Chapter 1. Practical training on sports tourism at the university as a pedagogical problem.
1.1. Training of future sports tourism managers in the system of higher vocational education.
1.2. The current state of practical training in sports tourism.
1.3 Practical training as a component vocational training future sports tourism managers.
Conclusions on the first chapter.
Chapter 2
2.1. Formation of an 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 a 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 training complex for sports tourism managers in a tourist university 2002, candidate of pedagogical sciences Baranov, Evgeny Igorevich
Additional professional training of sports tourism managers 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 Solovyov, Alexander Evgenievich
Introduction to the thesis (part of the abstract) on the topic "Practical training of students in sports tourism at the university"
The relevance of research. The current 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 that ensure close interaction between 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 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 future specialists and, in accordance with this, develop the Basic educational programs of specialties and areas, build curricula for specializations.
Tourism, as a sphere of professional activity, has received its development relatively recently. The need for qualified tourism personnel is constantly growing. According to the results of a special project in 2006 "Labor market: the most popular universities and specialties", the magazine "Where to go to study?" and the newspaper "Moskovsky Komsomolets" the nomination "Tourism, hotel industry, services" 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 21st century will provide employment for more than 10 million people, while at the same time in Russia 70-80% of those working in the tourism sector, which is about 5 million people, are not have professional tourism education (I.V. 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.
In recent years, the demand of the population for active types of recreation has increased, which has made significant changes in the tourism infrastructure and the features of the relationship between organized recreation and the processes of recreation and travel. In this regard, there is a growing need for specialists trained in the development, planning, organization and implementation of health tourism programs.
The specificity of professional activity in the field of sports tourism is manifested in the special requirements for the practical training of future specialists. The problem of the research is not only to study the relationship between theory and practice in vocational training in a tourism profile university, but also to develop forms and methods of practical training of future specialists in sports tourism that are 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 the functions of a practice-oriented nature, which affects the increase in the period of their adaptation to a particular workplace. The graduates of tourism universities themselves consider their level of training to be insufficient in such areas of their professional activity as recreational and valeological, organizational, communicative, methodological, development of tourist routes and others.
The problem of training specialists for sports tourism is studied by A.V. Kvartalnova, E.I. Baranova, V.K. Borisov and others, but 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 interacting with employers, since the “university-enterprise” ties that existed before have been destroyed in the 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 based content, methods in the practice of universities, the theory and methodology of vocational education and forms of practical training of students. Based on the contradiction, the 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 purpose 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 study is the professional training of students in sports tourism.
The subject of the study is the content of the practical training of students in sports tourism at the university.
Research objectives:
1. To analyze the state of practical training of students in sports tourism and to identify the set of practical skills necessary for a graduate of a tourism university.
2. To develop a model of practical training of students in sports tourism.
3. To develop and experimentally test educational and methodological support for the 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 improve the quality of their professional training in general if:
On the basis of a personal-activity approach to the 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 variant representation in the basic and special components of education;
Educational and methodological support will include material for practical training, material for independent work of students, a system of evaluation criteria for practical training of students.
The methodological and theoretical basis of the study are: general theoretical provisions on the unity of theory, methodology and practice in professional tourism education, on the impact of socio-economic conditions on the development of a system for training professional personnel in tourism; a set of natural-science and psychological-pedagogical views on the problem under study; 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 uses studies on the unity of the theory and practice of education and upbringing (Lesgaft P.F., Makarenko A.S., Ushinsky K.D.) on professional pedagogy (Vinogradov P.A., Zagvyazinsky V.I., Zholdak V. I., Kalney V.A., Ostapets-Sveshnikov A.A., Neverkovich S.D., Novikov A.M., Rapoport L.A.); on Management 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., Ilina 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 issues of general and vocational education, as well as the development of sports tourism in Russia.
Research stages:
The first stage (2001-2003) - primary collection of material, visits to places of tourist and sports practices, their organization at tourist and recreational facilities, development of curricula and plans for practical training of students;
The second stage (2003-2004) - analysis of the educational process, implementation of curricula, programs, methods and technologies of foreign and domestic practices in sports tourism, participation in the development and testing of curricula and training manuals for professional sports and tourism education.
The third stage (2004-2006) - conducting experimental work, summarizing and analyzing the accumulated experience and completing the work on the dissertation text.
To solve the tasks set, the following research methods were used: the 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 specialists in the field of tourism; 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, business trips), analysis of professional and graphic characteristics based on the results of the work experience of each student, etc. Experimental work was carried out at the Russian International Academy Tourism. It was attended by more than 500 students, 10 teachers, in addition, more than 300 students of specialized classes took part in it.
Scientific novelty research is that:
1. A set of practical skills necessary for the professional activity of a specialist in sports tourism has been revealed: tourist and sports skills (mastery of sports skills in one or more types of sports tourism; the ability to create an atmosphere of competition and competitiveness; the ability to develop and implement tactics and strategies for sports during hiking, competitions, expeditions, etc.); organizational and communicative (the ability to unite the team during work; the ability to create the necessary conditions for the sports and training process; the ability to correctly build a work schedule; the ability to make reasonable disciplinary requirements for oneself and other participants in the sports teams or tourist groups, 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 state and compose an optimal sports and tourism program in terms of load); methodical (ability to develop programs of events and sports tours; ability to use existing teaching materials; the ability to conduct control testing of participants in a sports and tourist group, etc.); environmental (the ability to effectively use and maintain Natural resources, ability to monitor the environment; the ability to take into account the 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 main components are: the functions of practical training (adaptive-correctional, educational-formative, reflective-diagnostic); tasks of practical training (deepening and consolidating the theoretical knowledge of students in practice; formation and development of professional practical skills among 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 a specific professional activity; study best and innovative experience in tourism activities), principles of practical training (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 classes, extracurricular practical classes, 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; procedural-activity; integrative professional.
3. Educational and methodological support for the practical training of students in sports tourism has been developed, which includes the following elements: teaching aid, a collection of exercises and practical tasks, a system of control and measuring materials, a program of training and industrial practice for students in sports tourism.
The theoretical significance of the study lies in the fact that the pedagogical conditions for the implementation of the model of practical training of students in sports tourism are identified: the relationship between educational and production processes - training at a tourist and sports training ground; interdisciplinary, multi-subject, educational thematic planning educational, production 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; increase in hours practical training; inclusion in the curriculum of professional training in the specialty 080507 "Organization Management" of 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 submitted for defense: 1. To ensure high level 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: the functions of practical training (adaptive-correctional, educational-formative, reflective-diagnostic); tasks of practical training (deepening and consolidating the theoretical knowledge of students in practice; formation and development of professional practical skills among 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 a specific professional activity; study best and innovative experience in tourism activities), principles of practical training (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 classes, extracurricular practical classes, 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 that allow to implement the model of practical training of students in sports tourism at the university are the following: the merging of educational and production processes - training at a tourist and sports training ground; interdisciplinary, 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; development of a system of tasks for independent work; increase in hours for practical training; inclusion in the curriculum of professional training in the specialty 080507 "Organization Management" of 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 you to form the basic practical skills of tourism managers: tourist and sports, organizational and communicative, recreational and valeological, methodological and environmental.
Work structure. The dissertation consists of an introduction, two chapters, a conclusion and appendices, and a bibliography.
Similar theses in the specialty "Theory and Methods of Vocational Education", 13.00.08 VAK code
Development of professional competitiveness of students of a tourism university in the process of training and production practice 2007, candidate of pedagogical sciences Potapova, Elena Vasilievna
Pedagogical conditions for the formation of professional communication as a fundamental competence of a manager 2008, candidate of pedagogical sciences Travova, Marina Konstantinovna
Preparation of students of tourism universities for the development and implementation of active tourism programs 2011, Candidate of Pedagogical Sciences Tsarev, Alexey Sergeevich
Preparation of students of a tourist university for informative impact in professional activities 2011, Candidate of Pedagogical Sciences Panfilova, Anzhelika Aleksandrovna
The content and methodology of training specialists in sports and health tourism in the conditions of a training ground 2001, candidate of pedagogical sciences Bormotov, Ivan Vasilyevich
Dissertation conclusion on the topic "Theory and methods of vocational education", Larionov, Anton Mikhailovich
Conclusions on the second chapter.
