The article is about advanced training of modern experts to the perspective direction of development of the domestic education system. It is known that the problem of advanced train-ing of specialists remains as insufficiently studied problem. As for systemic approach and its application in cognitive and other activity of students and experts it was never actualized in domestic education in general. We offer the ways of realization of this problem in development of the domestic education systemК перспективному направлению развития отечественной системы образования, на наш взгляд, необходимо отнести опережающую подготовку современных специалистов. При этом, как показали наши исследования, одним из главных условий реализации опережающего профессионального образования является системный подход и формирование на его основе у субъектов обучения и специалистов системных представлений и системного мышлени

Galiev, T. T.

Iskakova, B. D.

Sagalieva, Zh. K.

Галиев, Т. Т.

Искакова, В. Д.

Сагалиева, Ж. К.

Institutional repository of Russian State Vocational Pedagogical University

229 тельский потенциал. Получается, что лекция это научное выступление преподавателя: «Связь времен в науке осуществляет преподаватель, читающий лекции». Отсюда сле-дует, что в современной науке научная составляющая важнее, чем сугубо информаци-онная, связанная с передачей информации. Теперь раскроем те позиции, по которым можно характеризовать лекцию как научное выступление. Итак, лекцию можно характеризовать, как:  1) пример аргументированного дискурса, образец единения знаний и убеждений; 2) источник вопросов, проблем, дающий возможность слушателям активизиро-вать собственный ход мысли, обнаружить собственное отношение к провозглашаемым положениям; 3) воплощение авторитета преподавателя-ученого в единстве его научных, про-фессионально-педагогических и языковых характеристик; 4) живой непосредственный способ общения и взаимодействия преподавателя и студентов; 5) воплощение языка в его живом выражении – устной речи [2, с. 131].  Каждая лекция, предназначенная для последовательного изложения дисциплины и ее отдельных разделов, может быть представлена как система научная, педагогиче-ская и семантическая [2, с. 131]. Исходя из этого, мы полагаем, что лекция может быть в структурном плане рассмотрена как взаимосвязь и сочетание трех подструктур: науч-ной, педагогической (дидактической) и семантической. Таким образом, можно сделать вывод о том, что снижение аудиторных часов, выделяемых на лекции, требует изменения стратегии отбора учебного материала, а также поиск новых форм интеграции лекции с другими формами организации обучения (самостоятельной работой, практическим занятием, зачетом и др.) с тем, чтобы обеспе-чить эффективное осмысление и освоение студентами знаний и умений. Список литературы 1. Загвязинский В. И. Вузовская лекция в структуре современного учебного процесса / В.И. Загвязинский // Образование и наука. − 2014. − № 2. – С. 34−46. 2. Роботова А. С. Университетская лекция: прошлое, настоящее, будущее / А. С. Робо-това // Высшее образование в России. – 2011. − № 4. – С. 127−133.  УДК 377.02           Т. Т. Галиев, Ж. К. Сагалиева, В. Д. Искакова T. T. Galiev, Zh. K. Sagalieva, B. D. Iskakova Казахский агротехнический университет им. С. Сейфуллина, г. Астана S. Seifullin Kazakh Agrotechnical University, Аstana eleupaevazhahar@mail.ru, b.Iskakova@mail.ru ОПЕРЕЖАЮЩАЯ ПОДГОТОВКА СПЕЦИАЛИСТОВ: ПУТИ РЕАЛИЗАЦИИ ADVANCED TRAINING OF SPECIALISTS: REALIZATION WAYS Аннотация. К перспективному направлению развития отечественной системы образо-вания, на наш взгляд, необходимо отнести опережающую подготовку современных специали-стов. При этом, как показали наши исследования, одним из главных условий реализации опе-режающего профессионального образования является системный подход и формирование на 230 его основе у субъектов обучения и специалистов системных представлений и системного мыш-ления. Summary. The article is about advanced training of modern experts to the perspective direc-tion of development of the domestic education system. It is known that the problem of advanced train-ing of specialists remains as insufficiently studied problem. As for systemic approach and its applica-tion in cognitive and other activity of students and experts it was never actualized in domestic educa-tion in general. We offer the ways of realization of this problem in development of the domestic edu-cation system. Ключевые слова: опережающее обучение, опережающая информация, системный под-ход, системное мышление. Keywords: advanced training, systemic approach, systemic thinking, advanced information. In our opinion, it is necessary to refer advanced training of modern experts to the per-spective direction of development of the domestic education system. Thus, as our researches showed, one of the main conditions of realization of advanced professional education is sys-temic approach and formation on its basis at training subjects and experts of systemic repre-sentations and systemic thinking. As a whole the problem of advanced training of specialists remains as insufficiently studied problem. As for systemic approach and its application in cognitive and other activity of students and experts it was never actualized in domestic education in general. Nevertheless, for this period we have saved up a certain experience of method intro-duction and technologies of advanced training of specialists. The preliminary results received by us suggest that necessary conditions and opportunities are need for advanced development of professional education.  