Keyword: «training model»

The change in the further progressive development of society is associated with ensuring the rates of economic growth, giving our economy an innovative character. The key to the success of the innovative activity of the society is the dynamic development of all sectors of the economy, including education and high-quality professional growth of qualified human resources. The Government of the Russian Federation, when developing a national project in the field of education, is instructed to proceed from the statement that it is necessary to achieve the following goals and targets by 2024. These are to ensure global competitiveness of Russian education, to provide for the Russian Federation a place among top 10 countries in the world in terms of general education quality. The main aspect is the upbringing of a harmoniously developed and socially responsible person on the basis of the spiritual and moral values of the peoples of the Russian Federation, historical and national cultural traditions. According to the strategy, the necessary condition for the trajectory of innovative development is the provision of an information environment for vocational education, which is the basis for dynamic economic growth and social development of society, a factor in the well-being of citizens and the security of the country. The reform of vocational education is carried out through the development of a new generation of state educational standards and appropriate teaching and methodological support, as well as the expansion of interaction between educational institutions and employers, the development of academic mobility programs for students, teachers, researchers, and administrative personnel. An important aspect of the problem under study is to provide in the process of vocational training active engagement of students in the project activity, by solving professional problems through project activities. These do not require a clear attachment to the type and structure of the lesson, the topic of the lesson, the subject itself. Project tasks have a creative component in professional work. Solving them, students are not limited to the scope of the usual learning task, they are free to invent, fantasize. The main goal of the project tasks is to involve the trainees in thinking about what is unknown, the formation of different ways of cooperation. The main condition is the ability to transfer known methods of actions (knowledge, skills) to a new practical situation for them, where the result would be an actually created product (text, chart, etc.). In addition, the article presents the technology of vocational training to improve the educational process of middle-level specialists training in the technical school and suggests a model aimed at the formation of cultural and professional competences based on the fulfillment of a number of pedagogical conditions. This, in turn, actualizes the consideration of the pedagogical conditions of education in the technical school. The set of pedagogical conditions is a set of related components aimed at achieving the main result - the development of professional knowledge, skills and abilities of trainees and raising the level of general scientific and professional culture. As a result of the study, we have identified scientifically based pedagogical and methodological recommendations for the use of a business simulator in vocational training in the educational environment of a technical school. Thus, there are contradictions between the ambition of teachers and masters of professional educational institutions to promote cognitive activity, to develop creative abilities of students in conditions of professional training and the lack of necessary didactic and methodological support in the educational environment. This explains the need of carrying out research aimed at identifying modern methods of teaching students to implement creative projects as one of the most important aspects of this problem. The article will be interesting for teachers, instructors of vocational training, post-graduate students, undergraduates, as well as for the managers at all levels of professional education.

The issue of the relevance of preparing future teachers for managing project activities of students in the main school is determined by the need to take into account the formation of skills in performing project activities in the final assessment of the students’ results in mastering the basic educational program of basic general education. The purpose of the article is to theoretically substantiate the model of preparing future teachers for managing the project activities of students in the basic school, to reveal its structural and component composition, the content of the stages. To solve the set goal, we analyzed approaches to modeling; identified the essential characteristics and structural components of the model for preparing future teachers to manage the project activities of basic school students; determined the requirements for the created model; presented the content of the model of preparing future teachers for the management of project activities of basic school students. The model includes interconnected units: target, methodological, structural-content, technological, result-evaluative ones. According to the model presented in the article, the training of future teachers to manage the project activities of basic school students is carried out in stages, realizing the function of a technological unit, and generally contributes to the formation of readiness for professional activities. The theoretical significance of the study lies in the fact that the results of the study will contribute to a deeper understanding of the specifics of the training of future teachers; expand scientific understanding of the means and methods for the formation of professionally significant qualities and professional competences; will stimulate the development of the content of the professional training of new format teachers at the university. The practical significance of the study lies in the focus of its results on improving the professional training of teachers in the area of "Pedagogical education". As a result, the structure of the developed model includes elements that make it possible to take into account the possibility of interaction between structural and functional components, but the emphasis in the model is made on the implementation of the pedagogical process itself (process model) - on technology. Technology is part of the model - the examined pedagogical system.

