Technology "Debate" as a tool for communicative competence development

The task of a modern university is to produce a highly qualified and competent specialist, ready for independent implementation of professional activities. Communicative competence is one of the fundamental in such preparation. The purpose of the article is to review the experience of implementing the Debate technology as an effective means of developing communicative competence of future vocational training teachers. The article focuses on the specifics of their future activities, its features and conditions, as well as their role in the field of professional education. The teacher of vocational training carries out pedagogical, educational-production and organizational-methodological activities in students training in secondary vocational schools. The basis for the implementation of his professional activity is the construction of effective interaction in the classroom between the teacher and students. For this, future teachers of vocational training must master communicative competence which is one of the main components of their future activities success. The article reveals features of the "Debate" and their capabilities in students’ training. The study allowed us to check the level of communicative competence development in dynamics, as well as to identify the level of students' motivation before using the Debate technology and after. Based on the data obtained, we can talk about the effectiveness of technology implementation. "Debate" provides ample opportunities for students to develop interaction skills, conduct constructive dialogue, select arguments, effective interaction strategies, the ability to balance emotional stress during the discussion, the ability to speak in public and other skills that contribute to the development of communicative competence and provide highly qualified specialist training

Game technologies as a means of increasing the educational motivation of university students

Game technologies allow bringing the educational process as close as possible to professional activities, activating the cognitive interest of students in the study of professional disciplines. The purpose of the article is to analyze the experience of implementing gaming technologies in the preparation of students of higher educational institutions to increase their motivation for learning. Game technologies are a set of methods and techniques for organizing the educational process in the form of various games that stimulate cognitive activity. They allow you to simulate a real workflow and consolidate theoretical material. Motivation is defined as a set of internal motivations that explain the student’s behavior, orientation and activity in the educational process. Motivation acts as a continuous choice and decision-making based on weighing behavioral alternatives. The article presents a study of the impact of gaming technology on changing students' motivation. As a tool for the study of motivation, we used Dubovitskaya methodology for the diagnosis of motivation. The study reflects the impact of gaming technology on changing student motivation. The implementation of gaming technologies in the training of students of a higher educational institution helps to increase the motivation of students to study professional disciplines, the formation of professional competence

Socio-gaming technology in the development of students’ personality

In response to modern needs of the labor market in highly qualified specialists capable of independent and creative activities, higher education institutions are developing professional competence of students using various innovative technologies that contribute to enhancing students' cognitive position. The implementation of modern educational technologies in the system of vocational education is a necessity dictated by the conditions of a competency-based educational paradigm. The peculiarity of educational technology as an effective means of forming professional competence is to ensure the guaranteed achievement of goals. In preparing a student for professional activity, technologies that allow a student to be immersed in conditions as close as possible to professional ones are of particular relevance. The advantage of socio-gaming technologies implementation consists both in revealing a student’s capabilities, his potential, including each of them in the educational process, and in shaping students' ability to master the norms and rules of behavior in society. The purpose of the article is to review the experience of implementing socio-gaming technologies in the training of students of higher educational institutions. Communicative competence is one of the most significant elements of preparing students for both professional activities and life in society. The article presents a study to verify the level of formation of communicative competence. The level was established according to certain criteria related to inclusion in the learning process, building effective interaction with other students. Statistical analysis showed the effectiveness of the technology under consideration. An additional survey of students made it possible to establish that the game contributes to their active involvement in educational process and construction of effective communication with classmates

Psychological and Pedagogical Foundations of the Formation of Students' Own Educational Strategies in the Process of Independent Learning

The scientific problem to which this article is devoted is determined by the tasks facing modern education. One of these tasks is to build a continuous education system, covering all stages of a person’s life. To ensure the movement of the individual in the educational space, it is necessary to form a culture of lifelong learning, which implies the development of technologies of self-education and self-learning. The latter become a fundamental factor in the system of continuous learning. The analysis of pedagogical, psychological and methodical literature showed that the independent work of students in its theoretical justification has always been interpreted as the most important component of the educational process. However, in recent years the problem of improving its effectiveness began to attract increasing attention of researchers. One of the ways, according to scientists, psychologists and methodologists, is to teach students the ability to learn. But in order to "learn how to learn", it is necessary to master various methods of organization and implementation of educational activities. This is facilitated, according to foreign scientists, by the use of various learning strategies. The purpose of this article is to consider different types of educational strategies formed within the framework of independent foreign language training of students. According to the authors of the article, educational process should be organized in such a way that the consistent and purposeful work on formation of teaching strategies is conducted, mastery of which promotes students’ ability to learn. The formation of this skill becomes a support for personal readiness to continuously learn throughout life

Game technologies as a means of increasing the educational motivation of university students

