Innovative technologies in technical mechanics for spo. As a form of practical training in the teaching of general professional disciplines (on the example of technical mechanics) Shepinova Lyudmila Sergeevna teacher

Application of active learning methods

in the course of technical mechanics.

Teaching methods are the methods of the teacher's teaching work and the organization of the educational and cognitive activity of students in solving various didactic tasks aimed at mastering the material being studied.

(I.F. Kharlamov).

Purpose of activity : to consider the use of active teaching 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 teaching methods for the discipline "Technical Mechanics".

3. Test lectures and practical classes 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 the scientific nature of teaching with accessibility, vivid visibility with the game, to ensure that all students work with enthusiasm

Modern methods and forms of education (active learning methods):

Method is a combination of methods and forms of learning aimed at achieving a specific learning goal. Thus, the method contains the method and nature of the organization of students' cognitive activity.

Form of study It is an organized interaction between a teacher and a student. Forms of training can be: daytime, part-time, evening, independent work of students (under the supervision of a teacher and without), individual, frontal, etc.

Education - this is a purposeful, pre-designed communication, during which certain aspects of the experience of mankind, the 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 the formation of knowledge, skills, experience of creative activity.

The activity of trainees is their intensive activity and practical training in the learning process and the application of knowledge, formed skills and abilities. Activity in learning is a condition for the conscious assimilation 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 acquire knowledge, form a critical approach to the judgment of others and the independence of your own judgments. The activity of students disappears if there are no necessary conditions for this.

Thus, the direct involvement of students in active educational and cognitive activity in the course of the educational process is associated with the use of techniques and methods that have received the generalized name of active teaching methods.

Active teaching methods are ways to enhance the educational and cognitive activity of students, which encourage them to active mental and practical activities in the process of mastering the material, when not only the teacher is active, but students are also active.

Active teaching methods involve the use of such a system of methods, which is mainly aimed not at the presentation of ready-made knowledge by the teacher and their reproduction, but at the independent mastery of knowledge by students in the process of active cognitive activity.

Thus, active learning methods are learning by doing.

According to the nature of educational and cognitive activity, active learning methods are divided into: simulation methods based on the simulation of professional activities, and non-imitation ones. Imitation, in turn, is divided into game and non-game.

The most common AMOs are trainings, group discussions, discussions, business and role-playing games, ideas generation methods and others.

At the same time, the analysis of specific situations (ACS) is referred to non-game methods. Game methods are divided into:

business games,

didactic or educational games,

game situations

・Gaming tricks

Active trainings

At the same time, the means of implementing individual, single principles are referred to as gaming techniques. First of all, various forms of activation of lectures and other traditional forms of education, game pedagogical techniques, separate means of activation. For example, a lecture using the method of case analysis in the form of an illustration carried out by a teacher, a lecture with planned errors, a problematic lecture, a press conference lecture, a lecture-discussion, a lecture-conversation - the principle of dialogue communication.

Continuing the theme of the last lesson, we would like to introduce you to those teaching methods that have appeared relatively recently and whose active introduction into the pedagogical process is just beginning to be carried out. If we talk about the traditional educational system, then modern teaching methods can be found extremely rarely in the institutions corresponding to it, but as for private schools, training centers and other similar organizations, new methods appear more and more often in their activities. Why these methods are credited with greater efficiency than traditional methods, you will learn from this lesson. But in addition to the advantages, we will also mention the main disadvantages of innovative methods, which should be paid no less attention to.

To begin with, we note that modern teaching methods, unlike traditional ones, are characterized by slightly different features, namely:

• Modern teaching methods already in the process of development are adapted to a special pedagogical plan. The development is based on a specific methodological and philosophical view of the author
• The technological sequence of actions, operations and interactions is based on target settings, which are a clear expected result
• The implementation of the methods involves the associated activities of teachers and students, which have a contractual basis and which take into account the principles of differentiation and individualization, as well as the optimal use of human and technical potential. Mandatory components should be communication and dialogues
• Pedagogical methods are planned in stages and implemented sequentially. In addition, they should be feasible for any teacher, but guarantee each student
• An indispensable component of the methods are diagnostic procedures, which contain the tools, indicators and criteria necessary for measuring student performance.

Modern teaching methods in many cases may not have a psychological and pedagogical justification, which is why it is quite difficult to classify them in some unified way. But this does not prevent not only their application in educational activities, but also does not have any significant impact on the success of this application.

Modern teaching methods

Among the most popular modern teaching methods today are:

Lecture

A lecture is an oral form of information transmission, during which visual aids are used.

