Theoretical and practical training of students. Preparing students for internship. Recommended list of dissertations
Chapter 1. Practical training in sports tourism at the university as a pedagogical problem.
1.1. Training of future managers of sports tourism in the system of higher professional education.
1.2. The current state of practical training in sports tourism.
1.3. Practical training as a component of professional training of future sports tourism managers.
Conclusions on the first chapter.
Chapter 2. "Model of practical training of students in sports tourism and pedagogical conditions for its implementation at the university."
2.1. Formation of educational and methodological complex of practical training of students in sports tourism.
2.2. Model of practical training of sports tourism managers.
2.3. Characteristics of the practical skills of the sports tourism manager.
2.4. Experimental work on the formation of the skills of a sports tourism manager in the process of implementing methodological support and a model of practical training of students in sports tourism at a university
Conclusions on the second chapter.
Recommended list of dissertations
Didactic complex for training managers of sports tourism in a tourist university 2002, Candidate of Pedagogical Sciences Baranov, Evgeny Igorevich
Additional professional training of managers of sports tourism in a tourist university by means of creative workshops 2004, Candidate of Pedagogical Sciences, Savinov, Igor Vladimirovich
Socio-pedagogical foundations for the development of sports and health tourism 2006, Doctor of Pedagogical Sciences Kvartalnov, Andrey Vyacheslavovich
Educational and industrial practice as a means of increasing the competitiveness of graduates of tourism universities 2004, candidate of pedagogical sciences Davydov, Rashit Abdulkhakovich
Valeological training of students in a tourist university 2004, candidate of pedagogical sciences Soloviev, Alexander Evgenievich
Dissertation introduction (part of the abstract) on the topic "Practical training of students in sports tourism at the university"
The relevance of research. The modern Program for the implementation of the priority areas of Russian education is based on new trends in the choice of specialties and areas of personnel training, ensuring close interaction of theoretical and practical training in conditions of direct interaction with the employer. Most higher professional educational institutions, taking into account the directions and requirements of the modern educational process, projects of state educational standards of the third generation, are looking for effective approaches in teaching, vocational training, organization of educational and industrial practice of future specialists and, in accordance with this, develop the Basic educational programs of specialties and directions. build curricula for specializations.
Tourism, as a field of professional activity, has developed relatively recently. The need for qualified personnel of the tourist profile is constantly growing. As a result of the special project of 2006 "Labor market: the most demanded universities and specialties", the magazine "Where to go to study?" and the newspaper "Moskovsky Komsomolets" the nomination "Tourism, hospitality, service sector" was named one of the most attractive areas of employment for graduates of Russian universities.
According to experts and specialists of travel companies, the tourism industry in Russia in the first decade of the XXI century will provide employment for more than 10 million people, while in the Russian Federation there are currently 70-80% of those working in the tourism sector, which is about 5 million people, not have professional tourism education (IV Zorin). Therefore, the problem of developing the content and technology of training specialists is one of the priority tasks of the theory and methodology of vocational education.
Per last years increased demands of the population for active types of recreation, which made significant changes into the infrastructure of tourism and the peculiarities of the relationship between organized recreation and the processes of recreation and travel. In this regard, there is a growing need for specialists trained to develop, plan, organize and implement health tourism programs.
The specificity of professional activity in the field of sports tourism is manifested in special requirements for the practical training of future specialists. The problem of the research consists not only in the study of the ratio of theory and practice in vocational training at a university of a tourist profile, but also in the development of forms and methods of practical training of future sports tourism specialists adequate to the content of vocational training.
According to expert estimates of employers, more than 70% of employees of graduates of tourism universities experience difficulties in performing functions of a practice-oriented nature, which affects the increase in the period of their adaptation to a specific workplace. The graduates of tourism universities themselves consider their level of training insufficient in such areas of their professional activities as recreational-valeological, organizational, communicative, methodological, development of tourist routes and others.
The study of A.V. Kvartalnova, E.I. Baranova, V.K. Borisov and others, however, we were unable to find studies that would consider the problem of practical training of students in sports tourism.
The relevance of the study is also determined by the fact that modern universities it is necessary to look for new ways of interaction with employers, since the previously existing "university-enterprise" ties have been destroyed in new socio-economic conditions, which, in turn, also poses the problem of finding a new content for practical training.