In the course of the study, we developed a model of practical training of students in sports tourism, which allows for a holistic and continuous process of professional training and includes the following components: practical training functions: adaptive-correctional, teaching-forming, reflective-diagnostic, tasks of practical training : deepening and consolidating the theoretical knowledge of students in practice; formation and development of professional practical skills among 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 a specific specialization of sports and tourism; the study of advanced and innovative experience in tourism activities), 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, skills and abilities; forms of implementation of practical training: classroom practical exercises, extracurricular practical exercises, independent work on the development of practical skills, educational and industrial practices: familiarization (training campaign), practice at the training ground (working out the technique of hiking, water tourism techniques, classes on the rock climbing me, etc.), sports and tourism practice (tourist expedition, tourist rally, search and rescue operations), optional classes, classes in sports and tourism sections.
Formed practical skills: tourist and sports, organizational and communicative, recreational and valeological, methodical, ecological.
Criteria for the formation of practical skills of a specialist in the field of tourism in the process of practical training: cognitive-informational, procedural-activity, integrative-professional.
2. In the process of implementing the developed model, we have identified the most significant pedagogical conditions that ensure a high level of practical training of university students in sports tourism. Among them: the merging of educational and production processes - training at a tourist and sports ground, interdisciplinary, multi-subject, educational and thematic planning of educational, industrial and field practices, computerization and technologization of the control process 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 in the curriculum of professional training in the specialty 080507 "Organization Management" of built-in training in order to obtain certificates of professional training in sports tourism, improving financial -technical base (provision of sports equipment, training grounds, etc.).
To determine the effectiveness of the 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: tourist and sports, organizational 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 tourism universities are:
Optimization of the conditions for interaction between teachers and students in the course of practical training; identification of the educational potential of the practice of sports tourism, based on the principles of ecology, natural conformity, cultural conformity, integrativity, integrity, humanism;
Determining the priorities of a practice-oriented approach in teaching students about sports tourism;
Implementation of professional training of students of tourism 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. 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, teaching aids, lecture courses, guidelines, distance media is extremely important. educational information, programs of academic disciplines and the conditions for their implementation directly in the educational process.
Educational and methodological support of practical training of students in sports tourism, including a training manual, a collection of exercises and practical tasks, a system of control and measuring materials, a program of training and industrial practice for students in sports tourism is one of the prerequisites for the implementation of practical training in sports tourism.
3. Modeling of practical training in sports tourism is based on classical pedagogical principles: integrity; nature conformity; cultural conformity; consistency; integration; humanism; taking into account national, civil-patriotic and universal values; preservation and development of historical approaches to education; culture of interethnic communication, spirituality. Modeling the practical training of sports tourism managers includes setting tasks for the practical training process and developing a process for solving them.
The developed model of practical training of students in sports tourism, the leading components of which are: the functions of practical training (adaptive-correctional, teaching-forming, reflective-diagnostic); tasks of practical training (deepening and consolidating the theoretical knowledge of students in practice; formation and development of professional practical skills among 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 a specific professional activity; study best and innovative experience in tourism activities), principles of practical training (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 classes, extracurricular practical classes, independent work on the development of practical skills, educational and industrial practice, optional classes, classes in sports and tourism sections) allows for a high level of practical training of students in sports tourism at the university.
4. Analysis of the specifics of professional activity and the state educational standard in the direction of "management of the organization" made it possible to identify the main practical skills necessary for the implementation of professional activities in sports tourism: tourist-sports, organizational-communicative, valeological-recreational, methodical; ecological, the formation of which took place using the criteria of practical training that we defined: cognitive-informational, procedural-activity, integrative-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 that increase the effectiveness of practical training and the quality of vocational training: the merger of educational and production processes - training at a tourist and sports training ground; interdisciplinary, 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; development of a system of tasks for independent work; increase in hours for practical training; inclusion in the curriculum of professional training in the specialty 080507 "Organization Management" of 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. Curricula developed by the author, educational and thematic plans and educational and practical manual, 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 undergraduate practice are components of the necessary educational and methodological support for the practical training of students in sports tourism at the university.
List of references for dissertation research Candidate of Pedagogical Sciences Larionov, Anton Mikhailovich, 2006
1. Abol N.M. Drogov I.A. Dmitriev E.G./L Collection of educational and thematic plans for advanced training of tourist public personnel / part 1 / - M. TsRIB Tourist, 1983.- 98 p.
2. Abramov V.V. Naumenko O.N. Guidelines physical education instructors on the organization of tourist work at the enterprise. -Kharkov, Flame, 1982. -23 p.
3. Agadzhanyan N.A. Adaptation and body reserves. -M.: FiS, 1988.117 p.
4. Aidaraliev A.A., Maksimov A.JI. Human adaptation to extreme conditions: experience of forecasting. L.: Nauka, 1988. - 126 p.
5. Ackoff R. The art of problem solving. M.: Mir, 1982. - 224 p.
6. Actual problems Tourism 2001: Yearbook scientific papers/ Russian International Academy of Tourism. - M.: Soviet sport, 2002. - 248 p. - Issue. 5.
7. Actual problems of tourism 98: //Annual collection of scientific papers. Issue. 2./ RMAT. - M.: Soviet sport, 1999. - 368 p.
8. Actual problems of tourism 99: Annual collection of scientific papers / Russian International Academy of Tourism. - M .: Soviet sport, 2000.-232 p.-Iss. 3.
9. Actual problems of tourism.//Collection of scientific papers. 19961997 M.: RMAT, 1997. - Issue 1.
10. Altshuller G.S., Vertkin I.M. Workbook on the theory of personality development. Part 1, Part 2. Chisinau, 1990. -270 p.
11. Apenyansky A.I. Methods of medical and pedagogical control in tourism. M., TsRIB Tourist, 1990.-34 p.
12. Apenyansky A.I. Physical training in tourism. M., TsRIB Tourist, 1989.-48 p.
13. Asaturyan V.I. Theory of experiment planning. M.: Radio and communication, 1983.-248 p.
14. Asmolov A.G. Psychology of Personality. M.: Publishing House of Moscow State University, 1990. - 75p.
15. Aulik I.V. Determination of physical performance in the clinic and sports. M.: Medicine, 1979. - 195 p.
16. Ashmarin B.A. Theory and methodology pedagogical research in physical education. M., Nauka, 1978. -222 p.
17. Babansky Yu.K. Selected pedagogical works / compiled by M.Yu. Babanskiy. -M.: Pedagogy, 1989. 558 p.
18. Babansky Yu.K. Pedagogy. M.: Enlightenment, 1988. - 480 p.
19. Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research: Didactic aspect. -M.: Enlightenment, 1982. -235 p.
20. Babansky Yu.K., Potashnik M.M. Optimization pedagogical process. Kyiv. Radyan's school, 1984. - 29 p.
22. Babenko M.G., Vanin V.V., Drogov I.A.// Development of physical endurance by means of tourism, abstracts of the report of the scientific and practical meeting and medical and physiological foundations of optimal modes of active recreation.- M: TsRIB Tourist, 1976. 25 p.
23. Baidenko V.I. Standards in lifelong education: state of the art. M.: Issled. center of problems of quality of training of specialists. 1998.-249 p.
24. Baikovsky Yu.V. Fundamentals of sports training in mountain views sports. M.: FiS, 1996, - 78 p.
25. Batyshev S.Ya. Reform of the vocational school. An experience. Search. Tasks. Ways of implementation. M.: Higher school, 1987. - 340 p.
26. Bershtein N.D. Man in highlands. Alma-Ata, Allo-Tao, 1962.-96 p.
27. Bespalko V.P. Systematic and methodological support of the educational process of training specialists. M.: Higher School, 1989.- 144 p.
