16 research outputs found
ΠΠΎΡΠ΅Π½ΡΠΈΠ°Π» Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°
Introduction. In the modern socio-cultural and valeological situation, the problem of increasing the professional competence of a teacher in the system of additional professional education by means of distance learning becomes urgent. The purpose of the study is to develop a theory of distance learning and to substantiate the potential of the contextual situation in the system of additional professional education of a teacher.Purpose setting. Research objectives: to substantiate the methodological basis of the theory of distance learning by means of a contextual situation; to clarify the concept of Β«distance learning by means of a contextual situationΒ»; to organize experimental work on the implementation of a distance learning model by means of a contextual situation in the additional professional education of a teacher.Methodology and methods of the study: a) theoretical: analysis and systematization of specialized research on the subject; b) empirical: quantitative and qualitative analysis of the data of rapid testing and interviews conducted among students of the Institute of Continuing Education of the Kursk State University, Institutes of Educational Development of Kursk and Orel regions; c) diagnostic: experiment, expert evaluation method, methods of statistical data processing.Results. The development of the theory of distance learning by means of the contextual situation in the system of additional professional education of a teacher is focused on maintaining a balance between the development of individual educational routes of students, which will positively affect the personification of the teacherΒ»s education in post-university improvement, and further successful professional self-realization and the growth of professional and pedagogical competence with the synergetic effect of competence and contextual methodological approaches.Conclusion. Based on the results obtained, we generalize the potential of distance learning by means of using the contextual situation in the system of additional professional education of a teacher. The results of the study can be used by university teachers, graduate students, undergraduates to identify promising and effective pedagogical technologies at different levels of professional education of teachers.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΠΈ Π²Π°Π»Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π° Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. Π¦Π΅Π»ΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°ΡΡ ΡΠ΅ΠΎΡΠΈΡ Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°ΡΡ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°.ΠΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠ° Π·Π°Π΄Π°ΡΠΈ. ΠΠ°Π΄Π°ΡΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°ΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΡΡ ΠΎΡΠ½ΠΎΠ²Ρ ΡΠ΅ΠΎΡΠΈΠΈ Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ; ΡΡΠΎΡΠ½ΠΈΡΡ ΠΏΠΎΠ½ΡΡΠΈΠ΅ Β«Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈΒ»; ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°ΡΡ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΡ ΡΠ°Π±ΠΎΡΡ ΠΏΠΎ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ Π² Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°.ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: Π°) ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅: Π°Π½Π°Π»ΠΈΠ· ΠΈ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΡ ΠΏΡΠΎΡΠΈΠ»ΡΠ½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΠΏΠΎ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅; Π±) ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠ΅: ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΉ ΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· Π΄Π°Π½Π½ΡΡ
ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΊΡΠΏΡΠ΅ΡΡ-ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ ΡΠ»ΡΡΠ°ΡΠ΅Π»Π΅ΠΉ ΠΠ½ΡΡΠΈΡΡΡΠ° Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΡΡΡΠΊΠΎΠ³ΠΎ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°, ΠΠ½ΡΡΠΈΡΡΡΠΎΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΡΡΡΠΊΠΎΠΉ ΠΈ ΠΡΠ»ΠΎΠ²ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠ΅ΠΉ; Π²) Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅: ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½Ρ, ΠΌΠ΅ΡΠΎΠ΄ ΡΠΊΡΠΏΠ΅ΡΡΠ½ΠΎΠΉ ΠΎΡΠ΅Π½ΠΊΠΈ, ΠΌΠ΅ΡΠΎΠ΄Ρ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠΈ Π΄Π°Π½Π½ΡΡ
.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. Π Π°Π·ΡΠ°Π±ΠΎΡΠΊΠ° ΡΠ΅ΠΎΡΠΈΠΈ Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π° ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π° Π½Π° ΡΠΎΠ±Π»ΡΠ΄Π΅Π½ΠΈΠ΅ Π±Π°Π»Π°Π½ΡΠ° ΠΌΠ΅ΠΆΠ΄Ρ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΌΠ°ΡΡΡΡΡΠΎΠ² ΡΠ»ΡΡΠ°ΡΠ΅Π»Π΅ΠΉ, ΡΡΠΎ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎ ΡΠΊΠ°ΠΆΠ΅ΡΡΡ Π½Π° ΠΏΠ΅ΡΡΠΎΠ½ΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π° Π² ΠΏΠΎΡΡΠ²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠΌ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΠΈ, ΠΈ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅ΠΉ ΡΡΠΏΠ΅ΡΠ½ΠΎΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΠ°ΠΌΠΎΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠ΅ΠΉ ΠΈ ΡΠΎΡΡΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ ΠΏΡΠΈ ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΡΡΡΠ΅ΠΊΡΠ΅ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ½ΠΎΠ³ΠΎ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ².ΠΡΠ²ΠΎΠ΄Ρ. ΠΠΏΠΈΡΠ°ΡΡΡ Π½Π° ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ, ΠΌΡ ΠΎΠ±ΠΎΠ±ΡΠ°Π΅ΠΌ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ ΠΏΡΠΈΠΌΠ΅Π½ΡΡΡΡΡ Π²ΡΠ·ΠΎΠ²ΡΠΊΠΈΠΌΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΡΠΌΠΈ, Π°ΡΠΏΠΈΡΠ°Π½ΡΠ°ΠΌΠΈ, ΠΌΠ°Π³ΠΈΡΡΡΠ°Π½ΡΠ°ΠΌΠΈ Π΄Π»Ρ Π²ΡΡΠ²Π»Π΅Π½ΠΈΡ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΡΡ
ΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΡ
ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π½Π° ΡΠ°Π·Π½ΡΡ
ΡΡΠΎΠ²Π½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ²
ΠΠΠΠΠΠΠ¦ΠΠΠΠΠ«Π ΠΠ ΠΠΠ’ΠΠΠ Π€ΠΠ ΠΠΠ ΠΠΠΠΠΠ― ΠΠ ΠΠΠΠ ΠΠΠΠΠΠ’ΠΠΠ¬Π‘ΠΠΠ₯ ΠΠΠΠΠΠ’ΠΠΠ¦ΠΠ Π ΠΠΠΠ ΠΠΠ Π£ΠΠΠΠΠ Π‘ΠΠ’ΠΠ’Π
The au thor raises the problem of building studentsβ business competencies in frames of university education addressing the current situation of post-industrial society and digitality. The paper analyzes methodological and theoretical aspects of competence-based methodology used in professional education, features of practical building of studentsΒ» business competencies when students are trained on different majors; the nature of these features, structure and content in the flagship university. The author sees cultorology approach rendered in the context of content requirements of competency-based approach as a methodological basis for research. The article analyzes individual training and team building when solving the business tasks. The author explores ethnic and cultural aspects of national professional education in multicultural environment and features of building studentsβ business competencies in alike university conditions. The paper raises the problem of mechanisms of building the studentsΒ» business competencies under conditions of Flagship University in the central part of Russia. The object of research is innovative practices in a flagship university resulted from close cooperation among authorities, universities and business sector; and mechanisms of building business competencies in university environment. The author focuses on activities of business park of a flagship university for building studentsΒ» business competencies in university environment. Hackathon is seen as an interesting analytical form for studentsΒ» business competencies in the university. Interactive work, teamwork, variations and creative work are main characteristics that combine business capacities and education in order to achieve the common goal.