram of the content of the training module of section 2 “Strength of materials”
The educational material is structured based on the principles of integrity and consistency. A "core" of knowledge is identified (postulates, laws, patterns], around which a "shell" is formed - material of an applied nature. The content of the discipline structured in this way also requires appropriate means for visual representation and formation of systemic knowledge among students. For this purpose, reference signals are widely used and notes, structural and logical diagrams, tables, educational presentations. Concentrated training allows you to diversify to the greatest extent the forms and methods of studying educational material, ensuring the integrity of its assimilation. The main educational and organizational unit in concentrated training becomes not a lesson, but an educational block, which includes various forms of training organization. Modules are divided into blocks. Block - temporary educational unit
a unit containing a relatively independent part of educational material. In the conditions of a radical change in the educational process, structured educational blocks consist of theoretical training (lectures), independent work of students on educational material in various forms, practical classes, laboratory work, tests, tests, test assignments. A necessary condition for the implementation of concentrated training is the training of the teacher Changing the form of teaching and the structure of the entire educational process required a change in the content of the teacher’s teaching activities, which, in turn, implied not only the restructuring of educational material into larger didactic units, but also a variety of types of activities and forms of educational interaction with students in the learning process. An indispensable condition for success is the rethinking of each teacher’s place and role in the pedagogical process. In the new conditions, each teacher must be ready to conduct qualitatively not just one lesson a day, but to “work” on an entire topic, to act not just as a carrier of educational information and controller, but to be the organizer of educational and cognitive activities of students in various forms, to use a wide range of methods and techniques in professional activities. Concentrated training allows for saving educational time (a large volume is studied in a shorter time), ensures the integration of theory and practice; promotes the implementation of a holistic process of cognition, knowledge and skills are formed in unity; creates favorable conditions for cooperation and communication between teachers and students, creates a favorable microclimate ; increases the level of assimilation of the material; activates cognitive interest; forms the motive for learning.
List of used literature
1. Bilbas A.N. Subject-group form of organizing classes // Public education. 1993. No. 2. P. 20-21.
2. Ibragimov G.I., Kolesnikov V.G. Concentrated training in secondary vocational school. Kazan, 1998. P. 103.
3. Concentrated training in the system of secondary vocational education // Secondary vocational education. 1996. No. 3. P. 83-89.
4. Klyueva G.A. Concentrated training in the theoretical foundations of the profession in primary vocational school. Kazan, 2000. 13 p.
5. Lukyanova V.S., Ostapenko A.A. School of self-expression. Azov experimental-pedagogical complex: three years of journey // Pedagogical Bulletin of Kuban. Krasnodar. 1998. No. 1. P. 20-25.
6. Ostapenko A.A. “Immersion” lessons in physics // Physics at school. 1988. No. 4. P. 25-28.
7. Ostapenko A.A. Concentrated learning: models of educational technology. Krasnodar: Department of Education and Science, 1998, 56 p.
8. Prokhorova Ya.G. Concentrated teaching of the Russian language in primary school. Azovskaya: AESPC, 1997. 32 p.
A competent approach to teaching technical mechanics in a secondary vocational education environment
E.V. Malinevskaya Anzhero-Sudzhensk
Understanding the leading functions and trends in the development of education allows us to determine those approaches to training specialists that are a priority today. Different approaches to education develop within the framework of different theories and concepts. The teacher’s orientation in modern approaches to general and vocational education helps to form his pedagogical position and build a system of his actions on their basis. One of the approaches to training specialists that ensures the implementation of a person-oriented education paradigm can be a competency-based approach.
Professional values occupy a leading place in a person’s system of values, therefore their formation is the most important condition not only for professional training, but also for the development of the individual as a whole. The student will become a professional to the extent that he will master his professional activities and will be able to carry them out already in the learning process. Therefore, the cognitive activity of students must be adequate to their professional activity. Meanwhile, there are a number of contradictions between the nature of educational and professional activities, which are highlighted and considered by A.A. Verbitsky. These are such contradictions as: between the abstract subject of educational activity and the real subject of future activity; between the systematic use of knowledge in practice and its “distribution” in the educational process across different academic disciplines; between the individual way of acquiring knowledge and the collective nature of professional work; between the involvement of the entire personality of a specialist in the processes of professional work and the reliance of traditional training primarily on cognitive mental processes; between the “responsive” position of the student and the proactive position of the specialist. So, the main contradiction that complicates the formation of a student as a subject of professional activity is the need to master this activity within the framework and means of other educational activities, which are significantly different from professional ones in their content and nature: motives, goals, actions, means, subject, result. Therefore, it is necessary to organize the pedagogical process in such a way as to ensure the transformation of knowledge, skills and abilities into means of solving various professional tasks and problems already in the process of students’ educational activities.
The Concept of Modernization of Russian Education reveals the goals of vocational education. The competence of a specialist is named among the most significant goals. How to develop professional competence in yesterday's schoolchildren who come to the secondary vocational education system having received an incomplete secondary education, and with different levels of school knowledge (unfortunately, this level does not always reach the average), different self-esteem and different attitudes. But the labor market dictates its own conditions and requires a specialist with a full range of competencies: professional, social, informational, general cultural and self-development competencies. The student will become a professional to the extent that he will master his professional activities and will be able to carry them out already in the learning process. Professional education is focused on the formation of a socially and professionally active individual with high professional mobility. In modern socio-economic conditions, the importance of professional mobility as a factor in increasing the level of social security of a specialist has increased significantly. The dependence of the professional mobility of technical specialists on knowledge of the general laws of the structure and functioning of technology in the conditions of its rapid updating is significantly increasing, and in connection with this, the relevance of improving their general technical training is increasing.
One of the directions for improving general technical training is the implementation of the principle of professional orientation in training, since, as the analysis shows, the professional orientation of teaching general technical disciplines is not fully implemented, which leads to a decrease in the motivation and interest of students in general technical training, and, as a consequence, to reduction not only of general technical training, but also of specialist training in general.
Technical mechanics is one of the main subjects of the general technical cycle and involves the study of the general laws of motion of material bodies, the basic methods for calculating machine parts for strength, rigidity and stability, as well as the fundamentals of designing the simplest mechanisms and assemblies. Studying this discipline involves mastering a theoretical block (basic concepts and patterns), but special attention is paid to practical skills, i.e. the ability to solve problems, use various calculation methods and design the simplest mechanisms, starting from the analysis of the kinematic diagram and ending with the development of an assembly drawing and drawings of individual parts. Typically, studying technical mechanics is difficult for most students, since the student is required to have logical thinking, the ability to think independently and have a creative approach to solving various problems.
