Practical training of students as a factor in the training of professional young personnel
“Knowledge is a treasure, but the key to it is practice”
Thomas Fuller
The problem of training highly qualified workers and mid-level specialists in professional educational organizations is one of the most urgent. It became especially acute with the beginning of the post-perestroika process, the advent of modern technologies, and the widespread use of computer technology. The modern economy needed such personnel who are able to solve new problems in complex and constantly changing conditions. The system of vocational education is currently undergoing a change in state policy. There is a search for forms and methods to improve the quality of education. The role of innovative and experimental teaching methods is growing, aimed at developing the creative abilities of the individual, increasing its activity, adaptability and adaptability to new conditions.
On February 12, 2015, at a meeting of the Government of the Russian Federation dedicated to improving the system of secondary vocational education, D.A. Medvedev announced the main goal of improving the system of secondary vocational education as follows: "to create a modern, efficient system of vocational education that is focused on the needs of enterprises, able to meet the needs of our economy."
Among the set of measures developed by the Ministry of Education and Science, one of the three strategic directions is designated: "to focus the resources of business, the state, the educational sector as a whole on the development of the system of secondary vocational education."
Here we are talking, first of all, about the fact that students combine theoretical training in college with practical training at the enterprise. At the same time, employers can be more actively involved in the planning and implementation of training programs - this is the so-called dual education system.
There are still problems with this.
The situation of the modern market requires new methods of work of educational organizations and employers. Employers, as potential customers, should be actively involved in the process of forming the state order, determining professional competencies, and participating in the student's professional training. At this point in time, elements of dual training are being actively introduced in professional educational organizations of the Tyumen region. The Center for Continuing Agrarian Education operates. Starting with teaching schoolchildren in agricultural classes and ending with college or university education.
Studying in an agroclass is the first stage of agrarian education, the tasks of which are not only to develop a set of skills vital in the modern market environment, but also in effective career guidance, to a conscious choice of professions in the agro-industrial complex, and running your own business.
One of the most important components of the learning process is practice: training, usually carried out in the laboratories of the college, as well as production - outside the walls of the educational organization. Among the main tasks of the practice, we include not only the consolidation and development of students' knowledge and skills, but also the development of general and the formation of professional competencies laid down by the Federal State Educational Standards, the acquisition of skills for the implementation of labor functions referred to in the relevant professional standards.
A systematic approach to organizing practical training in our case is as follows:
Theory and practice are interconnected in such a way that without assimilation of the knowledge gained in the classroom, it is almost impossible to perform practical work with high quality, and, in parallel, it is very difficult to understand and remember all the theoretical material given out in the classroom and acquired in the course of independent work, if not consolidate it in practical exercises;
In order to cope with the tasks set during the internship at the highest level, it is necessary to use knowledge and skills not only in interdisciplinary courses included in a specific professional module, but also in the previous disciplines of general education, general humanitarian and socio-economic, as well as mathematical and general natural science cycles, for example, frequent difficulties for students who neglect the study of the norms of the Russian language cause tasks related to the correct compilation of texts of documents and even reporting documentation based on the results of practice;
The study of a specific professional module is completed, as a rule, with educational and industrial practice, and then with a qualifying exam. The success of passing the qualifying exam will directly depend on the results of the practice;
Upon completion of the internship, the employer draws up a characterization for the student, issues a conclusion and fills out an attestation sheet, thereby, in fact, carries out an independent examination of the professional level of the future specialist, and only after that the student defends his internship report and receives a final grade for it;
The college has a number of organizations - social partners, whose representatives are invited as heads of commissions for qualifying examinations. Thanks to such partnerships, employers get the opportunity to get to know future specialists, assess their level of training, professional qualities and in the future invite students they like for subsequent internships, and graduates for work, at the same time, students, respectively, get the opportunity to find a job in their specialty.
Thus, practical training in college is an integral part of the process of training specialists, since it:
Increases the effectiveness of training, and therefore reduces in the future the material costs of retraining, the elimination of gaps in knowledge and skills;
Makes a specialist psychologically adapted to work in a team;
Allows you to maintain a balance between the content of educational programs and modern requirements of the labor market.
In accordance with the “Complex of measures aimed at improving the system of secondary vocational education for 2015-2020”, a consistent introduction of a practice-oriented (dual) model of education in the subjects of the Russian Federation is envisaged in secondary vocational education.
The purpose of dual training is to ensure the quality of professional training of workers for the basic industries in the context of the development of social partnership.
