Keyword: «universal competences»

The article discusses the issues of raising a communicative culture in the course of professional foreign language training for students of technical universities. The relevance of the problem under study is due to the fact that society needs specialists whose competences (professional, general professional and universal) meet the requirements of national and international labor markets and contribute to the subsequent successful employment of a technical university graduates. An analysis of the pedagogical literature allows us to conclude that in modern conditions the formation of universal (general cultural) competences plays an important role, since the main goal of the educational process is not only the preparation of competitive specialists, but also the formation of a system of values and moral qualities in them. In this regard, a pedagogical experiment was conducted at the Foreign Languages Chair of the Nizhny Novgorod State University of Architecture and Civil Engineering, the purpose of which was to increase the level of communication culture among students of non-linguistic specialties. To achieve this goal, the following theoretical methods were used: systematic study and analysis of psychological, pedagogical, scientific and methodological literature, materials of international scientific and practical conferences, generalization, comparison; empirical methods: observation, questionnaire, interview, assessment and self-assessment, analysis of the pedagogical experiment results, their psychological and pedagogical interpretation. A number of measures have been worked out (and partially implemented) aimed at improving the general culture of students and the culture of speech in particular. The main results of the work: students express their thoughts in the classroom and in conversations with the teacher more competently (in accordance with the norms of literary Russian language), which has a positive effect on the process of professional foreign language training of students; the number of students who have a negative attitude to using foul language in public places has increased, actively defending their point of view in discussions; the general cultural level of students increased thanks to extracurricular activities that stimulated a growing interest of students in the history, culture of our country and countries of the world. The materials of the study may be used in the educational work of universities that train engineering specialists.

Modern education is aimed at forming an initiative, creative person who is able to acquire knowledge independently and use it for solving interpersonal and professional tasks. The project methodology considered in the article corresponds to new trends in education that determine its relevance. The purpose of the study is to determine the main aspects of the organization of project-based learning technology to increase the level of formation of foreign language communicative competence and stimulate cognitive activity of students. To achieve this goal, the competence approach was used as the main one. The author also notes the personality-oriented nature of the method, its educational potential and positive impact on the educational and cognitive independence of students, which contributes to the productive assimilation of educational material and increases motivation in learning. The advantages and disadvantages of using the project method are clarified. The advantages of the method are the involvement of students in research activities using modern computer technologies, individualization of the learning process with simultaneous learning in cooperation, integration of knowledge from various fields, which gives a complete picture of the world, and improvement of communicative competence in all types of speech activities, taking into account the level of training. The methodological basis was the work of domestic and foreign scientists on the issue under study. Methods of theoretical analysis and synthesis, comparison and interpretation, study of project activity products and its characteristic features in a non-linguistic University were used. The article describes the essence of the method, its types, stages of work on the project, and the possibilities of its application in classroom and extracurricular work when teaching a language. The role of the teacher in the organization of project activities is clarified. The author offers examples of project tasks for the formation of communicative and socio-cultural competences in a non-linguistic University depending on the level of language training of students. The theoretical understanding of the project method and the practical use of the research results will allow us to form the communicative competence of students in a foreign language more effectively and develop their educational and cognitive independence.

The article presents the psychological and pedagogical conditions for the formation of universal competencies among university students in the course of mastering the academic disciplines "Life navigation" and "Technologies of personal effectiveness". The article examines the results of the positive influence of mastering the educational disciplines "Life navigation" and "Technologies of personal effectiveness" on the vitality of the individual, on the components of vitality and on the self-efficacy of the individual. Factor analysis made it possible to see the dynamics of the factor structure and co-content of factors after the implementation of the disciplines "Life navigation" and "Technologies of personal efficiency".

The relevance of the presented article is due to the need for a detailed analysis of the characteristic aspects of the evaluation of universal competences during the transition to the 3++ FSES of higher education. In modern professional education, more and more attention is paid to the formation of universal competences among students, since universal competences combined allow graduates to make successful professional career in at least one area. The article examines the essence and content of universal competences of the updated federal educational standards of higher education 3++, taking into account changes and additions, as well as problems related to measuring and evaluating the formation of universal competences of students in the development of bachelor's degree programs. The analysis of the main approaches, techniques and procedures for evaluating the universal competences of students is made. In the process of studying the problem, logical and statistical methods were used, the scientific works on this issue were analyzed, the characteristics of the FSES of higher education 3++ were considered, and universal competences were evaluated. As for the results of the study, the "universal competences" concept is undergoing changes in the modern Russian university due to the introduction of new FSES 3++. This problem can be defined as the identification of universal competences. The classification of universal competences, ideas about the quality of a person in the educational standard, humanistic potential, the quality of goal-setting in educational policy and in quality management of education depend on its solution. This is followed by the conclusion that universal competences are an important means of training future specialists for an innovative economy.

Based on the analysis of scientific educational sources and own experience of foreign language teaching at a technical university, the author tries to represent the specific features that characterize the formation of undergraduate students’ universal competences in the process of foreign language learning. The universal competences of the new generation educational standards that have replaced the so-called general cultural competences are regarded as the foundation of students’ further individual, social and professional development that determines their potential success in the future. The article examines such issues as the composition of components of the universal competences, content interconnections among them; it also describes and provides real-life practical examples of a substantial potential of a foreign language as a curriculum subject that provides for their effective development.