The advantages of the lecture are that students are guided in large amounts of information, there are usually a large number of students in the classroom, and the teacher can easily control the content and sequence of his presentation.

The disadvantages of the lecture include the fact that there is no feedback from students, there is no way to take into account their initial level of knowledge and skills, and classes are strictly dependent on schedules and schedules.

Seminar

The seminar is a joint discussion between the teacher and students of the issues being studied and the search for ways to solve certain problems.

The advantages of the seminar are the ability to take into account and control the level of knowledge and skills of students by the teacher, to establish a connection between the topic of the seminar and the experience of students.

The disadvantages of the seminar are the small number of students in the class and the requirement for the presence of a teacher.

training

Training is such a teaching method, the basis of which is the practical side of the pedagogical process, and the theoretical aspect is only of secondary importance.

The advantages of the training are the ability to study the problem from different points of view and catch its subtleties and nuances, prepare students for action in life situations, as well as improve them and create a positive emotional climate.

The main and main disadvantage of the training is that at the end of the training, students must be accompanied and supported, otherwise the acquired skills and abilities will be lost.

Modular learning

Modular learning is a breakdown of educational information into several relatively independent parts, called modules. Each of the modules has its own goals and methods of presenting information.

The positive characteristics of the modular learning method are its selectivity, flexibility and the possibility of rearranging its components - modules.

The negative aspects are that the educational material can be learned in a piecemeal manner and become incomplete. Also, the logical connection of information modules may be lost, as a result of which knowledge will be fragmented.

Distance learning

Distance learning refers to the use of telecommunications in the pedagogical process, allowing the teacher to teach students, being at a great distance from them.

The positive characteristics of the method are the possibility of involving a large number of students, the possibility of learning at home, the possibility for students to choose the most suitable for classes, and the ability to transfer the results of the learning process to various electronic media.

The disadvantages here are the high requirements for the technical equipment of the pedagogical process, the lack of visual contact between the teacher and the student, and, as a result, reduced motivation on the part of the latter.

Value Orientation

The value orientation method serves to instill values ​​in students and familiarize them with social and cultural traditions and rules. Usually, in the process of work, tools are also used that reflect these rules and traditions.

The positive characteristics of value orientation are its assistance in the adaptation of students to the conditions of real life and the requirements of society or activity.

The weak point of the method is expressed in the fact that the student, if the teacher has embellished any points, may be disappointed in the information received when he encounters the actual state of things.

case study

Analysis of "blockages"

The blockage analysis method consists in modeling situations that often occur in real life and are characterized by a large amount of work, as well as in developing the most effective ways to solve problems caused by such situations.

On the positive side, the presented method is distinguished by the high motivation of students, their active participation in the process of solving problems and the impact that develops analytical skills and systematic thinking.

The disadvantage is that students must have at least basic skills and abilities to solve the tasks.

Work in pairs

Based on the requirements of the pair work method, one student is paired with another, thereby guaranteeing feedback and evaluation from the outside in the process of mastering a new activity. As a rule, both parties have equal rights.

Working in pairs is good because it allows the student to get an objective assessment of their activities and come to an understanding of their shortcomings. In addition, communication skills are developed.

The disadvantage lies in the possibility of difficulties due to the personal incompatibility of partners.

reflection method

The reflection method involves the creation of the necessary conditions for students to independently comprehend the material and develop their ability to enter into an active research position in relation to the material being studied. The pedagogical process is carried out by students performing tasks with a systematic check of the results of their activities, during which mistakes, difficulties and the most successful solutions are noted.

The advantages of the reflective method are that students develop the skill of independent decision-making and independent work, they hone and increase the sense of responsibility for their actions.

But there are also disadvantages: the field of activity of students, which is the problematic of the topic or discipline they are studying, is limited, and the acquisition and honing occurs exclusively by experience, i.e. through .

Rotation method

The rotation method consists in assigning different roles to students in the course of a lesson or lesson, so that they can get a variety of experiences.

The advantages of the method are that it favorably affects the motivation of students, helps to overcome the negative effects of routine activities and expand their horizons and social circle.

Of the minuses, one can name the increased tension of students in cases where new and unfamiliar requirements are presented to them.

Leader-Follower Method

According to this method, one student (or group) joins a more experienced student (or group) in order to master unfamiliar skills and abilities.

The advantages of the method are its simplicity, faster adaptation of students to new activities and honing their communication skills.

The difficulty lies in the fact that the student is not always able to understand the underlying psychological reasons for making decisions by his more experienced partner.

Fly method

Such a simple word is a method in which current issues regarding a topic or problem being studied are solved through the exchange of information and opinions, as a result of which it becomes possible to improve students' skills.

