Keyword: «independent work of students»

In conditions of the time reduction of training the technical profile students, there is a need to improve the educational process in order to preserve the foundations of basic fundamental training in technical and special subjects. The teachers of the department “Dynamics and strength of machines and resistance of materials” in Nizhny Novgorod State Technical University developed the method of laboratory studies on the courses “Structural mechanics of ship”, “Structural mechanics of machines”, “Structural mechanics of airplane”, including the elements of the distance learning during the students independent training to the implementation of the laboratory studies.

In order to optimize the development process of the individual tasks, which will be protected from solutions copying, the instructors of the chair dynamics, strength of machines and resistance of materials in R. E. Alekseyev’s Nizhny Novgorod State Technical University have been developed universal tasks for computational and graphic works for the main courses of the chair.

The article is devoted to the problem of the formation of the subject position of future preschool teachers in the course of training at the higher educational institution. The most important means of formation are both the special forms of studies and the commitment of the educational process in the higher educational institution on the independent work of students and the increase of its efficiency.

The urgency of the investigated problem lies in the fact that the Federal State Educational Standard of Higher Education and the professional standard of a specialist in the field of journalism at the present stage of teaching prescribe mastery of theoretical and practical parts for university students. Meanwhile, the disciplines related to mastering the theoretical part are developed quite well, and the issues of organizing practice and independent work are solved by universities on an individual basis. Thus, universities geographically distant from megacities, when organizing educational practical work, face the problem of the lack of opportunities for students’ independent work due to the limited airtime allocated by regional media. Due to these circumstances, there is a need to work out practical recommendations for the organization of independent work of students whose area of training is 42.03.02 "Journalism". Thus, the purpose of the article is to analyze the organization of independent work of students in the areas of creative orientation. The study of the problem of organizing students’ independent work was carried out by analyzing the scientific literature in this field, as well as using the methods of interviewing and questioning students for the relevance of the independent work forms used by university teachers. As a result, it was revealed that the time restrictions determined by the curriculum do not allow students to develop sustainable professional skills in the creative areas of training. Students must gain the necessary knowledge and practical skills for professional activity themselves. Academic staff of universities successfully solves questions of theoretical education, but at the same time does not allow students to immerse themselves in the "full-length" process of journalist work because pedagogical theorists are not, as a rule, professional journalists, that is, they have no practical experience. Available practical and methodological manuals do not always meet the requirements of the rapidly developing creative profession as well. Hence, the main forms of independent work of students are determined, which will be aimed at the formation of professional competences of future journalists. Materials of the article may be interesting for the academic staff of universities, teachers of educational institutions, teachers of elective courses in journalism.

According to federal state educational standards of the third generation, foreign language proficiency belongs to the general cultural competence of university graduates. In a non-linguistic university, one of the tasks of teaching foreign languages is to increase the level of understanding professionally oriented texts. The introduction and widespread use of information and communication technologies and Internet technologies in education requires an adjustment of the means and methods of teaching foreign languages. Moodle has been considered as a learning tool towards promoting students’ reading comprehension. The participants were 156 EFL students, majoring in mathematics. They were taught three kinds of professionally-oriented informative reading: 1) perceptive informative reading; 2) evaluative perceptive reading; 3) creative informative reading. The goal of this study is to compare the level of foreign language reading comprehension before and after the course “Academic Reading” using LMS Moodle. During the course students of the experimental group had a wide reading practice in the format of Hot Potatoes, Treasure Hunt, Subject Sampler, Multimedia Scrapbook and Web-Quests. Prior to experiential learning, the level of understanding of foreign texts was 25% in the experimental group and 26% in the control group in extensive reading. After the experiment the data was 78% students showed high level of reading comprehension in the experimental group and only 43% students in the control group. At the beginning of the study only 18 % of students in experimental group and 15% of students in control group demonstrated high level of reading comprehension in intensive reading. After two years of experimental training the indicators reached 53% in the control group and 88% in the experimental group with a coefficient p> 0.05. In total, the level of understanding of the foreign language text increased on average by 50% in the experimental group, and by 20% in the control group.