At present, thanks to the rapid development of science and technology with the widespread use of the Internet and computers, the use of information technologies in teaching undoubtedly introduces a couple of powerful wings in education, becoming a means of changing the training regime of teachers, which makes teaching methods more and more diverse. It makes a university a bright and creative place for training that provides students with an open educational environment and resources, and can better develop students' attitude to learning throughout life and the ability to actively study innovation. Computer auxiliary training is a need for education reform, as well as the need to adapt to modern training. The rational and efficient use of information technology in teaching to fully stimulate students' interest in learning, mobilize their motivation and develop the ability to continue innovation is an increasingly important task. The relevance of the problem under study is determined by the fact that the model of teaching the use of the public WeChat platform is considered for writing scientific articles in the process of developing professional abilities among students. The implementation of the written speech skills in the process of teaching Russian as a foreign language is analyzed taking into account the characteristic features and advantages of the WeChat public platform in combination with the exercise system. In addition, an example of training course is given in accordance with the training model and designing the experiment. The purpose of this article is to provide a model for teaching Chinese students to use the WeChat platform to write scientific articles, as well as to work out an appropriate training program. Methods for studying the problem – theoretical analysis of the scientific literature, the study of the experience of teaching foreign undergraduate and graduate students to write scientific articles, generalization and systematization of data, modeling a system for teaching Chinese students to write scientific articles using the WeChat platform. The theoretical significance of this study is in determining the advantages and effectiveness of network information technologies in teaching foreign philologists to write scientific articles in Russian. The practical significance of the study is in creating an Internet platform for building the skills of writing scientific work in the genre of “Article” in Russian, and in developing a training model that takes into account the characteristic features of the speech genre and the specifics of online learning.

Specialized training today is designed to solve a number of pressing and urgent problems, one of which is to increase the motivation of young people for future professional activity, the formation of key competences and practical skills necessary for its implementation. Career guidance and self-determination of schoolchildren seem to contribute to this but, as the practical work in specialized psychological and pedagogical classes shows, this is far from the real case. It is worth noting that career guidance and self-determination are focused on the elimination of particular problems, and are part of the overall work on the organization of specialized training, which, however, in our opinion, is much broader than it may seem at first glance. Therefore, the aspect of studying the system of education in specialized classes seems to us particularly important. This circumstance makes it possible to formulate the purpose of the article, which is to describe the model of teaching in specialized psychological and pedagogical classes. The system activity-oriented approach, as a fundamental principle of education, allows us to build an appropriate model of a teacher's activity in organizing training in classes of psychological and pedagogical orientation. The practical involvement of high school students in active pedagogical activity contributes to the formation of motivational, personal, behavioral spheres, as evidenced by their qualitative changes. The proposed training model differs significantly from the traditional vision of building a pre-professional education. The author's interpretation is based on an integrated approach that allows to reach all students through involvement in project, research, and practical activities. Schoolchildren already at the stage of special training try on the roles of educator, teacher, instructor, researcher. The theoretical significance of the article lies in the description of the model of training in specialized psychological and pedagogical classes; comparative analysis of approaches to the organization of pre-professional and vocational education in domestic and foreign practice; generalization of the modern system of specialized training. The practical significance of the article consists in substantiating the author's model of teaching in specialized psychological and pedagogical classes (the case of Yevpatoria schools), which will help both the authors and the scientific community deal in the future with issues of specializing to diversify the types and forms of involvement of the pedagogically interested generation in future professional activities.

The relevance of the study of mentoring is caused by the personnel hunger (especially in the technical sphere), the need to use complex automated systems that require certain competences. At the same time, improving the quality of life of the population should meet the challenges of the present day. People should feel involved in their professional activities, perform additional competences from the field of self skills, and reach their career potential. The development of corporate energy education has become an opportunity to work with representatives of the energy sector. The phenomenon of mentoring in corporate energy education is a bridge from theory to practice. It is here that the support of a professional in the labor function is given, which allows a person to build his/her individual career. However, the undeveloped model of mentor training, the isolation of professional activity from the principles of mentoring form a problem of methodological nature. Mentor training models have been developed for the pedagogical sphere. But these models cannot be realized in the conditions of corporate energy education. The purpose of the presented article is to determine the most optimal model of mentor training in the context of corporate energy education. Theoretical and methodological foundations of the research are based on the achievements of professional pedagogy using theoretical methods of cognition: retrospective analysis and content analysis of documents, literature, scientific works, as well as comparative analysis and generalization of results. The fundamental scientific approach is the system activity-oriented approach. As a result of the analysis of world and domestic practice of mentor training model development, a general model of training, threat factors related to the specifics of the energy sector were formed. Based on the results of the analysis, the competences necessary for effective mentor's activity were identified. Further scientific research will be conducted as an analysis of the best world practices of training and implementation of mentoring in the third space. Experimental research is necessary in the field of analyzing self skills of specialists from the non-pedagogical sphere who have received awards "For mentoring". Such a research work will provide the development of a relevant mentor training model for the corporate energy sector in partnership with energy employers. The results of the study are based on understudied sources of global mentoring practice in different spheres, which can contribute to the development of understanding of mentor training models in Russia.