Keyword: «competences»

Modern requirements for the professional training of specialists are determined by the changes that have taken place in recent years, not only in our country, but also in the world. The state cannot consider itself protected if the provision of public security and the protection of public order systems do not meet present-day challenges and threats, so training specialists for the National Guard troops of Russia is one of the important tasks of modern Russia. The fundamental factor in the successful use of the Russian National Guard troops is effective command and control of troops, and in the modern conditions of information and telecommunication technologies development – automated command and control of troops. The training of specialists in the field of information technology use for the troops of the Russian National Guard presupposes organizational and substantial changes of military education in order to improve the efficiency of military specialists training. The purpose of this study is theoretical substantiation of the content and structure of the organizational and administrative activity of a military specialist in the field of information technology application. In the course of the research, the method of theoretical analysis of pedagogical literature was used, formalization of the regulations in the field of organization and management of a subdivision and organization, and the modeling method was used to design the structure of organizational and administrative activity. The article describes the functions, stages, knowledge, skills, values, activity experience and competences in general and applied to the organizational and administrative activities of a military specialist. The role of the requirements of normative legal acts such as the Federal State Educational Standard on the specialty 09.05.01 "Application and operation of special-purpose automated systems" is shown, as well as qualification requirements in the formation of competences. The structure of organizational and administrative activity of a military specialist in the field of information technologies application with the description of interrelations between its elements is formed. The structure of the organizational and administrative activities of a military specialist will allow to construct a model for its formation and to develop practical recommendations for the effective training of cadets – future officers.

The article is devoted to the history of approaches to teaching foreign languages and their implementation in various teaching methods. Particular attention is paid to the competence approach, the need for which is determined by the increased requirements for graduates of non-linguistic universities in the labor market.

The paper presents an analysis of competitive activity in the perspective of a competence-oriented approach, which allows not only foregrounding interdisciplinary communication, but also contributes to the formation of a special motivation to further mastering the basics of professional activity in a higher educational institution. The relevance of the study is due to the lack of theoretical works on the issue of the application of competitive activity in the formation of professional competences in higher education. The study notes that a professional competition involving the pragmatic and cognitive components of education can serve as a starting mechanism in stimulating interest in further profession mastering. The aim of the study is to evaluate the degree of effectiveness of professionally-oriented competitive activity in the formation of competences for students majoring in translation and translation studies. The main research methods include theoretical analysis and synthesis of methodological and pedagogical literature, the study of foreign and domestic experience in training specialists, empirical methods – observation, pedagogical experiment, diagnostics, which confirmed the viability of the initial hypothesis and the effectiveness of the developed system of competitive tasks; auxiliary research methods – analysis of university documentation and methods of statistical processing of empirical data made it possible to evaluate the results of the experiment, to give a theoretical justification for the practical results obtained. Terminological analysis showed that at the moment such concepts as “competitive activity” and “competition” are practically not represented in the pedagogical-reference literature. The authors conclude that competitive activity, which is interpreted, above all, as an effective form of game training, is a productive and effective means of teaching students. It is noted that a higher school teacher faces a number of difficulties in implementing the above approach in the framework of classroom activity. On the basis of a retrospective analysis of the experiments of translation competitions, it is indicated that such a competitive extracurricular event allows us to set a new vector in the development of general and professional competences among students of translation specialty. Theoretical substantiation of the effectiveness of competitive activity as an auxiliary tool in the training of specialists in the field of translation can make a certain contribution to the development of the theory of vocational education. The practical significance of the study lies in the opportunity to apply the methodology of the competition, presented as a set of individual tasks.

The article discusses the various methods of using information technology in conducting laboratory practical work on physics. Three directions for the use of information technologies in conducting a physical experiment (a traditional field experiment, a field experiment with information support for graphing and processing measurement results, an experiment using physical modeling) are highlighted. The possibilities of forming research competence when working in a physical laboratory are considered.

Order of the Ministry of science and higher education of the Russian Federation № 987 of August 12, 2020 approved the Federal state standard for the area of training 21.05.04 Mining. The development of modern technological production, such as mining and processing, requires high-level personnel training. This leaves an imprint on the process of their learning, the vector of which is determined by the educational standard. This is what makes the issue of analyzing the Federal State Educational Standard 3 ++ in the area of training 21.05.04 relevant: on the one hand, in connection with the introduction of this standard, on the other, with the absence of an approximate educational program in the area of training. The purpose of the work is to identify the main factors that have made it necessary to update the FSES, and a number of innovations in the FSES 3 ++. The leading research methods of the problem are theoretical (analysis of pedagogical literature on the problem) and interpretation methods. The article presents a comparative analysis of FSES 3+ and updated FSES 3 ++ in the area of training 21.05.04 Mining. The authors studied changes in the structure and content of the Federal State Educational Standard in the area of training 21.05.04 Mining, the requirements for its implementation. The article emphasizes that the changes in the Federal State Educational Standard 3 ++ in comparison with the Federal State Educational Standard 3+ in the area of training 21.05.04 Mining reflect the continuity between educational standards. The change in the competences of a specialist was especially noted: universal competences were proposed instead of general cultural competences, the definition of general professional competences was changed, professional competences should be determined by an educational organization with a focus on professional standards. The authors emphasize the increased role of the employer in creating an educational program and developing a list of professional competences in the studied area of training. The practical significance of the work lies in the fact that the presented analysis of FSES 3+ and FSES 3 ++ not only revealed changes in the updated standard, but it should also be taken into account when developing professional educational programs in the direction of training 21.05.04 Mining. The article may be interesting for teachers and heads of educational organizations preparing specialists in the field of mining, as well as scientists conducting research in the field of continuous professional training.