VR-ЛАБОРАТОРИЯ КАК КОМПОНЕНТ ОРГАНИЗАЦИОННО-ПЕДАГОГИЧЕСКИХ УСЛОВИЙ ПОДГОТОВКИ ОБУЧАЮЩИХСЯ В АГРАРНОМ ВУЗЕ

Abstract

The paper considers some specifi c features of using the VR-laboratory as a structural division and a component of the classroom environment for training agricultural university students in the Russian Federation. The authors defi ne the concept of a VR-laboratory as one of the key components of the classroom environment required for the implementation of agricultural university curricula, and also comment on the duality of the guided development of competences (general and professional ones) through the use of VR-laboratory equipment both as an object of study and as a means of training. Recommendations are given on the use of a VR-laboratory in the organizational and management structure of higher educational institutions, as well as on its teaching staff and content aspects, taking into account the teaching staff age characteristics. Using the BPMN2.0 notation, the authors developed and proposed for use an informational model of independent training of students in VR laboratories of domestic agricultural universities. It is noted that the use of virtual reality tools in agricultural university curricula demonstrates a number of advantages, including safe controlled conditions for practical training, the ability to visually broadcast the advanced industrial experience of the regions of Russia and abroad, overcoming the problem of limited natural anatomical, geological-mineralogical, technical and other samples, as well as independence from weather conditions and geographic distance. The use of a VR laboratory in an agricultural university in accordance with the developed information model and timely replenishment of the training content infrastructure will ensure steady digitalization of the training process and increase the competitiveness of graduates in the labor market.