Thus, at present, there is a contradiction, the essence of which is that, on the one hand, the requirements of employers for the practical training of graduates of tourism universities are increasing, on the other hand, there is no scientifically substantiated content, methods and forms of practical training of students. On the basis of the contradiction, a research problem was formulated: what should be the software and methodological support for the practical training of graduates of tourism universities in accordance with modern requirements in the field of sports tourism?
In accordance with the problem, the goal of the study is formulated:
To develop the content, structure and methods of providing practical training for students in a tourist university
The object of the research is the professional training of students in sports tourism.
The subject of the research is the content of students' practical training in sports tourism at the university.
Research objectives:
1. Analyze the state of students' practical training in sports tourism and identify the set of practical skills necessary for a graduate of a tourist university.
2. To develop a model of practical training of students in sports tourism.
3. To develop and experimentally test educational and methodological support of practical training of students in sports tourism.
Research hypothesis: it is assumed that the practical training of students in sports tourism will be effective and will improve the quality of their professional training in general, if:
On the basis of a personal-activity approach to professional training of specialists, a set of practical skills necessary for professional activity will be revealed;
A systematic view of practical training will be presented in the form of a model that reveals the purpose, structure, content and variable presentation in the basic and special components of education;
Educational and methodological support will include practical training material, material for independent work students, a system of evaluation criteria for the practical training of students.
The methodological and theoretical basis of the study is: general theoretical provisions on the unity of theory, methodology and practice in professional tourism education, on the influence of socio-economic conditions on the development of the system of training professional personnel in tourism; a set of natural science and psychological-pedagogical views on the problem under study; the principles of integrity and consistency, the relationship of phenomena and processes, the unity of the historical and logical, the relationship of form and content.
The work used research on the unity of the theory and practice of education and upbringing (Lesgaft P.F., Makarenko A.S., Ushinsky K.D.) in professional pedagogy (Vinogradov P.A., Zagvyazinsky V.I., Zholdak V. I., Kalnei V.A., Ostapets-Sveshnikov A.A., Neverkovich S.D., Novikov AM, Rapoport L.A.); on management problems in sports and tourism (Aniskin
Yu.P., Guskov S.I., Guskov S.S., Pereverzin I.I.); on professional education in sports and tourism (Kvartalnov V.A., Zorin I.V., Drogov I.A., Kabachkov V.A., Kvartalnov A.V., Konstantinov Yu.S., Lagusev Yu.M. ., Fedotov Yu.N.); implementation of practical training and foreign internships in various areas of professional tourism education (Bulygina N.I., Butorova N.V., Vasilyeva V.V., Garanina E.M., Zorina G.I., Ilyina E.N., Ivleva JI.H., Kurilo JI.B, Markova O.Yu., Seselkina A.I., Popova I.B., Tomilova I.S., Eliarova T.S.); legislative and regulatory documents on general and professional education, as well as the development of sports tourism in Russia.
Research stages:
The first stage (2001-2003) - the primary collection of material, visits to places of tourism and sports practices, their organization at tourist and recreational facilities, the development of curricula and plans for the practical training of students;
Second stage (2003-2004) - analysis educational process, implementation of curricula, programs, methods and technologies of foreign and domestic practices in sports tourism, participation in the development and testing of educational programs and educational and practical manuals for professional sports tourism education.
The third stage (2004-2006) - carrying out experimental work, generalization and analysis of the accumulated experience and completion of work on the text of the thesis.
To solve the set tasks, the following research methods were used: study of pedagogical and special literature on the research problem; analysis of materials containing data on the pedagogical, methodological foundations of the process of professional training of tourism specialists; testing; pedagogical observation and experimental work.
The research methods allowed the applicant to use pedagogical monitoring and rating, observations and generalizations, a questionnaire survey, didactic tasks (curriculum, travel assignments), analysis of professional and graphic characteristics based on the results of practical training of each student, etc. Experimental and experimental work was carried out at the Russian International Academy Tourism. More than 500 students, 10 teachers took part in it, in addition, more than 300 students of specialized classes took part in it.