The advantages of the method under consideration lie in its linkage to real situations in the learning process, as well as in providing students with the opportunity to use an emotional-volitional and content-problem approach when making decisions.

The disadvantages are that the teacher or discussion leader needs to be able to focus on important details and make competent generalizations that he will offer students. In addition, there is a high probability of abstract discussions, including those that have a negative emotional connotation.

mythologemes

The method of mythologems involves the search for unusual ways to solve problems that arise in real conditions. Such a search is carried out on the basis of metaphors, in other words, a non-existent scenario is developed that is similar to the existing one.

The positive characteristics of the method are the formation in students of a setting for a creative search for solutions to problems, and a decrease in the level of anxiety of students when they encounter new tasks and problems.

The negative aspects include reduced attention to rational and calculated actions in real conditions.

Experience exchange

The experience exchange method involves a short-term transfer of a student to another place of study (including other countries) and a subsequent return.

The presented experience contributes to the cohesion of the team, improving the quality of communication and broadening one's horizons.

The disadvantage of the method lies in the likelihood of stressful situations due to personal and technical difficulties in a new place.

Brainstorm

It involves working together in small groups, the main purpose of which is to find a solution to a given problem or task. Ideas proposed at the beginning of the assault are collected together, initially without any criticism, and at subsequent stages are discussed, and one of the most productive is selected from them.

Brainstorming is effective in that it allows even students with a minimum level of knowledge and a set of competencies to participate, does not require thorough preparation, develops in students the ability to think quickly and engage in group work, has a minimal stressful effect, cultivates a culture of communication and develops the skill participation in discussions.

But this method is not very effective for solving complex problems, does not allow to determine clear indicators of the effectiveness of solutions, complicates the process of determining the author of the best idea, and is also characterized by spontaneity that can lead students away from the topic.

Thematic discussions

The method of thematic discussions is to solve certain problems and tasks in a particular area of ​​any discipline. This method is similar to brainstorming, but differs from it in that the discussion process is limited to a specific framework, and any decisions and ideas that initially seem unpromising are immediately discarded.

The advantages of the method can be called the fact that the information base of students regarding the subject under discussion is expanding and the skill of solving specific problems is formed.

The disadvantage is the difficulty of finding a solution to the problem due to the fact that this goal can only be achieved if the teacher or discussion leader has the skill of accurately and comprehensively conveying information to less informed participants.

Consulting

Consulting or, as the method is also called, counseling boils down to the fact that the student seeks information or practical help from a more experienced person on issues related to a particular topic or area of ​​research.

A positive feature of this method is that the student receives targeted support and increases his experience, both in the field of study and in interpersonal interaction.

The negative side is that the method is not always applicable, which depends on the specifics of pedagogical activity, and in some cases requires material costs for implementation.

Participation in official events

Participation in official events involves attending exhibitions, conferences, etc. by students. The bottom line is to evaluate the event and draw up a brief report, followed by its presentation to the teacher. It also implies the preliminary preparation and research of thematic issues and problems related to the theme of the event.

The positive aspects of the method are the mobilization of the student to search for information relevant to the subject of the event, the development of business communication skills, and the improvement of analytical skills.

The disadvantages include the fact that the emotions and impressions received after attending the event can distort the real objective assessment.

Use of information and computer technologies

The essence of the presented method is clear from the name - modern high-tech means of information transfer, such as computers, laptops, digital projectors, etc. are used in the pedagogical process. The information mastered by students is presented in combination with visual-figurative data (video materials, graphs, etc.), and the studied object, phenomenon or process itself can be shown in dynamics.

The advantage of the method is that the demonstration of educational material can be dynamic, individual elements of the material or all of it can be repeated at any time, the teacher can provide students with copies of the materials, which means that for subsequent study there is no need for special conditions, for example, in the classroom or class.

The disadvantages are that in most cases there is no interactive connection, in the process of using the method, the individual characteristics of students are not taken into account, and the teacher does not have the opportunity to have a stimulating effect on his students.

And separately, as an independent method, it should be said about special educational simulators.

Educational simulators

In the process of creating simulators, certain pedagogical tasks or situations related to the discipline being studied are modeled. This is carried out by means of special equipment, which is located in the premises intended for this.

Students master complex skills, problem-solving algorithms, psychomotor actions and mental operations for making decisions regarding the most serious situations and issues within any discipline.

