Keyword: «secondary vocational education»

The article identifies and briefly describes such stages of a teacher’s technological activity aimed at teaching and educating students as motivation of students, organization of training, organization of perception of educational information, understanding, memorization, consolidation, repetition, generalization and systematization, and also con-trol and assessment of students’ knowledge. There is a connection between many of these technological aspects and the psychological impact on students.

The article theoretically substantiates the need to use communication technologies in order to develop cognitive interest among adolescents. The results of testing the “debate” technology in a medium-sized professional institution are presented. Through the development of cognitive activity, students are stimulated to become interested in future professional activities. In addition, apart from the formation of cognitive interest, students develop critical and creative thinking skills.

The article discusses a methodology for generalizing and systematizing knowledge, which may be relevant in the course of teaching the discipline “Economics” in the secondary vocational education system. Particular emphasis is placed on the use of didactic games in the learning process. The game “Economic Lotto” has been developed and described as a tool for systematizing and generalizing students’ knowledge in the economic discipline. The article discusses the theoretical foundations of creating a game, its structure and principles of operation. Particular attention is paid to the pedagogical ad-vantages of using the game method in the educational process.

The relevance of the article is due to several contradictions of modern Russian education: the increase in the number of students in all training programs in secondary vocational education, the increase in income from secondary vocational education due to paid educational services and the unpreparedness of ninth-graders to make a responsible choice by the time they acquire basic general education, the continuing focus of the labor market on specialists with higher education. These contradictions determined the aim of the article: to highlight the reasons and possible consequences of the popularity of secondary vocational education programs among schoolchildren and to determine optimal models of continuity between secondary vocational and higher education. The review of the conceptual foundations of continuous training in the systems of secondary vocational and higher education allowed the author to draw a conclusion about the most popular and developed approaches in pedagogical theory: continuity of training at the level of didactic decisions (coordination of the successive content of education (within cross-cutting academic disciplines) and teaching methods (methods, technologies, forms)). The study used comparative analysis of theoretical approaches and the results of a survey of 132 students of secondary vocational education institutions in Omsk about the reasons for choosing secondary vocational programs and plans for continuing education at a university. The results of the study made it possible to forecast the possible consequences of the current situation in secondary vocational education for all levels of education. It is necessary to improve the procedure of the Unified State Exam at the school level (the fear of which pushes a significant part of schoolchildren to enter secondary vocational institutions), to introduce forms of earlier vocational guidance at school. At the level of secondary vocational education, we are to consider secondary vocational education programs as the first stage of end-to-end professional training. At the university level - initiate and promote different forms of continuity (didactic and methodological), update the most popular education formats among graduates of secondary vocational institutions (correspondence and distance learning, hybrid form). The theoretical significance of the study is in identification of the characteristics and reasons for the popularity of secondary vocational education programs among modern schoolchildren, in description of the necessary conditions that allow minimizing the risks of large outflow of schoolchildren after the 9th grade. The practical significance of the results is associated with the possibility of using the conclusions of the article for working out specific solutions at all levels of education.

Currently, the formation of intercultural competence of students at professional non-linguistic colleges as part of studying a foreign language is becoming an important aspect in the development of the system of secondary vocational education. Intercultural competence is a key skill in the modern world, where the demand for a specialist depends not only on his professional qualities, but also on the ability to socially adapt through interaction with representatives of different cultures, partners and clients. In modern education, training must expand beyond narrow specialization and include a comprehensive approach to student development. The orientation of educational programs to the needs of industrial labor markets also involves the development of pedagogical conditions for the formation of intercultural competence within the framework of learning a foreign language. The aim of this study was to specify the content of intercultural competence of students at a non-linguistic vocational college. The implementation of this goal was carried out based on the provisions of the systemic, competency-based, personality-oriented approaches. The author used such methods of theoretical research as analysis of scientific pedagogical literature; terminological analysis; comparison, systematization and generalization of scientific views and ideas of modern domestic and foreign researchers. Despite the diversity of points of view of domestic and foreign researchers in determining the essence of the phenomenon under consideration, they all note the need to integrate the cultural context into the process of teaching foreign languages, which will allow future specialists and graduates of secondary vocational educational institutions to effectively interact with representatives of other cultures. As a result of the theoretical research, a definition of intercultural competence of students at non-linguistic secondary vocational educational institutions in the context of learning a foreign language was formulated. The development of this competence presupposes that students have specific knowledge, skills and abilities that allow them to successfully function in conditions of cultural diversity, find a common language with representatives of other cultures and build constructive interaction with them. As a result of the analysis of domestic and foreign scientific literature, the content of intercultural competence of students at a non-linguistic vocational college was determined. The theoretical significance of the study consists in clarifying the content of intercultural competence of students in secondary vocational education programs. The practical significance consists in verifying the directions for adjusting foreign language curricula taking into account the content of intercultural competence highlighted in this article. The scientific novelty consists in the fact that the author has identified and substantiated the structural components of the phenomenon under study, the focus on which in the process of developing foreign language curricula for students of a non-linguistic professional college will allow a systematic approach to the issue of developing intercultural competence.