28. Buylenko V.F. Methods for controlling the physical fitness of tourists of mass categories. Dis. cand. ped. Sciences. M., VNIIFK, 1985. - 162 p.
29. Verbitsky A.A. Active teaching methods in higher education: a contextual approach. M.: Higher School, 1990. 207 p.
30. Veretennikov E.I., Drogov I.A. Community tourism asset. M, TsRIB Tourist, 1990. - 96 p.
31. Wind of wanderings (collection). M., FiS, 1965-1990.
32. Vlasov A.A. Tourist. M.: FiS, 1974.- 380 p.
33. Voitkevich B.I. chronic hypoxia. Adaptive reactions of the organism. M.: Nauka, 1969. 123 p.
34. Volkov N. Sports hiking in the mountains. M.: FiS, 1974.-160 p.
35. Volovich V.G. Man in extreme conditions natural environment. M., Nauka, 1980.- 134 p.
36. Vygotsky JI.C. Pedagogical psychology. - M.: Pedagogy, 1991. -479 p.
37. Vyatkin JI.A., Sidorchuk E.V., Nemytov D.N. Tourism and orienteering. -M.: "Academy", 2001. 208 p.
38. Ganopolsky V.I. etc. Organization and preparation of a sports tourist trip. M.: CRBI Tourist, 1987. 70 p.
39. Ganopolsky V.I. Tourism and orienteering: V.I. Ganopolsky, E.Ya. Beznosikov, V.G. Bulatov. M.: FiS, 1987. - 240 p.
40. Godik M.A. Control of training and competitive loads. M.: FiS, 1980.- 136 p.
41. Gorbunov G.D. Psychopedagogy of sports. M.: FiS, 1986. 208 p.
42. Gordin L.Yu. New values of education - M., Education, 1995.-112 p.
43. Mountain tourism. Tallinn: Eesti Raamat, 1987. - 128 p.
44. State educational standard of higher and professional education. Project.- M.: RMAT, 1999.- 47 p.
45. Gottsdanker R. Fundamentals psychological experiment. M.: Publishing House of Moscow State University, 1982.-464 p.
46. Granilshchikov Yu.V. etc. Mountain tourism. M.: FiS, 1966. - 248 p.
48. Guskov S.I. State and sport. M.: Vargu s, 1996. - 176 p.
49. Guskov S.I. O modern concepts amateurism and professionalism in sports // Theory and practice of physical culture. 1987. No. 8, -53-55 p.
50. Guskov S.I. Transition to a market economy and the development of physical culture and sports // Theory and practice of physical culture. 1991. No. 2, - 11-15 p.
51. Guskov S.I. Professional sports and international sports movement // Theory and practice of physical culture. 1991. - No. 8. - 5659 p.
52. Dembo A.G. Medical control in sports. M.: Medicine, 1988.188 p.
53. Dolgopolov L.P. Features of the tactics of a complex mountain hike. // Development of amateur tourism as a factor in organizing free time for the population. M.: TsRIB Tourist, 1988. - 323-325 p.
54. Drogov I. A. Training of athletes-rankers in tourism (curricula, programs, organizational and methodological instructions. M .: TsRIB Tourist, 1990.-36 p.
55. Drogov I.A. Preparation and conduct of training events for the training of tourist personnel. M.: TsRIB Tourist, 1980. - 37 p.
56. Drogov I.A., Fadeev B.G. Training and advanced training of amateur tourism personnel. M.: TsRIB Tourist, 1987. -80 p.
57. Zuev D.D. School textbook. Moscow: Pedagogy, 1983. 213 p.
58. Zholdak V.I. A systematic approach to the organization of the management of physical culture and sports movement // Physical culture and sport in Russian Federation. Collection of scientific articles. V .: Impulse-Print, 2000. - 86-96 p.
59. Zholdak V.I., Goncharov V.I. Physical culture and healthy lifestyle of youth. T.: SKK-Press, 2002. - 196 p.
60. Zholdak V.I., Dushanin A.P., Vinogradov P.A. Fundamentals of physical culture and healthy lifestyle life: Tutorial. M.: Soviet sport, 1996.-592 p.
61. Zholdak V.I., Zuev V.N. Management in the field of physical culture and sports. T .: Vector Buk, 2000. - 332 p.
62. Zholdak V.I., Kvartalnov V.A. Fundamentals of management in sports and tourism. T.1. Organizational Foundations: Textbook. M.: Soviet sport, 2001. -288 p.
63. Zholdak V.I., Kvartalnov V.A. Fundamentals of management in sports and tourism. T.2. Socio-pedagogical foundations: Textbook. M.: Soviet Sport, 2002.- 184 p.
64. Zagvyazinsky V.I. Learning Theory: A Modern Interpretation. -M.: Academy, 2001.- 192 p.
65. Zair-Bek E.S. Theoretical basis teaching pedagogical design: Abstract of the thesis. Dr. ped. Sciences. SPb., 1995, - 36 p.
66. Zeer E.F. Psychology of vocational education. My publishing house. Psychological and Social Institute. - NPO "Modek". - 2003, 361 p.
67. Zorin I.V. Tourism Phenomenon // Selected Works.- M.: Nauka, 2005.-552 p.
68. Zorin I.V. Pedagogy of tourism as a science // Actual problems of tourism 99: Social problems of tourism in small and medium-sized cities. // Prospects for the development of tourism in the North-Eastern suburbs. 1999. M.: RMAT, 1999. - 106-113 p.
69. Zorin I.V. Theoretical foundations of professional tourism education: Monograph. M.: Soviet sport, 2001. - 264 p.
70. Ivanov V.V. Comprehensive control in the preparation of athletes. -M.:FiS, 1987.-256 p.
71. Istomin P.I., Simakov V.I. Organization of mass amateur tourism. Tutorial. M.: TsRIB Tourist, 1986. - 55 p.
72. Kaloshina N.V. Sports tourism. Moscow: Soviet Sport, 1998.137 p.
73. Kalney V.A., Shishov S.E. Monitoring the quality of education at school. -M.: 1999.-313 p.
74. Karpman B.JI. etc. Testing in sports medicine. M.: FiS, 1988.-208 p.
76. Kvartalnov A.V. Didactic bases of professional training of managers of tourist-sports operating. Abstract dis. for the competition uch. Art. cand. ped. Sciences. M., 1999. - 24 p.
77. Kvartalnov V.A. General professional and special content of education in the course "Management of sports tourism".// Actual problems, prospects for the development of tourism in the southern suburbs. M.: RMAT, 1999 - 323-325 p.
78. Kvartalnov V.A. Pedagogy and tourism: Textbook. M.: Soviet sport, 2000. - 360 p.
79. Kvartalnov V.A. Formation of the education system for tourism purposes: the content of the experiment on the example of RMAT. - M .: RMAT, 1997, - 75 p.
80. Kvartalnov V.A. Tourism. M.: Finance and statistics, 2000 - 314p.
81. Kvartalnov V.A. Theory and practice of tourism. Textbook.- M.: Finance and statistics, 2003. -672 p.
82. Kvartalnov V.A., Solodukhin I.D. Methodology and pedagogy of vocational education and training of specialists for the purposes of tourism in Russia. From experience educational institutions social tourism 1987-1997.- M.: RMAT, 1997.-212 p.
83. Klinberg JI. Problems of the theory of learning: Translation from German M .: Pedagogy, 1984. - 462 p.
84. Kolomiets B.K. Educational standards and programs: invariant aspects. M.: "MGISS", 1999. - 145 p.
85. Kolotin N.V. Sports tourism / Textbook. allowance. Dushanbe.: Donish, 1988.-47 p.
86. Kon I.S. Sociology of personality. M.: Politizdat, 1967. -368 p.
87. Kostrub A.A. Tourist medical guide. M., Profizdat, 1986.-320 p.
88. Krichevsky P.JL, Dubrovskaya E.M. Psychology of a small group. M.: Publishing House of Moscow State University, 1991.-207 p.