There are a number of requirements for effective simulators:

• Simulators should be developed taking into account the psychological characteristics of a particular discipline, because learning tasks should correspond to the tasks that will be encountered in real life, in terms of their functional and subject content
• Training tasks performed on the simulator should be aimed at providing students with prompt feedback, on the basis of which it will be possible to judge the quality of the actions performed by students.
• The simulator should be designed for repeated repetition of tasks by students, because it is necessary to achieve automatic correctness of actions. The correctness of actions, in turn, can be indicated by the comments of teachers, as well as the feelings of students received by them through the senses and experiences.
• Training tasks that are performed using the simulator must be selected so that the complexity of the implementation increases. This allows the student not only to properly master the practice, but also not to lose

Any teaching method that is planned to be used in the pedagogical process can give the maximum result if it is found that it is really suitable for use. This can be established only by analyzing the characteristics and characteristics of students and the area in which they receive knowledge, skills and abilities.

It is also possible to evaluate the effectiveness of a particular teaching method by analyzing the content of the learning tasks and methods that are offered to students, based on whether they correspond to current problems and situations.

The productivity of the pedagogical process during the development by students of new knowledge and the acquisition of new skills requires teachers to develop an orientation system in each discipline being studied. Creating the optimal content of educational programs allows students to form systemic thinking, which will be the guarantor of their successful learning and development, the presence of cognitive interest, motivation for further learning and mastering any kind of knowledge, skills, subjects and disciplines.

But in pedagogical activity there is not and, perhaps, there cannot be any universal method or system of methods. It is important to be able to apply an integrated approach, which means that teachers should give preference in their work not only to modern or traditional teaching methods, but to apply each of them both individually and together, setting themselves the task of developing the most optimal and effective educational program.

In this lesson, we talked about modern teaching methods and pointed out their main advantages and disadvantages. Of course, we did not disclose absolutely all of their features (we did not actually set ourselves such a goal), however, the information already available should be enough to help you decide which method appeals to you to a greater extent, what you wanted to understand in more detail and what to apply later in their pedagogical activities.

As for the next lesson, in it we will touch on an equally serious topic regarding the direct interaction between the teacher and students - we will talk about the methods of pedagogical influence on the personality of students.

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.

Lyutaya L.F.,

teacher of general professional disciplines GBPOU "Bryukhovets Agrarian College", Art. Bryukhovetskaya, Krasnodar Territory

APPLICATION OF CONCENTRATED LEARNING IN TEACHING THE DISCIPLINE "TECHNICAL MECHANICS"

The development of technology and the introduction of new technologies in modern production involves an increase in the educational level, professional skills and mobility of modern specialists. Modern society needs a person who is able to independently and creatively acquire, assimilate and apply knowledge in changing production conditions. An analysis of the modern lesson system of teaching allows us to detect a number of shortcomings and contradictions. The assimilation of an academic discipline with such an organization of training stretches for a long time, it is not the ability to see patterns that is introduced into the absolute, but knowledge of specific rules, individual formulas, the educational material studied in the lessons is very diverse: a kaleidoscope of new concepts, laws, rules, principles, dates, phenomena hits students in almost every lesson. “The result of such a “meaningful vinaigrette” is the dispersion of students' attention on a number of subjects. The constant change of subjects, classrooms, teachers does not allow students to immerse themselves in any of them completely, does not give them the opportunity to dwell on something, to think deeper about the issue or subject that interested them. The resolution of this contradiction requires a transition to a different organization of learning, which would bring the learning process as close as possible to the natural psychological characteristics of human perception, assimilation and memorization of information. This task is answered by concentrated training. “The goal of concentrated learning is to eliminate the multi-subject nature of the school day, the kaleidoscopicity of sensations and impressions in the formation of knowledge, the fragmentation of the cognition process. The effectiveness of the educational process in concentrated learning is achieved due to the real integration of all components of the learning process: target, content, control and evaluation. Concentrated learning is in the spirit of the demo

cratization and humanization of education, unites all the components of the pedagogical process, meets the needs of the modern secondary vocational school.

The discipline "Technical Mechanics" plays an important role in the formation of technical engineering thinking of the future mechanical technician, contributes to the formation of skills to navigate independently in the rapid flow of scientific and technical information. The ever-increasing amount of information, the use of new methods of designing structures require the selection of the necessary information for the training of specialists of a certain profile. The extensive way of simply increasing the amount of study time has been exhausted. Achievement in the study of "Technical Mechanics" of such goals as integrity, consistency of the process of cognition, interest in learning, variety of educational activities within the class-lesson system with its multi-subject and dispersed process of studying the discipline does not give the desired pedagogical effect. To achieve these goals, the teacher needs to: systematize the educational material; highlight the main, the main thing; structure it using the uniformity of the structure of formulas and the similarity of laws, phenomena; establish the unity of calculation methods in the discipline "Technical Mechanics" and their practical orientation; organize independent work of students. “Russian universities have accumulated a positive experience of concentrated teaching of individual disciplines: pedagogy (V.S. Bezrukova, Ekaterinburg Engineering and Pedagogical Institute]); special subjects (V.M. Gareev et al., Ufa Aviation Institute; A.T. Popov, T.V. Davydova, Magnitogorsk Mining and Metallurgical Institute] ". The educational technology of concentrated training is considered as one of the approaches to the organization of education, which makes it possible to remove difficulties that are not always possible to overcome within the framework of the traditional class-lesson system of organization of education.

