Теорія і практика виробничого навчання майбутніх фахівців аграрно-інженерного напряму

Abstract

У дисертації обґрунтовано концепцію та розроблено модель виробничого навчання майбутніх фахівців аграрно-інженерного напряму у вищому аграрному навчальному закладі. Проаналізовано базові поняття дослідження, сучасний стан проблеми виробничого навчання майбутніх фахівців аграрно-інженерного напряму у вітчизняній педагогічній теорії та практичній діяльності вищих аграрних навчальних закладів і за кордоном. Здійснено історико-педагогічний аналіз виробничого навчання майбутніх фахівців аграрно-інженерного напряму. Обґрунтовано структуру виробничої компетентності фахівців аграрно-інженерного напряму; визначено критерії сформованості виробничої компетентності фахівців аграрно-інженерного напряму; обґрунтовано, розроблено та експериментально перевірено організаційно-методичні засади виробничого навчання майбутніх фахівців аграрно-інженерного напряму.

В диссертации обоснована концепция и разработана модель производственного обучения будущих специалистов аграрно-инженерного направления в высшем аграрном учебном заведении. Проанализированы базовые понятия исследования, современное состояние проблемы производственного обучения будущих специалистов аграрно-инженерного направления в отечественной педагогической теории и практической деятельности высших аграрных учебных заведений и за рубежом. Осуществлен историко-педагогический анализ производственного обучения будущих специалистов аграрно-инженерного направления. Обоснована структура производственной компетентности специалистов аграрно-инженерного направления; определены критерии сформированности производственной компетентности специалистов аграрно-инженерного направления; обоснованы, разработаны и экспериментально проверены организационно-методические основы производственного обучения будущих специалистов аграрно-инженерного направления.

The full-blown conception of in-service training of future specialists in agro-engineering field under conditions of a higher education institution includes theoretical and methodological concepts that take into account the specific of in-service training at higher education institutions: continuity of in-service training both at content-technological level and at the level of individual practical training of future specialists for production activities; integrity of the in-service training process, which is manifested in the unity of theoretical and practical components of in-service training aimed at preparation of future specialists for operating activities; the sequence of complex practices execution promoting the formation of operating competence of future specialist in agro-engineering field. The model of in-service training of future specialists in agro-engineering field at higher education institutions (target, content, organization, outcome-evaluation components), which takes into account the structure and needs of productive activities and aimed at formation of future specialists’ operating competence has been developed. The basic concepts of the study (continuous education, professional education, profession, training, practice, in-service practice, practical training, in-service training, operating competence of future specialists in agro-engineering field) and current state of the problem of in-service training of future specialists in agro-engineering field in the domestic and foreign pedagogic theory and practice of higher agricultural education institutions are analyzed. The historical and pedagogical analysis of in-service training of future specialists in agro-engineering field has been carried out. It has been substantiated the structure of operating competence of a specialist in agro-engineering field, the main components of which are: motivation (reflects the formation of professional motivation of a future specialist to productive activities, his attitude to himself as to the subject of operating activities and awareness of the necessity of qualitative performing professional operating functions); cognitive (reflects theoretical knowledge of a production process); procedural (reflects the abilities and skills that are necessary for carrying out operating functions and solving typical problems of professional activity); health saving (reflects theoretical knowledge and practical skills to ensure safe conditions of operating activity and the ability to meet the challenges of production process rational organization). The criteria, indicators and levels of specialist’s in agro-engineering field operating competence forming have been defined. It has been determined the stages (preparatory, basic and final) of in-service training beyond the university and the content of the each stage, including: preparatory (definition of the work placement program, terms and requirements for staying at a farm, enterprise, the operating mode, safety measures at workplaces, reporting forms, individual tasks according to the degree project); basic (appointment of an in-service practice supervisor; performing of all contracts envisaged by targets and program of in-service practice, gathering of the necessary documents for reporting on the program of in-service practice; the accumulation of information and necessary structural materials on the degree project theme); final (process documentation of in-service practice, formation of internship report, supervisor’s review, production records and appropriate information materials for the degree project). It has been classified the organizational forms of in-service training of future specialists in agro-engineering field beyond the university, namely: in-service training at progressive domestic agricultural enterprises, provided with modern equipment, machines and power tools that have large land areas and make products of plant and animal origin; in interuniversity scientific-practical centres; at agricultural enterprises of foreign countries; on an individual schedule at domestic and foreign enterprises in the form of long-term internship. The organizational and methodological foundations of in-service training of future specialists in agro-engineering field have been substantiated, developed and tested. It has been elaborated the educational material on the organization of the industrial training of future professionals in higher agro-engineering institutions comprising practical training educational, regulatory, planning, reporting and instructional documentation; production practices programs; educational plans for mechanization field professionals of speciality "Processes, Machines and Equipment for the Agricultural Production"; educational manuals; tests; guidelines for continuous practice organization, design courses and diploma projects; monographs focused on the efficient organization of industrial training.