Abstract
This article provides a brief analysis of the most demanded engineering competencies, it is shown that in the sum of educational results it is necessary to ensure a reasonable ratio of knowledge, competencies, and skills, since all of them to one degree or another ensure the success of engineering activities. The definitions of competencies and skills are given, the main problems of competence-based training are listed and possible ways to solve them are shown. The emphasis in the development of competencies is placed on the organization of project activities of students in groups. At the same time, it is important to ensure the planned student activity and the assessment of its individual types. An example of criteria for assessing various types of student activities in a situation of assessment is given, special attention is paid to operationalization and planning of assessment stages. An example of a level scale is shown, which allows using the aggregate of points for various types of activity to assess the level of competence formation based on the results of the task.
Highlights
The art of teaching, introduced by Jan Amos Comenius in his famous book "The Great Didactics" (1657), has laid the foundation for the development of the classroom system, in which the results of education were knowledge, skills and abilities
To ensure the conditions for the development of competencies in the training of specialists in the field of engineering, we used the project teaching method as a leader, which ensures the work of students in a team when solving complex interdisciplinary tasks
A systematic approach was used, students should examine the problem from all perspectives and offer not just a set of individual ideas or proposals as a solution, but a finished complex product, including a justification of technological, economic, environmental contexts that may be in demand on the market
Summary
The art of teaching, introduced by Jan Amos Comenius in his famous book "The Great Didactics" (1657), has laid the foundation for the development of the classroom system, in which the results of education were knowledge, skills and abilities This universal holistic theory of training and education set the task in the years of adolescence to learn everything that is needed for present and future life [1]. Most of the studies focus on the use of theoretical knowledge, engineering invention, productive teamwork, communication in native and foreign languages on professional topics, the ability to express thoughts in an accessible way, the rapid assimilation and application of new knowledge, analytical skills, stress resistance, the ability to critically assess our own and others ideas, high ethical standards, commitment to continuous development. The relevance of this study is precisely due to the need to develop a technology for the development of competencies in the context of ensuring the planned activities of students in the learning process
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