Професійна підготовка майбутніх фахівців інженерних спеціальностей на засадах інтеграції навчання з виробництвом

Abstract

У дисертації наведено комплексне теоретико-методологічне обґрунтування вирішення проблеми професійної підготовки майбутніх фахівців інженерних спеціальностей. Визначено критерії, показники та рівні готовності майбутніх фахівців інженерних спеціальностей до професійної діяльності в результаті освоєння робітничої професії на засадах інтеграції навчання з виробництвом. Визначено, обґрунтовано та експериментально перевірено організаційно-педагогічні умови професійної підготовки майбутніх фахівців інженерних спеціальностей на засадах інтеграції навчання з виробництвом. Розроблено математичну модель діагностики рівня кваліфікації, яку одержить кожний студент у результаті освоєння робітничої професії. Запропоновано практичні рекомендації для підвищення ефективності процесу формування готовності майбутніх фахівців інженерних спеціальностей до професійної діяльності. Основні результати дослідження впроваджено в навчальний процес технічного ЗВО.

В диссертации предоставлено комплексное теоретико-методологическое обоснование решения проблемы профессиональной подготовки будущихспециалистов инженерных специальностей. Определены критерии, показатели и уровни готовности будущих специалистов инженерных специальностей к профессиональной деятельности в результате освоения рабочей профессии на основе интеграции обучения с производством. Определены, обоснованы и экспериментально проверены организационно-педагогические условия профессиональной подготовки будущих специалистов инженерных специальностей на основе интеграции обучения с производством. Разработана математическая модель диагностики уровня квалификации, которую получит каждый студент в результате освоения рабочей профессии. Предложены практические рекомендации для повышения эффективности процесса формирования готовности будущих специалистов инженерных спеціальностей к профессиональной деятельности. Основные результаты исследования внедрены в учебный процесс технического заведения высшего образования.

The dissertation has been presented the ideology of improvement the quality of engineering education by simultaneous mastering working professions which correlate with the engineering ones, there have been presented the results of the realization of this ideology in higher technical educational institution with further demonstration that this ideology is one of the variants of dual education ideology. There has been created and approbate a methodical system for assessing the quality of practical training of students at higher technical educational institutions according to the technology of mastering the working profession correlated with the future engineering one in the context of the implementation of the concept of the training and production integration; there have been developed and implemented a complex of teaching and methodical support for the formation of functional competences of students in the process of studying the discipline «Training practice», the system of trainings, seminars and student debates, the curriculum of the integrated course «Training practice» for students of the 1–3 years of studying in the educational process, as well as there has been prepared and issued the textbook «Training practice» for students of all specialties. The system analysis of basic concepts revealing the problem and specificity of professional training of future specialists in engineering specialties based on the training and production integration is carried out in the thesis paper. The concept of «professional training of a future specialist», «the readiness of a future specialist to professional activity», «professional development of a student while studying»; principles of effective professional training of future specialists; stages of the multilevel process of professional formation of future specialists are proved in the thesis paper. The organizational andpedagogical conditions of professional training of future specialists in engineering specialities based on the training and production integration; the model components of professional training of future specialists in engineering specialties based on the training and production integration that is presented in two forms – structural and mathematical are theoretically substantiated in the thesis paper. Four main components of the structure of readiness of future specialists in engineering specialties to professional activity – motivational, cognitive, active and personal are determined. In accordance with the components of psychological and pedagogical readiness to professional activity, the criteria – the formation of a professional orientation of a future specialist based on the integration of education with manufacturing and the mastering of special knowledge acquired by a student duringstuding and practical training are defined. The criteria – the mastering of the skills and abilities necessary for the professional activity of a future specialist and the formation of the professionally important qualities and abilities of the individual are also defined in accordance with the components of psychological and pedagogical readiness to professional activity. Nine linguistic variables for the diagnosis of the level of formation of readiness components: the level of quality of teaching the theoretical foundations of the profession by a teacher; the level of student's access to electronic and printed sources of theoretical basis of the profession; the level of internal motivation of students to study the theoretical foundations of the profession; the level of student's ability to study the theoretical foundations of the profession; the level of conformity of the training equipment to the tasks of mastering the practical skills of the profession by a student; the level of student’s access to the training equipment dedicated to master practical skills of the profession during practical training; the level of internal motivation of students to master the practical skills of the profession; the level of student's ability to master the practical skills of the profession; the level of qualification obtained by a student as a result of training and manufacturing training are determined. A synthesis of the mathematical model to forecast the level of qualification obtained by students as a result of the training and manufacturing training is carried out on the base of these nine linguistic variables.The efficiency of certain organizational and pedagogical conditions of professional training of future specialists in engineering specialties is proved: creation of conditions for mastering the working profession correlated with the future engineering specialty; giving students the opportunity to complete the working trimesters manufacturing where they work according to the acquired labor profession; diagnostics of readiness of future specialists in engineering specialties to professional activity as a result of mastering the labor profession. As a result of experimental and research work, the positive progress in the training of future specialists in engineering specialties based on the training and production integration is stated.