The scientific novelty of the research is that:
1. The set of practical skills necessary for the professional activity of a specialist in sports tourism has been identified: tourism and sports (mastering sports skills in one or several types of sports tourism; the ability to create an atmosphere of competition and competition; the ability to develop and implement tactics and strategy of sports activities during hiking, competitions, expeditions, etc.);, organizational and communicative (the ability to unite a team during work; the ability to create the necessary conditions for the sports training process; the ability to correctly build a work schedule; the ability to present reasonable disciplinary requirements to oneself and to other members of a sports team or tourist group, etc.); recreational and valeological (the ability to lead a healthy lifestyle (the ability to quickly restore physical strength, the ability to get out of stress; the ability to relax and concentrate; the ability to diagnose one's own physical condition and to compose an optimal sports and tourism program for the load); methodological (the ability to develop programs of events and sports tours; ability to use available teaching materials; the ability to conduct control testing of participants in a sports and tourist group, etc.); environmental (the ability to effectively use and conserve natural resources, the ability to monitor environment; the ability to take into account age, psychological, physiological and other characteristics of the consumer and, on the basis of this, provide an individual differentiated approach to the state of health of the consumer, etc.).
2. A model of practical training of students in sports tourism has been developed, where the leading components are: functions of practical training (adaptation-correctional, educational-formative, reflexive-diagnostic); tasks of practical training (deepening and consolidating the theoretical knowledge of students in practice; formation and development of professional practical skills in future tourism managers; determination of professional suitability and readiness to perform various types of activities in accordance with the chosen profession; formation of interest and motivation for specific professional activities; study advanced and innovative experience of tourism), the principles of practical training (the relationship and complementarity of theoretical training and practice, practical training and practice; professional self-determination, diversification of practical training); forms of implementation of practical training (classroom practical training, out-of-class practical training, independent work on the development of practical skills, training and production practice, optional classes, classes in sports and tourism sections); criteria for the formation of practical skills of a specialist in the field of tourism in the process of practical training: cognitive-informational; process isal-activity; integrative and professional.
3. Educational and methodological support of practical training of students in sports tourism has been developed, which includes the following elements: educational and methodological manual, a collection of exercises and practical tasks, a system of control and measuring materials, a program of educational and industrial practice of students in sports tourism.
The theoretical significance of the research lies in the fact that the pedagogical conditions for the implementation of the model of practical training of students in sports tourism are revealed: the relationship between educational and production processes - training at a tourist-sports ground; interdisciplinary, multi-subject, educational-thematic planning of educational, industrial and field practices; computerization and technologization of the process of control of practical training; educational and methodological support for the practical training of students of a tourist university in sports tourism, including a system of exercises for the development of practical skills; development of a task system for independent work; an increase in hours for practical training; inclusion in the curriculum of professional training in the specialty 080507 "Organization management" built-in training in order to obtain certificates of professional training in sports tourism; improvement of the material and technical base (provision of sports equipment, training grounds, etc.).
The following provisions are put forward for defense: 1. To ensure a high level of practical training of students in sports tourism, it is advisable to carry it out in accordance with the developed model of practical training, where the leading components are: functions of practical training (adaptation-correctional, educational-forming, reflexive-diagnostic ); tasks of practical training (deepening and consolidation of theoretical knowledge of students in practice; formation and development of professional practical skills in future tourism managers; determination of professional suitability and readiness to perform various types of activities in accordance with the chosen profession; formation of interest and motivation for specific professional activities; study advanced and innovative experience of tourism), the principles of practical training (the relationship and complementarity of theoretical training and practice, practical training and practice; professional self-determination, diversification of practical training); forms of implementation of practical training (classroom practical training, out-of-class practical training, independent work on the development of practical skills, training and production practice, optional classes, classes in sports and tourism sections);
2. The necessary pedagogical conditions allowing to implement the model of practical training of students in sports tourism at the university are the following: the merger of educational and production processes - training at the tourist-sports ground; interdisciplinary, multidisciplinary, educational-thematic planning of educational, industrial and field practices; computerization and technologization of the process of control of practical training; educational and methodological support for the practical training of students of a tourist university in sports tourism, including a system of exercises for the development of practical skills; development of a task system for independent work; an increase in hours for practical training; inclusion in the curriculum of vocational training in the specialty 080507 "Organization management" built-in training in order to obtain certificates of professional training in sports tourism; improvement of the material and technical base (provision of sports equipment, training grounds, etc.).
3. Practical training of students at the university in sports tourism in accordance with the developed model allows to form the basic practical skills of tourism managers: tourism and sports, organizational and communication, recreational and valeological, methodological and environmental.
Work structure. The dissertation consists of an introduction, two chapters, a conclusion and annexes, and a bibliography.