Therefore, today it is an urgent task to create such a pedagogical system for teaching technical mechanics, which would allow, having at the input an average-achieving student, to obtain at the output a specialist who has, to one degree or another, abstract thinking, masters a system of scientific views and is capable of solving various non-standard engineering problems , that is, it is necessary to organize the pedagogical process in such a way as to ensure the transformation of educational skills into a means of solving various professional problems by reorienting the dominant educational paradigm with the predominant transfer of knowledge, the formation of skills to create conditions for mastering a set of competencies that signify the potential of a graduate’s ability to survive and sustain life. in the conditions of modern multifactorial socio-political, market-economic, information and communication-saturated space. The competency-based approach is aimed at developing competencies, i.e. What comes first is not the student’s awareness, but his ability to solve problems that arise in real professional and life situations.
General technical training as a component of polytechnic education has long been an object of research in pedagogy. However, to date, the scientific and pedagogical literature has not presented studies of professionally oriented teaching of the course “Technical Mechanics”, which aims to develop general professional competencies among students of secondary vocational educational institutions of specialty 151001 “Mechanical Engineering Technology”. Thus, a contradiction has arisen between the need for professionally oriented teaching of the course “Technical Mechanics” to students of secondary vocational educational institutions in the specialty 151001 “Mechanical Engineering Technology” and the insufficient development of its didactic support.
This contradiction made it possible to formulate the research problem: what should be the didactic support for professionally oriented teaching of the “Technical Mechanics” course, since without developing issues of professionally oriented training from modern positions, the full implementation of the value-target settings for the modernization of Russian education is impossible.
The object of the study is the process of teaching technical mechanics in secondary vocational schools.
The subject of the research is professionally oriented teaching of the course “Technical Mechanics”
The purpose of the study is to develop didactic support for professionally oriented teaching of technical mechanics, aimed at developing general professional competencies, in the preparation of technicians in the specialty “Mechanical Engineering Technology”
The following proposition was put forward as a research hypothesis: the professional orientation of the “Technical Mechanics” course, aimed at developing general professional competencies among mechanical engineering students, can be implemented if:
1. didactic support for professionally oriented teaching is presented in the totality of its components: target, content and procedural;
2. the taxometric system of learning objectives for the course (didactic, educational, developmental) determines the professional orientation of general technical knowledge and skills, provides for the education of professionally important personality traits and the development of professionally important abilities of a future specialist;
4. professionally oriented course content in the teaching process is implemented on the basis of modular information technology, stimulation and motivation for educational, cognitive and future professional activities.
In accordance with the purpose and hypothesis, the following research objectives were identified:
1. to analyze the current state of general technical training of students in the specialty “Mechanical Engineering Technology” in secondary vocational educational institutions in the course “Technical Mechanics”;
2. analyze the state of the problem of professional orientation in scientific psychological and pedagogical literature;
3. develop didactic support for professionally oriented teaching of the course “Technical Mechanics”;
4. experimentally test the developed didactic software.
The study has been conducted since September 2008 and involves four stages.
At the first stage of the study, the degree of development of the problem in theory and the state of practice of teaching technical mechanics in secondary vocational educational institutions, educational and methodological support for professionally oriented teaching were studied, the experience of teaching activities of teachers of general technical disciplines was analyzed, and a confirmatory experiment was conducted. This allowed us to define the research problem.
The methodological basis of the study was: theoretical principles and conclusions presented in scientific works on the problems of polytechnic education (P.R. Atutov, A.A. Kuznetsov, V.S. Lednev, A.Ya. Sova, Yu.D. Obrezkov, V. V. Shapein, etc.), on the basics of professional education (V.I. Zagvyazinsky, V.V. Kraevsky, N.V. Kuzmina, M.I. Sakhmutoa, V.A. Slastenin, etc.), on theory problem-based learning (T.V. Kudryavtsev, I.Ya. Lerner, A.M. Matyushkin, M.I. Makhmutov, etc.), on the theory of educational content (V.S. Lednev, M.N. Skatkin, P. F. Kubrushko and others To solve the problems, the following set of research methods was used: theoretical analysis of scientific literature on the research problem, study and analysis of educational program and normative documentation, study of teaching experience, modeling of a pedagogical experiment, observation, questioning, pedagogical experiment and processing it results using methods of mathematical statistics.
The second stage included an analysis of psychological and pedagogical literature on the research problem, determination of the purpose, hypothesis, research objectives, as well as the search for the possibility of professionally oriented teaching of the course “Technical Mechanics” to students of secondary vocational educational institutions in specialty 151001 “Mechanical Engineering Technology”. At this stage, didactic support for professionally oriented teaching of the “Technical Mechanics” course is being developed and the features of its teaching methodology are being determined.
The third stage of the study involves experimental testing of the developed didactic support for professionally oriented teaching of the course “Technical Mechanics”. The fourth stage involves processing the results obtained, their analysis and generalization.
The second stage of our research is currently underway.
The specificity of the discipline “technical mechanics” in the training of process technicians is that it performs a dual function:
Formation of theoretical knowledge necessary to understand the essence of processes, further study of special disciplines, to ensure continuity of education throughout life;
Formation of applied knowledge and skills, revealing the principles and methods of designing components and mechanisms of general purpose.
The discipline combines both practical and theoretical content and requires adequate teaching methods. The construction of a methodology for studying the discipline is possible from the standpoint of a theoretical-praxeological approach.
The praxeological approach considers the practical actions of labor subjects from the position of “smart doing that transforms reality” (I.A. Kolesnikova, E.V. Titova). But some difficulty in organizing practical work when studying the discipline “Technical Mechanics” is represented by the fact that the modern market of technical literature offers collections of problems in technical mechanics, which consider typical abstract calculation schemes. Today, it is desirable to be able to analyze real objects (structures, individual parts, elements of structures) associated with specific professional activities. Therefore, the search for real production situations and technical problems that require the student to provide a high-quality expert assessment based on the provisions of theoretical mechanics, the strength of materials and machine parts is a priority task when creating problem tasks and mini-cases.
However, no less important when studying technical mechanics is its theoretical apparatus. Therefore, the combination of theoretical and praxeological approaches allows us to take into account as much as possible the specifics of the discipline, as well as the goals and objectives of training specialists in the conditions of secondary vocational education. The implementation of the theoretical-praxeological approach requires the determination of the leading principles of teaching: systematicity, problem-solving, effectiveness, and practical orientation. This approach allows us to most fully take into account the specifics of educational and professional activities carried out by young people aged 15–19 years.
The shortage of educational time makes it necessary to find such forms of work organization that would allow the educational process to be individualized as much as possible. If at the first stages of learning a discipline a student begins to experience difficulties, then there can be no talk of any quality. Therefore, such forms of organizing the educational process as pair work, individual consultation during group independent cognitive learning activities can partially solve this problem. But the specificity of the discipline of technical mechanics is such that it is possible to achieve a qualitative leap in the development of a student’s thinking only as a result of painstaking mental work, therefore the main role is given to direct teacher-student interaction, i.e. individualization of learning.
