Abstract
The necessity of forming a project-technical competency of students in technical universities is due to the transition of the industrial areas to science-intensive technologies and the need for active involvement of professionals in their elaboration, implementation, and technical calculations. In this process, a key role should be given to a teacher of physical and mathematical disciplines, his readiness for the process of the students’ project-technical competency formation in the study of these disciplines. In this regard, this article actualizes the problem of developing methodological support for professional development of physico-mathematical sciences teachers, contributing to their choice of optimal content and technologies for teaching mathematics and physics, aimed at forming the project-technical competency of technical university students. The article materials may be useful both for teachers of physico-mathematical disciplines, and for teacher education university students—future teachers of physico-mathematical disciplines.
Highlights
The project-technical competency of a future technical specialist is defined as a complex integral system of his personal and professional qualities, characterizing the degree of identity development and reflecting the synthesis of technical and designing knowledge, abilities, skills, intellectual abilities, action programs, value orientations aggregate, motives and professional self-improvement needs of the student, personal attitude to the subject of activities, which are detected in the project-technical competence within the activity-relevant aspects (Ageeva & Cotov, 2006; Miller, 2008; Levina et al, 2015).In the content of the project-technical competence we have identified the following competencies formed in students when learning mathematics and physics:
A key role should be given to a teacher of physical and mathematical disciplines, his readiness for the process of the students’ project-technical competency formation in the study of these disciplines
This article actualizes the problem of developing methodological support for professional development of physico-mathematical sciences teachers, contributing to their choice of optimal content and technologies for teaching mathematics and physics, aimed at forming the project-technical competency of technical university students
Summary
The project-technical competency of a future technical specialist is defined as a complex integral system of his personal and professional qualities, characterizing the degree of (self) identity development and reflecting the synthesis of technical and designing knowledge, abilities, skills, intellectual abilities, action programs, value orientations aggregate, motives and professional self-improvement needs of the student, personal attitude to the subject of activities, which are detected in the project-technical competence within the activity-relevant aspects (Ageeva & Cotov, 2006; Miller, 2008; Levina et al, 2015).In the content of the project-technical competence we have identified the following competencies formed in students when learning mathematics and physics:.
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