89. Krichevsky P.JL, Ryzhak M.M. Psychology of leadership and leadership in a sports team. M.: Publishing House of Moscow State University, 1985. - 224 p.
90. Kropf F. Rescue work in the mountains. Textbook for climbers and tourists. M.: FiS, 1975. - 430 p.
91. Kuzmin N., Rukodelnikov B. Training of climbers. M.: FiS, 1961.- 140 p.
92. Kupisevich Ch. Fundamentals of general didactics, - M .: Pedagogy, 1986392 p.
93. Lagusev Yu.M. Educational process in tourist professional education: Monograph. M.: Soviet sport, 2000. - 271 p.
94. Lagusev Yu.M., Quarterly A.V., Seselkin A.I. State educational standard of higher professional education: "Management of sports tourism". Project M.: "RMAT", 1999. - 48 p.
95. Laguseva N.N. Psychology of management. M.: RIB Tourist, 1999.41 p.
96. Lednev B.C. Continuing Education: structure and content. -M.: Enlightenment, 1990.-250 p.
97. Lesgaft P.F. Selected works. / Comp. Resheten I.N. M.: FiS, 1987.-359 p.
98. Linchevsky E.V. Psychological climate of the tourist group. -M.: FiS, 1981.- 190 p.
99. Loginov L.M. Training and advanced training of instructors-methodologists in tourism. M.: TsRIB Tourist, 1979. - 196 p.
100. Lugovier D.A. Organization and holding of championships in tourism. - M.: TsRIB Tourist, 1984. 78 p.
102. Makarenko A.S. Pedagogical essays. In 8 volumes. M.: Pedagogy, 1984.- 368 p.
103. Marinov B. Safety issues in the mountains. M.: FiS, 1981.-208 p.
104. Marinov B. Tourism and physical disability. Sofia: Medicine and Physical Education, 1989. - 77 p.
105. Marinov B., Raynov D. Extreme situations in tourist activities. Sofia: Medicine and Physical Education, 1989. - 77 p.
106. Matveev L.P. Teoriya i metodika fizicheskoy kul'tury: a textbook for institutes of physical culture. M.: FiS, 1991. -112 p.
107. Matveev L.P. Basics general theory sports and training systems for athletes. Kyiv, Olympic Literature, 1999. -318 p.
108. Materials of the All-Union School of Rock Climbing Training. (Compiled by V.G. Putintsev) Dushanbe, Donish, 1985.-142 p.
110. Mistratova JI.A. Formation of professional skills of students of the specialty " art»in the process of continuous practice. - Kaliningrad. 2003, 215 p.
111. Mikheev V.I. Modeling and methods of measurement theory in pedagogy. M.: Higher school, 1987. - 200 p.
112. Nain A.Ya., Gostev A.G. What to be a new pedagogy. Ch .: "South Ural book. Edition”, 1993. - 207 p.
113. Neverkovich S.D. Game methods of personnel training / Ed. V.V. Davydov. -M., 1995. Pedagogy, 282 p.
114. Novikov A.M. Russian education in new era: Paradoxes of heritage, vectors of development. M.: Egves, 2000. - 272 p.
115. Ozolin P.G. Young colleague. M.: FiS, 1988. - 288 p.
116. Fundamentals of tourism activities: Textbook / Zorina G.I., Ilyina E.N., Moshnyaga E.V. and etc.; Comp. Ilyina E.N. M.: Soviet sport, 2002. - 200 p.
117. Pashkevich V.M. Special training of water tourism guides: Guidelines. K.: RMAT VIT, 2000. -28 p.
118. Platonov K.K. Questions of labor psychology, - M., 1970. 146 p.
119. Platonov V.N. Training of qualified athletes. M.: FiS, 1986.-286 p.
120. Training and advanced training of instructors-methodologists in tourism. M.: TsRIB Tourist, 1979. - 48 p.
121. Training of sportsmen-dischargers for tourism. Learning programs. M.: TsRIB Tourist, 1990. - 32 p.
122. Popkov V.A., Korzhuev A.V. Didactics of higher education: Proc. allowance. M.: "Academy", 2001. - 136 p.
123. Popchikovsky V.Yu. Organization and conduct of tourist trips.-M.: FiS, 1987.-82 p.
124. Psychology and modern sport (compiled by A.V. Rodionov, N.A. Khudakov) M .: FiS, 1982. - 224 p.
125. Wheat L.F. Pedagogy in nursing. Rostov-on-Don. - "Phoenix", 2002. 115 p.
126. Russian tourist, 1998. // Regulations for sports and health tourism in Russia for 1998-2000. M.: TSS of Russia, 1998. -240 p.
127. Svintsov V.I. Typology of educational texts. M.: 1984. - 124 p.
128. Slastenin V.A. etc. Pedagogy. M.: 2000.- 585 p.
129. Smirnov S.D. Pedagogy and psychology of higher education: from activity to personality. M.: Pedagogy, 1995. - 44 p.
130. Modern system sports training. / Ed. F.P. Suslova, V.L. Sycha, B.N. Shustin. -M.: "SAAM", 1994.-448 p.
131. Studenikin M.G. Methods of teaching history at school. Moscow: Vlados, 2002. 346 p.
132. Sports physiology. (Under the general editorship of Prof. Ya.M. Kots) M.: FiS, 1986.-240 p.
133. Sukhomlinsky V.A. Team education methodology. M.: Enlightenment, 1981. - 192 p.
134. Talyzina N.F. Ways to develop a specialist profile. Saratov: SSU Publishing House, 1987.- 176 p.
135. Talyzina N.F. Management of the learning process. M.: Publishing House of Moscow State University, 1984. -344 p.
136. Ter-Ovanesyan A.A., Ter-Ovanesyan I.A. Sports Pedagogy. Kyiv: Health, 1986.-208 p.
137. Tourist (compiled by A.A. Vlasov) M .: FiS, 1974. - 384 p.
138. Tourist terminological dictionary: Reference manual. / Aut. comp. Zorin I.V., Kvartalnov V.A. - M.: Soviet sport, 1999.-664s.
139. Ushinsky K.D. Man as an object of education. Experience of pedagogical anthropology // Ushinsky K.D. Pedagogical essays: In 6 volumes. M .: Pedagogy, 1990. - V.5 - 525 p.
140. Fedotov Yu.N., Vostokov I.E. Sports and health tourism: Textbook. M.: Soviet sport, 2002. - 364 p.
141. Physical culture and health work in foreign countries. TSO-ONTI FiS - M., 1989. -47 p.
142. Chepik V.D. Optimization of sports training. M.: MO-GIFC, 1982.- 62 p.
143. Chepik V.D. Physical culture in social processes: Popular science edition. M.: "TEIS", 1995. - 168 p.
144. Chepik V.D., Kalney V.A., Seselkin A.I. Training of scientific and pedagogical personnel for tourism. // Actual problems of tourism. RMAT, 1997.-250 p.
145. Chepik V.D., Kvartalnov A.V. Sports tourism management specialists. // Actual problems of tourism "99: Prospects for the development of tourism in the South-Eastern Moscow region. - M .: "RMAT", 1999. 247-249 p.
146. Chernilevsky D.V. Didactic technologies in higher education: Proc. allowance. M.: UNITA-DANA, 2002. - 437 p.
147. Shibaev A.S. In the mountains. Programmed tasks. M.: TsDYuTur MO RF, 1996. -40 p.
148. Shibaev A.S. Crossing. Programmed tasks. M.: TsDYuTur MO RF, 1996.-36 p.
149. Shibaev A.S. Are you able to navigate in space and time? Programmed tasks. M.: TsDYuTur MO RF, 1996. -40 p.
150. Shklyar A.Kh. Organizational and pedagogical foundations of continuing professional education in the integrative structures of a professional school: Abstract of the thesis. Dr. ped. Sciences. SPb., 1994. - 48 p.
