Keyword: «contextual learning»

A modern highly qualified engineer must have an up-to-date set of digital competences that are essential for a successful professional career in the digital era. One of the characteristic features of digitization is the integration of sciences, which is especially evident in the use of digital technologies. In this regard, it is necessary to develop the digital competences of students, using the didactic potential of intersubject integration carried out in the process of information and mathematical training of engineers. The purpose of the work is to study the implementation of information and mathematical training of students from technical universities under the conditions of the globalization of Industry 4.0. The article analyzes the contextual competence-oriented and CDIO approaches in organizing the educational process at a technical university. The novelty of this research: the scientific and methodological apparatus for enhancing the student's activity in solving practice-oriented problems of interdisciplinary content has been expanded by including the optimizing tasks of "contextual" content in the learning process. The authors consider the activity of solving the optimizing tasks of "contextual" content as one of the conditions for the development of digital skills for a student of a technical university. The conducted theoretical analysis of research works on the topic made it possible to highlight the didactic opportunities of the optimizing tasks of "contextual" content and to highlight the digital technologies used to solve them. The article provides a methodology for the development of digital competences of future engineers worked out by the authors through a system of optimization tasks of "contextual" content. This study initiates possible prospects for further research on the development of digital competences for future engineers. The variant of the typology of the optimizing tasks of "contextual" content presented by the authors should be recommended to a wide range of teaching staff of information and mathematical departments of technical universities for using in scientific, methodological and practical work.

In the article, the authors focus on the fact that the lack of effectiveness of traditional education encourages the search for more effective technologies for the development of professional competence. Expansion of practical orientation in teaching cadets based on a contextual approach is considered as one of the important ways to solve this problem. The article notes that the activity of cadets in contextual learning is achieved by transforming educational activities into professional ones. The directions of the introduction of the principles of contextual learning in the educational process of the university are formulated to create conditions for enhancing the cognitive activity of cadets in active types of classes, such as business games, analysis of specific problem situations, role playing.

The relevance of the study is substantiated by the social demand expressed in domestic and foreign legal documents related to the development of professional, communicative competences, improving the quality of education through student-centered learning technologies and, as a result, the development of the possibility of citizens' participation in lifelong education. The purpose of the experiment was to study the effectiveness of the development of a foreign language communicative competence of a teacher through the use of the technology of quasi-professional activity. The study was based on competence-based and student-oriented approaches, the theory of content-language integrated learning (CLIL), the technology of quasi-professional activity, which is part of the theory of contextual learning by A. A. Verbitsky, and also reflects the ideas of a foreign approach to education based on simulation (simulation-based learning). The experiment can be classified as natural, for excluding the experimental course, all groups that had been participating in it received same curriculum, subjects and amount of class work hours. The program of the subject was compiled on the basis of students' requests and diagnostic work based on the structure of professional foreign language communicative competence in the context of pedagogical education. The verification of the objectivity of the conclusions was made using the calculation of the Mann-Whitney U-test. The results of the study confirmed the hypothesis of the effective development of this competence through the use of the technology of quasi-professional activity. In addition, the influence of subjective factors on the results of quasi-professional activities was found. These include: the desire to acquire Master’s degree, assessment of the quality of education at the university, self-assessment of the level of development of the competence components. Students, who wish to continue their education acquiring Master’s degree, as well as those who rated the above factors more highly, demonstrated higher achievements according to the results of the control assessment. The results of the article can be used for further study of subjective factors affecting the effectiveness of quasi-professional activities. The model of the development of the competence, reflected in this and previous articles of the author, can be applied in teaching bachelors and also in advanced training courses.