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ФОРМИРОВАНИЕ УЧЕБНЫХ ПРОГРАММ И УЧЕБНЫХ ПЛАНОВ ДЛЯ ПОСЛЕДИПЛОМНОЙ ПОДГОТОВКИ ИНЖЕНЕРНЫХ КАДРОВ ВЫСШЕЙ КВАЛИФИКАЦИИ

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Шандыба Е.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
197-206
EN
The article states that postgraduate training of top qualification engineering staff for innovative activity has its peculiarities and requires the development of the special methods of teaching, forming educational programs and curricula optimized by criteria of efficiency and time. The article presents the logic of curriculum developing process for teaching the technical subjects to top qualification staff for carrying out the innovative activity. The stages of curriculum development are as follows: making a list of curriculum subjects; revealing the inter-subject communications and specifying a place of the “technical study” – a system of technical subjects – in the curriculum. The article introduces the routine of making the list of technical subjects. This routine envisages the additional determination of needs in theoretical and practical training as well as analysis of the available experience in teaching the technical subjects to top qualification staff. It is emphasized that when developing a lesson-topic plan, one should determine the general topic, topics of lessons, their aims and procedures for each stage of teaching. The curricula should specify the education programs. The article presents the main integral parts of the lesson-topic plan for the typical scientific and technical subject belonging to the system of technical subjects called “technical study”. It is important that the worked out list of the curriculum subjects should be prioritized in accordance with the information-related principle in order to plan the sequence, in which the educational material should be delivered, and draw out the lesson-topic plans. It is explained that having the typical structure all the scientific and technical subjects can ensure the required comprehensiveness and depth of knowledge. To ensure optimization of results of educational process on the efficiency and time requires the use of a deductive approach, which defines a support for the most general structure of the complex of technical disciplines and the typical structure of scientific and technical disciplines. This should take into account the conditions that determine the direction of professional training of students, availability of textbooks and manuals, technical training and the level of professional training of teachers.
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