"Concentrated learning is a technology for organizing learning, in which, for a short or long period, the energy and working time of students is concentrated on the study of one or more disciplines" . The purpose of concentrated learning is to increase

improving the quality of education and upbringing of students (achieving a systematic knowledge, their mobility, etc.) by creating an optimal organizational structure of the educational process. The purpose of concentrated learning is also to eliminate the multi-subject nature of the school day, the kaleidoscopicity of sensations and impressions in the formation of knowledge, and the fragmentation of the cognition process. Didactic and methodological support of the process of concentrated teaching of the discipline "Technical Mechanics" includes: designing the content of the discipline "Technical Mechanics" in conditions of concentrated learning, methodological support for concentrated teaching of the discipline, teacher training as a condition for the implementation of concentrated learning. The implementation in the pedagogical process of the educational technology of concentrated teaching of the discipline "Technical Mechanics" 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 are to prepare 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, allocation of common objects of study; nodal, core issues; preparation of the content of the subject for the conditions of concentration (building a structural diagram of the subject, the formation of modules (blocks] of content); designing the work program of the subject (designing modules for presenting and understanding educational material and developing the temporal aspect of concentrated learning); in developing didactic and methodological support for the process of concentrated learning. The main teaching aids 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 (the content of educational information), the procedural component (forms and methods of teaching], as well as the requirements for the skills and abilities of the student in the subject and the time aspect.Studying the content of the module is built in accordance with the block diagram of the module.

Block diagram of the content of the training module of section 2 "Strength of materials"

The educational material is structured on the basis of the principles of integrity and consistency. The “core” of knowledge (postulates, laws, regularities) is singled out, around which a “shell” is formed - material of an applied nature. The content of the discipline structured in this way requires appropriate means for visual representation and formation of systemic knowledge among students. For this purpose, reference signals are widely used and summaries, structural and logical diagrams, tables, educational presentations.Concentrated learning allows you to diversify the forms and methods of studying educational material to the greatest extent, ensure the integrity of its assimilation.The main educational and organizational unit in concentrated learning is not a lesson, but a training block that includes various forms of organization of training.Modules are divided into blocks.A block is a temporary educational unit

a section containing a relatively independent part of the educational material. In the context of a fundamental change in the educational process, structured learning blocks consist of theoretical learning (lectures), independent work of students on educational material in various forms, practical exercises, laboratory work, tests, tests, test tasks.A necessary condition for the implementation of concentrated learning is the preparation of a teacher The change in the form of education and the structure of the entire educational process required a change in the content of the teaching activity of the teacher, which, in turn, implied not only the restructuring of the educational material into enlarged didactic units, but also a variety of activities and forms of educational interaction with students in the learning process. An indispensable condition for success is the rethinking by each teacher of his place and role in the pedagogical process.In the new conditions, each teacher must be ready to qualitatively conduct more than one lesson a day, but to "work out" a whole topic, in to act not just as a carrier of educational information and a controller, but to be an organizer of educational and cognitive activities of students in various forms, to use a wide range of methods and techniques in professional activities. Concentrated learning allows saving study time (a large volume is studied in a shorter time], ensures the integration of theory and practice; contributes to 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 of learning.

List of used literature

1. Bilbas A.N. Subject-group form of organization of classes // National education. 1993. No. 2. S. 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. S. 83-89.

4. Klyueva G.A. Concentrated training in the theoretical foundations of the profession in an elementary vocational school. Kazan, 2000. 13 p.

5. Lukyanova V.S., Ostapenko A.A. School of self-expression. Azov experimental and pedagogical complex: three years of travel // Pedagogical Bulletin of the Kuban. Krasnodar. 1998. No. 1. S. 20-25.

6. Ostapenko A.A. Lessons-“immersions” in physics // Physics at school. 1988. No. 4. S. 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 basic school. Azovskaya: AESPK, 1997. 32 p.