To implement differentiated and individualized training, it is advisable to use elements of modular information technology, which is based on the following principles:
focus on the development of independent learning activities of students, stimulation of cognitive activity;
the most efficient use of training time due to the methodologically sound construction of training modules and the use of ICT tools in training;
a change in the role of the teacher in the learning process, associated with his priority implementation of the functions of designing the educational process, consulting students, analyzing learning results and correcting methods;
orientation of the educational process towards a predetermined mandatory level of educational achievements;
systematically checking the level of mastery of learning content during the study of the module with priority implementation of the teaching, stimulating and correctional functions of monitoring and assessing educational achievements;
a combination of individual and group forms of educational activity;
The creation of an automated knowledge control system allows for timely and effective monitoring of students' learning, avoids subjectivity in assessment and ensures the removal of elements of randomness in assessing knowledge when passing exams. Students have the opportunity to receive operational information about current control, view correct and erroneous answers to completed testing, and view ratings. The significance of using rating control lies in the fact that objective prerequisites are created for reflection on the part of students and the creation of healthy competition between students.
The modular information system allows you to organize independent activity of students, helps determine the individual pace of studying the material and varying the order of studying modules, and pre-known requirements for the quality of studying each module allow you to choose a level and focus on the final result of learning. The modular information system provides students with the opportunity to realize their creative potential by independently creating some software products (presentations, tests, electronic textbooks).
Computer technologies are a powerful tool for the implementation of graphics methods. Knowledge of the solid modeling system allows students to draw various structures, significantly helps in designing the simplest mechanisms and developing an assembly drawing when studying the section “Machine Parts”. The “Compass-graphic” and “Compass-3D” systems, developed by the Russian company ASCON and designed to perform design and a number of technological works of varying levels of complexity, provide this opportunity.
The use of computer technology is aimed at students interested in professional growth, striving for success and self-development, and also allows teachers to grow professionally.
Increasing the level of readiness for professional activity can be achieved through:
implementation of an activity-based approach to the formation of educational content, when in developing the content the central link is activity aimed at the final result;
implementation of a problem-based (project) approach to the formation of the content of education, while the focus is not on the description of the main components of work, but on the problems that a specialist must solve in the process of professional activity, or on the functions that he must perform;
formation of analytical and design skills of a specialist, reflective attitude towards one’s own professional activities.
The expression of the model of professional activity is the composition, content and sequence of presenting educational and production tasks to students, which collectively cover all the main actions included in the professional activity of a specialist.
We can formulate the basic requirements for the development of a model of professional activity, taking into account the design of interdisciplinary interaction.
Completeness of the developed model. The set of tasks should sufficiently fully cover the entire content of professional activity.
Connection with theoretical educational material. When developing a set of tasks and assignments, the place of each task is determined taking into account the study of theoretical material that provides information for its solution; taking into account the time spent studying theoretical material, the place of specific tasks and assignments is established, and interdisciplinary tasks and assignments are completed after studying the theoretical material in all basic academic disciplines.
Generalization of tasks. The tasks included in the model should reflect the most significant aspects of professional activity and be of a generalized nature, i.e. their conditions should reflect the most significant parameters that enable students in the course of their decision and in subsequent professional activities to highlight the main indicators when making a decision.
Typification of tasks and taking into account the possibility of transferring skills from one activity to another. When developing tasks and assignments, it is advisable to typify them according to the specifics of intellectual activity.
Taking into account typical difficulties and mistakes of specialists in the process of professional activity. Errors and difficulties in professional activity are a consequence of the contradiction between the need to perform it and the lack of knowledge and skills that ensure the possibility of this implementation.
Selection of appropriate forms, methods and techniques of training to solve educational and production problems. For each aspect of professional activity, the most appropriate imitation technique must be found: an exercise, an analysis of a production situation, solving a situational problem, a business game, an individual practical task. The choice of a technique should be preceded by an assessment of its effectiveness in comparison with other teaching techniques.
structuring the program material and clearly formulating didactic goals for each theoretical and practical block;
the presence of an applied orientation in training;
priority of practical and project activities;
providing students with didactic material in printed and electronic form;
individualization of training;
a combination of individual and group training;
involving students in educational and research activities;
replacing the authoritarian teaching style with collaborative learning;
use, along with traditional alternative forms of assessing students' educational activities.
use of interactive technologies.
Thus, we are trying to create a pedagogical system for teaching the discipline “Technical Mechanics”, aimed at developing general professional competencies that will help to reveal the creative potential of both the student and the teacher. This work represents the second stage of our research, after which it is planned to test and experimentally verify the developed didactic software.
Formation of social and professional competence of a motorist technician
G.I. Dubrovskaya Novokuznetsk
Currently, Russia is experiencing basic changes in the socio-economic situation, the essence of which is the formation of market relations in the economy and liberalization of the social sphere. World civilization has entered a fundamentally new stage of its development, the characteristic features of which are intellectualization, technologization, informatization and globalization of the economy. At this stage, the leading role of the human factor in economic development and national wealth becomes increasingly obvious. According to World Bank estimates, in the mid-1990s. 64% of the world's wealth was human capital, 21% was physical capital, 15% was natural resources, whereas a century earlier the ratio of the components was exactly the opposite. In countries such as the USA, China, Germany, Great Britain, human resources account for 75-80% of national wealth, while in Russia it is only 50%. The effective use and development of human capital, the ability to create and master the latest technologies are becoming not only critical conditions for a sustainable increase in living standards, but also the main qualitative criteria that distinguish advanced countries from lagging ones.
An important component of the changes is Russia’s entry into the modern information civilization, when the volume of information doubles every three years, the list of professions is updated by more than 50% every seven years, and to be successful, a person has to change jobs on average 3-5 times in his life.
In a knowledge-based society, human capital becomes the main factor of socio-economic development.
Today, a professional is required not so much to possess any special information, but rather to be able to navigate information flows, be mobile, master new technologies, self-learn, search for and use missing knowledge or other resources.
The development of the international labor market is bringing major changes to existing labor relations practices. A new type of international worker is being formed who can adapt quite flexibly and quickly to the increased demands of modern production, move easily, be flexible enough in contacts with other groups of workers, be able to work in a team, and communicate effectively. It is from this type of workers that a new group of people employed in internationally oriented production is formed, which, under the influence of a number of economic and political factors, continues to continuously grow and develop.
Our graduates today find themselves in the modern labor market, the main characteristics of which are variability, flexibility, and high innovative dynamics. Therefore, the requirements of employers for those who are employed have changed significantly. Surveys of employers on personnel of enterprises and firms in Russia show that today they expect from young specialists:
readiness for continuous self-education and modernization (modernization) of professional qualifications;
business communication skills, including cooperation and teamwork;
ability to work with various sources of information (searching, processing, storing, reproducing, etc.);
skills to act and make responsible decisions in non-standard and uncertain situations;
abilities for critical thinking, self-management of activities;
readiness for effective behavior in a competitive environment under conditions of stress factors, etc.
Thus, we are talking about the special educational results of the vocational education system, within the framework of which knowledge is a necessary, but not sufficient condition for achieving the required quality of vocational education - about “professional competence” and such components as special professional and key (basic) competencies .
