РЕВЕРСНЫЕ ОБРАЗОВАТЕЛЬНЫЕ МЕТОДИКИ ПРИ ПОДГОТОВКЕ ИНЖЕНЕРНЫХ РАБОТНИКОВ

Abstract

The features of the engineer’s profession are described in various scientific and reference literature and in current regulatory documents related to the requirements for the qualifications of workers in various industrial, transport and other enterprises. There are features of their education in the conditions of modern engineering and technical universities, taking into account the requirements of the federal state educational standards of the new generation, as well as taking into account the current requirements of professional standards. The state, civil society and professional communities expect modern perspectives from the training of engineers in various fields. To achieve the required quality of training of specialists with engineering education, it is necessary to use various pedagogical innovations. Examples of such innovations are the methods of reverse teaching, which take into account the initial competencies of students, starting from which teachers of various disciplines will be able to form both curricula and individual learning trajectories of students, taking into account their forms of learning, classroom load and practical industrial and educational experience. At the same time, reverse technologies can be used both in group training of junior students and in the preparation of student (graduate) projects related to the modernization and restructuring of production. It is the reverse teaching methods that allow the formation and development of general professional and professional competencies that will be in demand at real industrial enterprises. In this case, students learn not only to solve typical problems, but also to prove and implement their ideas on a scientific basis, which will make it possible to achieve the efficiency of production processes and the quality of products.