151. Shishov S.E. Educational standards and quality of education // Educational standards and quality control Vologda, 1996. - 25-34 p.
152. Stürmer Yu.A. Dangers in tourism, imaginary and real. -M.: Fis, 1983.- 130 p.
153. Stürmer Yu.A. Prevention of tourist injuries. M.: TsRIB, 1992 -85 p.
154. Encyclopedia of the tourist. M. FiS, 1993. - 360 p.
155. Yukhin I.V. Pre-camp training for climbers. M.: FiS, 1969.-110s.
156. Yaroshevsky M.G. Short course History of Psychology: Textbook. M.: Publishing House of the International Pedagogical Academy. 1995. - 276 p.
Please note that the scientific texts presented above are posted for review and obtained through original dissertation text recognition (OCR). In this connection, they may contain errors related to the imperfection of recognition algorithms. There are no such errors in the PDF files of dissertations and abstracts that we deliver.
Practical training is an integral element of training students of technical schools in one of the professions of a particular sector of the national economy, which examines the content of professional knowledge, skills, methods and forms of organizing work aimed at forming a system of practical skills and abilities.
Practical training helps to consolidate and deepen the theoretical knowledge acquired by students in the course of studying subjects of general education, general technical and special cycles.
Practical training is one of the means of connecting training with the productive work of students in the acquired profession. "Profession" is a rather ancient concept.
Various professions appeared as a result of the social division of labor. With the development of science and technology, the content of labor in various professions is constantly changing. Professions are also changing.
In this regard, the content of the practical training of students in the relevant specialties and professions is also undergoing a change.
The Fundamentals of the legislation of the USSR and the Union republics on public education emphasizes that "the practice of students in secondary specialized educational institutions is" integral part educational process, as a result of which students acquire skills
work as specialists, and in technical and agricultural specialties, in addition, a qualification in one of the working professions” 1.
A specialist, in whatever field he works, must be well prepared theoretically, know the economic foundations of development. socialist production, to be able to apply the acquired knowledge in practice, to possess professional skills. Medium-skilled specialists are the direct organizers of the technological process of production. They must be able to constantly improve it.
To this end, the curricula of secondary specialized educational institutions provide for the use of about 40 percent of the study time for practical training.
Practical work of students can be very different. What they have in common should be that each of them forms the measuring, computing, graphic and technological skills and abilities that are characteristic of a particular specialty. Such skills and abilities are also formed in the process of solving problems, disassembling and assembling various equipment, compiling technological maps, various production documentation, installation, maintenance work, etc.
Laboratory work is provided curriculum in the case when the main didactic task is to develop in students the ability to observe, reproduce what is already known from the lesson, or perform research work. If, in addition to experience and a student experiment, such work also includes installation work, various kinds of measurements, disassembly and assembly, and the like, then they are called laboratory-practical work. Laboratory-practical work is most widely used in the educational work of the technical school. Here, students get acquainted with various technical devices, measuring and computing equipment, tools, master the ways of working with them. Thus, laboratory and practical work provides the first (initial) stage in the formation of skills and abilities in the acquired specialty.
For some specialties, time is allocated separately for course design, the didactic value of which is the formation of special skills in students to apply knowledge in several academic subjects in specific practical situations, the ability to mentally, as well as on paper in the current model to represent final product labor.
The formation of professional skills and abilities takes place in the process of various types of practical training, namely: educational, industrial technological and industrial pre-diploma practice.
1 On the state and measures for the further improvement of public education in the USSR, p. 69.
Practical training should be considered as the most important means of preparing comprehensively developed people, as a result of which organic compound training with productive labor of students, their physical and mental development, the formation of a worldview, moral and aesthetic education.
From a mid-level specialist, multilateral professional knowledge and skills are required. In the conditions of the scientific and technological revolution, on the one hand, the requirements for the mental development of commas in the production of people are increasing, on the other hand, the requirements for the ability to apply knowledge in various production situations in order to obtain a higher quality result of labor are increasing. There is a strengthening of the role of mental labor, the role of knowledge and an increase in the culture of work. At the same time, physical labor is becoming more and more creative, which is manifested in the development of rationalization proposals, technical creativity, setting up experiments by students,
In the process of practical training, students are directly involved in the sphere of material production and thus are participants in the development of productive forces. They feel * that on which the growth of labor productivity depends.
Theoretical and practical training of students ensures their participation in both mental and physical labor.
As is well known, mental work separated from physical labor leads to a one-sided development of abilities and, thus, limits the possibilities for the comprehensive development of students.
K. Marx wrote: “Just as in nature itself the head and hands belong to the same organism, so in the process of labor mental and physical labor are combined”
Physical labor is associated with the expenditure of muscular energy, mental labor is associated with the expenditure of energy. nervous system. Therefore, mental work should alternate with physical, which improves blood circulation, strengthens the muscular system, and increases mental performance.
Physical labor underlies the acquisition of special skills and abilities, as a result of which students have the opportunity to take part in the creation of material goods for the benefit of society, which is a moral incentive to work. /
As a result of physical labor, a more concrete manifestation of human interaction "with nature, knowledge and transformation of it is provided, a new mental activity is generated. The man of the future must combine a high level of intelligence, moral purity and physical perfection. This idea underlies the entire learning process .
Therefore, in practical training, the formation of a student's attitude to work, his understanding of the essence of various production indicators of work, labor
1 Marx K. and Engels F. Works, vol. 23, p. 516.
disciplines” initiatives. On the basis of this understanding, students will have job satisfaction in the acquired specialty. This is where the tendency to turn labor into the first necessity of life should develop.
The attitude to work, which is formed in the process of practical training, can manifest itself as a vital necessity and as an internal need of a person.
The very content of labor should contain creative possibilities and conditions for the manifestation of initiative. At the same time, material incentives will also contribute to the formation of a positive attitude among students towards work as the first necessity of life.
The content of the work and correctly used forms and "methods of practical training should also be aimed at physical development students, increasing the overall performance and endurance of the body.
The alternation of physical and mental labor favorably affects the mental work of students.
Long-term mental work of students, not alternating with physical, causes protective inhibition as a protective reaction against overwork and exhaustion. The replacement of mental labor with physical labor excites other, previously unworked areas of the cerebral cortex, and provides rest for those who worked. This creates the best conditions for the mental development of students.
If the content of practical training, its forms and methods cause strong emotional impulses (interest, creativity, activity), then favorable conditions are created (according to I.P. Pavlov) for the development of new temporary connections.
In the process of practical training, various analyzers are trained and developed. In labor, students "know" materials, objects, tools, mechanisms. They must develop various sensations (kinesthetic, visual, auditory, tactile, olfactory, light), as well as a motor analyzer, this "... extremely subtle internal analyzer" which, according to I. P. Pavlov, "signals central system every moment of movement, the position and tension of all the parts participating in the movement” 2.
Thus, in practical training, the comprehensive development of students can be achieved, subject to the consistent implementation of the joint activity of the hands, organs of speech and brain.
The work improves the analytical and synthetic activity of the cerebral cortex. It is enough for the student to perform certain practical movements several times, as he begins to analyze the properties and quality of the material with which he works.
1 Pavlov I.P. complete collection works in 6 volumes, "vol. 3, book. I, 176. "Ibid.
¦
bots, various sounds working mechanisms (serviceable and faulty), the state of the object of labor, the position of the hands, their posture, the distribution of efforts, etc.
Finally, the work of students in the process of practical learning is a criterion for the truth of knowledge, verification of their quality and quantity. Such work contributes to a more meaningful study of the theoretical part of educational subjects, deepening and expanding knowledge.
The relationship between practical and theoretical training of students with co- . creates a prerequisite for developing their ability to quickly navigate in various production conditions, apply the acquired knowledge in practice, use professional skills and abilities. All this contributes to the rapid development of related and more modern professions.
The labor activity of students in the process of practical training is also aimed at the formation of beliefs, that is, the fulfillment of educational functions.