A high level of specialist competence (the main resource for socio-economic development in the information society) is considered today as the most important competitive advantage of some states over others. The competency-based approach has been implemented in many countries at the level of national educational standards. As researchers of the vocational education system note, the vast majority of developed countries, with all their cultural and national diversity and specific economic development, are united by two common long-term trends: 1) the transition to professional standards based on performance results; 2) a systematic description of qualifications in terms of professional competencies.
In Russia, the transition to competency-oriented education was normatively enshrined in 2001 in the government Program for the Modernization of Russian Education until 2010 and confirmed in the decision of the Board of the Ministry of Education and Science of the Russian Federation “On priority directions for the development of the educational system of the Russian Federation” in 2005. In the field of vocational education in within the framework of the Bologna and Copenhagen processes, our country committed itself to joining the basic principles of organizing a single European educational space, including the competency-based format for presenting the results of vocational education. It is expected that the implementation of these international agreements will ensure increased professional mobility between countries, economic sectors, and jobs through the use of a “common European currency” in the form of professional competencies; increasing employment opportunities for graduates of vocational educational institutions and the unemployed population of Europe; realizing opportunities for developing professional qualifications throughout life.
Competency-based education is a complex, multidimensional problem, the solution of which is required by time. Possession of professional competencies ensures the successful performance by a specialist of such relevant functions as:
Firstly, developing a person’s ability to learn and self-learn;
Secondly , providing graduates and future employees with greater flexibility in relationships with employers;
Thirdly , consolidation of representativeness, and, consequently, increasing success (sustainability) in a competitive environment.
Professional competencies
High level of concentration and attention span
Good spatial imagination
Good motor memory
Physical strength and endurance
Developed manual motor skills
Good coordination of movements
Ability to design
Analytical thinking
Emotional stability
Thoroughness and systematic work
Discipline
Patience, persistence
Willingness to take responsibility for the work performed
Consciousness and self-control
Willingness to positively influence and collaborate with colleagues
Willingness to lead a healthy lifestyle
Willingness for continuous professional growth
Willingness to independently and effectively solve problems in the field of professional activity
To summarize, we can say that the competency-based approach to the training of specialists is characterized by a view directed to the future requirements of labor markets (the principle of advanced education), the competency-based approach is systemic, interdisciplinary, it has both personal and activity aspects, a pragmatic and humanistic orientation. The competency-based approach strengthens the practice-oriented nature of education, its subject-professional aspect, emphasizes the role of experience, the ability to practically implement knowledge, and solve various production problems.
Based on a competency-based approach to organizing the educational process, the student develops key competencies, which are an integral part of his activities as a future specialist and one of the main indicators of his professionalism, as well as a necessary condition for improving the quality of professional education.
Formation of personal and professional competencies among students of the specialty
"Maintenance and repair of motor vehicles"
NOT. Kuznetsova Osinniki
In the modern labor market, one of the most pressing problems is the lack of good employees, although there are more than enough specialists in various professional fields. “Specialist” and “good employee” are different concepts.
A good employee is a specialist who, in addition to professional knowledge, also has a number of additional characteristics, so-called competencies, namely creativity, initiative, the ability to work in a team, the ability to independently solve problems, etc. The concept of “competence” does not have a very long history and is currently used in a variety of fields. In education, competence is understood as “the result of the development of fundamental abilities that are acquired by the individual himself.” It is competencies that “allow people to achieve goals that are personally significant to them - regardless of the nature of these goals and the social structure in which these people live and work.”
From the entire field of competencies, key or basic competencies are identified into a special group, the possession of which makes a person a particularly valuable and effective employee, regardless of the field of his professional activity. These competencies are not strictly related to the professional sphere; they most likely relate to general personal development. But professional competencies are also important in the work of any specialist. Moreover, in each individual case we can talk about those competencies that are necessary for a given specialist, in a given profession.
If a few years ago a young specialist, having a professional education, could gain experience, skills, the ability to work in a team, develop personal qualities (perseverance, initiative, hard work, etc.) directly at the enterprise, in the workplace, now, taking into account the requirements employer, the process of adaptation from educational activities to professional ones falls on educational institutions.
In the changed economic conditions, employers are already placing demands on graduates of secondary vocational education related to the development of key competencies. And the current education system considers its main task to be: to give graduates professional knowledge and skills. How to combine the requirements of the employer, the objectives of the education system and the adaptation of the graduate from educational to professional activities? To resolve this issue you need to:
1. Definition of a new approach to professional training of a specialist.
2. Formation of new relationships between the educational institution and the employer.
The first point can only be resolved by the Ministry of Education; this is due to changes in curricula and forms of educational activities. It is very difficult to find a company that would now place orders for specialists.
Realizing that the development of personal and professional competencies that would satisfy the requirements of the employer cannot be achieved without organizational forms of educational activities, we decided to develop the “Formation of Key Competencies of a Specialist” program as an experiment. The program took into account the employer’s requirement for the quality of training of a young specialist, and to organize work in this direction when preparing graduates in the specialty “Maintenance and repair of motor vehicles.” The issue of employment of graduates of this specialty arose particularly acutely.
The program includes the following stages:
1. Determining the standard of graduate quality and determining the initial state of the student’s key competencies.
2. Development of the specialist’s key competencies and comparison of the achieved level with the standard and employer’s requirements.
3. Correction of detected deviations of key competencies from the standard.
4. Conducting an analysis of graduate employment.
A graduate of the specialty "Car Maintenance and Repair" must be fluent in such professional skills as
selection of vehicle components and assemblies for replacement during vehicle operation; carrying out maintenance and repair work on vehicles,
efficient use of materials and technological equipment of enterprises; adjustment and operation of equipment for maintenance and repair of vehicles;
implementation of technical control during the operation of transport and transport equipment; participation in ensuring environmental safety of operation, storage, maintenance, repair of transport and transport equipment.
At the first stage, “Defining the standard of graduate quality and determining the initial state of the student’s key competencies,” a list of key competencies was compiled based on the “State requirements for the minimum content and level of training of graduates” and the qualification characteristics of the graduate.
We have identified the following professional reference competencies:
High level of concentration and attention span;
Good spatial imagination;
Good motor memory;
Physical strength and endurance;
Developed manual motor skills;
Good coordination of movements;
Ability to design;
Analytical thinking.
We chose the following as reference personal competencies:
Emotional stability;
Discipline;
Patience, perseverance;
Willingness to show responsibility for the work performed;
Consciousness and self-control;
Willingness to positively influence and collaborate with colleagues;
Willingness to lead a healthy lifestyle;
Readiness for professional growth.
For each student in the group in the first year, an observation card was prepared and, with the help of testing, the development of the student’s personal and professional competencies was determined. The assessments were entered in the “Initial state” column. The results were on average within 2-3 points.
The second stage, “Development of a specialist’s key competencies and comparison of the achieved level with the standard and employer’s requirements,” is the longest and requires great responsibility, patience, and perseverance of the psychologist and the class teacher of the group.