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The implementation of the requirements of the basic educational program of the bachelor's degree implies the formation of certain competencies among graduates. This paper examines the impact of passive, active and interactive learning tools on learning outcomes. Groups with different approaches in teaching such disciplines as "Theoretical Mechanics", "Technical Mechanics", "Modeling in Engineering" are compared. The results of intermediate certifications in technical disciplines were tracked for several years. If we talk about mastering the theoretical material, the results of exams and term papers showed an increase in grades in points by about 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, the skills of information search, the ability to communicate in oral and written forms, and work in a team were formed among students.

technical disciplines

formation of competencies

interactive teaching methods

1. Designing the main educational programs of the university in the implementation of level training of personnel based on federal state educational standards / ed. S.V. Korshunov. – M.: MIPK 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: the current state and development prospects: a collection of scientific papers based on the materials of the International Scientific and Practical Conference July 31, 2014: at 6 pm Part 1. - Tambov: Yucom 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 the 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 the organization of the learning process based on the case method. Methodological guide / ed. M.A. Malysheva / Modern technologies of education at the university (experience of the National Research University Higher School of Economics in St. Petersburg). – Department of Operational Printing, National Research University Higher School of Economics – St. Petersburg, 2011. – 134 p.

In the federal state educational standards of higher education, the obligatory requirement for the results of mastering the undergraduate program is the formation of a certain set of competencies. The concept of competence includes modules - knowledge, skills, and personal qualities. "Modular educational program - a set and sequence of modules aimed at mastering the competencies necessary for the qualification" .

Innovative technologies are those that involve not so much the development of a discipline as the formation of competencies, for which they use active and interactive teaching methods. Such technologies include, for example, information and communication technologies (involving informatics in the study of technical disciplines), personality-oriented technologies (developing the natural data of students, communication skills), didactic (using new techniques, methods in the educational process), etc.

From the first meetings with students, teachers of technical disciplines should provide a specific understanding of the goals of studying the discipline, the contribution of this discipline to the formation of competencies. To do this, the educational program should provide for the most part a problematic, research nature of education, motivating future graduates to acquire the required competencies. It is customary to single out several basic methods for 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 abandoned completely. The question is in the ratio, in the share of passive methods in the entire process of cognition. This method should not prevail.

The active method of teaching is the organization of the educational process, which contributes to a more active interaction with the teacher than with the passive method. If passive methods implied an authoritarian style of interaction, then active methods imply a democratic style. At the same time, the teacher "has to reconsider the traditional teaching methods, when the classroom has 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. At present, the teacher needs to organize the process in such a way as to involve the students themselves in obtaining 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 studied through active involvement in the learning process. The interactive method is the "closure" of students to themselves. The main thing is the communication of students with each other in the process of obtaining knowledge. The role of the teacher in interactive classes is reduced to the direction of students' activities to achieve the goals of the lesson. Interactive learning is primarily interactive learning.

There are many forms of active and interactive learning, let us recall only some of them: creative tasks, lectures with errors, brainstorming, conferences with presentations and discussions, educational discussions, 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, problematic method, thought experiment, simulation modeling, classification methods, game methods that perform their roles in the case method. The acquisition of competencies is activity based. This means that the very possibility of mastering knowledge, skills, and abilities depends on the activity of students. To properly organize this activity is the task of a teacher of a higher educational institution.

Research objectives

Long-term observations of the educational process revealed an increasingly weak 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 primarily to those methods in which students identify themselves with the educational material, are included in the situation being studied, are encouraged to take active actions, experience a state of success and, accordingly, motivate their behavior. For example, a discussion in small groups gives each participant a chance to contribute something of their own to the discussion, to feel independence from the teacher, to show leadership qualities, to repeat the material. And although new views on learning are not accepted by all teachers as a guide to changing their own teaching patterns, finding interactive ways to interact with the group, research evidence confirming that the use of active approaches is an effective way of teaching cannot be ignored.

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 as follows: for three years to monitor the results of intermediate certification in several technical disciplines in a number of groups; 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; in one group to conduct traditional classes in technical disciplines; to conduct a comparative analysis of the results of intermediate assessments in groups with a large proportion of active methods and in a group of traditional training for three years; gather information, if possible, on the main best practices. All classes were taught by the same teacher.

Research methods

Based on the objectives of the study, groups of directions were selected on 08.03.01. "Construction", 13.03.02. "Electric power industry and electrical engineering" (bachelor's degree 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 coursework with an assessment. Technical mechanics is given in the fourth semester, as a result, students must receive a credit. The course "Modeling in Engineering" is taught to bachelors of the third year of study, intermediate certification - credit.