In the presence of the state support process of an advanced development of education and advanced training of specialists would allow to create the national image of the education system. In this case the speech can be also about possibility of creation of the domestic prod-uct of the innovative development of education which is not conceding to foreign samples. The problem is in that the paradigm of an advanced development of education found the real existence. All this will demand not only certain experiments, but also an active for-mation of necessary theoretical and methodological, methodical and other bases of advanced training of specialists. Success of the solution of these tasks will depend on the interested par-ticipation in these processes of educators, scientists and directly the students. The sphere of professional education essentially works for the future. The concept "advanced" in this case is a key and characterizes the substantial party of educational programs, forms of the organiza-tion of educational process, feature of applied training technologies which have to provide the volume and structure of professional knowledge, nature of thinking and level of spiritual de-velopment of the personality, focused for tomorrow". In modern professional education, along with problems of advanced training of future experts, questions of advanced retraining of workers who has some reasons to change the work are often discussed. Advanced professional education of released workers of work [1] is understood as bodies’ actions of the employment services held together with enterprises, es-tablishments, the organizations, trade-union bodies on assistance in training and employment of the specified workers before the term of cancellation by them of contracts with employers. 231 Advanced education is in some sense a model of science and reflects dynamics of sci-entific and technical progress. From the point of view of work authors [1], the main criterion function of advanced professional education is formation and development of reformative in-telligence of the personality realized in cogitative and practical activities. P. M. Novikov and V. M. Zuev consider that advanced professional education is sys-tem building essential property of the professional education which is shown in interaction definitely constructed of the contents and process of knowledge transfer, aimed at the person development of natural predisposition to their receiving. Advanced professional education promotes realization of one of the most important functions of professional education: to bring the person through (system) education to self-education.  The main result of advanced professional education is development of the person, his ability to develop his knowledge actively, formation of the reformative intelligence which major component is ability to innovative activity, a multi criteria optimizing compromise in an assessment of consequences of made decisions, responsibility for them with orientation to the person as a supreme value. The authors stated above understand the thinking orientation as allowing the individu-al on the basis of knowledge of fundamental regularities of the nature and society freely to pass from conceptual judgment of reality to the solution of applied tasks as reformative intel-ligence (social, administrative, organizational, technical and economic, etc.) [2]. By G. N. Zhukov's definition, advanced professional education is the system building essential property of the professional education which is shown in interaction definitely of constructed of the contents and process of transfer of knowledge, aimed at the development in the person of natural predisposition to their receiving, and its result in the form of ability to develop knowledge actively, formations innovative, reformative, humanistic focused intelli-gence which is realizing in having same nature of activity of the person.  Advanced profes-sional education is connected with the advanced preparation, advanced training and advanced development.  The professional education including advanced preparation and advanced training of future expert, and also his advanced development, is the most effective instrument of increase of competitive graduates of establishments of professional education and, as a result, increas-ing of equipment competitiveness, technologies, production which is let out  by domestic in-dustry [3]. Intensive and accelerated (in advanced sense) assimilation of the modern and effective principles, forms, methods, technologies and learning tools creates prerequisites and opportu-nities for advanced training. Important conditions of realization of similar training are system, creative, innovative program and target, technological and other approaches providing for-mation and development of students’ abilities, skills and abilities systemic and creative, inno-vative, predictive thinking. Authors of work [4] consider that the education system has to re-place a construction and functioning paradigm in respect of steady movement to advanced education as without creation of new model of educational system, in principle it will not be able to be created neither society of a sustainable development, nor the reason sphere, con-sciousness necessary for this purpose. Thus as realization criterion of model of advanced edu-cation degree of knowledge and anticipation of the future can serve in the general educational process. 