STRUCTURAL-FUNCTIONAL MODEL FOR IMPLEMENTATION OF PEDAGOGICAL PROVISIONS FOR PROFESSIONAL TRAINING OF FUTURE INTERNATIONAL ECONOMIC RELATIONSHIPS SPECIALISTS BY TRAININGS

Abstract

Modeling in the context of the announced research involves not only the definition of the ways of theoretically substantiated pedagogical conditions for the use of trainings in the process of education of future international economic relations specialists, but also the development of the author’s structural and functional model of this process. The aim of the article is to justify the author’s structural and functional model for implementing the pedagogical conditions for the professional training of future specialists in international economic relations by trainings. According to the research goal, the task is set out: to define successive stages of model construction and modeling functions; to substantiate the interrelated components of the author’s structural and functional model for the implementation of the pedagogical conditions for the professional training of future international economic relations specialists by means of trainings. To realize the goal, the following methods are used: the study, analysis and generalization of philosophical, psychological and pedagogical literature, normative legal and statutory domestic and international documents – to clarify the concept and terminology apparatus, the implementation of a definitive analysis of the categories «model», «modeling», «pedagogical modeling», specification of didactic functions of pedagogical modeling; designing and modeling – for developing a structural and functional model for implementing the pedagogical conditions for the professional training of future international economic relations specialists through training sessions. The simulation of the process of the complex of pedagogical conditions for the training of future international economic relations specialists by means of trainings realization took place with consideration of the following factors: activity-practical, active approach to the creation of a predictable model; the need for fundamentalization and integration of knowledge and skills of students; the interdependence of structural parts of the model in the design of an interactive, practically oriented process of professional training; forecasting of standard requirements for students to show samples of professional competence as a result of training in higher education institutions. Therefore, the model can be viewed as a way of demonstrating the results of the study, combining them into a coherent picture. The result of the simulation is a structurally functional model developed, in which the interconnection of the following main units is shown: the target; theoretical; praxis-activity; analytical; effective. The author’s model combines structural, procedural and effective aspects of the training of future international economic relations specialists by means of training sessions.