Abstract
The article deals with the relevant problem of training master students for professional communication. On the basis of the theoretical analysis of the labor functions for programmers specified in the professional standard and the analysis of competencies outlined in the Federal state educational standards of higher education 3+, the authors highlighted the relevant competence – readiness for professional communication. The competence requires the search for productive educational measures to promote the development of this type of readiness. The aim of the research is to construct a model of formation of readiness of future software engineering masters for professional communication. According to the purpose the following tasks are solved: 1) the algorithm of model design is developed and tested; 2) by means of the analysis of documents the studied problem relevance is proved; 3) the analysis of scientific sources assisted to specify the definition of the readiness of future software engineering for professional communication and define the list of necessary knowledge, abilities and skills; 4) on the basis of the modeling method, a structural model of the educational process is constructed and the content of its components is given. To solve these problems, we relied on the methodology of systematic, competence and integrative approaches. Besides, we used methods of documents analysis, theoretical analysis and synthesis, observation, analysis of products of educational activities and modeling which are considered as adequate to the tasks. On the basis of the methods of observation and analysis of the products of educational activity, the insufficient level of readiness of future software engineering masters for professional communication is recorded. For its qualitative improvement the model of formation of readiness of future software engineering masters for professional communication is developed. The main feature of this model is the use of the interdisciplinary principle in the educational process of the University. Interactive teaching methods, interdisciplinary projects and modern scientific and educational Internet resources that increase motivation and involvement of students are chosen as the most effective methods of formation of readiness for professional communication. Theoretical and practical results of the work can be used in training programs for graduate students. The scheme proposed by the authors can form the basis for the design of models and methodological ideas for the development of students' competencies in the oral and written business communication, scientific sphere of communication, intercultural aspects of interaction with specialists, etc.
Highlights
На основе методов наблюдения и анализа продуктов учебной деятельности зафиксирован недостаточный уровень сформированности готовности будущих магистров программной инженерии к профессиональной коммуникации
According to the purpose the following tasks are solved: 1) the algorithm of model design is developed and tested; 2) by means of the analysis of documents the studied problem relevance is proved; 3) the analysis of scientific sources assisted to specify the definition of the readiness of future software engineering for professional communication and define the list of necessary knowledge, abilities and skills; 4) on the basis of the modeling method, a structural model of the educational process is constructed and the content of its components is given
We relied on the methodology of systematic, competence and integrative approaches
Summary
В статье рассматривается актуальная проблема подготовки студентов уровня магистратуры к профессиональной коммуникации. Представленного в статье, является конструирование модели формирования готовности будущих магистров программной инженерии к профессиональной коммуникации. На основе методов наблюдения и анализа продуктов учебной деятельности зафиксирован недостаточный уровень сформированности готовности будущих магистров программной инженерии к профессиональной коммуникации. Решение задачи по конструированию модели формирования готовности будущих магистров программной инженерии к профессиональной коммуникации необходимо начать с определения понятия «конструирование» и разработки алгоритма конструирования искомого педагогического процесса. Использование методов стороннего и включенного наблюдения в образовательном процессе и анализа продуктов учебной деятельности (диагностические работы, тесты, контрольные срезы) помогли нам определить уровень сформированности готовности будущих магистров программной инженерии к профессиональной коммуникации как недостаточный для осуществления ими трудовых функций. Котлярова [9] и др.) к изучению процесса формирования готовности будущих магистров программной инженерии к профессиональной коммуникации, мы можем представить данный процесс как структурную модель, состоящую из целевого, содержательного, процессуального и критериально-уровневого компонентов Критериально-уровневый компонент модели (см. таблицу) реализуется на последнем этапе и включает критерии, показатели оценки и уровни сформированности готовности к профессиональной коммуникации магистров программной инженерии
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