Abstract
The introduction of new federal state educational standards necessitated the use of a competence approach which is designed to generate not only the necessary amount of knowledge and skills, but also certain experience of using them in practice. That is, in other words, practice comes to the forefront in modern professional education. Practically-oriented technologies are indispensable in the framework of the activity-competence approach. Modern professional education forms an independent, creative thinking, mobile student, capable of unconventional solutions of any given task. In this regard, the provisions that underpin the principles of practice-oriented learning are laid down. The stages of forming the professional competences of the student’s personality according to the use of the technologies studied by us are considered in detail. The elements included in the model of the practitioner-oriented specialist are revealed as well as the content of the practice-oriented training. Recommendations are given to the teacher for the most productive work with students. The problems that can arise in the introduction of practice-oriented technologies are indicated.
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