When implementing dual training, much attention is paid to the internship, in connection with this, there is a need for closer cooperation with employers.
We held negotiations with the employers of the agricultural area, as a result, we concluded agreements on dual training with five enterprises: IP Bobrov, IP Devyatyarov, OOO Turai, OOO PK Moloko, IP GKFH Sharmazanov.
Since May 5, the group by profession "Tractor driver-machinist of agricultural production" has been undergoing industrial practice.
In general, bilateral cooperation is carried out between the college and organizations providing practice bases, as a result of which we get the opportunity to attract highly qualified specialists for practical and educational work with students, develop general requirements for the competence of specialists, facilitate the process of professional adaptation of graduates and employment. Organizations and enterprises, in turn, receive a specialist that meets their needs, can carry out work on the continuous education of their employees, and get the opportunity to quickly adapt young professionals. The results of joint activities are discussed at meetings, the topics of which relate to the quality of education, the quality of work performed in professional activities. Such meetings help to understand the needs of both the educational organization on the part of enterprises and organizations, and to take into account the requirements of employers when preparing a specialist. Without a constructive dialogue, it is impossible to determine the directions for improving vocational education.
The college constantly assesses the degree of readiness of students for professional activities, based on the results of a survey of social partners. Based on the responses received, mentors determine the work of students as successful and give a positive assessment of the quality of professional readiness of their interns. They note such qualities of students as competence, sufficient level of professional training, activity and interest in work, discipline and diligence. The analysis of the obtained characteristics after passing the industrial practices allows us to trace the dynamics of the professional competence of college students. This approach improves the professional level of the graduate and reduces the time and costs of the enterprise for the adaptation of a young specialist.
Currently, the problem of employment of college graduates is quite acute in the context of modern trends in the development of a market economy. Each graduate expects to find a job in the profile of the received specialty, receive a decent salary and see the prospect of career growth.
Working in your specialty is the key to professionalism.
The acquired knowledge is a launching pad for further professional growth of graduates. Some students get jobs at enterprises where they had an internship. All the specialties in which training is conducted at our college are promising and, despite the current crisis, we want to believe that our graduates will become sought-after specialists, professionals in their field.
Practical training is an integral element of training students of technical schools in one of the professions of a particular branch of the national economy, which examines the content of professional knowledge, skills, methods and forms of organizing work aimed at forming a system of practical skills and abilities.
Practical training helps to consolidate and deepen the theoretical knowledge acquired by students in the course of studying subjects of general education, general technical and special cycles.
Practical training is one of the means of connecting training with the productive work of students in the acquired profession. "Profession" is a rather ancient concept.
Various professions appeared as a result of the social division of labor. With the development of science and technology, the content of labor in various professions is constantly changing. Professions are also changing.
In this regard, the content of the practical training of students in the relevant specialties and professions is also undergoing a change.
The Fundamentals of the legislation of the USSR and the Union republics on public education emphasizes that "the practice of students in secondary specialized educational institutions is" an integral part of the educational process, as a result of which students acquire skills
work as specialists, and in technical and agricultural specialties, in addition, a qualification in one of the working professions” 1.
A specialist, in whatever field he works, must be well prepared theoretically, know the economic foundations of development. socialist production, to be able to apply the acquired knowledge in practice, to possess professional skills. Medium-skilled specialists are the direct organizers of the technological process of production. They must be able to constantly improve it.
To this end, the curricula of secondary specialized educational institutions provide for the use of about 40 percent of the study time for practical training.
Practical work of students can be very different. What they have in common should be that each of them forms the measuring, computing, graphic and technological skills and abilities that are characteristic of a particular specialty. Such skills and abilities are also formed in the process of solving problems, disassembling and assembling various equipment, compiling technological maps, various production documentation, performing installation and maintenance work, etc.
Laboratory work is provided for by the curriculum in the case when the main didactic task is to develop in students the ability to observe, reproduce what is already known from the lesson, or perform research work. If, in addition to experience and a student experiment, such work also includes installation work, various kinds of measurements, disassembly and assembly, and the like, then they are called laboratory-practical work. Laboratory-practical work is most widely used in the educational work of the technical school. Here, students get acquainted with various technical devices, measuring and computing equipment, tools, master the ways of working with them. Thus, laboratory and practical work provides the first (initial) stage in the formation of skills and abilities in the acquired specialty.
