EN
The article analyzes the research of Ukrainian and foreign scientists on the problem of management process. The practical application of the management aspects of the organization of teaching higher mathematics of the students of engineering college is shown. When the high motivation of reducing the degree of control leads to a corresponding increase in the activity; the low motivation of the difficulties encountered in the learning process, leads to further reducing the interest in the subject and may even lead to the exclusion of a student with a purposeful activity. The second limitation is associated with the development of each individual student and especially those aspects of his psyche that directly affect the student’s opportunity to learn. Naturally, the level of mathematical training, which the students come to the teacher of higher mathematics, is quite an important factor that must be taken into account in the organization of educational activity of the students, as the main condition of their training is to ensure the principle of continuity. It is revealed that to improve learning and cognitive activity of the students in the learning process of mathematics is necessary not only to consider the methodological content of the learning process (learning objectives in general and the study of higher mathematics in particular, the content of the mathematics course, the selection of didactic concepts, pedagogical and information and communication technologies for learning), but also to change the method of teaching with a letter of explanation to activity with regard to the optimal management aspect of the training of the students and to assess not only the subject knowledge, skills and first and foremost objective of the subject and personal learning outcomes. In Kharkiv Engineering College almost all training activities of the students – the «reasonable questions», comments, answers to problem questions, problem solving tasks at lectures, independent work on individual tasks on a practical level, solving problems individually in workbook, individual homework and test scoring with programmable software at the end of the module are estimated. This control system encourages the students to systematic work, improves their cognitive activity. That’s why rating control method is advanced as a way to assess their learning activities. The experience in implementation of a module-rating system of training the students of Kharkiv Engineering College has shown that it really meets the needs of colleges and trends of higher education in Ukraine.