Throughout all years of study, the following activities were carried out: during class hours, a psychologist-vocational consultant from the employment center and a specialist from the center for vocational guidance for youth introduced students to the situation on the labor market, the basic requirements of employers and the list of key competencies of a car repair and maintenance technician . To identify the personal and psychological characteristics of students, testing was carried out using various methods: the VOL method (volitional personality characteristics) by N.A. Khokhlov, the questionnaire “Identification of the level of aspirations” by V. Gorbachev, “Diagnostics of personality for motivation to success” by T. Ehlers, “Methodology for determining activity in the labor market” by I.N. Obozov and others. During testing, the psychologist identifies some social and psychological characteristics of students (anxiety, absent-mindedness, lack of self-confidence) that would complicate the development of key competencies.
In the disciplines “Introduction to the Specialty”, “Road Transportation”, “Road Traffic Rules and Safety”, “Car Maintenance”, “Labor Safety”, “Motor Transport Law”, “Car Repair”, etc., children not only gain knowledge and skills, but also join the world of the profession they have chosen for themselves. Every year the college hosts events dedicated to Motorist Day, professional skills competitions “Best in the Profession”, class hours “Employment: Let’s talk about the current issues”, “What if you are polite?”, “Let’s talk about the beautiful”, week “For a healthy lifestyle” , “Etiquette and Etiquette - ka”, etc. Students published articles about their profession in the city newspaper “Time and Life”. Together with teachers of special disciplines, students annually visit the Kuzbass exhibition-fair “Transport. Special equipment. Communications and Security”, where students learn about new prospects for the development of the automotive industry, new mechanisms and new car models, new navigation systems.
In addition, the psychologist conducts various trainings, role-playing games “Interview with an employer”, “Conflict situation in a team”, during which students look for a way out of various work situations and learn to make independent decisions. Individual consultations with a psychologist were also used.
To compare the level of development of professional and personal-psychological competencies with the employer’s requirements before practical training, in the third year students are given the task: to mark the employer’s requirements for a specialist in the observation chart. In the fourth year, the task is to fill out the table “Assessment of skills and abilities”, in which the employer notes the trainee’s competencies.
After completing practical training in the third and fourth year, we compare the requirements for a specialist at a motor transport enterprise with the level of development of his key competencies. We identify the social and professional difficulties students encountered during their internship.
The third stage is “Correction of detected deviations of key competencies from the standard.”
To resolve social, professional, personal and psychological difficulties that were identified during the internship, consultations were held with teachers of special disciplines, where the practical skills and abilities of students were adjusted (the ability to use diagnostic instruments, adjust fuel equipment, etc.). The psychologist conducted individual conversations to correct social and personal-psychological difficulties (fatigue, poor contact with the team, etc.). Final testing was carried out. The results for individual competencies in the column “Achieved result” (observation card) were already 4-5 points. The majority of those tested showed positive changes. Many have acquired the “baggage” of qualities that are necessary in the future for employment and successful professional growth.
The fourth and final stage of the program is to analyze the employment of graduates and their professional growth. For example, from the class of 2009, out of 27 young specialists, 19 work in their specialty at the enterprises “Kaltansky coal mine” (3 people), ATP Osinniki (2 people), service station of the village. Malinovki, Kaltana, village. Permanent, Osinniki (12 people); motor depot "Region-42", Novokuznetsk (2 people).
Upon graduating from college, the graduate has a map of observations of the development of key competencies and a resume. A resume is one of the ways of self-presentation on the labor market, the purpose of which is to interest the employer in a given employee.
Work on the implementation of the program “Formation of key specialist competencies” continues in groups in the specialty “Maintenance and repair of motor vehicles”, this year - in the specialty “Installation and operation of power lines”.
When applying for a job, a graduate has developed professional skills and abilities and knows his strong and weak personal qualities.
1The implementation of the requirements of the main undergraduate educational program presupposes that graduates have developed certain competencies. This paper examines the impact of passive, active and interactive learning tools on learning outcomes. Groups with different approaches to teaching such disciplines as “Theoretical Mechanics”, “Technical Mechanics”, “Modeling in Engineering” are compared. The results of intermediate certifications in technical disciplines were monitored for several years. If we talk about mastery of theoretical material, the results of exams and coursework showed an increase in grades by approximately 3%. However, in the field of solving practical problems, the results are approximately 8–9% higher in groups where innovative pedagogical technologies were used. In addition, students developed the skills of searching for information, the ability to communicate orally and in writing, and working in a team.
technical disciplines
development of competencies
interactive teaching methods
1. Design of the main educational programs of a university in the implementation of level training based on federal state educational standards / ed. S.V. Korshunova. – M.: MIPC MSTU im. N.E. Bauman, 2010. – 212 p.
2. Raevskaya L.T. Professional competencies in the study of theoretical mechanics / L.T. Raevskaya // Education and science: current state and development prospects: a collection of scientific papers based on the materials of the International Scientific and Practical Conference on July 31, 2014: at 6 o’clock. Part 1. – Tambov: Ucom Consulting Company LLC, 2014. – pp. 143-144.
3. Buderetskaya I.V. Interactive teaching methods //Materials of the seminar “Interactive methods and innovative teaching technologies in the educational process” [Electronic resource]. – URL: http://nsportal.ru/nachalnaya-shkola/materialy-mo/2013/12/21/interaktivnye-metody-obucheniya (date of access: 06/09/2017).
4. Tatur Yu.G. Educational process at a university: methodology and design experience: textbook. allowance /Yu.G. Tatur. – M.: Publishing house of MSTU im. N.E. Bauman, 2009. – 262 p.
5. Rogova E.M. Features of organizing the learning process based on the case method. Methodical manual / ed. M.A. Malysheva / Modern technologies of teaching at a university (experience of the National Research University Higher School of Economics in St. Petersburg). – Department of operational printing of the National Research University Higher School of Economics – St. Petersburg, 2011. – 134 p.
In the federal state educational standards of higher education, a mandatory requirement for the results of mastering a bachelor's degree program is the formation of a certain set of competencies. The concept of competence includes modules - knowledge, skills, and personal qualities. “A modular educational program is a set and sequence of modules aimed at mastering the competencies necessary to assign a qualification.”
Innovative technologies are those that involve not so much mastering a discipline, but rather the formation of competencies, for which they use active and interactive teaching methods. Such technologies include, for example, information and communication technologies (involving computer science in the study of technical disciplines), personality-oriented technologies (developing students’ natural abilities, communication abilities), didactic (using new techniques, methods in the educational process), etc.
From the first meetings with students, teachers of technical disciplines must provide a specific understanding of the goals of studying the discipline, the contribution of this discipline to the formation of competencies. To achieve this, the educational program should provide mostly problem-based, research-based learning, motivating future graduates to acquire the required competencies. It is customary to identify several basic methods of organizing classes used by teachers in their field. The passive method is a form of interaction between the teacher and the student, in which the teacher is the main actor who controls the course of the lesson, and the students act as passive listeners. We do not believe that the passive method should be completely abandoned. The question is the ratio, the share of passive methods in the entire process of cognition. This method should not prevail.