In the process of socially useful labor using modern technology students strengthen their materialistic ideas about the world, their convictions about ways to increase labor productivity, about the pace of building the material and technical base of communism.
The creation of material values by students in the process of practical training helps them to understand the share of their participation in the nationwide cause of building communism.
When performing all types of practice, students, thanks to collective productive work, are included in new public relations. They develop a sense of community.
An important condition for the success of practical training is the feasibility of work for students. However, this should not be a game of work, but real socially useful work, organized taking into account the age and other characteristics of young students.
The results of practical training should be evaluated by teachers. Grades are usually given on a five-point system for each type of practice. At the same time, the publicity and argumentation of each assessment is of great educational importance, since this has a positive impact on the subsequent work of students. For this purpose, various types of progress screens are used. certain types works, etc.
In the process of practical training, socialist competition is organized between students and student groups for achieving better results in work, higher indicators of all types of work during the period of practice.
It is very important in the process of practical training of students to teach them to overcome difficulties, to experience joy and satisfaction from well-coordinated, friendly, collective work, from clear movements and positive results of work.
Modern labor frees man more and more from muscle tension and enhances his mental actions, therefore they acquire
great relevance of the study of various aspects of the labor process - physiological, psychological, moral and ethical.
In this chapter, we will consider that side of the problem that concerns the methodology for teaching students about work activities based on scientific organization educational work. In this matter, it is important to learn how to analyze the causes of shortcomings in the work activity of students, find ways to eliminate them, use the correct alternation of work and rest, which underlies the rhythm of the labor process.
The end result of the scientific organization of the labor activity of students should be the development of the ability to correctly use knowledge and distribute efforts, as well as a high level of skills and, as a result, an increase in labor productivity. The ability to see the change in labor productivity, depending on the change in the conditions of organization of labor activity, primarily from the correct formulation of practical training, is formed in the process of industrial pre-diploma practice of students. Here they study and analyze the objects of labor, tools and products of labor, the organization of the implementation of individual techniques, labor operations. If in the process of industrial technological practice, students master the methods of performing individual production processes, operations, techniques, etc., then in the process of industrial pre-diploma practice, they focus on such issues as organizing the delivery of materials to workplaces, the provision of necessary equipment and tools, the timeliness of equipment repairs, the availability of the necessary production documentation, the correct distribution of workers to workplaces, etc.
As a result of practical training, students acquire a certain production qualification, which is based on the ability to organize a technological process, accurately calculate the placement of people, equipment, tools, materials, techniques at each workplace, as well as the ability to correctly use the individual characteristics of each worker.
To achieve the set goals, it is necessary not only to know the content, forms and methods used by teachers and masters in the process of practical training, but also a deep, comprehensive knowledge by teachers of the psychophysiological conditions that characterize the work activity of students.
One of the main tasks of practical training is the formation of students' professional abilities, that is, human qualities that are the basis for the successful implementation of a certain type of activity. There are special abilities that are formed in the process of practical training, such abilities include observation, creative imagination, speed and accuracy of motor reactions, etc.
The close connection of mental and physical labor of students in the process of practical training, their communication with production teams, leaders, etc. innovators contributes to the successful development of students' professional abilities.
The psychological basis for the formation of professional methods is sensory (sensory) skills (taste, sound, tactile), resulting from a combination of motor and skin sensations. So, for example, an electrical technician can determine by sound whether a conductor is energized, by smell he can determine the state of insulation of conductors when heated, etc.
In labor activity, a stable selective orientation of perceptions is developed. The degree of this stability is directly dependent on the skill level of the specialist. The higher the selective orientation of perceptions, the higher the qualification.
To form a selective orientation of perceptions is one of the important tasks of practical training.
The selective orientation of perceptions includes many different aspects, for example, the perception of the spatial properties of objects (the shape of the field, details, settings, magnitude, location and direction in space), the perception of time, the perception of movement, formed on the basis of observation , curiosity, etc.
In practical training, an important task is the constant improvement of "professional attention (concentration (concentration), activity, distribution, switching, stability).
These elements of attention are observed in the process of teaching students in all specialties.
The formation of professional skills depends on how quickly students can reproduce the perceived labor representations, concepts, recognize in the observed known, acquired as a result of personal practical experience independently and creatively perform the necessary labor operations.
At the same time, the work activity of students is then properly organized when it has a positive effect on the improvement of thinking. It is precisely the fact that in the process of labor the student can check the correctness, the truth of knowledge, contributes to the development of thinking.
The content of practical training is a set of production and labor processes that characterize the production activities of a mid-level specialist.
In order to become a good organizer of production, able to work independently and ensure highly productive work of employees with his own leadership, the future specialist must master the production skills and skills in the relevant working profession, economic knowledge in a particular industry.
In the process of preparing students for specific specialties, it is necessary to form their professional qualities, that is, such personality traits that form the basis for the successful mastery of professional skills and abilities (eye, subtlety of touch, hearing, speed of reaction, spatial imagination, etc.).
Professional qualities include professional skills, that is, the ability of a person to consciously perform labor processes, operations, techniques, actions based on the knowledge he has in compliance with certain requirements.
Professional skills may be different levels perfection. At a high level, they are characterized not only by independence, ease of performing labor actions, processes, operations, techniques, but also such properties as speed, accuracy, flexibility, stamina, strength.
Flexibility is understood as the rational performance of labor actions in various production conditions.
Persistence is the preservation of the accuracy and pace of labor action, regardless of side effects.
Durability is the ability to retain skills for a period of time when they are hardly used.
The final element of professional qualities is a professional skill - it is preparedness for the automated execution of actions that are characterized by a high degree development.
Skill building is a complex process of consolidating and improving skill (see chapter VIII).
In practical training, the acquisition of new skills is based on the development of a certain system of conditioned reflexes. The student receives a verbal indication, instruction from the master, remembers it and fulfills it in the process of practical activity. Here the visual perception of what is being done is a reflex, which is reinforced by the master's associated word about whether the action is "right" or "wrong".
The reinforcing effect of the word is based on the authority of the master, showing the correct methods of work.
But reinforcement with words alone is not enough in practical training. Here it is necessary that the student himself realize the correctness and usefulness of the result achieved in labor.
In the process of a detailed explanation of the tasks of practical training, students form ideas about future profession, need to improve their skills.
So, in practical training, for example, in turning, students develop a certain system of conditioned reflex actions (taking a workpiece, placing a workpiece in a chuck, clamping a workpiece in a chuck, etc.). Some of these reflexes are expressed in actions, while others are expressed in the cessation of actions.
Reflexes associated with the cessation of actions are called negative conditioned reflexes.
I. P. Pavlov called the system of positive and negative conditioned reflexes a dynamic stereotype. Thus, from the point of view of physiology, any profession is a well-established, fixed and continuously improving dynamic stereotypes.
Well-delivered practical training involves the formation of the correct dynamic stereotype in students, which is continuously improved. The stereotype helps the student to observe a certain order in everything, not to make unnecessary movements, and save time.
However, the development of new machines, machine tools, new labor processes is associated with a change, a reworking of previously established stereotypes. It requires a lot of nerves. Therefore, the alteration of the dynamic stereotype should be done carefully, controlling the change in the physiological functions of the student.
When a teacher (master, instructor) explains, shows how to perform a particular action, operation, labor process, he not only imparts knowledge, but also excites certain physiological processes, the success of which depends on the assimilation of knowledge and their transformation into skills. and skills.
Each series of nerve impulses, when performing a specific movement, receives conditioned reflex reinforcement as a result of a variety of stimuli (visual, auditory, tactile, etc.), signaling the correct (that is, achieving the goal) execution of a given movement.
In this case, the quality of the execution of the movement depends on how developed the student's muscle sensitivity is, which manifests itself in the ability of a person to accurately (even with eyes closed) determine the position of the body, the weight of objects, measure their efforts and T, etc.