Several methods have been selected.

The brainstorming method was used mainly in the lecture. Lectures necessarily contained problematic questions, the answer to which was proposed to be found by 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 a vector-moment or the order of solving problems. In the course of technical mechanics, at the first acquaintance with Assur groups, it was proposed to calculate the class of a given Assur group, simulate a group of the 4th grade, 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 a slide show). It was necessary to answer questions: real or mental model, dynamic or static, discrete or continuous, etc.

The "creative task" method helped develop students' research skills. Students received such tasks after getting acquainted with the main approaches to formalization and modeling of the balance and motion of material bodies. For example, in theoretical mechanics, in the tasks of the "Statics" section, first-year students were offered not only to calculate the reactions of the 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 sections "Kinematics" and "Dynamics" students solve the same problem using different methods, which broadens their horizons, helps to repeat the material and forms 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 solution should be carried out by the energy method and the method of comparing deformations and justify the advantages of one or another method.

The case-study method is a proposal to a group of a specific situation with the aim of finding a solution, substantiating this decision with a detailed analysis of the search for a solution. It was possible to use the case method in teaching technical disciplines for work in small groups. Small group activity is one of the most effective strategies, as it gives all students the opportunity to participate in the work, practice the skills of cooperation, interpersonal communication (in particular, the ability to actively listen, develop a common opinion, resolve disagreements). For example, first-year students who started studying theoretical mechanics were offered tasks like - “Two loads with masses m1=m kg and m2=3m kg, connected by a weightless inextensible thread, must be lifted and moved. One worker suggested lifting the load by holding on to the first load, a second worker suggested holding on to the second load while lifting, and a third said that no matter which load to hold on to, it would not break the thread between the weights. Who is right? Which situation is less likely to break the thread if, in any case, the same force F is applied to the corresponding load to lift? At the beginning of the lesson, the principles of working in a group were discussed: the lesson is not a lecture, it is supposed to work together 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 personality (only an idea can be criticized).

The time for discussing the task and the solution was limited to 30-40 minutes. After that, a representative of 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 performance of all groups, the teacher summed up the results indicating common mistakes, and drew conclusions.

The method "Computer simulation" was used in teaching the discipline "Modeling in engineering". Students, for example, were offered tasks on modeling a technological process using visualization tools. It was proposed to diagnose the transient process at the start of the device, after which, by selecting parameters, 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, obtaining the skills of initial work with the Xcos visual modeling system; 2) study on a computer of the dynamic properties of the object. As an example, the simplest closed system for controlling the liquid level in a flow with negative feedback was proposed, including a control object (OC) in the form of a first-order inertial link with a delay and a control device (CU) representing a PI controller (see Fig. 1 ). The flow level h is regulated by changing the position S of the adjustable gate.

Rice. 1. Diagram of the liquid level control system

Students should create a model of the system from the corresponding blocks in the application palette, investigate the transient process, select such transfer coefficients, integration time constants that would reduce the transient process time and the range of oscillations when starting the level control system. Parameters kr - transfer coefficient of the regulator; Ti - integration time were tuning. hЗ - set flow level. The modeling of the process began with the compilation of a differential equation and obtaining the transfer functions of the control object (Wo-(p)) and the control device (Wp-(p)). After working in the program according to the obtained graph of the transient process, it was necessary to verify the correctness of the indicated adjustment parameters of the controller k p and Ti. By selecting the parameters, we optimized the transient process.

Test 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 the assimilation of the material after passing some sections of technical disciplines during the semester. These tasks require some research and rather lengthy calculation. In the computer class of the department, testing on individual 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 the qualification of bachelors in the field of "Construction".

General cultural competencies should also be formed in the study of technical disciplines. The ability to logically correct, argued to build oral speech (OK-2), culture of thinking, goal setting, self-development, advanced training (OK-1, OK-6), organizational skills, teamwork. To develop literate oral speech skills and overcome the fear of public speaking, for example, in the process of studying the course "Technical Mechanics", each student is offered to prepare an essay and make a presentation on a chosen topic. Students are introduced to the rules for creating slides for the presentation and stipulate the time of the speech. Here are a few 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. findings

Our universities use a hundred-point assessment of the results of intermediate certification. We present several results. The average score for the group for term paper 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 traced in examination grades in theoretical mechanics. Average score for credit 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 for three years: 70-73 points for term paper, 70-75 for credit in technical mechanics. The average score for the group for the credit for modeling in engineering: 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 teaching prevailed) in some technical disciplines.