In some specialties, time is allocated separately for course design, the didactic value of which is the formation of special skills for students to apply knowledge in several academic subjects in specific practical situations, the ability to mentally, as well as on paper in the current model, represent the final product of labor.
The formation of professional skills and abilities takes place in the process of various types of practical training, namely: educational, industrial technological and industrial pre-diploma practice.
1 On the state and measures for the further improvement of public education in the USSR, p. 69.
Practical training should be considered as the most important means of training comprehensively developed people, as a result of which there is an organic combination of training with the productive work of students, their physical and mental development, the formation of a worldview, moral and aesthetic education.
From a mid-level specialist, multilateral professional knowledge and skills are required. In the conditions of the scientific and technological revolution, on the one hand, the requirements for the mental development of commas in the production of people are increasing, on the other hand, the requirements for the ability to apply knowledge in various production situations in order to obtain a higher quality result of labor are increasing. There is a strengthening of the role of mental labor, the role of knowledge and an increase in the culture of work. At the same time, physical labor is becoming more and more creative, which is manifested in the development of rationalization proposals, technical creativity, setting up experiments by students,
In the process of practical training, students are directly involved in the sphere of material production and thus are participants in the development of productive forces. They feel * that on which the growth of labor productivity depends.
Theoretical and practical training of students ensures their participation in both mental and physical labor.
As is well known, mental work separated from physical labor leads to a one-sided development of abilities and, thus, limits the possibilities for the comprehensive development of students.
K. Marx wrote: “Just as in nature itself the head and hands belong to the same organism, so in the process of labor mental and physical labor are combined”
Physical labor is associated with the expenditure of muscular energy, mental labor - with the expenditure of energy of the nervous system. Therefore, mental work should alternate with physical, which improves blood circulation, strengthens the muscular system, and increases mental performance.
Physical labor underlies the acquisition of special skills and abilities, as a result of which students have the opportunity to take part in the creation of material goods for the benefit of society, which is a moral incentive to work. /
As a result of physical labor, a more concrete manifestation of human interaction "with nature, knowledge and transformation of it is provided, a new mental activity is generated. The man of the future must combine a high level of intelligence, moral purity and physical perfection. This idea underlies the entire learning process .
Therefore, in practical training, the formation of a student's attitude to work, his understanding of the essence of various production indicators of work, labor
1 Marx K. and Engels F. Works, vol. 23, p. 516.
disciplines” initiatives. On the basis of this understanding, students will have job satisfaction in the acquired specialty. This is where the tendency to turn labor into the first necessity of life should develop.
The attitude to work, which is formed in the process of practical training, can manifest itself as a vital necessity and as an internal need of a person.
The very content of labor should contain creative possibilities and conditions for the manifestation of initiative. At the same time, material incentives will also contribute to the formation of a positive attitude among students towards work as the first necessity of life.
The content of the work and correctly used forms and methods of practical training should also be aimed at the physical development of students, increasing the overall performance and endurance of the body.
The alternation of physical and mental labor favorably affects the mental work of students.
Long-term mental work of students, not alternating with physical, causes protective inhibition as a protective reaction against overwork and exhaustion. The replacement of mental labor with physical labor excites other, previously unworked areas of the cerebral cortex, and provides rest for those who worked. This creates the best conditions for the mental development of students.
If the content of practical training, its forms and methods cause strong emotional impulses (interest, creativity, activity), then favorable conditions are created (according to I.P. Pavlov) for the development of new temporary connections.
In the process of practical training, various analyzers are trained and developed. In labor, students "know" materials, objects, tools, mechanisms. They should develop various sensations (kinesthetic, visual, auditory, tactile, olfactory, light), as well as a motor analyzer, this "... extremely subtle internal analyzer" which, as I. P. Pavlov argued, "signals the central system every moment of movement, the position and tension of all parts participating in the movement "2.
Thus, in practical training, the comprehensive development of students can be achieved, subject to the consistent implementation of the joint activity of the hands, organs of speech and brain.
The work improves the analytical and synthetic activity of the cerebral cortex. It is enough for the student to perform certain practical movements several times, as he begins to analyze the properties and quality of the material with which he works.
1 Pavlov I.P. Complete works in 6 volumes, "vol. 3, book. I, 176. "Ibid.
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works, various sounds of working mechanisms (serviceable and faulty), the state of the object of labor, the position of the hands, one's posture, the distribution of efforts, etc.