Muscle sensitivity transmits impulses to the motor analyzer of the cerebral cortex and signals deviations from the given movement pattern.
A sign of a correctly performed movement is perhaps a small expenditure of time, less energy consumption of the muscles compared to others, less excitation of the nervous system, and therefore less fatigue of the body, the ability to concentrate efforts.
These skills are achieved through systematic exercise and characterize the high qualifications of the worker.
Important in practical training is the student's working posture, the position of the body in space during work - "standing * to" sitting ".
The standing posture requires 10 percent more energy than the sitting posture. But the “standing” posture allows you to better redistribute efforts in various working movements, although it causes greater fatigue. The alternation of posture, the ability of the worker to choose a comfortable posture has a positive effect on the results of labor.
Practice and internship for students - a great way to try yourself and get to know your future employer better, to understand what professional goals to focus on in the future.
Internships for the employer - this is one of the strategies for forming a personnel reserve, forming a positive image in the student environment, as well as a strategy for constantly ensuring the flow of students to the company.
Depending on the direction of training, students can do internships at various enterprises. Contracts have been concluded with some organizations. Register of contracts with enterprises At the request of students, this list can be replenished with enterprises of interest.
The timing of the practice is set by the university on the basis of the Federal State Educational Standard of the specialty (direction), taking into account the theoretical preparedness of students, the capabilities of the educational and production base of the university and third-party organizations that are the bases of practice, in accordance with the curriculum, annual calendar plan educational process, programs in specialties.
A student of PVGUS can carry out practical training in agreement with the dean of the faculty and the head of the department according to an individual schedule.
When independently searching for a place of internship, the student must:
- provide to the graduating department, or to the department of monitoring, practical training and employment (OMPPiT) from the enterprise;
Based on the submitted documents, the graduating department forms an order on the distribution of students according to the bases of practice.
In the case of an internship by a student on an individual schedule:
- provide ;
- provide to the graduating department, or to OMPP&T a one-time contract for conducting practice from the enterprise.
With a positive decision of the rector on the internship according to an individual schedule, it is necessary to receive an individual task for the internship from the head of the practice at the graduating department. Then you need to get a referral for practice at OMPPiT, according to the order on the distribution of students for practice.
In the case when a student masters the basic educational program according to an individual plan, for the internship, the student must:
- draw up coordinated with leading teachers;
- obtain permission for an individual study schedule;
- receive an individual task for practice from the head of practice at the graduating department;
- get a referral to practice, according to the order.
At the end of the practice, the student draws up a written report and submits it to the head of practice from the university. The report must be signed by the head of practice from the enterprise and certified by the seal of the enterprise. The head of the internship from the enterprise evaluates the work of the student during the internship. The report must contain information about the work specifically performed by the student during the period of practice.
The practice report must correspond to the place of practice according to the order on the distribution of students for practice.
The student is allocated from 2 to 10 days to complete the report. After checking and preliminary evaluation of the head, the report is defended at the department to the head of practice.
A student who has not completed the internship program for a good reason is sent to internship a second time, in his free time from study.
Failure to complete the practice program without good reason or an unsatisfactory grade when defending a report is an academic debt that the student is required to eliminate in the prescribed manner.
The internship program, which combines the entire range of tasks for the practical training of future bachelors and specialists, is developed by the leading teacher of the graduating department, who knows production and the educational process well, and is adopted by the educational and methodological council of the specialty (direction) in accordance with the competencies specified in the Federal State Educational Standards of Higher Education and the Federal State Educational Standards of Higher Education. The cross-cutting internship program defines the content of each type of internship, aimed at creating a continuity of theoretical and practical training, which ensures high-quality training of bachelors and specialists.
Preparing students for practice involves:
1) development of a program for each type of practice, forms and methods of its implementation; drawing up a unified schedule of internships;
2) organization of educational and educational and methodical work(preparation of task packages and recommendations for students, updating teaching materials, etc.);
3) holding introductory and final conferences for students, meetings of faculty and staff responsible for organizing and conducting internships, concluding agreements with basic institutions, holding coordination meetings with their representatives, monitoring students' internships, etc.
The most important condition for ensuring the effective use of study time allotted for practice is the preparation of the student for this species activities throughout the course of study. It should be carried out in the following directions:
Actually professional education implemented through theoretical and practical courses;
Professional education of a personality, which acts as a specially organized process of introducing a student to professional activities and forming professionally important qualities of a specialist's personality.
The first direction, first of all, is connected with the assimilation of the system of theoretical knowledge by students. Such training is carried out at lectures and practical classes, which can take the form of seminars, trainings, simulation role-playing and business games.
At the seminars, a preliminary defense of activity projects is expected, which helps the student to improve his methodological skills and abilities. Playback various situations, conducting fragments of classes, conversations, events for the organization of leisure activities for children, etc. This contributes to successful practical activities, gives confidence in own forces, allows you to see miscalculations and mistakes in your actions in advance. In addition, even before students enter the 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 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 by the student as a result of observation of actions experienced teachers, analysis of their own activities, joint discussion of problems during lectures and seminars, etc.
Communication skills are implemented through group and collective teaching methods: trainings, situation modeling, game models, group discussions.
The second direction is professional education. This process is very time-consuming, takes a lot of time and, ultimately, allows students to develop such professionally significant personal qualities as 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 students' desire for mutual assistance.
In the educational process, the main form of education has been and remains the class-lesson system. With the advent of computers and computer information technologies this system can be made more efficient, interesting and practical.
Having created an educational and methodological complex, the work of the teacher is facilitated. The developed educational and methodological complex will help the teacher in presenting material on the topic, and students can use this educational and methodological complex to self-study, because in it, the material is presented in detail, systematically and consistently, precisely on the foundations of logic. Also, the educational and methodological complex contains exercises, practical tasks to test the knowledge gained during the training.
The educational and methodical complex contains thematic planning, computer presentations, diagrams, outline plans, which are included in the mandatory minimum of the content of education in a secondary vocational educational institution.
Theoretical training creates a certain foundation of knowledge, which constitutes the professional horizons of a specialist. Practical training provides training in professional knowledge and skills covering all professional activities of a specialist. The educational institution should provide the future specialist with this practical training in the course of performing laboratory and practical work, conducting business games, analyzing and solving production situations, tasks, completing term papers (projects), passing all types of training production practices.
Students must master all the actions (operations) that they have to perform in their professional activities. However, the range of functions of a specialist with a secondary vocational education is wider and more varied than the range of functions of a worker, and in their nature they are more diverse than those of a worker. Therefore, a specialist can work in different positions. Along with the functions of a manipulative nature, performed in strict accordance with the instructions (the use of computers, counting equipment, measuring instruments, calculation and graphic skills, procedures-manipulations in the work of nurses, etc.), in the performance of which students must achieve a certain automatism, mid-level specialists have to solve intellectual problems (analytical, design, constructive, organizational) that require a reasonable choice of the decision to be made from options based on the analysis of the initial data and the tasks facing the specialist. Such tasks are often of a complex interdisciplinary nature and require considerable time to solve them. Practically during the training period, students are not able to solve (test solutions) all the tasks that they may encounter in their professional activities, working in different positions. But the selection of the main types of them and training in their solution on the example of specially designed training and production tasks that can be performed by students both in industrial practice and in specially created conditions (analysis of industrial situations, solving situational problems, business games) are mandatory requirements. for the training of mid-level specialists.
We have to approach the formation of the content of practical training in higher education in a somewhat different way. The range of tasks solved by a specialist with higher education, their complexity, the novelty of setting in each case require, first of all, the development of problem thinking: the ability to see, understand the problem and find non-standard solutions, using a wide range of knowledge gained in the learning process, as well as be able to independently search for, acquire, extract the necessary information and use it in practical professional activity. Undoubtedly, a specialist with a higher education must also possess the skills of computational, measuring, computational and graphical activities, be able to use the algorithms of intellectual activity, but both of them are in this case tool for problem solving.