Π ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΡΡΠΈΠ½Π΄ΡΡΡΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΈΠΏΠ° ΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠ°Π·Ρ Π΄ΠΈΠ³ΠΈΡΠ°Π»ΡΠ½ΠΎΡΡΠΈ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎ Π°ΠΊΡΡΠ°Π»ΡΠ½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠ΅ΡΡΠ²Π° Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ. Π ΡΡΠ°ΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅, ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π°ΡΠΏΠ΅ΠΊΡΡ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ½ΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅, ΠΈΡ
ΡΡΡΠ½ΠΎΡΡΡ, ΡΡΡΡΠΊΡΡΡΠ° ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΠΎΠΏΠΎΡΠ½ΠΎΠΌ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡΠΌΠΈ Π²ΡΡΡΡΠΏΠ°ΡΡ ΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΡΠΉ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ. ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ Π°Π½Π°Π»ΠΈΠ· Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ Π²Π½Π΅Π°ΡΠ΄ΠΈΡΠΎΡΠ½ΠΎΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΠΊΠΎΠΌΠ°Π½Π΄ΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠ΅ΡΠ΅Π½ΠΈΠΈ Π·Π°Π΄Π°Ρ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΡΡΠΈ. ΠΠ²ΡΠΎΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅Ρ ΡΡΠ½ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΡΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΏΠΎΠ»ΠΈΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅ ΠΈ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΠΏΠΎΠ΄ΠΎΠ±Π½ΡΡ
ΡΠ²ΠΎΠ΅ΠΎΠ±ΡΠ°Π·Π½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°. ΠΡΠ½ΠΎΠ²Π½Π°Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΡΠ°ΡΡΠΈ β ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΠ΅ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠ² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΎΠΏΠΎΡΠ½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° Π¦Π΅Π½ΡΡΠ°Π»ΡΠ½ΠΎΠΉ Π ΠΎΡΡΠΈΠΈ. ΠΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ Π΄Π°Π½Π½ΠΎΠΉ ΡΡΠ°ΡΡΠΈ ΡΠ²Π»ΡΡΡΡΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΠΎΠΏΠΎΡΠ½ΠΎΠΌ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅, Π²ΡΡΠ°Π±ΠΎΡΠ°Π½Π½ΡΠ΅ Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ ΡΠ΅ΡΠ½ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΌΠ΅ΡΡΠ½ΠΎΠΉ Π²Π»Π°ΡΡΠΈ, ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠ³ΠΎ ΡΠΎΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΈ Π±ΠΈΠ·Π½Π΅Ρ-ΠΏΠ°ΡΡΠ½Π΅ΡΠΎΠ². ΠΠ±ΡΠ΅ΠΊΡΠΎΠΌ β ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΡ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅. ΠΡΠΎΠ±ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π°Π²ΡΠΎΡΠΎΠΌ ΡΠ΄Π΅Π»ΡΠ΅ΡΡΡ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΡ Π°ΡΠΏΠ΅ΠΊΡΠΎΠ² Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π±ΠΈΠ·Π½Π΅Ρ-ΠΏΠ°ΡΠΊΠ° ΠΎΠΏΠΎΡΠ½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° Π΄Π»Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅. ΠΠ½ΡΠ΅ΡΠ΅ΡΠ½ΠΎΠΉ ΡΠΎΡΠΌΠΎΠΉ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΡΠΎΡΠ΅ΡΡΠ° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅ Π²ΡΡΡΡΠΏΠ°Π΅Ρ Ρ