Finally, the work of students in the process of practical learning is a criterion for the truth of knowledge, verification of their quality and quantity. Such work contributes to a more meaningful study of the theoretical part of educational subjects, deepening and expanding knowledge.
The relationship between practical and theoretical training of students with co- . creates a prerequisite for developing their ability to quickly navigate in various production conditions, apply the acquired knowledge in practice, use professional skills and abilities. All this contributes to the rapid development of related and more modern professions.
The labor activity of students in the process of practical training is also aimed at the formation of beliefs, that is, the fulfillment of educational functions.
In the process of socially useful work with the use of modern technology, students strengthen their materialistic ideas about the world, their convictions about ways to increase labor productivity, about the pace of building the material and technical base of communism.
The creation of material values by students in the process of practical training helps them to understand the share of their participation in the nationwide cause of building communism.
When performing all types of practice, students, thanks to collective productive work, are included in new social relations. They develop a sense of community.
An important condition for the success of practical training is the feasibility of work for students. However, this should not be a game of work, but real socially useful work, organized taking into account the age and other characteristics of young students.
The results of practical training should be evaluated by teachers. Grades are usually given on a five-point system for each type of practice. At the same time, the publicity and argumentation of each assessment is of great educational importance, since this has a positive impact on the subsequent work of students. For this purpose, various kinds of progress screens are used for certain types of work, etc.
In the process of practical training, socialist competition is organized between students and student groups for achieving better results in work, higher indicators of all types of work during the period of practice.
It is very important in the process of practical training of students to teach them to overcome difficulties, to experience joy and satisfaction from well-coordinated, friendly, collective work, from clear movements and positive results of work.
Modern labor more and more frees a person from muscle tension and enhances his mental actions, therefore, they acquire
great relevance of the study of various aspects of the labor process - physiological, psychological, moral and ethical.
In this chapter, we will consider that side of the problem that concerns the methodology of teaching students about labor activity on the basis of the scientific organization of educational work. In this matter, it is important to learn how to analyze the causes of shortcomings in the work of students, find ways to eliminate them, use the correct alternation of work and rest, which underlies the rhythm of the labor process.
The end result of the scientific organization of the labor activity of students should be the development of the ability to correctly use knowledge and distribute efforts, as well as a high level of skills and, as a result, an increase in labor productivity. The ability to see the change in labor productivity, depending on the change in the conditions of organization of labor activity, primarily from the correct formulation of practical training, is formed in the process of industrial pre-diploma practice of students. Here they study and analyze the objects of labor, tools and products of labor, the organization of the implementation of individual techniques, labor operations. If in the process of industrial technological practice, students master the methods of performing individual production processes, operations, techniques, etc., then in the process of industrial pre-diploma practice, they focus on such issues as organizing the delivery of materials to workplaces, the provision of necessary equipment and tools, the timeliness of equipment repairs, the availability of the necessary production documentation, the correct distribution of workers to workplaces, etc.
As a result of practical training, students acquire a certain production qualification, which is based on the ability to organize a technological process, accurately calculate the placement of people, equipment, tools, materials, techniques at each workplace, as well as the ability to correctly use the individual characteristics of each worker.
To achieve the set goals, it is necessary not only to know the content, forms and methods used by teachers and masters in the process of practical training, but also a deep, comprehensive knowledge by teachers of the psychophysiological conditions that characterize the work activity of students.
One of the main tasks of practical training is the formation of students' professional abilities, that is, human qualities that are the basis for the successful implementation of a certain type of activity. There are special abilities that are formed in the process of practical training, such abilities include observation, creative imagination, speed and accuracy of motor reactions, etc.
The close connection of mental and physical labor of students in the process of practical training, their communication with production teams, leaders, etc. innovators contributes to the successful development of students' professional abilities.
The psychological basis for the formation of professional methods is sensory (sensory) skills (taste, sound, tactile), resulting from a combination of motor and skin sensations. So, for example, an electrical technician can determine by sound whether a conductor is energized, by smell he can determine the state of insulation of conductors when heated, etc.
In labor activity, a stable selective orientation of perceptions is developed. The degree of this stability is directly dependent on the skill level of the specialist. The higher the selective orientation of perceptions, the higher the qualification.
To form a selective orientation of perceptions is one of the important tasks of practical training.
The selective orientation of perceptions includes many different aspects, for example, the perception of the spatial properties of objects (the shape of the field, details, settings, magnitude, location and direction in space), the perception of time, the perception of movement, formed on the basis of observation , curiosity, etc.