An active learning method is an organization of the educational process that promotes more active interaction with the teacher than the passive method. If passive methods assumed an authoritarian style of interaction, then active ones assumed a democratic style. At the same time, the teacher “has to reconsider the traditional teaching methodology, when in the classroom there is only the usual blackboard and chalk.”
Interactive method. Today it is not enough to be competent only in your field and be able to transfer a certain amount of knowledge to students. Currently, the teacher needs to organize the process in such a way as to involve the students themselves in acquiring knowledge, which is facilitated by active, and even more so, interactive teaching methods. It is known that students more easily understand and remember the material they have studied through active involvement in the learning process. The interactive method is the “closure” of students to themselves. The main thing is communication between students in the process of gaining knowledge. The role of the teacher in interactive classes comes down to directing the students’ activities to achieve the goals of the lesson. Interactive learning is primarily dialogue learning.
There are many forms of active and interactive learning, let us recall just a few of them: creative tasks, lectures with errors, brainstorming, conferences with presentation of reports and discussion, educational discussion, learning using computer programs, case method. The case method can be represented as a complex system that includes other, simpler methods of cognition. It includes modeling, system analysis, problem method, thought experiment, simulation modeling, classification methods, game methods, which plays its role in the case method. The acquisition of competencies is based on activity. This means that the very possibility of acquiring knowledge, skills, and abilities depends on the activity of students. Correctly organizing this activity is the task of a teacher at a higher educational institution.
Objectives of the study
Long-term observations of the educational process have revealed increasingly weaker mathematical preparation of applicants, a lack of independence and interest in learning, a desire to look for an answer on the Internet for any reason, an inability to concentrate, a fear of public speaking and a lack of tolerance for the statements of others. All this stimulated the search for some new approaches to working with current students.
In the learning process, it is necessary to pay attention, first of all, to those methods in which students identify themselves with the educational material, are included in the situation being studied, are encouraged to take active action, experience a state of success and motivate their behavior accordingly. For example, a discussion in small groups gives each participant a chance to contribute something of their own to the discussion, feel independent from the teacher, demonstrate leadership qualities, and repeat the material. And although new views on learning are not accepted by all teachers as a guide to changing their own teaching patterns, searching for interactive ways to interact with the group, we cannot ignore research data confirming that the use of active approaches is an effective way of teaching.
The purpose of our experimental study was to determine the possibility and effectiveness of using active and interactive forms in teaching technical disciplines. The objectives of the study were the following: to monitor the results of intermediate certifications in several technical disciplines in a number of groups for three years; in several groups, gradually from year to year increase the share of active and interactive approaches both in lectures and in practical and laboratory classes; Conduct traditional classes in technical disciplines in one group; conduct a comparative analysis of the results of intermediate certifications in groups with a large proportion of active methods and in the group of traditional training for three years; collect information, if possible, about the main most effective methods. Classes in all groups were taught by the same teacher.
Research methods
Based on the objectives of the study, groups of directions were selected on 03/08/01. “Construction”, 03.13.02. “Electrical power engineering and electrical engineering” (undergraduate profile), with which the authors of this article worked. We used active forms of interaction in teaching such disciplines as “Theoretical Mechanics”, “Technical Mechanics”, “Modeling in Engineering”. Theoretical mechanics is studied in the third semester, students take an exam and graded coursework. Technical Mechanics is given in the fourth semester and students must take credit as a result. The course “Modeling in Engineering” is taught to third-year bachelors, intermediate certification is a pass.
Several methods were selected.
The brainstorming method was used mainly in the lecture. Lectures necessarily contained problematic questions, the answer to which was proposed to be found using this method. In theoretical mechanics, for example, it was necessary to determine the number of unknown reactions of supports in statics, to formulate the concept of vector-moment or the order of solving problems. In the course of technical mechanics, when first getting acquainted with Assur groups, it was proposed to calculate the class of a given Assur group, simulate a 4th class group, followed by a presentation in front of the entire audience, in which it was necessary to justify your choice. In the lecture on the discipline “Modeling in Engineering,” after explaining the classification of types of modeling, it was proposed to characterize the CFD modeling program (computational fluid dynamics), which reproduces on a computer the process of flowing around an object with some liquid or gas (which was demonstrated by showing slides). It was necessary to answer the questions: real or mental model, dynamic or static, discrete or continuous, etc.
The “creative task” method helped develop students’ research skills. Students received such assignments after becoming familiar with the basic approaches to formalizing and modeling the equilibrium and motion of material bodies. For example, in theoretical mechanics, in the tasks of the “Statics” section, first-year students were asked not only to calculate the reactions of bonds, but also to find their dependence on the type of bonds. After a little research, they should come to a conclusion about the advantages of certain supports. In the “Kinematics” and “Dynamics” sections, students solve the same problem using different methods, which broadens their horizons, helps them repeat the material, and develops problem-solving skills. In technical mechanics, it was necessary to conduct a comparative analysis of methods for solving statically indeterminate problems. Beam-rod structures were proposed for consideration; the decision should be made using the energy method and the method of comparing deformations and justifying the advantages of one or another method.
The case study method is a proposal to a group of a specific situation in order to find a solution, justify this decision with a detailed analysis of the search for a solution. It became possible to use the case method in teaching technical disciplines for work in small groups. Small group activities are one of the most effective strategies, as they give all students the opportunity to participate in the work, practice cooperation and interpersonal communication skills (in particular, the ability to actively listen, develop a common opinion, and resolve disagreements). For example, first-year students who began studying theoretical mechanics were offered tasks like: “Two loads of masses m1=m kg and m2=3m kg, connected by a weightless inextensible thread, must be lifted and transferred. One worker suggested lifting a weight by holding the first weight, a second worker suggested holding on to the second weight while lifting, and a third said that no matter which weight to hold on to, it would not break the thread between the weights. Who is right? In which situation is the probability of the thread breaking less, if in any case the same force F is applied to the corresponding load for lifting? At the beginning of the lesson, the principles of working in a group were discussed: the lesson is not a lecture, general work is expected with the participation of each student in the group; all participants are equal regardless of age, social status, experience; each participant has the right to his own opinion on any issue; there is no place for direct criticism of the individual (only the idea can be criticized).
The time for discussing the task and solution was limited to 30-40 minutes. After which, a representative from each group made a short presentation in accordance with the list of issues that needed to be covered. The questions included not only the result of the solution, but also an analysis of the process of finding a solution. After the presentation of all groups, the teacher summed up the results, indicating common mistakes, and drew conclusions.
