Keyword: «pedagogy of cooperation»

The relevance of the article is due to the increasing interest in works focusing on the pedagogy of cooperation as a modern form of relationship, both in higher education in general and in a technical university in particular. The roots of the pedagogy of cooperation could be traced back to ancient times, finding development and continuation in the ideas of innovative teachers of the Soviet period. The article considers modern trends in the pedagogy of cooperation as a form of modern education in the engineering sciences field. With all the merit of V.N. Obrastsov’s scientific legacy as well as his expertise in professional training for the transport industry, there is practically no theoretical and practical researches on his pedagogical approach to educating transport engineering specialists. The purpose of the study is to analyze the scientific and pedagogical heritage and the ways of cooperation pedagogy implementation in V.N. Obraztsov’s professional activities and work. An important trajectory of the research is studying, preserving, and applying his pedagogical traditions and educational practices. The purpose of the study required embracing the entire spectrum of V.N. Obraztsov’s scientific heritage and works devoted to his activities. It includes examining the main approaches to conveying technical knowledge, analyzing the concept of «pedagogy of cooperation» in Russian and foreign academic literature, and developing the principles of linkage between V.N. Obraztsov’s pedagogical practice and the pedagogical cooperation concept. The article uses the following research methods: theoretical analysis of literature, historical and comparative methods, generalization, and data systematization. The article considers key features of V.N. Obraztsov’s pedagogical practice, such as providing and distributing technical knowledge, the main approaches to pedagogy cooperation, and educational models based on this concept. The authors conclude that person-to-person relations based on students’ expanded autonomy contribute to the efficient dissemination of technical knowledge and its development in new directions. The practical significance of the study is its pedagogical application in different forms of educational activities in a technical university, both in teaching foreign languages and other disciplines. The results of the research may be interesting for educators and instructors, scientists and practitioners, as well as a wide range of persons interested in the interconnection of «teacher-student». The study of the scientific and pedagogical heritage of academician V.N. Obraztsov confirmed the theoretical value of his works and opened new prospects for the development of higher engineering education in Russia.

Sometimes it seems to me that success in life for any person lies in solving problematic situations that arise in his life path in all its diversity, as a rule, unexpectedly. Life situations are mirrored in education. If a person is able to solve problems that arise in unfamiliar, non-standard situations for him, then he will certainly become capable of development not only as a highly qualified specialist in his field, but also as a person with his own unique worldview, worldview, worldview… I like to solve academic problems in subjects, I consider their solution to be the most effective and universal didactic tool in teaching. The universality of problem solving lies not only in the diversity of the content of specific tasks, methods and techniques for solving them, but also in the ability of the problem solving process to turn into teaching methods and technologies. The didactic universalism of problem solving still lies in its implementation.