In practical training, an important task is the continuous improvement of "professional attention (concentration (concentration), activity, distribution, switching, stability).
These elements of attention are observed in the process of teaching students in all specialties.
The formation of professional skills depends on how quickly students can reproduce perceived labor representations, concepts, recognize in the observed what is known, acquired as a result of personal practical experience, independently and creatively perform the necessary labor operations.
At the same time, the work activity of students is then properly organized when it has a positive effect on the improvement of thinking. It is precisely the fact that in the process of labor the student can check the correctness, the truth of knowledge, contributes to the development of thinking.
The content of practical training is a set of production and labor processes that characterize the production activities of a middle-level specialist.
In order to become a good organizer of production, able to work independently and ensure highly productive work of employees with his own leadership, the future specialist must master the production skills and skills in the relevant working profession, economic knowledge in a particular industry.
In the process of preparing students for specific specialties, it is necessary to form their professional qualities, that is, such personality traits that form the basis for the successful mastery of professional skills and abilities (eye, subtlety of touch, hearing, speed of reaction, spatial imagination, etc.).
Professional qualities include professional skills, that is, the ability of a person to consciously perform labor processes, operations, techniques, actions based on the knowledge he has in compliance with certain requirements.
Professional skills can be at different levels of perfection. At a high level, they are characterized not only by independence, ease of performing labor actions, processes, operations, techniques, but also such properties as speed, accuracy, flexibility, stamina, strength.
Flexibility is understood as the rational performance of labor actions in various production conditions.
Persistence is the preservation of the accuracy and pace of labor action, regardless of side effects.
Durability is the ability to retain skills for a period of time when they are hardly used.
The final element of professional qualities is a professional skill - it is readiness for automated performance of actions that are characterized by a high degree of mastery.
Skill building is a complex process of consolidating and improving skill (see chapter VIII).
In practical training, the acquisition of new skills is based on the development of a certain system of conditioned reflexes. The student receives a verbal indication, instruction from the master, remembers it and fulfills it in the process of practical activity. Here, the visual perception of what is being done is a reflex, which is reinforced by the master's associated word about whether the action is "right" or "wrong".
The reinforcing effect of the word is based on the authority of the master, showing the correct methods of work.
But reinforcement with words alone is not enough in practical training. Here it is necessary that the student himself realize the correctness and usefulness of the result achieved in labor.
In the process of a detailed explanation of the tasks of practical training, students form ideas about their future profession, about the need to improve their skills.
So, in practical training, for example, in turning, students develop a certain system of conditioned reflex actions (taking a workpiece, placing a workpiece in a chuck, clamping a workpiece in a chuck, etc.). Some of these reflexes are expressed in actions, while others are expressed in the cessation of actions.
Reflexes associated with the cessation of actions are called negative conditioned reflexes.
I. P. Pavlov called the system of positive and negative conditioned reflexes a dynamic stereotype. Thus, from the point of view of physiology, any profession is a well-established, fixed and continuously improving dynamic stereotypes.
Well-delivered practical training involves the formation of the correct dynamic stereotype in students, which is continuously improved. The stereotype helps the student to observe a certain order in everything, not to make unnecessary movements, and save time.
However, the development of new machines, machine tools, new labor processes is associated with a change, a reworking of previously established stereotypes. It requires a lot of nerves. Therefore, the alteration of the dynamic stereotype should be done carefully, controlling the change in the physiological functions of the student.
When a teacher (master, instructor) explains, shows how to perform a particular action, operation, labor process, he not only imparts knowledge, but also excites certain physiological processes, the success of which depends on the assimilation of knowledge and their transformation into skills. and skills.
Each series of nerve impulses, when performing a specific movement, receives conditioned reflex reinforcement as a result of a variety of stimuli (visual, auditory, tactile, etc.), signaling the correct (that is, achieving the goal) execution of a given movement.
In this case, the quality of the movement depends on how developed the student's muscle sensitivity is, which manifests itself in the ability of a person to accurately (even with closed eyes) determine the position of the body, the weight of objects, measure their efforts and T, etc.
Muscle sensitivity transmits impulses to the motor analyzer of the cerebral cortex and signals deviations from the given movement pattern.
A sign of a correctly performed movement is perhaps a small expenditure of time, less energy consumption of the muscles compared to others, less excitation of the nervous system, and therefore less fatigue of the body, the ability to concentrate efforts.