The “Computer Simulation” method was used in teaching the discipline “Modeling in Technology”. Students, for example, were offered tasks on modeling a technological process using visualization tools. It was proposed to diagnose the transient process when starting up the device, and then use the method of selecting parameters to optimize the transient process. The group was divided into subgroups of 2 students. The following goals were set: 1) familiarization with the instrumental applications of the Scilab software package, gaining skills in initial work with the Xcos visual modeling system; 2) computer research of the dynamic properties of the object. As an example, we proposed the simplest closed-loop system for controlling the liquid level in a flow with negative feedback, including a control object (CO) in the form of a 1st order inertial link with a delay and a control device (CU) representing a PI regulator (see Fig. 1 ). The flow level h is adjusted by changing the position S of the adjustable gate.
Rice. 1. Diagram of the liquid level control system
Students must create a model of the system from the appropriate blocks in the application palette, investigate the transient process, select such transfer coefficients and integration time constants that would reduce the transient process time and the amplitude of oscillations when starting the level control system. Parameters kр - regulator transfer coefficient; Ti - integration time were tuning. hЗ - specified flow level. Modeling the process began with drawing up a differential equation and obtaining the transfer functions of the control object (Wo-(p)) and the control device (Wр-(p)). After working in the program according to the resulting graph of the transient process, it was necessary to verify the correctness of the specified adjustment parameters of the regulator kp and Ti. By selecting parameters, we optimized the transient process.
Testing method. The department has developed sets of test tasks on computers, containing hundreds of tasks in sections of general technical disciplines. They are offered to students to check their mastery of the material after completing some sections of technical disciplines during the semester. These tasks require some research and quite a lot of calculation. In the department's computer class, testing on specific topics helps to master the educational material.
Thus, such professional competencies as PC-1, PC-2, PC5, PC-6 are formed, which are necessary, for example, for qualifying bachelors in the field of “Construction”.
General cultural competencies should also be developed during the study of technical disciplines. The ability to logically correct, reasonedly construct oral speech (OK-2), culture of thinking, goal setting, self-development, advanced training (OK-1, OK-6), organizational abilities, teamwork. To develop competent oral communication skills and overcome the fear of public speaking, for example, in the process of studying the “Technical Mechanics” course, each student is asked to prepare an essay and give a presentation on a chosen topic. Students are introduced to the rules for creating slides for a presentation and are given a time to speak. Here are several topics of reports related to future professional activities in the field of mechanical engineering: methods and means of protection against vehicle vibrations; industrial safety; vibration and protection against it, vibration damping.
Results. conclusions
Our universities use a hundred-point assessment of the results of intermediate certification. Let us present several results. Average score for the group for course work in theoretical mechanics (in groups where the share of active and interactive methods increased annually): 1st year - 71.2 points, 2nd year - 75.4 points, 3rd year - 76 ,2 points. Approximately the same dynamics can be seen in exam grades in theoretical mechanics. Average score for the test in technical mechanics: 1st year - 75.9 points, 2nd year - 79.7 points, 3rd year - 88.3 points. In the group with a predominance of passive learning tools, the results remained approximately the same over three years: 70-73 points for course work, 70-75 for the test in technical mechanics. The average score for the group for the test in engineering modeling: 1st year - 68.3 points, 2nd year - 76.4 points, 3rd year - 78.2 points. Figure 2 shows the average results for the last three academic years compared to the 2013-14 academic year (passive learning method predominated) in some technical disciplines.
Fig.2. Row 1 - modeling in technology, row 2 - theoretical mechanics, row 3 - technical mechanics
Thus, we can state an improvement in learning outcomes in all disciplines, but the changes in technical mechanics are especially noticeable, where the average score for 3 years was 81.3, and in relation to the average the increase in the third year was 8.6%. And although the results for other disciplines are more modest, it can be assumed that the use of active and interactive approaches in teaching makes it possible to more effectively approach the requirements of federal state educational standards. The use of innovative technologies requires significant methodological work from the teacher: preparing cards, assignments, slides, manuals. All this contributes to a higher level of mastery of educational material. In addition, this can be achieved by solving non-standard problems, participating in intra-university, city and regional competitions, for example, in theoretical mechanics, in which students of our university actively participate. The main results in the formation of general cultural competencies are as follows: students became more active in the educational process and acquired the skill of working in a team. In the future, it is planned to extend the experience of using new teaching methods to such disciplines as “Mechatronics” for masters, “Analytical Mechanics”, “Strength of Materials”.
Bibliographic link
Raevskaya L.T., Karyakin A.L. INNOVATIVE TECHNOLOGIES IN TEACHING TECHNICAL DISCIPLINES // Modern problems of science and education. – 2017. – No. 5.;URL: http://science-education.ru/ru/article/view?id=26753 (access date: November 26, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Application of active learning methods
in Technical Mechanics classes.
Teaching methods are ways of teaching work by a teacher and organizing educational and cognitive activities of students to solve various didactic tasks aimed at mastering the material being studied.
(I.F. Kharlamov).
Purpose of activity : consider the use of active learning methods in the process of studying the discipline “Technical Mechanics” in college.
Tasks:
1. Determine the psychological and pedagogical foundations of active teaching methods.
2. Develop lectures and practical exercises using active learning methods for the discipline “Technical Mechanics”.
3. Test lectures and practical exercises using active teaching methods in the discipline “Technical Mechanics”
Activities:
To provide conditions for personal development, to make the process smooth and manageable, to form thinking subjects. Try to combine scientific teaching with accessibility, clear visuals with play, and ensure that all students work with enthusiasm
Modern methods and forms of teaching (active teaching methods):
Method is a combination of methods and forms of training aimed at achieving a specific learning goal. Thus, the method contains the method and nature of organizing the cognitive activity of students.
Form of study is an organized interaction between teacher and student. Forms of study can be: full-time, correspondence, evening, independent work of students (under the supervision of a teacher and without), individual, frontal, etc.
Education - this is purposeful, pre-designed communication, during which certain aspects of human experience, experience of activity and cognition are carried out. Education is the most important means of personality formation and, first of all, mental development and general education. The learning process is aimed at developing knowledge, abilities, skills, and experience in creative activities.
The activity of students is their intensive activity and practical preparation in the learning process and the application of knowledge, developed skills and abilities. Activity in learning is a condition for the conscious acquisition of knowledge, skills and abilities.
Cognitive activity is the desire to think independently, find your own approach to solving a problem (problem), the desire to independently gain knowledge, form a critical approach to the judgment of others and the independence of your own judgments. Student activity disappears if the necessary conditions for this are not available.
Thus, the direct involvement of students in active educational and cognitive activity during the educational process is associated with the use of techniques and methods that have received the general name active learning methods.
Active teaching methods are ways to intensify the educational and cognitive activity of students, which encourage them to active mental and practical activity in the process of mastering the material, when not only the teacher is active, but the students are also active.
Active teaching methods involve the use of a system of methods that is aimed primarily not at the teacher’s presentation of ready-made knowledge and its reproduction, but at students’ independent acquisition of knowledge in the process of active cognitive activity.
Thus, active learning methods are learning by doing.
Based on the nature of educational and cognitive activity, active learning methods are divided into: imitation methods, based on imitation of professional activity, and non-imitation methods. Imitation, in turn, is divided into gaming and non-gaming.