Similar dissertations in the specialty "Theory and methodology of vocational education", 13.00.08 code VAK
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Thesis conclusion on the topic "Theory and methods of vocational education", Larionov, Anton Mikhailovich
Conclusions on the second chapter.
In the course of the research, we have developed a model of practical training of students in sports tourism, which allows to ensure a holistic and continuous process of professional training and includes the following components: functions of practical training: adaptation-correctional, educational-formative, reflective-diagnostic, tasks of practical training : deepening and consolidation of theoretical knowledge of students in practice; formation and development of professional practical skills in future tourism managers; determination of professional suitability and readiness to perform various types of activities in accordance with the chosen profession; the formation of interest and motivation for a specific specialization of sports and tourism orientation; studying the advanced and innovative experience of tourism), the principles of practical training: the relationship and complementarity of theoretical training and practice, practical training and practice; professional self-determination, diversification of practical training; integration of theoretical and practical knowledge, abilities and skills; forms of implementation of practical training: classroom practical training, out-of-class practical training, independent work on the development of practical skills, educational and production practices: introductory (educational and training trip), practice at the training ground (working out the technique of hiking, water tourism, classes me, etc.), sports and tourist practice (tourist expedition, tourist gathering, search and rescue work), optional classes, classes in sports and tourist sections.
Formed practical skills: tourist-sports, organizational-communicative, recreational-valeological, methodological, environmental.
Criteria for the formation of practical skills of a tourism specialist in the process of practical training: cognitive-informational, procedural-activity, integrative-professional.
2. In the process of implementing the developed model, we identified the most significant pedagogical conditions that provide a high level of practical training of university students in sports tourism. Among them: the fusion of educational and production processes - training at the tourist and sports ground, intersubject, multidisciplinary, educational and thematic planning of educational, industrial and field practices, computerization and technologization of the process of control of practical training, educational and methodological support for the practical training of students of a tourist university in sports tourism, including a system of exercises for the development of practical skills, the development of a system of tasks for independent work, an increase in hours for practical training, the inclusion of integrated training in the curriculum of vocational training in the specialty 080507 "Organization Management" in order to obtain certificates of professional training in sports tourism, improvement of material -technical base (provision of sports equipment, training grounds, etc.).
To determine the effectiveness of practical training of students in sports tourism, based on the analysis of the experience of professional activity and the state educational standard, the main practical skills that are formed in students in the process of practical training were identified. These include the following: tourism and sports, organizing and communicative, recreational and valeological, methodological, environmental.
CONCLUSION
1.As a result of the study, we found that in modern conditions, the most important components of the practical training of students in sports tourism in tourist universities are:
Optimization of the conditions for interaction between teachers and students during practical training; identifying the educational potential of the practice of sports tourism based on the principles of ecology, conformity to nature, cultural conformity, integrativity, integrity, humanism;
Determining the priorities of a practice-oriented approach in teaching students to sports tourism;
The implementation of professional training of students of tourist universities for the implementation of educational activities in sports tourism, based on the reflection of the educational potential of tourism in the content of practical training, means and methods of practical training of students, to create conditions for education in a sports and tourist environment;
2. Extremely important is the problem of creating an appropriate educational and methodological complex of practical training in professional sports and tourism education, including the content of the provisions of state educational standards regulating the content of the practical component, textbooks, study guides, lecture courses, methodological instructions, distant carriers of educational information, programs academic disciplines and the conditions for their implementation directly in the educational process.
Educational and methodological support for the practical training of students in sports tourism, which includes an educational and practical manual, a collection of exercises and practical tasks, a system of control and measuring materials, a program of educational and industrial practice of students in sports tourism is one of the prerequisites for the implementation of practical training in sports tourism.
3. The modeling of practical training in sports tourism is based on classical pedagogical principles: integrity; conformity to nature; cultural conformity; consistency; integration; humanism; registration of national, civil-patriotic and universal values; preservation and development of historically established approaches to education; culture of interethnic communication, spirituality. Modeling the practical training of sports tourism managers includes the formulation of tasks for the process of practical training and the development of a process for their solution
The developed model of practical training of students in sports tourism, the main components of which are: functions of practical training (adaptation-correctional, educational-formative, reflexive-diagnostic); tasks of practical training (deepening and consolidation of theoretical knowledge of students in practice; formation and development of professional practical skills in future tourism managers; determination of professional suitability and readiness to perform various types of activities in accordance with the chosen profession; formation of interest and motivation for specific professional activities; study advanced and innovative experience of tourism), principles of practical training (interconnection and complementarity, theoretical training and practice, practical training and practice; professional self-determination, diversification of practical training) forms of practical training implementation (classroom practical training, out-of-class practical training, independent work on the development of practical skills, educational and production practice, optional classes, classes in sports and tourism sections) allows to ensure a high level of practical training of students in sports tourism at the university.