Fig.2. Row 1 - modeling in engineering, row 2 - theoretical mechanics, row 3 - technical mechanics

Thus, we can state an improvement in learning outcomes in all disciplines, but changes in technical mechanics are especially noticeable, where the average score for 3 years was 81.3, and in relation to the average value, the increase in the third year was 8.6%. And although the results in other disciplines are more modest, it can be assumed that the use of active and interactive teaching approaches makes it possible to more effectively approach the requirements of federal state educational standards. The use of innovative technologies requires a significant methodological work from the teacher: preparation of cards, assignments, slides, manuals. All this contributes to a higher level of assimilation of educational material. In addition, this can also be achieved by solving non-standard problems, participating in intra-university, city and regional olympiads, 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 have become more active in the educational process, have gained 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 (date of access: 11/26/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

As a form of practical training in the teaching of general professional disciplines (on the example of technical mechanics) Schepinova 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 learning technologies. As a method, they became widespread in the 70s of the 20th century. To improve the effectiveness of a learning game, its technology must meet certain requirements: · The game must meet the learning objectives; · A certain psychological preparation of the participants of the game is required, which would correspond to the content of the game; · Ability to use 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 game atmosphere. At this stage, the content and the main task of the game are determined, the psychological preparation of its participants is carried out; 2. Organization of the game process, including briefing - explanation of the rules and conditions of the game to the participants - and the distribution of roles among them; 3. Conducting a game, as a result of which the task should 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 “BMW Auto Mechanic Job Interview” for BMW Auto Mechanic Position The game simulates an interview conducted by a large automotive company when looking for applicants for auto mechanic vacancies. One of the students of our technical school actually found himself in a similar situation, after his story, the idea arose to conduct a similar role-playing game. During such an interview, 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 are revealed.

The order of the role-playing game Before the lesson, students are given the task: to repeat the following sections of theoretical mechanics: the basic concepts and axioms of statics, a flat system of converging forces, a pair of forces and a 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 number of the option on each sheet. A possible layout of options is shown 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 entrusted with the role of expert examiners as representatives of the company. Before each of them lies 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

Card with the task ex. Three converging forces F 1, F 2 and F 3 are given. Find their resultant R. Variant number F1F1 F2F2 F3F

Card with the task ex. Show on the diagram all the forces acting on the part AB

Row 2 Row 3 Row Possible scheme for the distribution of variants

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? Question 3. The first axiom of statics. Can a body be in equilibrium under the action of a single force? 4. The second axiom of statics. Consequence from the first and second axioms; 5. Third axiom of statics; Fourth axiom of statics; Question 6: What is a connection? How is the reaction force always directed? Types of connections. 7. How is the reaction force of the connection of a smooth surface (support) directed? Ball joint? 8. What is the direction of the thread bond reaction force? Rod? Cylindrical joint? Topic 9. Definition of converging forces. Does such a system have a resultant? 10. Equilibrium condition for a flat system of converging forces (geometric and analytical); 11. What is the projection of force on the axis? What sign can a projection have? 12. Addition of converging forces (geometric and analytical); Subject 13. Moment of force relative to a point, its properties. 14. Pair of forces, moment of a pair. equivalent pairs. 15. Addition of pairs lying in the same plane. 16. Equilibrium condition for a system of pairs lying in the same plane. There are 10 questions in total. Each question is evaluated according to the points system: 0; 1 or 2

Role play procedure (continued) There are 10 questions in total. Each answer is evaluated on a three-point scale: "0", "1", "2". Tasks are evaluated in the same way. Further, all the points received are summed up, and the results are entered in the final sheet (slide 12). Then the results are announced: Those who scored points are invited to work from the next Monday with a starting salary of $ 1000 Those who score points are invited to work from the next Monday with a starting salary of $ 800 Those who score are in reserve with the possibility of an invitation with an additional interview. Those who scored less than 13 points come back in a year!

Final statement Surname I.O. Number of points 1.Abdrakhmanov R.R. 2.Altunin D.S. 3.Bebih 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 for the game: sheet with theoretical questions - 4 copies; card with a graphic task - 15 copies; a card with an analytical task - 15 copies; interview sheet - according to the number of participants; summary sheet - 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 applicants-students were interviewed. One of them scored the maximum possible number of points - 24 points. This student also played the role of a specialist-expert. Analysis of the course 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 20 more minutes. There were also some psychological difficulties: one of the alleged 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 interest of students in the discipline; - almost all students joined the game process with interest, waited for this lesson, prepared for it; - preparation for a role-playing lesson should be carried out by the teacher very intensively and include a psychological aspect; - imitates the real situation, forms the skills of behavior in employment.