Π°ΠΊΠ°ΡΠΎΠ½. ΠΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ, Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΡΠ°Π±ΠΎΡΡ Π² ΠΊΠΎΠΌΠ°Π½Π΄Π΅, Π²Π°ΡΠΈΠ°ΡΠΈΠ²Π½ΠΎΡΡΡ, ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΠΎΡΡΡ Π²ΡΡΡΡΠΏΠ°ΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌΠΈ ΠΏΡΠΈΠ·Π½Π°ΠΊΠ°ΠΌΠΈ, ΡΠΎΠ΅Π΄ΠΈΠ½ΡΡΡΠΈΠΌΠΈ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° Π΄Π»Ρ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠΉ ΡΠ΅Π»ΠΈ
ΠΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠ΅ ΡΠ΅Ρ Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ
The problem of forming entrepreneurial competencies in university education is especially relevant at the modern stage of the society digital development and professional education advancement. The widespread use of technology in the life and professional activities of modern people has led to displacing other types of communication by digital information carriers. The term Β«digitalizationΒ» has entered the everyday private and professional vocabulary from specialized literature. The author examines the theoretical and technological aspects of forming entrepreneurial competencies and their features in a modern university in the vocational education digitalization context. The article methodological bases are competency-based and technological approaches. Analyzing the traditional ways and mechanisms to form entrepreneurial competencies in a modern classical university, the author studies the essence and features of applying peerteaching and case technology in university education. The main paper issue is to consider effective technologies of forming student entrepreneurial competencies under conditions of the university education digitalization. The features of using online content and electronic modern technologies in the objective challenges of the 1st quarter of the XXI century are updated. The work object is the technology of forming entrepreneurial competencies at the university. The subject is effective technologies of university education in the context of its digitalization. The author pays particular attention to consider aspects of technologies for the effective formation of student entrepreneurial competencies in a modern university and the methodological conditions of their implementation.Π ΡΠΈΡΡΠ°ΡΠΈΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΡΠ°ΠΏΠ° ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎ Π°ΠΊΡΡΠ°Π»ΡΠ½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ. Π¨ΠΈΡΠΎΠΊΠΎΠ΅ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½ΠΈΠ΅ ΡΠ΅Ρ
Π½ΠΈΠΊΠΈ Π² Π±ΡΡΡ ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΏΠΎΠ²Π»Π΅ΠΊΠ»ΠΎ Π²ΡΡΠ΅ΡΠ½Π΅Π½ΠΈΠ΅ ΡΠΈΡΡΠΎΠ²ΡΠΌΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΠΌΠΈ Π½ΠΎΡΠΈΡΠ΅Π»ΡΠΌΠΈ ΠΈΠ½ΡΡ
Π²ΠΈΠ΄ΠΎΠ² ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ. Π’Π΅ΡΠΌΠΈΠ½ Β«ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΡΒ» ΠΈΠ· ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ Π²ΠΎΡΠ΅Π» Π² ΠΏΠΎΠ²ΡΠ΅Π΄Π½Π΅Π²Π½ΡΠΉ ΡΠ°ΡΡΠ½ΡΠΉ ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΉ Π»Π΅ΠΊΡΠΈΠΊΠΎΠ½. ΠΠ²ΡΠΎΡΠΎΠΌ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π°ΡΠΏΠ΅ΠΊΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΠΈ ΠΈΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡΠΌΠΈ Π΄Π°Π½Π½ΠΎΠΉ ΡΡΠ°ΡΡΠΈ Π²ΡΡΡΡΠΏΠ°ΡΡ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ½ΡΠΉ ΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ. ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΡ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΡΠ΅ ΠΏΡΡΠΈ ΠΈ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΠΊΠ»Π°ΡΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅, Π°Π²ΡΠΎΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅Ρ ΡΡΡΠ½ΠΎΡΡΡ ΠΈ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ peer-teaching ΠΈ ΠΊΠ΅ΠΉΡ-ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ. ΠΡΠ½ΠΎΠ²Π½Π°Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΡΠ°ΡΡΠΈ β ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΠ΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠΊΡΡΠ°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΎΠ½Π»Π°ΠΉΠ½-ΠΊΠΎΠ½ΡΠ΅Π½ΡΠ° ΠΈ ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΡΠ΅ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΎΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΡΡ
Π²ΡΠ·ΠΎΠ²ΠΎΠ² 1βΠΎΠΉ ΡΠ΅ΡΠ²Π΅ΡΡΠΈ Π₯Π₯I Π². ΠΠ±ΡΠ΅ΠΊΡΠΎΠΌ Π΄Π°Π½Π½ΠΎΠΉ ΡΡΠ°ΡΡΠΈ ΡΠ²Π»ΡΡΡΡΡ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅. ΠΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ β ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π΅Π³ΠΎ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ. ΠΡΠΎΠ±ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΄Π΅Π»ΡΠ΅ΡΡΡ Π°Π²ΡΠΎΡΠΎΠΌ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΡ Π°ΡΠΏΠ΅ΠΊΡΠΎΠ² ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠΌ ΡΡΠ»ΠΎΠ²ΠΈΡΠΌ ΠΈΡ
ΒΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ
ΠΠ΄Π΅ΠΈ Π. Π. Π‘ΡΡ ΠΎΠΌΠ»ΠΈΠ½ΡΠΊΠΎΠ³ΠΎ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΠΈ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ
The problem of professional specialist formation in University education arises in sociocultural situation of multicultural world. This year is specific for Vasiliy Sukhomlimskiyβs 100-anniversary, who was the famous and outstanding soviet teacher and scientist. This anniversary contributes to reconsidering and searching for new senses and meanings in traditional reading of his ideas. The paper explores ethno cultural aspects of national professional education in multiculture environment; she reviews education in the context of ethnical aspect as an activity on transmitting the knowledge (values, moral and ethical milestones, historical traditions etc.), concrete culture (ethno cultural context) but not some abstract cultural and historical experience (polyculture context). Current sociocultural situation in multinational Russia faces the problem of ethno cultural context in the content of professional education. Professional education guarantees preserving and transmitting of ethno cultural traditions following the fact that there is no ideal balance between poly ethics and ethno culture in sociocultural situation in Russia and Europe. The author specifies famous teachers of the past views on the problems of modern university education. The article aims at considering the theory and practical implementation of ethno cultural context of university education in the conditions of multicultural environment. The author explores multicultural education in university where the object of research is supposed to be hermeneutic aspects of pedagogical experience and knowledge of Vasiliy Sukhomlinskiy in multicultural education at university. The paper sees cultorological approach in the context of content competency-based approach requirements as a methodological basis. The article focuses on theoretical ideas of Vasiliy Sukhomlinskiy applied in practical training of personality in the soviet school and their transmitting to modern university education in polycentric world.Π ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΠΏΠΎΠ»ΠΈΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΌΠΈΡΠ° ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎ Π°ΠΊΡΡΠ°Π»ΡΠ½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΠ³ΠΎ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ° Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ. Π’Π΅ΠΊΡΡΠΈΠΉ Π³ΠΎΠ΄ ΡΠ²Π»ΡΠ΅ΡΡΡ Π³ΠΎΠ΄ΠΎΠΌ ΡΡΠΎΠ»Π΅ΡΠ½Π΅Π³ΠΎ ΡΠ±ΠΈΠ»Π΅Ρ Π²Π΅Π»ΠΈΠΊΠΎΠ³ΠΎ ΡΠΎΠ²Π΅ΡΡΠΊΠΎΠ³ΠΎ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π° β ΠΏΡΠ°ΠΊΡΠΈΠΊΠ° ΠΈ ΡΡΠ΅Π½ΠΎΠ³ΠΎ β ΠΠ°ΡΠΈΠ»ΠΈΡ ΠΠ»Π΅ΠΊΡΠ°Π½Π΄ΡΠΎΠ²ΠΈΡΠ° Π‘ΡΡ
