PROFESSIONAL TRAINING OF AGRARIAN PROFILE SPECIALISTS AS A PSYCHOLOGICAL-PEDAGOGICAL PROBLEM

Abstract

Improving the efficiency of the professional training of specialists in the agrarian sector is one of the priorities of the system of higher agricultural education. The purpose of the paper is to identify the main approaches of professional training of specialists in the agrarian sector. According to the results of the analysis of psychological and pedagogical literature, scientific contributions, the author submits the author's definition: «readiness of future specialists of agricultural specialties for professional activity as a complex socio-psychological education, which is characterized by awareness of the significance of this activity in the process of learning, the direction of the received theoretical knowledge, practical skills and abilities to solve problems of the agro-industrial complex of Ukraine». We distinguished three stages of professional training of students of agrarian profile in conditions of higher educational establishments, the qualities that must be formed for each student: the desire for in-depth study of his profession, the development of interest in it; regular independent performance of educational tasks; honest performance of public orders, active participation in public life; search of original, non-standard solutions of technical tasks. The article has stressed that the future specialist of the agrarian profile requires the combination, on the one hand, of deep industrial and technical knowledge, on the other hand, a thorough knowledge of socio-psychological knowledge that would allow to manage production units efficiently and successfully work in various sectors of the agricultural sector of Ukraine. It has been noted that in order to increase the efficiency of student learning, it is necessary: to know the objectives of the training, that is, those final knowledge, skills and abilities that they must acquire in the course of studying the disciplines; find forms and methods of control that will allow you to assess the degree of achievement of the goal, to understand what criteria should be respected in the organization of educational and cognitive activities; develop programs for organizing active conscious cognitive activity of each student for mastering the planned knowledge, skills and abilities; to create the appropriate motivational mood for the students, the interest and confidence in the importance and the need to obtain the specified knowledge, skills and skills that would encourage each student to actively conscious work.