Professionally significant qualities of students in a higher technical education institution
Abstract
The article is devoted to the problem of studying the professionally significant qualities of students in a higher technical educational institution, namely, Tyumen Industrial University branch in Nizhnevartovsk. The research problem is caused by the genuine interest of the influence of professionally significant qualities on the peculiarity of the individual under consideration (Akker, 1994). The contradictions between the individual characteristics of the development of personal qualities and professionally significant qualities are revealed in this work. It is noted that the person is the perfect value in the content of the subject. The considered approach gives the freedom to choose education, the purpose of which is to satisfy spiritual, educational, life, as well as cultural interests and needs of the individual, a humane attitude to the individuality, its formation and the possibility of realization in the cultural and educational environment. The study presents the results of a survey of students of the Tyumen Industrial University branch in Nizhnevartovsk to identify knowledge characteristics related to professionally significant qualities. Graphs reflecting the manifestation of these qualities of students in everyday life and learning activities are constructed. A comparative analysis of indicators of the presence of professionally significant competences of students and their manifestation in educational and extracurricular activities is presented. The research results, as a reflection of the manifestations of professionally significant competences in various socially significant activities, are tabulated.
Downloads
References
Bim-Bad, B.M. (2016). History and Theory of Pedagogy. Essays. Moscow: Yurayt, p. 276.
Common European Framework of Reference for Languages: Learning, teaching, assessment. (2004). Cambridge: Cambridge University Press.
Glaeser, К.H., Schlic, D. Allies kam und gins von uns aus. Lerhrmittel aktuell. Jg, 21(4), p. 38-42.
Insights from the Common European Framework. (2004). Oxford: Oxford University Press.
Karpenko, T.E. (2010). Practicum in Culture of Verbal Communication. Student s Book: Selected Materials. Almaty: KazUIR & WL named after Abylai Khan.
Kimmel, P. (2005). UML Demystified. N.Y.: McGraw-Hill Education.
Kon, I.S. (1989). Psychology of early adolescence. Moscow.
Kounanbayeva, S.S. (2011). Professional Task-based Guide to the programme Modern Foreign Language Education: methodology and theory: Master programme. Foreign Language Teacher Training. Almaty: KazUIR & WL named after Abylai Khan.
Kruglov, B.S. (1983). The role of value orientations in the formation of the student's personality. Psychological features of the formation of the personality of the student. Moscow, p. 4 - 11.
Lednev, B.C. (1989). Content of education. Moscow.
Lerner, I.Ya. (1981). Didactic basics of teaching methods. Moscow.
Lookatch, R.P. (1995). Technology for teaching: The research is flawed. The education digest, 61(3), p. 4 - 8.
Petrovsky, A.V., Yaroshevsky, M.G. (2009). Fundamentals of theoretical psychology. Moscow: INFRA-M, p. 35.
Pogrebnaya, I.A., Mikhailova, S.V. (2016). On the issue of preparing students for a point-rating system of monitoring and assessing students' knowledge in an oil and gas university. Article. World of scientific discoveries. Proceedings of the International Conference "Scientific creativity of the XXI century". 6-2(39), p. 136-140.
Skatkin, M.N. (1986). Methodology and methodology of pedagogical research. Moscow.
Slastenin, V.A., Isaev, I.F., Shiyanov, E.N. (2013). Pedagogy. Moscow: Academy, p. 490.
Yadov, V.A. (1994). Social identification in a crisis society. Sociological Journal, 1.
Zaguidoullina, A., Pilyaeva, A., Tourdieva, D., Tourdieva, D. (2006). Methode de francais pour l'enseignement universitaire: 4-eme annee. Almaty.
.gif)
