Підготовка бакалаврів з економіки у вищих навчальних закладах США

Abstract

Дисертаційне дослідження присвячено процесу економічної підготовки бакалаврів у вищих навчальних закладах США. Здійснено історико-педагогічний аналіз передумов та тенденцій розвитку економічної освіти у ВНЗ США. Розкрито основні підходи до підготовки бакалаврів з економіки у ВНЗ США, а саме: традиційний підхід «Chalk and Talk», підхід професійності «Proficiency Approach», проблемний підхід «Peakonomics», письмовий підхід «Writing Intensive» та мотиваційний підхід «ARCS». Визначено зміст, форми, методи та засоби організації навчання бакалаврів з економіки у ВНЗ США. Проаналізовано переваги використання новітніх інформаційних технологій в процесі підготовки бакалаврів з економіки у ВНЗ США. Запропоновано рекомендації щодо можливого використання позитивного американського досвіду у вітчизняних вищих навчальних закладах.

Диссертационное исследование посвящено процессу экономической подготовки бакалавров в высших учебных заведениях США. Произведён историко-педагогический анализ предпосылок и тенденций развития экономического образования в ВУЗах США. Установлены основные подходы к подготовке бакалавров по экономике в ВУЗах США, а именно: традиционный подход «Chalk and Talk», проблемный подход «Peakonomics», письменный поход «Writing Intensive» и мотивационный поход «ARCS». Определены содержание, формы, методы и средства организации обучения бакалавров по экономике в ВУЗах США. Проанализировано преимущества использования новейших информационных технологий в процессе подготовки бакалавров по экономике в ВУЗах США. Предложены рекомендации возможного использования позитивного американского опыта подготовки бакалавров по экономике в отечественных университетах.

The dissertation is dedicated to the process of training undergraduate students in Economics in higher educational institutions of the USA. The goal of Economics Bachelors’ training has been identified as helping students developing an economic way of thinking while applying their theoretical knowledge on practice. Historical backgrounds and trends of developing economic education in the system of American higher education have been analyzed. Several nationwide events such as the foundation of the Committee for Economic Development (CED) in 1942, holding the first conference on Economic Education the «Concilium on Economic Education» in 1948, establishing the National Council on Economic Education (NCEE) in 1949, the proclamation of the «Report of National Task Force on Economic Education» in 1961, led to the Development of Economic Education Program (DEEP). These events, in turn, prompted implementing «Framework for Basic Economic Concepts» in 1977, realizing the «Act of American Education» in 1998 and organizing the Campaign for Economic Literacy. Major factors of metamorphoses in the US economic education were the National Council on Economic Education (NCEE) and the US Department of Education, whose affords caused including economic subjects to the lists of compulsory disciplines. As a result content of economic education was improved, Voluntary National Content Standards in Economics were adopted. Leading position of the USA in the world and its impact on the economic life of other countries has predetermined the development of the internationalization of economic education at the undergraduate level: by offering courses in International Economics as well as introductory programs for international Internships for students and teachers. Basic approaches to instruction of Economics to undergraduate students in American higher education have been discussed. Some of the discussed methods include a traditional approach of teaching Economics «Chalk and Talk» (using lectures), «Proficiency Approach» (preparing students to realize their future professional skills), problematic approach «Peakonomics» (using memorable cases or examples for achieving the peak of economic literacy), «Writing Intensive» (integrating intensive written tasks to the curriculum), motivational approach «ARCS» (optimization of the elements of motivation). Content of economic education, forms and methods of organizing Economics Bachelors’ training process have been underlined. Curricular usually include specialized economic courses, humanities, math and obligatory independent research projects. Methods of teaching Bachelors Economics can be classified into traditional (teaching games and imitations, case-method, using additional non-academic literature), methods for developing communication skills in economic context (group and active learning), technological methods (economic computer laboratories, feature films, method “Video on Demand”). Ways of using the Internet in preparing Bachelors’ in Economics in higher educational institutions of the USA have been identified. An innovative approach of using the Internet for teaching Economics presents a number of advantages, including offering new possibilities of actualizing teaching material, stimulating and motivating students to study. There are two broader ways of using the Internet for teaching Economics: electronic communications and conferences (e-mail, interactive messages, sessions and video conferences) and retrieval of information (texts, graphic illustrations, teaching models, audio and video presentations). Students’ performance factors in Economics have been defined. Among them there are: students’ personal attitude towards economic subjects; mode of learning (on campus, on-line, mixed mode); class attendance; mark expectation; using innovating technologies. Recommendations for adapting positive American experience in teaching Economics to undergraduate students to Ukrainian higher educational institutions have been developed. They include: adding substantial portion of individual written tasks to the content of economic education; appreciating students’ personality characteristics for choosing the most appropriate forms and methods of teaching; developing strategies and stages of internationalization of economic education; using innovating communicative technologies as obligatory elements of economic education.