These skills are achieved through systematic exercise and characterize the high qualifications of the worker.
Important in practical training is the student's working posture, the position of the body in space during work - "standing * to" sitting ".
The standing posture requires 10 percent more energy than the sitting posture. But the “standing” posture allows you to better redistribute efforts in various working movements, although it causes more fatigue. The alternation of posture, the ability of the worker to choose a comfortable posture has a positive effect on the results of labor.
In the educational process, the main form of education has been and remains the class-lesson system. With the advent of computers and computer information technology, this system can be made more efficient, interesting and practical.
Having created an educational and methodological complex, the work of the teacher is facilitated. The developed educational and methodical complex will help the teacher in presenting the material on the topic, and students can use this educational and methodical complex for independent study, because in it, the material is presented in detail, systematically and consistently, precisely on the foundations of logic. Also, the educational and methodological complex contains exercises, practical tasks to test the knowledge gained during the training.
The educational and methodical complex contains thematic planning, computer presentations, diagrams, outline plans, which are included in the mandatory minimum of the content of education in a secondary vocational educational institution.
Theoretical training creates a certain foundation of knowledge, which constitutes the professional horizons of a specialist. Practical training provides training in professional knowledge and skills covering all professional activities of a specialist. The educational institution should provide the future specialist with this practical training in the course of performing laboratory and practical work, conducting business games, analyzing and solving production situations, tasks, completing term papers (projects), passing all types of training production practices.
Students must master all the actions (operations) that they have to perform in their professional activities. However, the range of functions of a specialist with a secondary vocational education is wider and more varied than the range of functions of a worker, and in their nature they are more diverse than those of a worker. Therefore, a specialist can work in different positions. Along with the functions of a manipulative nature, performed in strict accordance with the instructions (use of computers, counting equipment, measuring instruments, calculation and graphic skills, procedures-manipulations in the work of nurses, etc.), in the performance of which students must achieve a certain automatism, mid-level specialists it is necessary to solve intellectual problems (analytical, design, constructive, organizational), requiring a reasonable choice of the decision to be made from possible options based on the analysis of the initial data and the tasks facing the specialist. Such tasks are often of a complex interdisciplinary nature and require considerable time to solve them. Practically during the training period, students are not able to solve (test solutions) all the tasks that they may encounter in their professional activities, working in different positions. But the selection of the main types of them and training in their solution on the example of specially designed training and production tasks that can be performed by students both in industrial practice and in specially created conditions (analysis of industrial situations, solving situational problems, business games) are mandatory requirements. for the training of mid-level specialists.
We have to approach the formation of the content of practical training in higher education in a somewhat different way. The range of tasks solved by a specialist with a higher education, their complexity, the novelty of setting in each case require, first of all, the development of problem thinking: the ability to see, understand the problem and find non-standard solutions, using a wide range of knowledge gained in the learning process, and also be able to independently find, acquire, extract the necessary information and use it in practical professional activities. Undoubtedly, a specialist with a higher education must also have the skills of computational, measuring, computational and graphical activities, be able to use the algorithms of intellectual activity, but both of them are in this case a tool for solving problematic problems.
The next indicator of the level of education is the ratio between general scientific, general professional and special training within the framework of theoretical training. General scientific disciplines in the system of higher education occupy a significant place: they are not only the basis for general professional training, but also have independent significance, providing a high level of erudition of specialists, contributing to the mastery of the logic of scientific thinking, a historical view on the development of science, technology, society, and man. It is the high level of general education that ensures the ability of specialists with higher education to solve creative problems in the creation of new technologies and new equipment, new methods and new economic plans, contributes to a deeper understanding of the links between facts, phenomena, and events. General scientific training in higher education is at least 40%.
In the system of secondary vocational education, students receive some general scientific knowledge, but, as a rule, these are only the basics of sciences that are of applied importance and integrated with special disciplines, for example: "Fundamentals of geodesy and their application in forestry", "Geodesy in construction", “Hydraulics and pumps”, “Designs of tasks and structures with static elements”, “Fundamentals of electrical engineering and the use of electrical energy in agriculture”.
However, in contrast to primary vocational education, the structure of specialized knowledge in secondary specialized educational institutions is given in expanded form; academic disciplines characterize different components of labor: the purpose of labor, the subject and material of labor, means of labor, methods of activity, labor organization and management. A significant proportion of this knowledge is of general professional importance and can be transferred within a professional group from one specialty to another.