The next indicator of the level of education is the ratio between general scientific, general professional and special training within the framework of theoretical training. General scientific disciplines in the system of higher education occupy a significant place: they are not only the basis for general professional training, but also have independent significance, providing a high level of erudition of specialists, contributing to the mastery of the logic of scientific thinking, a historical view on the development of science, technology, society, and man. It is the high level of general education that ensures the ability of specialists with higher education to solve creative problems in the creation of new technologies and new equipment, new methods and new economic plans, contributes to a deeper understanding of the links between facts, phenomena, and events. General scientific training in higher education is at least 40%.
In the system of secondary vocational education, students receive some general scientific knowledge, but, as a rule, these are only the basics of sciences that are of applied importance and integrated with special disciplines, for example: "Fundamentals of geodesy and their application in forestry", "Geodesy in construction", “Hydraulics and pumps”, “Designs of tasks and structures with static elements”, “Fundamentals of electrical engineering and the use of electrical energy in agriculture”.
However, in contrast to primary vocational education, the structure of specialized knowledge in secondary specialized educational institutions is given in expanded form; academic disciplines characterize different components of labor: the purpose of labor, the subject and material of labor, means of labor, methods of activity, labor organization and management. A significant proportion of this knowledge is of general professional importance and can be transferred within a professional group from one specialty to another.
The type of organization of the educational process implies the ratio of the volumes of compulsory and elective courses, compulsory classroom and independent extracurricular work, the inclusion of students in teaching and research and research work, its volume and content; preferable attitude to such organizational forms of education as lectures, seminars, business games. It depends on the attitudes towards the upcoming professional activity, on the degree of independence of students and their willingness to participate in those organizational forms of education that require a higher level. intellectual development, initiative, activity, personal responsibility in the performance of collective work.
Let's consider the organizational forms of training aimed at the practical training of students.
Laboratory lesson - a form of organization of training, when students, on assignment and under the guidance of a teacher, perform one or more laboratory work.
The main didactic goals of laboratory work are experimental confirmation of the studied theoretical positions; experimental verification of formulas, calculations; familiarization with the methodology of conducting experiments, research. In the course of work, students develop the ability to observe, compare, contrast, analyze, draw conclusions and generalizations, independently conduct research, use various measurement methods, and arrange results in the form of tables, diagrams, and graphs. At the same time, students develop professional skills and abilities in handling various instruments, equipment, installations and other technical means for conducting experiments. However, the leading didactic goal of laboratory work is to master the technique of experiment, the ability to solve practical problems by setting up an experiment.
In accordance with didactic goals, the content of laboratory work is also determined:
establishing and studying the properties of a substance, its qualitative characteristics, quantitative dependencies;
- - observation and study of phenomena and processes, search for patterns;
- - study of the device and operation of instruments, apparatus and other equipment, their testing,
- - removal of characteristics;
- - experimental verification of calculations, formulas;
- - obtaining new substances, materials, samples, the study of their properties.
A practical lesson is a form of organization of the educational process, which involves the implementation by students on assignment and under the guidance of a teacher of one or more practical work.
The didactic goal of practical work is the formation of professional skills in students, as well as practical skills necessary for studying subsequent academic disciplines.
So, in practical classes in mathematics, physics, technical mechanics students develop the ability to solve problems, which in the future should be used to solve professional problems in special disciplines. In practical classes in engineering graphics, students master the skills of making drawings, which are necessary when performing various graphic works in special disciplines.
Practical exercises are especially important when studying special disciplines, the content of which is aimed at the formation of professional skills. In the course of practical work, students master the ability to use measuring instruments, equipment, tools, work with regulatory documents and instructional materials, reference books, draw up technical documentation; perform drawings, diagrams, tables, solve various kinds of problems, make calculations, determine characteristics various substances, objects, phenomena. To prepare students for the upcoming work activity, it is important to develop their intellectual skills - analytical, design, constructive, therefore, the nature of the tasks in the classroom should be such that students are faced with the need to analyze processes, states, phenomena, design their activities based on the analysis, outline specific ways to solve a particular practical problem. As methods of practical training of professional activity, analysis and solution of production situational problems, business games are widely used. When developing their content, the level of complexity of the middle-level specialist should be taken into account.
When selecting the content of practical work in a discipline, they are guided by a list of professional skills that should be formed by a specialist in the process of studying this discipline. The basis for determining the complete list of works are qualification requirements to a specialist. An analysis of the State requirements and the content of the academic discipline makes it possible to identify the skills that can be mastered in the course of studying the educational material.
Thus, the content of practical work is:
- - the study normative documents and reference materials, analysis of production documentation, performance of tasks using them;
- - analysis of production situations, solving specific production, economic, pedagogical and other tasks, making managerial decisions;
- - solving problems of various kinds, calculating and analyzing various indicators, compiling and analyzing formulas, equations, reactions, processing the results of multiple measurements;
- - study of the structure of machines, devices, tools, apparatus, measuring mechanisms, functional diagrams;
- - familiarization with the technological process, development of technological documentation;
- - work on various machines, devices, devices, with measuring instruments; preparation for work, maintenance of equipment;
- - design according to a given scheme; assembly and dismantling of mechanisms, production of models of blanks;
- - Diagnostics of the quality of various substances, products. The methodology for teaching students to solve practical problems requires following a certain sequence: complete and clear clarification of the conditions; clarification of knowledge and practical experience, on the basis of which the problem can be solved; drawing up a solution plan.
The effectiveness of laboratory and practical classes depends to a large extent on how students are instructed to perform practical and laboratory work. Experienced teachers use instruction cards for students to independently carry out such work. Maps allow not to describe in detail the entire course of the work performed, but to pay attention to the most significant points: updating knowledge on the topic, practical actions, theoretical substantiation tasks being performed. In preparation for work on the map, students get the opportunity to plan their activities.
Course design - organizational form training applied at the final stage of studying the academic discipline. It allows you to apply the acquired knowledge in solving complex production and technical or other problems related to the field of activity of future specialists.
Production (professional) practice is an integral part and a peculiar form of organization of the educational process. According to the Regulations on the industrial (professional) practice of students of secondary specialized educational institutions, the practice is carried out in stages and consists of practice for obtaining primary professional skills and abilities (training), practice in the specialty profile (technological), pre-diploma practice (qualification or internship).
Educational practice is usually carried out in educational or training workshops of the university, technological and pre-diploma - directly at the enterprise, organization, institution.
The purpose of the internship is to prepare students for the upcoming independent professional activity. Practice links theoretical teaching at the university and independent work in production. In practice, students acquire the initial experience of professional activity in their specialty.
Technological and pre-diploma practice are carried out on the basis of contracts between educational institution and enterprises. Work programs of practices are developed taking into account the specific features of the basic enterprises. Along with various types practical work in work program Excursions, lectures, talks, seminars, practical training in production are planned. For each topic, specific objects are identified.
Teachers are looking for ways to improve the training of specialists. In a number of specialties, teachers conduct interdisciplinary classes at the expense of additional time spent as part of methodological searches. Some interdisciplinary classes began to be envisaged curricula. For example, students colleges of education, using both psychological and pedagogical knowledge at the same time, make up psychological and pedagogical characteristics for an individual student and a class team. With the correct performance of this task, students form important pedagogical skills to analyze psychological features the student and his personal qualities, in accordance with objective data, design the development of the student and the class team, plan their activities aimed at developing the personality of the student; establish proper relationships with children, etc.
The appearance of such classes in the practice of educational institutions is due to a number of circumstances.
One of the important directions in the implementation of the training of specialists is the formation of their professional skills in the process of training, which ensure their readiness for professional activities. The current practice of disciplinary teaching does not provide for the mastery of complex professional skills by students in the process of studying individual disciplines. However professional activity requires the integration of knowledge gained from different academic disciplines, combining them in a specific work. Consistently organized practical training, carried out in interdisciplinary practical classes, in course design, and in the process of industrial practice, should be directed to this.