ΠΎΠΌΠ»ΠΈΠ½ΡΠΊΠΎΠ³ΠΎ, ΡΡΠΎ ΡΡΠΈΠΌΡΠ»ΠΈΡΡΠ΅Ρ ΠΏΠ΅ΡΠ΅ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΠ΅, ΠΏΠΎΠΈΡΠΊ Π½ΠΎΠ²ΡΡ
ΡΠΌΡΡΠ»ΠΎΠ² Π² ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΏΡΠΎΡΡΠ΅Π½ΠΈΠΈ Π΅Π³ΠΎ ΠΈΠ΄Π΅ΠΉ. ΠΠ²ΡΠΎΡ ΠΈΡΡΠ»Π΅Π΄ΡΠ΅Ρ ΡΡΠ½ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΡΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΏΠΎΠ»ΠΈΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ Π² Π°ΡΠΏΠ΅ΠΊΡΠ΅ ΡΡΠ½ΠΈΡΠ½ΠΎΡΡΠΈ, ΠΊΠ°ΠΊ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΏΠΎ ΠΏΠ΅ΡΠ΅Π΄Π°ΡΠ΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ (ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ, Π΄ΡΡ
ΠΎΠ²Π½ΠΎ-Π½ΡΠ°Π²ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ², ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ°Π΄ΠΈΡΠΈΠΉ ΠΈ Ρ.βΠ΄.) ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ (ΡΡΠ½ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΡΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡ), Π° Π½Π΅ Π½Π΅ΠΊΠΎΠ³ΠΎ Π°Π±ΡΡΡΠ°ΠΊΡΠ½ΠΎΠ³ΠΎ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ° (ΠΏΠΎΠ»ΠΈΠΊΡΠ»ΡΡΡΡΠ½ΡΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡ). Π ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΠΌΠ½ΠΎΠ³ΠΎΠ½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π ΠΎΡΡΠΈΠΈ Π°ΠΊΡΡΠ°Π»ΠΈΠ·ΠΈΡΡΠ΅ΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΡΠ½ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ° Π² ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π²ΡΡΡΡΠΏΠ°ΡΡΠ΅Π³ΠΎ Π³Π°ΡΠ°Π½ΡΠΎΠΌ Ρ
ΡΠ°Π½Π΅Π½ΠΈΡ ΠΈ ΡΡΠ°Π½ΡΠ»ΡΡΠΈΠΈ ΡΡΠ½ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΡΡΠ°Π΄ΠΈΡΠΈΠΉ, ΠΈΡΡ
ΠΎΠ΄Ρ ΠΈΡ
ΡΠ΅Π·ΠΈΡΠ°, ΡΡΠΎ ΠΈΠ΄Π΅Π°Π»ΡΠ½ΠΎΠ³ΠΎ Π±Π°Π»Π°Π½ΡΠ°, Π³Π°ΡΠΌΠΎΠ½ΠΈΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΏΠΎΠ»ΠΈΡΡΠ½ΠΈΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΡΠ½ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΡΡΠΈ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ Π ΠΎΡΡΠΈΠΈ ΠΈ, ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎ, ΠΠ²ΡΠΎΠΏΡ, Π½Π΅ ΡΠ΄Π°Π΅ΡΡΡ Π²ΡΡΠ²ΠΈΡΡ. ΠΠ²ΡΠΎΡ Π°ΠΊΡΡΠ°Π»ΠΈΠ·ΠΈΡΡΠ΅Ρ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π²Π·Π³Π»ΡΠ΄ΠΎΠ² Π²Π΅Π»ΠΈΠΊΠΈΡ
ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΏΡΠΎΡΠ»ΠΎΠ³ΠΎ Π½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΠ½ΠΎΠ²Π½Π°Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΡΠ°ΡΡΠΈ β ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΠ΅ ΡΠ΅ΠΎΡΠΈΠΈ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΡΠ½ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΏΠΎΠ»ΠΈΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Ρ. ΠΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ ΡΡΠ°ΡΡΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΏΠΎΠ»ΠΈΠΊΡΠ»ΡΡΡΡΠ½ΡΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°; ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠΌ β Π³Π΅ΡΠΌΠ΅Π½Π΅Π²ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π°ΡΠΏΠ΅ΠΊΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π½Π°ΡΠ»Π΅Π΄ΠΈΡ ΠΠ°ΡΠΈΠ»ΠΈΡ ΠΠ»Π΅ΠΊΡΠ°Π½Π΄ΡΠΎΠ²ΠΈΡΠ° Π‘ΡΡ
ΠΎΠΌΠ»ΠΈΠ½ΡΠΊΠΎΠ³ΠΎ Π² ΠΏΠΎΠ»ΠΈΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡΠΌΠΈ Π²ΡΡΡΡΠΏΠ°ΡΡ ΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΡΠΉ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°. ΠΡΠΎΠ±ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΄Π΅Π»ΡΠ΅ΡΡΡ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΡ ΡΠ²ΡΠ·ΠΈ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΠ΄Π΅ΠΉ Π.Π. Π‘ΡΡ
ΠΎΠΌΠ»ΠΈΠ½ΡΠΊΠΎΠ³ΠΎ, ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΠΌΡΡ
Π² ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Π² ΡΠΎΠ²Π΅ΡΡΠΊΠΎΠΉ ΡΠΊΠΎΠ»Π΅, ΠΈ ΠΈΡ
ΡΠΊΡΡΡΠ°ΠΏΠΎΠ»ΡΡΠΈΡ Π½Π° ΠΏΠΎΠ»Π΅ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΏΠΎΠ»ΠΈΡΠ΅Π½ΡΡΠΈΡΠ½ΠΎΠΌ ΠΌΠΈΡΠ΅