Abstract
This article considers the most important conditions for the creationof energy-saving competence of students – undergraduate training. The actualityof the problem is caused by low energy efficiency of industrial production, significantly reduces the competitiveness of the domestic economy and, consequently, the need to intensify activities on the rational use of energy resources. The definition of energy-saving expertise, marked its structural components (value-motivational, cognitive activity-reflexive). Stages of creationof energy-saving expertise in system of continuous vocational training: diagnosis, motivation, learning and reflective-evaluative. The possibilities of educational technology and psycho designed to work with the psychological barriers and resistance to the process of regulation of energy consumption, the production facilities at its energy efficiency and energy saving. In particular, it is recommended to use active learning methods (discussion, games, analysis of problem situations, etc.), Information and communication technologies for the implementation of educational and research projects in the field of energy conservation, the development and implementation of interactive multimedia learning environments.
Highlights
Introduction to the problemIn today's post-industrial society it becomes a problem energy-saving the survival of all humanity
This is evidenced by the world practice of rationing energy saving: UN documents, legislative measures of the European Union, USA, Japan, and the Federal Law of Russian Federation No 261-FZ "About energy-saving..." (2009) and the federal government program of Russian Federation "Energy Efficiency and Energy Development" (2013)
Energy efficiency in every sphere is essentially reduced to reduce the useless loss of energy due to its rational use
Summary
In today's post-industrial society it becomes a problem energy-saving the survival of all humanity. A necessary condition for the formation of energy-saving competence is the development of personal qualities necessary for the implementation of various types of practices from the perspective of a reasonable power consumption The composition of these properties reveals the following energy-saving components of competence: - Value-motivational component is aimed at energy-saving, which in turn includes a plurality of motives and values hat define the social and personal awareness of the need for rational use of energy resources; - Cognitive component involves knowledge of the theoretical foundations of energy and resources, knowledge in the field of innovations aimed at improving energy efficiency; - The activity component is represented by a system of skills and abilities to apply energyecological knowledge in various activities; - Reflective component is cross-cutting and is implemented in an adequate self-esteem of man's relationship to the actual environmental problems of our time, the assessment of cash knowledge and understanding of their own willingness to carry out professional activities in accordance with the principles of rational energy use. Formation of the corresponding competence requires a complex implementation of training and educational, classroom and extracurricular educational tools within the professional and educational space saving
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