Game technologies allow bringing the educational process as close as possible to professional activities, activating the cognitive interest of students in the study of professional disciplines. The purpose of the article is to analyze the experience of implementing gaming technologies in the preparation of students of higher educational institutions to increase their motivation for learning. Game technologies are a set of methods and techniques for organizing the educational process in the form of various games that stimulate cognitive activity. They allow you to simulate a real workflow and consolidate theoretical material. Motivation is defined as a set of internal motivations that explain the student’s behavior, orientation and activity in the educational process. Motivation acts as a continuous choice and decision-making based on weighing behavioral alternatives. The article presents a study of the impact of gaming technology on changing students' motivation. As a tool for the study of motivation, we used Dubovitskaya methodology for the diagnosis of motivation. The study reflects the impact of gaming technology on changing student motivation. The implementation of gaming technologies in the training of students of a higher educational institution helps to increase the motivation of students to study professional disciplines, the formation of professional competence.Las tecnologías de juego permiten acercar al máximo el proceso educativo a las actividades profesionales, activando el interés cognitivo de los estudiantes por el estudio de disciplinas profesionales. El propósito del artículo es analizar la experiencia de implementar tecnologías de juego en la preparación de estudiantes de instituciones de educación superior para aumentar su motivación por el aprendizaje. Las tecnologías de juego son un conjunto de métodos y técnicas para organizar el proceso educativo en forma de varios juegos que estimulan la actividad cognitiva. Te permiten simular un flujo de trabajo real y consolidar material teórico. La motivación se define como un conjunto de motivaciones internas que explican el comportamiento, orientación y actividad del alumno en el proceso educativo. La motivación actúa como una elección y una toma de decisiones continuas basadas en la ponderación de alternativas de comportamiento. El artículo presenta un estudio del impacto de la tecnología de los juegos en el cambio de motivación de los estudiantes. Como herramienta para el estudio de la motivación, utilizamos la metodología Dubovitskaya para el diagnóstico de la motivación. El estudio refleja el impacto de la tecnología de los juegos en el cambio de motivación de los estudiantes. La implementación de tecnologías de juego en la formación de estudiantes de una institución de educación superior ayuda a aumentar la motivación de los estudiantes para estudiar disciplinas profesionales, la formación de competencias profesionales

Psychological and Pedagogical Foundations of the Formation of Students' Own Educational Strategies in the Process of Independent Learning

The scientific problem to which this article is devoted is determined by the tasks facing modern education. One of these tasks is to build a continuous education system, covering all stages of a person’s life. To ensure the movement of the individual in the educational space, it is necessary to form a culture of lifelong learning, which implies the development of technologies of self-education and self-learning. The latter become a fundamental factor in the system of continuous learning. The analysis of pedagogical, psychological and methodical literature showed that the independent work of students in its theoretical justification has always been interpreted as the most important component of the educational process. However, in recent years the problem of improving its effectiveness began to attract increasing attention of researchers. One of the ways, according to scientists, psychologists and methodologists, is to teach students the ability to learn. But in order to "learn how to learn", it is necessary to master various methods of organization and implementation of educational activities. This is facilitated, according to foreign scientists, by the use of various learning strategies. The purpose of this article is to consider different types of educational strategies formed within the framework of independent foreign language training of students. According to the authors of the article, educational process should be organized in such a way that the consistent and purposeful work on formation of teaching strategies is conducted, mastery of which promotes students’ ability to learn. The formation of this skill becomes a support for personal readiness to continuously learn throughout life.El problema científico al que se dedica este artículo está determinado por las tareas que afronta la educación moderna. Una de estas tareas es construir un sistema de educación continua que cubra todas las etapas de la vida de una persona. Para asegurar el movimiento del individuo en el espacio educativo, es necesario formar una cultura de aprendizaje permanente, que implica el desarrollo de tecnologías de autoeducación y autoaprendizaje. Estos últimos se convierten en un factor fundamental en el sistema de aprendizaje continuo. El análisis de la literatura pedagógica, psicológica y metódica mostró que el trabajo autónomo de los estudiantes en su justificación teórica siempre ha sido interpretado como el componente más importante del proceso educativo. Sin embargo, en los últimos años el problema de mejorar su efectividad comenzó a atraer una atención creciente de los investigadores. Una de las formas, según los científicos, psicólogos y metodólogos, es enseñar a los estudiantes la capacidad de aprender. Pero para "aprender a aprender", es necesario dominar varios métodos de organización e implementación de actividades educativas. Esto se facilita, según científicos extranjeros, mediante el uso de diversas estrategias de aprendizaje. El propósito de este artículo es considerar diferentes tipos de estrategias educativas formadas en el marco de la formación independiente de lenguas extranjeras de los estudiantes. Según los autores del artículo, el proceso educativo debe organizarse de tal manera que se lleve a cabo un trabajo coherente y decidido en la formación de estrategias de enseñanza, cuyo dominio promueva la capacidad de aprendizaje de los estudiantes. La formación de esta habilidad se convierte en un apoyo para la disposición personal para aprender continuamente a lo largo de la vida