232 Advanced education, according to B.M. Bim-Bad, allows system realizing of social, educational and personal values, in particular, such as [5]: 1) responsibility before the present and future; love to truth, kindness, beauty, home-land, people, life, world, nature, work, science, knowledge, art, creativity, equipment, design-ing and design; 2) Practically effective, constructive outlook; the modernized scientific and technical knowledge, ability to be guided in the latest technologies; information literacy; 3) Resistant tendency and ability to intense productive work and changes of types of work; skills of collective labor and cognitive activity; high standard of work; 4) Tendency and ability to continuous education, to cooperation with contemporaries, senior and younger generations; conscious choice of profession; full creative leisure; difficul-ties and tests, ability to cope with reality contradictions; 5) deep and strong consciousness; ability to appreciate, to organize and use time ra-tionally; possession of methods of technical, production and public management; experience of acceptance of crucial decisions and their carrying out in life;  6) Discipline and emotional saturation of cogitative activity, mental capacities. Achievement of these purposes is promoted by such means of advanced education, as system moral ensuring, esthetic and scientific attitude, attitudes, outlooks; introduction of de-veloping training; appeal to reflection, self-knowledge and self-development of trainees; or-ganization of their practical activities, communication, mutual aid and cooperation; develop-ment and compensation of abilities; application in teaching and educational process of new information technologies [5].  Focusing attention to creation need of predictive professional model of the expert, D.V.Chernilevsky considers that the similar model has to have not a stating character and it has to be predictive. It will promote the solution of the major task to advanced reflection in qualification characteristics, curricula and programs of requirements to level of training of specialists [6]. According to the statement of E.M.Korotkov, "education has to consider prospects and forecasts.  It has to be advanced.  But it is possible only when it is problematical. Today knowledge cannot be given only settled and checked.  It is necessary, to show development prospects of knowledge contradictions in their design and contents" [7].  Advanced nature of education is important also at training of specialists in the field of management. In this regard there is a certain value concept of advanced management, includ-ing the field of education.  Management efficiency in a certain degree depends on that, how adequately and completely the person represents future condition of operated object, and also the actions in relation to it and expected results.  Entering the term "advanced management", D. Osborn and P. Plastrik [8] note that "it is better to warn mistakes, than to correct them. The governing bodies capable to expect the future seek to prevent emergence of problems, instead of making additional services which can be required for their permission. They use strategic planning, forecasting and other tools allowing them to expect the future better. To expand the temporary horizons, they reconstruct the budgetary systems, systems of the reporting and encouragement system, shifting operating incentives in this party". 233 Advanced training on the basis of systemic approach is defined by us as purposeful and specially organized process of advanced formation and development in the subject of the system fundamental representations and system knowledge, and also abilities, skills system, innovative, creative, predictive and different ways of thinking: providing effective and high-quality realization of goals and tasks in carried-out and forthcoming cognitive, theoretical, practical, administrative and other activity; promoting harmonious and full advanced devel-opment of the personality, effective self-education and fast adaptation of the subject in new environment; employees of successful realization of national strategy and strategic objectives of sustainable development of economy, society and state [9]. References 1. Professional pedagogic: Textbook. – And additional – M.: Professional education associ-ation, 1999. – 904 pages. 2. Novikov P. M., Zuev V. M. Advanced professional education: Scientific and practical grant. – M.: РГАТиЗ, 2000. – 266 pages. 3. Zhukov G. N. // Professional education in Russia and abroad. − 2009. − №. 1. – Page 63-69. 4. Vashchekin N. P., Ursule A.D. Reference points of advanced education // Social research-es, 2000. - No. 5. – Page 90-97. 5. Bim-Bad B. M. Advanced education:  theory and practic // Soviet pedagogic. – 1988. − № 6. – Page 51-55.  6. Chernilevsky D. V. The education guidance for higher education institutions.  7. Korotkov E. M. Education quality management: The education guidance for higher educa-tion institutions. – M., 2007. – 320 pages. 8. Osborn D. Plastrik Item. Management without bureaucrats: five strategies of updating of the state. – M.: Izdat Progoyess group, 2001. – 536 pages. 9. Galiev T. T. Advanced training on the basis of systemic approach: Educational and me-thodical grant. – Astana, 2011. – 317 pages.  УДК [378.016:8]:[378.147.1:004.771]                 И. С. Емельянов I. S. Emelianov ФГАОУ ВПО «Северо-Восточный федеральный университет», г. Якутск North-Eastern Federal University in Yakutsk krzl@inbox.ru ОПЫТ ИСПОЛЬЗОВАНИЯ СРЕДЫ ДИСТАНЦИОННОГО ОБУЧЕНИЯ В ПРЕПОДАВАНИИ ГУМАНИТАРНОЙ ДИСЦИПЛИНЫ EXPERIENCE IN THE USE OF DISTANCE LEARNING IN THE TEACHING OF HUMANITARIAN DISIPLINES Аннотация. В статье рассматриваются возможности использования дистанционного образования в преподавании гуманитарной дисциплины. Abstract. The article discusses the possibility of using distance learning in the teaching of humanities. Ключевые слова: дистанционное обучение; MOODLE; электронное обучение; препо-давание гуманитарной дисциплины. Keywords: distance learning; MOODLE; electronic learning; teaching of humanities. 

Advanced training of specialists: realization ways

https://elar.rsvpu.ru/bitstream/123456789/4908/1/ippo_2015_1_068.pdf

Advanced training of specialists: realization ways

Abstract

Similar works

Full text

Available Versions

Institutional repository of Russian State Vocational Pedagogical University