4. Analysis of the specifics of professional activities and state educational standards in the direction of "organization management" made it possible to identify the basic practical skills necessary for the implementation of professional activities in sports tourism: tourist-speed-sports, organizational-communicative, valeologic recreational, methodological; ecological, the formation of which took place using the criteria of practical training defined by us: cognitive-informational, procedural-activity, integrated-professional
5. In the process of experimental work on the introduction of a model of practical training into the educational process of a tourist university, pedagogical conditions for its implementation were identified, which increase the effectiveness of practical training and the quality of vocational training: the merger of educational and production processes - training at the tourist and sports ground; interdisciplinary, multidisciplinary, educational-thematic planning of educational, industrial and field practices; computerization and technologization of the process of control of practical training; educational and methodological support for the practical training of students of a tourist university in sports tourism, including a system of exercises for the development of practical skills; development of a system of tasks for independent work; an increase in hours for practical training; inclusion in the curriculum of vocational training in the specialty 080507 "Organization management" built-in training in order to obtain certificates of professional training in sports tourism; improvement of the material and technical base (provision of sports equipment, training grounds, etc.).
6. The curricula, educational and thematic plans and educational and practical manual developed by the author, which were used in the educational process of the Department of Physical Education and Sports Tourism at the Russian International Academy of Tourism in practical classes and during introductory, educational, industrial and pre-diploma practice are components of the necessary educational and methodological support for the practical training of students in sports tourism at the university.
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The practical training of students is a mandatory component of the educational and professional program for obtaining a qualification level and is aimed at acquiring professional skills and abilities. The purpose of the practice is to master students modern methods, forms, means of future professional activity, its organization, the formation of professional skills, education of the need for systematic renewal.
Practice of students:
Is an integral part of the process of training specialists in higher educational institutions;
Provides for the continuity and sequence of its implementation when obtaining the required sufficient amount of practical knowledge and skills in accordance with various educational and qualification levels: junior specialist, bachelor, specialist, master;
It is carried out primarily on the basis of educational institutions, scientific institutions, legal associations, law enforcement agencies and government bodies, as well as at enterprises and organizations of various sectors of the economy;
The list of types of practices for each specialty or specialization, forms, duration and timing of their implementation are determined in the curriculum.
The main types of practice in higher institutions of legal education are:
extracurricular,which is carried out in the form of attracting students in their free time from planned classes to work in legal institutions and associations, participation in activities for the protection of public order, prevention of delinquency among young people, etc. This type of practice is provided for in the annual plans and schedules for the passage of the educational process of a higher educational institution on the proposal of the relevant departments;
introductory,is intended for the initial acquaintance of students with various types of legal activity, the formation of professional value orientations, the improvement of professional selection;
internships- the final stage of training, carried out after the student has mastered the theoretical part and before the performance of a qualification work or a diploma project, in order to prepare future specialists; legal professionals to independently perform professional functions in a certain position or in the field of professional activity, acquire the necessary professional skills and abilities, collect factual material for the performance of qualification and diploma work, delivery state exams... During this practice, they deepen and consolidate theoretical knowledge in all disciplines of the curriculum.
A cross-cutting practice program that must comply with the regulatory documents of the Ministry of Education and Science of Ukraine, other ministries and departments, customer requirements, curriculum, educational and professional program of the specialty, qualification characteristics of specialists;
Work programs of relevant types of practice, which, in particular, contain recommendations on the types, forms, tests to check the level of knowledge, skills, skills that students must acquire.
Students' practice is carried out on practice bases, which must meet the requirements of the program, are determined by the higher educational institution and customers for training specialists. Students can independently, with the permission of the relevant departments and cyclic (subject) commissions, select a place for internship and offer it for use.
