Introduction of the educational trajectory for training workers in the ship repair field in Primorsky Kray

A. Kriukov
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Abstract

The use of educational technology, namely the educational trajectory, is considered on the example of the educational process at the Vladivostok Shipbuilding College in the specialty “Installation and maintenance of ship machinery and mechanisms”. This pedagogical technology is used throughout the entire training program for the training of a mid-level specialist in project activities, which completes each stage of training. During the entire period of four-year training, the future specialist studies various subjects, academic disciplines and professional modules. As part of the training, individual, course and diploma projects and works are used as the final stage of their development. The totality of all projects can be built into a single, but individual educational trajectory, which allows for training from the academic discipline “Introduction to the specialty” to the defense of the final qualifying work. The use of this pedagogical technology has made it possible to build a system of training middle-level specialists in such a way that a student can independently determine the vector of further development of both a specialist and a personality. The assessment of the application of this pedagogical technology based on the results of the state certification of students for a five-year period is presented. The results of the analysis of statistical data indicate the positive dynamics of the results of the protection of final qualification works, and also reveal the features of the results at key points. In general, the pedagogical technology under consideration has determined the possibilities of improving the methodological, material, technical, scientific base for the training of a mid-level specialist on the basis of the Vladivostok Shipbuilding College.
滨海边疆区船舶修理领域工人培训教育轨迹介绍
以符拉迪沃斯托克造船学院 "船舶机械和装置的安装与维护 "专业的教学过程为例,探讨了教育技术的使用,即教育轨迹。这种教学技术贯穿于整个培训计划,用于培训项目活动的中级专家,完成每个阶段的培训。在整个四年培训期间,未来的专家将学习各种科目、学科和专业模块。作为培训的一部分,个人、课程和文凭项目和作品是其发展的最后阶段。所有项目的整体性都可以建立在一个单一但个性化的教育轨迹中,从而实现从学科 "专业入门 "到最终合格作品答辩的培训。这种教学技术的应用使中级专家培训体系的建立成为可能,学生可以独立决定专家和人格的进一步发展方向。本文介绍了根据五年期学生国家认证结果对该教学技术应用情况的评估。统计数据的分析结果表明,最终资格认证工作的成果保护呈现出积极的态势,同时也揭示了成果在关键点上的特点。总之,所考虑的教学技术确定了在符拉迪沃斯托克造船学院的基础上改进中级专家培训的方法、材料、技术和科学基础的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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