The type of organization of the educational process implies the ratio of the volumes of compulsory and elective courses, compulsory classroom and independent extracurricular work, the inclusion of students in educational research and research work, its volume and content; preferable attitude to such organizational forms of education as lectures, seminars, business games. It depends on the attitudes towards the upcoming professional activity, on the degree of independence of students and their readiness to participate in those organizational forms of education that require a higher level of intellectual development, initiative, activity, personal responsibility in the performance of team work.
Let's consider the organizational forms of training aimed at the practical training of students.
Laboratory lesson - a form of organization of training, when students, on assignment and under the guidance of a teacher, perform one or more laboratory work.
The main didactic goals of laboratory work are experimental confirmation of the studied theoretical positions; experimental verification of formulas, calculations; familiarization with the methodology of conducting experiments, research. In the course of work, students develop the ability to observe, compare, contrast, analyze, draw conclusions and generalizations, independently conduct research, use various measurement methods, and arrange results in the form of tables, diagrams, and graphs. At the same time, students develop professional skills and abilities in handling various instruments, equipment, installations and other technical means for conducting experiments. However, the leading didactic goal of laboratory work is to master the technique of experiment, the ability to solve practical problems by setting up an experiment.
In accordance with didactic goals, the content of laboratory work is also determined:
establishing and studying the properties of a substance, its qualitative characteristics, quantitative dependencies;
- - observation and study of phenomena and processes, search for patterns;
- - study of the device and operation of instruments, apparatus and other equipment, their testing,
- - removal of characteristics;
- - experimental verification of calculations, formulas;
- - obtaining new substances, materials, samples, the study of their properties.
A practical lesson is a form of organization of the educational process, which involves the implementation by students on assignment and under the guidance of a teacher of one or more practical work.
The didactic goal of practical work is the formation of professional skills in students, as well as practical skills necessary for studying subsequent academic disciplines.
So, in practical classes in mathematics, physics, technical mechanics, students develop the ability to solve problems, which in the future should be used to solve professional problems in special disciplines. In practical classes in engineering graphics, students master the skills of making drawings, which are necessary when performing various graphic works in special disciplines.
Particularly important are practical exercises in the study of special disciplines, the content of which is aimed at the formation of professional skills. In the course of practical work, students master the ability to use measuring instruments, equipment, tools, work with regulatory documents and instructional materials, reference books, draw up technical documentation; perform drawings, diagrams, tables, solve various kinds of problems, make calculations, determine the characteristics of various substances, objects, phenomena. To prepare students for the upcoming work activity, it is important to develop their intellectual skills - analytical, design, constructive, therefore, the nature of the tasks in the classroom should be such that students are faced with the need to analyze processes, states, phenomena, design their activities based on the analysis, outline specific ways to solve a particular practical problem. As methods of practical training of professional activity, analysis and solution of production situational problems, business games are widely used. When developing their content, the level of complexity of the middle-level specialist should be taken into account.
When selecting the content of practical work in a discipline, they are guided by a list of professional skills that should be formed by a specialist in the process of studying this discipline. The basis for determining the full list of works are the qualification requirements for a specialist. An analysis of the State requirements and the content of the academic discipline makes it possible to identify the skills that can be mastered in the course of studying the educational material.
Thus, the content of practical work is:
- - study of regulatory documents and reference materials, analysis of production documentation, performance of tasks using them;
- - analysis of production situations, solving specific production, economic, pedagogical and other tasks, making managerial decisions;
- - solving problems of various kinds, calculating and analyzing various indicators, compiling and analyzing formulas, equations, reactions, processing the results of multiple measurements;
- - study of the structure of machines, devices, tools, apparatus, measuring mechanisms, functional diagrams;
- - familiarization with the technological process, development of technological documentation;
- - work on various machines, devices, devices, with measuring instruments; preparation for work, maintenance of equipment;
- - design according to a given scheme; assembly and dismantling of mechanisms, production of models of blanks;
- - Diagnostics of the quality of various substances, products. The methodology for teaching students to solve practical problems requires following a certain sequence: complete and clear clarification of the conditions; clarification of knowledge and practical experience, on the basis of which the problem can be solved; drawing up a solution plan.
The effectiveness of laboratory and practical classes depends to a large extent on how students are instructed to perform practical and laboratory work. Experienced teachers use instruction cards for students to independently carry out such work. Maps allow not to describe in detail the entire course of the work performed, but to pay attention to the most significant points: updating knowledge on the topic, practical actions, theoretical justification of the tasks performed. In preparation for work on the map, students get the opportunity to plan their activities.