The organization, conduct, management and control of the students' practice is carried out by the heads of higher educational institutions, the relevant departments or subject (cycle) commissions, in some higher educational institutions - by the heads of practice (heads of practice departments), and in technical schools, colleges and other educational institutions of the equivalent level - deputy director for practical training.
The organization, conduct, direction and supervision of the internship include:
Control over the preparedness of practice bases;
Distribution of students for practice, taking into account orders for training specialists and the future place of work of the latter after graduation;
Conducting organizational measures before the start of the practice: briefings on the procedure for passing the practice and safety precautions, providing student trainees with the necessary documents (directions, programs, diary, calendar plan, individual assignment, topics of term papers and theses, guidelines and etc.);
Informing students about the established reporting system for practice, namely: a written report, the performance of qualifying work, the procedure for completing an individual assignment, preparation of a report, message, speech, etc .;
Appointment of practice leaders by bases of practice, definition of their responsibilities;
Control over the provision of normal working and living conditions for students and conducting with them mandatory instructions on labor protection and safety measures;
Monitoring the implementation of internal regulations by student trainees, keeping a report card; visiting students of the practice base;
Taking tests in practice, etc.
For students studying on the job, an internship may be provided for up to one month.
Subject to the availability of vacancies, students may be admitted to full-time positions if the work meets the requirements of the internship program. At the same time, at least 50% of the time is devoted to the educational training according to the practice program. After the end of the internship period, students report on the implementation of the program and individual assignment, as a rule, in the form of a written report signed and evaluated directly by the head from the internship base, and also pass the test. A written report, together with other documents established by the educational institution (diary, characteristics, etc.), is submitted by the student for review to the head of the practice from the educational institution.
Credit is taken from students by a commission at the internship bases in the last days of its passing or at a higher educational institution during the first ten days of the semester, which begins after internship.
A student who has not completed the internship program without good reason may be granted the right to undergo internship again if the conditions determined by the higher education institution are met. The student who received a negative assessment from practice in the commission for the last time is expelled from the higher educational institution.
During practice during the period of work in workplaces and positions with payment of wages, students retain the right to receive a scholarship based on the results of the final control. All student trainees of state higher institutions education for the period of internship held outside the location of higher institutions, per diem is paid at the expense of practical training, as well as their travel by rail, water and road transport to the location of the practice base and back, accommodation in the hostels of the practice bases or in rented premises ...
Preparing students for practice involves:
1) development of a program for each type of practice, forms and methods of its implementation; drawing up a uniform schedule for passing the internship;
2) the organization of educational and educational-methodical work (preparation of packages of assignments and recommendations for students, updating of educational-methodical materials, etc.);
3) holding initial and final conferences for students, meetings of the teaching staff and employees responsible for organizing and conducting internships, concluding agreements with basic institutions, holding coordination meetings with their representatives, monitoring the progress of internships by students, etc.
The most important condition for ensuring the effective use of the study time allocated for practice is the preparation of the student for this type of activity during the entire period of study. It should be carried out in the following directions:
Vocational training itself, implemented through theoretical and practical courses;
Professional personality education, which acts as a specially organized process of introducing a student to professional activities and the formation of professionally important qualities of a specialist's personality.
The first direction, first of all, is associated with the assimilation of the system of theoretical knowledge by students. Such training is carried out in lectures and practical classes, which can take place in the form of seminars, trainings, role-playing and business games.
At the seminars, preliminary defense of activity projects is supposed, which helps the student to improve his methodological skills and abilities. Playing various situations, conducting fragments of classes, conversations, events for organizing children's leisure activities, etc. This contributes to successful practical activity, gives confidence in their own abilities, allows you to see in advance the mistakes and mistakes in your actions. In addition, even before the students enter practice, they must have formed at least two groups of skills, namely:
Analytical (the ability to highlight the main thing, pose a problem, put forward a hypothesis, collect the necessary information, select methods and ways to solve the problem, develop an action plan, evaluate its results);
Communicative (the ability to get in touch with a person, maintain communication with him, solve specific problems in communication).
Analytical skills are developed in a student as a result of observing the actions of experienced teachers, analyzing their own activities, jointly discussing problems during lectures and seminars, etc.
Communication skills are realized through group and collective teaching methods: trainings, simulation of situations, game models, group discussions.
The second direction is professional education. This process is very laborious, takes a lot of time and, ultimately, allows students to form such professionally significant personal qualitiesas humanity, altruism, empathy, self-esteem, reflection, authenticity and congruence. For the formation of such qualities, it is necessary to build humanistic relations in the university, to develop the desire of students for mutual assistance.
