2 research outputs found
Π ΠΠΠ¬ Π‘ΠΠΠ ΠΠΠΠΠΠ«Π₯ ΠΠΠΠΠΠΠ¦ΠΠΠΠΠ«Π₯ Π’ΠΠ₯ΠΠΠΠΠΠΠ Π ΠΠΠ ΠΠΠΠΠΠ’ΠΠΠ¬ΠΠΠ ΠΠ ΠΠ¦ΠΠ‘Π‘Π
In recent years, in connection with the reforms of education in our country there is a search for modern effective methods of education and upbringing. The new needs of the developing Russian society cannot be met without a significant restructuring of the methods and technologies of training of highly qualified personnel, implemented in accordance with the requirements of state standards. At the same time, in order to ensure an appropriate level of training of students, and the formation of a specialist with higher education, with all the necessary competencies, it is necessary to introduce new learning technologies in the education process.Given the growing competition in the market of educational services, training of specialists can not limit itself only to traditional lectures, seminars, practical and laboratory work. Of course, the traditional method of teaching remains indispensable in the case of the transfer of theoretical knowledge and concepts. But the formation of deep professional skills and abilities requires other approaches.The introduction of innovative teaching methods will help to improve the quality of training. Modern teaching methods focus on the disclosure of the creative potential of students, increasing their independence in the study of the material.Currently, the implementation of education is largely associated with the use of online learning. Significant information flow on the Internet and the possibilities of distance learning technologies should have a positive impact on the formation of the final skills and abilities. Only a well-organized process of e-learning will lead to the formation of a qualified specialist. This article reveals the relevance and necessity of using modern forms of education in the educational process.Purpose: study of issues related to the possibility of introduction of new technologies and their active use in the educational process.Methodology: theoretical methods (analysis and synthesis, comparison, classification, generalization); methods of empirical level (study of literature, documents and results of activity, evaluation of methods).Results: identification of a number of problems arising from the introduction of active forms of education in the educational process.Practical implications: the results of the study can be taken into account in the organization of the educational process, using active forms of education, both in institutions of higher education and secondary special.Π ΠΏΠΎΡΠ»Π΅Π΄Π½ΠΈΠ΅ Π³ΠΎΠ΄Ρ Π² ΡΠ²ΡΠ·ΠΈ Ρ ΡΠ΅ΡΠΎΡΠΌΠ°ΠΌΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² Π½Π°ΡΠ΅ΠΉ ΡΡΡΠ°Π½Π΅ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡ ΠΏΠΎΠΈΡΠΊ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊ ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ. ΠΠΎΠ²ΡΠ΅ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΠΈ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΠ΅Π³ΠΎΡΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° Π½Π΅Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΡΡ Π±Π΅Π· ΡΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΠΏΠ΅ΡΠ΅ΡΡΡΠΎΠΉΠΊΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊ ΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ² Π²ΡΡΡΠ΅ΠΉ ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ, ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΠΌΡΡ
Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡΠΌΠΈ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΡΡ
ΡΡΠ°Π½Π΄Π°ΡΡΠΎΠ². ΠΡΠΈ ΡΡΠΎΠΌ Π² ΡΠ΅Π»ΡΡ
ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠ΅Π³ΠΎ ΡΡΠΎΠ²Π½Ρ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ, ΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ° Ρ Π²ΡΡΡΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ, ΠΎΠ±Π»Π°Π΄Π°ΡΡΠΈΠΌ Π²ΡΠ΅ΠΌΠΈ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΡΠΌΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡΠΌΠΈ, ΡΡΠ΅Π±ΡΠ΅ΡΡΡ Π²Π²Π΅Π΄Π΅Π½ΠΈΠ΅ Π½ΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΠΏΡΠΎΡΠ΅ΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ.Π£ΡΠΈΡΡΠ²Π°Ρ ΡΠΎΡΡ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΈΠΈ Π½Π° ΡΡΠ½ΠΊΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΠ»ΡΠ³, ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ° ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² Π½Π΅ ΠΌΠΎΠΆΠ΅Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠΈΠ²Π°ΡΡ ΡΠ΅Π±Ρ Π»ΠΈΡΡ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΡΠΌΠΈ Π»Π΅ΠΊΡΠΈΡΠΌΠΈ, ΡΠ΅ΠΌΠΈΠ½Π°ΡΠ°ΠΌΠΈ, ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΠΈ Π»Π°Π±ΠΎΡΠ°ΡΠΎΡΠ½ΡΠΌΠΈ ΡΠ°Π±ΠΎΡΠ°ΠΌΠΈ. ΠΠ΅Π·ΡΡΠ»ΠΎΠ²Π½ΠΎ, ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½Π°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΎΡΡΠ°Π΅ΡΡΡ Π½Π΅Π·Π°ΠΌΠ΅Π½ΠΈΠΌΠΎΠΉ Π² ΡΠ»ΡΡΠ°Π΅ ΠΏΠ΅ΡΠ΅Π΄Π°ΡΠΈ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π·Π½Π°Π½ΠΈΠΉ ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ. ΠΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π³Π»ΡΠ±ΠΎΠΊΠΈΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ ΡΠΌΠ΅Π½ΠΈΠΉ ΡΡΠ΅Π±ΡΠ΅Ρ ΠΈΠ½ΡΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ².ΠΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² ΠΏΠΎΠΌΠΎΠΆΠ΅Ρ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π°ΠΊΡΠ΅Π½ΡΠΈΡΡΡΡΡΠ²ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π½Π° ΡΠ°ΡΠΊΡΡΡΠΈΠΈ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΈΡ
ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π² ΠΈΠ·ΡΡΠ΅Π½ΠΈΠΈ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°.Π Π½Π°ΡΡΠΎΡΡΠ΅Π΅ Π²ΡΠ΅ΠΌΡ ΠΏΡΠΎΡΠ΅ΡΡ ΠΎΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π²ΠΎ ΠΌΠ½ΠΎΠ³ΠΎΠΌ ΡΠ²ΡΠ·Π°Π½ Ρ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ΠΌ ΠΎΠ½Π»Π°ΠΉΠ½-ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. ΠΠ½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΡΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΠΉ ΠΏΠΎΡΠΎΠΊ Π² ΡΠ΅ΡΠΈ ΠΠ½ΡΠ΅ΡΠ½Π΅Ρ ΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π΄ΠΎΠ»ΠΆΠ½Ρ Π±Π»Π°Π³ΠΎΠΏΡΠΈΡΡΠ½ΠΎ ΡΠΊΠ°Π·ΡΠ²Π°ΡΡΡΡ Π½Π° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΠΈΡΠΎΠ³ΠΎΠ²ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ ΡΠΌΠ΅Π½ΠΈΠΉ. Π’ΠΎΠ»ΡΠΊΠΎ Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°Π½Π½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΏΡΠΈΠ²Π΅Π΄Π΅Ρ ΠΊ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ²Π°Π»ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ°. Π Π΄Π°Π½Π½ΠΎΠΉ ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π²ΠΎΠΏΡΠΎΡΡ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΠΈ, Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΈ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΠΎΡΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ΅.Π¦Π΅Π»ΡΒ β ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ Π²ΠΎΠΏΡΠΎΡΠΎΠ², ΡΠ²ΡΠ·Π°Π½Π½ΡΡ
Ρ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΡ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ Π½ΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΠΈ ΠΈΡ
Π°ΠΊΡΠΈΠ²Π½ΠΎΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ΅.ΠΠ΅ΡΠΎΠ΄ ΠΈΠ»ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΡΠ°Π±ΠΎΡΡ:Β ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ (Π°Π½Π°Π»ΠΈΠ· ΠΈ ΡΠΈΠ½ΡΠ΅Π·, ΡΡΠ°Π²Π½Π΅Π½ΠΈΠ΅, ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΡ, ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅); ΠΌΠ΅ΡΠΎΠ΄Ρ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΡΠΎΠ²Π½Ρ (ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ, Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΠΎΠ² ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΎΡΠ΅Π½ΠΈΠ²Π°Π½ΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ).Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ:Β Π²ΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΡΡΠ΄Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌ, Π²ΠΎΠ·Π½ΠΈΠΊΠ°ΡΡΠΈΡ
ΠΏΡΠΈ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΠΈ Π°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ.ΠΠ±Π»Π°ΡΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ²:Β ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΡΡΡΠ΅Π½Ρ ΠΏΡΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°, Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ Π°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΠΊΠ°ΠΊ Π² ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΡΡ
Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΠ°ΠΊ ΠΈ ΡΡΠ΅Π΄Π½Π΅-ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ
Higher Education of Krasnodar Krai: Economic Aspects
The article considers economic aspects relating to the functioning of Krasnodar Krai higher education, analyzes the role of science in the educational process, the author describes the causes of educational sphere imperfection, considers the institutional division of science and education, and also scientific and educational areas integration. Thus, the main aim at the modern stage of education reforming must be a disclosure of potential of the scientific and educational processes interaction in the service organizations in the higher education sphere and justification of tools of these processes integration.
DOI: 10.5901/mjss.2015.v6n3s6p22