The most common AMOs are trainings, group discussions, business and role-playing games, methods of generating ideas and others.
At the same time, non-game methods include analysis of specific situations (ACS). Game methods are divided into:
· business games,
· didactic or educational games,
· game situations
· gaming techniques
· active training
At the same time, gaming techniques include means of implementing individual, individual principles. First of all, various forms of activation of lectures and other traditional forms of teaching, game-based pedagogical techniques, and individual means of activation. For example, a lecture using the method of analyzing specific situations in the form of an illustration carried out by a teacher, a lecture with planned errors, a problem lecture, a press conference lecture, a lecture-discussion, a lecture-conversation - the principle of dialogue communication.
As a form of practical training in teaching general professional disciplines (using the example of technical mechanics) Shchepinova Lyudmila Sergeevna teacher of special disciplines GBOU SPO PT 2 Moscow, g * Role-playing games
The concept of role-playing games Role-playing games occupy an important place among modern psychological and pedagogical teaching technologies. As a method, they became widespread in the 70s of the 20th century. To increase the effectiveness of an educational game, its technology must meet certain requirements: · The game must correspond to the learning objectives; · A certain psychological preparation of the game participants is necessary, which would correspond to the content of the game; · Possibility of using creative elements in the game; · The teacher should act not only as a leader, but also as a proofreader and consultant during the game.
The concept of a role-playing game Any educational game consists of several stages: 1. Creating a gaming atmosphere. At this stage, the content and main task of the game are determined, psychological preparation of its participants is carried out; 2. Organization of the game process, including instruction - explanation of the rules and conditions of the game to the participants - and distribution of roles among them; 3. Carrying out a game, as a result of which the task must be solved; 4. Summing up. Analysis of the course and results of the game both by the participants themselves and by experts (psychologist, teacher).
Role-playing game “Job interview for the position of an auto mechanic at BMW” for the position of an auto mechanic at BMW” The game simulates an interview conducted by a large automobile company when searching for applicants for vacancies of auto mechanics. One of our technical school students actually found himself in a similar situation, and after his story, the idea arose to conduct a similar role-playing game. This interview reveals the basic theoretical knowledge of applicants on the basics of theoretical mechanics (strength of materials, machine parts, etc.) and practical skills in solving simple problems.
The procedure for conducting a role-playing game Before the lesson, students are given the task: to repeat the following sections of theoretical mechanics: basic concepts and axioms of statics, a plane system of converging forces, a pair of forces and the moment of force about a point. At the beginning of the lesson, the teacher explains the goals and objectives of the lesson, the format of the lesson. Students then receive two task cards and an interview sheet. The teacher marks the option number on each sheet. A possible layout of options is presented on the slide. Within minutes, everyone solves the problems on the back of the interview sheet. Then the teacher invites the four most prepared students, who are assigned the role of expert examiners as representatives of the company. In front of each of them there is a sheet with theoretical questions (slide 9).
Interview sheet Number of copies - according to the number of participants Format - Interview sheet (F, I, O) Question code (option number) Number of points Total points Examiner’s signature
Task card ex. Three converging forces F 1, F 2 and F 3 are given. Find their resultant R. Option number F1F1 F2F2 F3F
Task card ex. Show on the diagram all the forces acting on the part AB
Row2 row3 row Possible distribution scheme of options
Theoretical questions for the interview Topic question 1. What system of forces is called balanced? 2. What force is called the resultant of this system of forces? Topic of question 3. First axiom of statics. Can a body be in equilibrium under the influence of one force? 4. Second axiom of statics. Corollary from the first and second axioms; 5. Third axiom of statics; Fourth axiom of statics; Topic of question 6. What is a connection? How is the reaction force of the connection always directed? Types of connections. 7. What is the direction of the coupling reaction force of a smooth surface (support)? Ball joint? 8. What is the direction of the bond reaction force of the thread? Rod? Cylindrical hinge? Topic of question 9. Definition of converging forces. Does such a system have a resultant? 10. Equilibrium condition for a plane system of converging forces (geometric and analytical); 11. What is the projection of force on an axis? What sign can the projection have? 12. Addition of converging forces (geometric and analytical); Topic of question 13. Moment of force relative to a point, its properties. 14. Couple of forces, moment of couple. Equivalent pairs. 15. Addition of pairs lying in the same plane. 16. Condition for equilibrium of a system of pairs lying in the same plane. Only 10 questions. Each question is scored according to a point system: 0; 1 or 2
Procedure for conducting a role-playing game (continued) In total, you need to ask 10 questions. Each answer is rated on a three-point scale: “0”, “1”, “2”. Tasks are assessed in the same way. Next, all the points received are summed up, and the results are entered into the final sheet (slide 12). Then the results are announced: Those who have scored points are invited to work from the coming Monday with a starting salary of $1000. Those who have scored points are invited to work from the next Monday with a starting salary of $800. Those who have scored points are in the reserve with the possibility of an invitation with an additional interview. Those with less than 13 points come back in a year!
Final statement Last name I. O. Number of points 1. Abdrakhmanov R.R. 2.Altunin D.S. 3.Bebikh G.K. 4. Gadzhiev A.M. 5.Galkin D.A. 6.Gusenko P.S. 7. Dunenkov P. A. 8. Zinoviev B. A. 9. Zorkin I. R. 10. Ivanov D. A. 11. Katsapov S.V. 12.Kovalenko I.M. 13. Kondratenko N.V. 14. Kosorukov M.R. 15.Kudinov M.M. 16. Mavlonov N. K. 17. Meliev Z. M. 18. Novoselov M. I. 19. Peshalov A. B. 20. Pisarev V. I. 21. Spassky D. A. 22. Sukhorukov I. S. 23. Khodyakov D. S. 24. Khomyakov A. M. 25. Shchekoldin N. I.
What is needed to play the game: sheet with theoretical questions - 4 copies; card with a graphic task - 15 copies; card with an analytical task - 15 copies; interview sheet - according to the number of participants; final statement - 1 copy. Internet sources used: Shools-geograf.at.>…kachestvo_obrazovanija…vidy …kachestvo_obrazovanija…vidy"> 
Results of the role-playing game During the role-playing game, 18 student applicants were interviewed. One of them scored the maximum possible number of points - 24 points. This student also played the role of a specialist expert. An analysis of the progress of the game showed that for a group of about 20 people it is difficult to conduct a role-playing game in one lesson of 45 minutes: processing the results and their announcement took about another 20 minutes. Some psychological difficulties also arose: one of the supposed experts, quite well prepared, at the last moment refused to play his role. In general, based on the results of the game, the following conclusions can be drawn: - the role-playing game significantly increased the students’ interest in the discipline; - almost all students were involved in the gameplay with interest, were waiting for this lesson, and were preparing for it; - preparation for a role-play lesson should be carried out by the teacher very intensively and include a psychological aspect; - imitates a real situation, develops behavioral skills during employment.
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