The modern Program for the implementation of the priority areas of Russian education is based on new trends in the choice of areas for personnel training, ensuring close interaction of theoretical and practical training in the conditions of direct interaction with the employer. It is necessary to take into account the directions and requirements of the modern educational process, draft state educational standards of the third generation, to develop effective approaches in teaching, vocational training, organization of educational and industrial practice of future economists.
In this regard, industrial training is one of the most important components of the training of bachelors of economics, a single and independent type of educational process. The main purpose of the practical training of future specialists is the use in real production conditions of knowledge, skills and abilities obtained in the study of various disciplines.
Requirements for the content of practices are based on the federal state educational standard, the curriculum of the specialty, and also correspond to the actual needs of operating business entities in the service sector.
Practical training tasks include:
Deepening and consolidation of theoretical knowledge of students in practice;
Formation and development of professional practical skills in future economists;
Determination of professional suitability and readiness to perform various types of activities in accordance with the chosen profession;
Formation of interest and motivation for a specific professional activity;
Study of advanced and innovative experience of economic activity.
The principles of practical training represent the relationship and complementarity of theoretical learning and practice, practical training and practice; professional self-determination; and diversification of practical training.
Continuity is observed between individual types of practices, which is achieved by the appropriate construction of practice programs and the consistent consolidation of theoretical knowledge in the process of passing the practice. The duration of all types of practices and the timing of their implementation are established by the Working Curricula of students in the direction 080100.62 "Economics", profile "Economics of enterprises and organizations" and profile "Economics of labor".
General Provisions
The importance of practice as part of the learning process
The internship opens a series of especially important types of training for specialists in the 080100.62 "Economics" training area, provided for by the Federal State Educational Standard and Curriculum.
Since practice for students of higher educational institutions is the most important part of the educational process in the preparation of bachelors and is a systematic and purposeful activity of students in mastering the profession, in-depth consolidation of theoretical knowledge, development of professional and creative performing skills at each stage of training.
The importance of practical training is that it is a tool for checking the preparation of students for independent work, as well as an important form of developing professional skills.
Practical training of students as a factor in the training of professional young personnel
"Knowledge is a treasure, but the key to it is practice"
Thomas Fuller
The problem of training highly qualified workers and mid-level specialists in professional educational organizations is one of the most urgent. It became especially acute with the beginning of the post-perestroika process, the appearance modern technologies, widespread use of computer technology. The modern economy required such personnel who are able to solve new problems in difficult and constantly changing conditions. The system of vocational education is currently undergoing a change in state policy. There is a search for forms and methods to improve the quality of education. The role of innovative and experimental teaching methods is growing, aimed at developing the creative abilities of the individual, increasing his activity, adaptability and adaptability to new conditions.
On February 12, 2015, at a meeting of the Government of the Russian Federation dedicated to improving the system of secondary vocational education, Dmitry Medvedev voiced the main goal of improving the vocational education system as follows: "to create a modern, effective system of vocational education, which is focused on the needs of enterprises and is able to meet the needs of our economy."
Among the set of measures developed by the Ministry of Education and Science, one of the three strategic directions is: "to focus the resources of business, the state, the educational sphere in general on the development of the system of secondary vocational education."
Here we are talking, first of all, that students combine theoretical training in college with practical training at the enterprise. At the same time, employers can more actively participate in the planning and implementation of training programs - this is the so-called dual education system.
There are still problems with this.
The current market situation requires new methods of work for educational organizations and employers. Employers, as potential customers, should be actively involved in the process of forming a state order, determining professional competencies, and participating in the professional training of a student. At the moment, elements of dual education are being actively introduced in professional educational organizations of the Tyumen region. The Center for Continuous Agricultural Education operates. Starting with teaching schoolchildren in agricultural classes and ending with training in a college or university.
Studying in the agricultural class is the first stage of agrarian education, the tasks of which are not only to develop a set of skills that are vital in the modern market environment, but also to effective career guidance, to a conscious choice of professions in the agro-industrial complex, and to run your own business.
One of the most important components of the learning process is practice: training, usually conducted in college laboratories, as well as production - outside the walls of the educational organization. Among the main tasks of the practice, we consider not only the consolidation and development of students' knowledge and skills, but also the development of general and formation of professional competencies laid down by the Federal State Educational Standard, the acquisition of skills for the implementation of labor functions mentioned in the relevant professional standards.