Course design is an organizational form of training used at the final stage of studying the academic discipline. It allows you to apply the acquired knowledge in solving complex production and technical or other problems related to the field of activity of future specialists.
Production (professional) practice is an integral part and a peculiar form of organization of the educational process. According to the Regulations on the industrial (professional) practice of students of secondary specialized educational institutions, the practice is carried out in stages and consists of practice for obtaining primary professional skills and abilities (training), practice in the specialty profile (technological), pre-diploma practice (qualification or internship).
Educational practice is usually carried out in educational or training workshops of the university, technological and pre-diploma - directly at the enterprise, organization, institution.
The purpose of the internship is to prepare students for the upcoming independent professional activities. Practice connects theoretical education at the university and independent work in production. In practice, students acquire the initial experience of professional activity in their specialty.
Technological and pre-diploma practice are carried out on the basis of contracts between the educational institution and enterprises. Work programs of practices are developed taking into account the specific features of the basic enterprises. Along with various types of practical work, excursions, lectures, talks, seminars, and practical training in production are planned in the work program. For each topic, specific objects are identified.
Teachers are looking for ways to improve the training of specialists. In a number of specialties, teachers conduct interdisciplinary classes at the expense of additional time spent as part of methodological searches. Some interdisciplinary classes began to be included in the curricula. For example, students of pedagogical colleges, using both psychological and pedagogical knowledge, make up psychological and pedagogical characteristics for an individual student and a class team. With the correct fulfillment of this task, students develop important pedagogical skills to analyze the psychological characteristics of the student and his personal qualities, in accordance with objective data, design the development of the student and the class team, plan their activities aimed at developing the student's personality; establish proper relationships with children, etc.
The emergence of such classes in the practice of educational institutions is due to a number of circumstances.
One of the important directions in the implementation of the training of specialists is the formation of their professional skills in the process of training, which ensure their readiness for professional activities. The current practice of disciplinary teaching does not provide for the mastery of complex professional skills by students in the process of studying individual disciplines. However, professional activity requires the integration of knowledge gained in different academic disciplines, their combination in a specific work. Consistently organized practical training, carried out in interdisciplinary practical classes, in course design, and in the process of industrial practice, should be directed to this.
The modern Program for the Implementation of the Priority Areas of Russian Education is based on new trends in the choice of areas of personnel training that ensure close interaction between theoretical and practical training in conditions of direct interaction with the employer. It is necessary to take into account the directions and requirements of the modern educational process, projects of state educational standards of the third generation, to develop effective approaches in teaching, professional training, organization of educational and industrial practice for future economists.
In this regard, industrial training is one of the most important components of the preparation of bachelors of economics, a single and independent type of educational process. The main purpose of the practical training of future specialists is the use of knowledge, skills and abilities obtained in the study of various disciplines in real production conditions.
The requirements for the content of practices are based on the federal state educational standard, the curriculum of the specialty, and also correspond to the actual needs of existing business entities in the service sector.
The tasks of practical training include:
Deepening and consolidating the theoretical knowledge of students in practice;
Formation and development of professional practical skills in future economists;
Determination of professional suitability and readiness to perform various types of activities in accordance with the chosen profession;
Formation of interest and motivation for a specific professional activity;
Study of advanced and innovative experience of economic activity.
The principles of practical training represent the relationship and complementarity of theoretical training and practice, practical training and practice; professional self-determination; and diversification of practical training.
Continuity is observed between individual types of practices, which is achieved by the appropriate construction of practice programs and the consistent consolidation of theoretical knowledge in the process of internship. The duration of all types of practices and the timing of their implementation are established by the Working Curricula of students of the direction 080100.62 "Economics" profile "Economics of enterprises and organizations" and the profile "Labor Economics".
General provisions
The value of practice as part of the learning process
The internship opens a series of especially important types of training for specialists in the direction of training 080100.62 "Economics", provided for by the Federal State Educational Standard and curriculum.
Since the practice for students of higher educational institutions is the most important part of the educational process in the preparation of bachelors and is a systematic and purposeful activity of students in mastering the profession, in-depth consolidation of theoretical knowledge, development of professional and creative performing skills at each stage of education.
The significance of passing practical training is that it is a tool for checking the preparation of students for independent work, as well as an important form of developing professional skills.