A systematic approach to organizing practical training in our case is as follows:
Theory and practice are linked in such a way that without mastering the knowledge gained in the classroom, it is almost impossible to perform well practical work, and, at the same time, it is very difficult to comprehend and remember all theoretical material given out in the classroom and acquired in the course of independent work, if you do not consolidate it in practical exercises;
In order to cope with the tasks set during the internship at the highest level, it is necessary to use knowledge and skills not only in interdisciplinary courses included in a specific professional module, but also in the disciplines of general education, general humanitarian and socio-economic preceding the curriculum, as well as mathematical and general natural science cycles, for example, frequent difficulties for students who neglect the study of the norms of the Russian language, cause tasks associated with the correct compilation of documents and even reporting documentation based on the results of practice;
As a rule, the study of a specific professional module ends with educational and industrial practice, and then with a qualification exam. The success of the qualification exam will directly depend on the results of the practice;
Upon completion of the internship, the employer draws up a characteristic for the student, issues an opinion and fills out a certification sheet, thereby, in fact, carries out an independent examination of the professional level of the future specialist, and only after that the student defends his report on internship and receives a final grade for it
The college has a number of social partner organizations whose representatives are invited to act as board chairpersons for the qualification exams. Thanks to such partnerships, employers have the opportunity to meet future specialists, assess their level of training, professional quality and in the future to invite the students they like to the subsequent internships, and the graduates to work, at the same time, the students, respectively, get the opportunity to find a job in their specialty.
Thus, practical training in college is an integral part of the training process, since it:
Increases the efficiency of training, which means that further material costs for retraining, elimination of gaps in knowledge and skills are reduced;
Makes a specialist psychologically adapted to work in a team;
Allows you to maintain a balance between filling educational programs and modern labor market requirements.
In accordance with the "Complex of measures aimed at improving the system of secondary vocational education for 2015-2020" provides for the consistent introduction of practice-oriented (dual) training model in the constituent entities of the Russian Federation in secondary vocational education.
The purpose of dual training is to ensure the quality of vocational training of workers for basic industries in the context of the development of social partnership.
When implementing dual learning great attention paid to the passage of industrial practice, in this regard, there is a need for closer cooperation with employers.
We negotiated with employers of the agricultural area as a result, agreements on dual training were concluded with five enterprises: IP Bobrov, IP Devyatyarov, LLC Turai, LLC PK Moloko, IP GKFH Sharmazanov.
Since May 5, the group of the profession "Tractor driver of agricultural production" is undergoing practical training.
In general, bilateral cooperation is carried out between the college and organizations that provide practice bases, as a result of which we get the opportunity to attract highly qualified specialists for practical and educational work with students, to develop general requirements to the competence of specialists, to facilitate the process of professional adaptation of graduates and employment. Organizations and enterprises, in turn, receive a specialist who meets their needs, can carry out work on continuing education their employees are able to quickly adapt young professionals. results joint activities are discussed at meetings, the topics of which concern the quality of education, the quality of work in professional activity. Such meetings help to understand the needs of both the training organization on the part of enterprises and organizations, and to take into account the requirements of employers when training a specialist. Without a constructive dialogue, it is impossible to determine the directions for improving vocational education.
The college constantly assesses the degree of students' readiness for professional activity, based on the results of a survey of social partners. From the answers received, the mentors define the work of students as successful and give a positive assessment of the quality of the professional readiness of their trainees. They note such qualities of students as competence, a sufficient level of professional training, activity and interest in work, discipline and diligence. Analysis of the obtained characteristics after passing production practices allows you to trace the dynamics professional competence college students. This approach increases the professional level of the graduate and reduces the time and costs of the enterprise for the adaptation of a young specialist.
Currently, the problem of employment of college graduates is quite acute in conditions modern trends development of a market economy. Each graduate expects to find a job according to the profile of the received specialty, receive a decent salary and see the prospects for career growth.
Working in your specialty is a guarantee of professionalism.
The knowledge gained is a launching pad for further professional growth of graduates. Some students get jobs at enterprises where they undergo industrial practice. All specialties, which are taught in our college, are promising and, despite the current crisis, I would like to believe that our graduates will become highly demanded specialists, professionals in their field.
