ФОРМИРОВАНИЕ МЯГКИХ НАВЫКОВ СТУДЕНТОВ СПО — БУДУЩИХ СПЕЦИАЛИСТОВ ПО ТУРИЗМУ: ОЖИДАНИЯ РАБОТОДАТЕЛЕЙ И ПЕДАГОГИЧЕСКИЕ РЕШЕНИЯ

Авторы анализируют ожидания студентов среднего профессионального образования от общения с родителями и на основе данного анализа выявляют структурную модель ожиданий студентов. Цель статьи - определить ожидания участников от их взаимодействия с родителями.

Цель работы заключается в исследовании аспектов формирования технического мышления у студентов как результата образовательного процесса в системе среднего профессионального образования (СПО). Основными задачами исследования являются: анализ факторов, оказывающих влияние на развитие технического мышления у студентов СПО, оценка методов и подходов, способствующих формированию технического мышления у обучающихся СПО при преподавании общеобразовательных дисциплин и поиск наиболее действенных из них, отвечающих тенденциям глобальной трансформации процессов в сфере образования Российской Федерации. Гипотеза исследований состоит в предположении, что эффективное формирование технического мышления у студентов СПО будет обеспечено, если при преподавании общеобразовательных дисциплин в профессиональной деятельности педагоги будут использовать обновленные и эффективные методики подготовки обучающихся. Для решения поставленных задач были использованы такие методы, как сравнение, теоретический анализ, обобщение информации из открытых источников, синтез исследования и обобщения психолого-педагогической, научной, методической и учебной литературы; изучение материалов конференций по внедрению новых педагогических технологий в обучение; анализ учебно-методической литературы, аналитические методы. Результаты исследований: проблема формирования технического мышления у студентов СПО при преподавании общеобразовательных дисциплин на сегодняшний день актуальна. Решение указанной проблемы является одним из путей развития творческого и критического мышления, выступает механизмом развития мотивации обучающихся для расширения практических навыков, фактором, обеспечивающим более глубокое изучение студентами учебных дисциплин и формирование требуемых профессиональных навыков – компетенций XXI века. The purpose of the work is to research the aspects of formation of technical thinking in secondary vocational education students as a result of education process in the secondary vocational education system. The principal objects of the research are as follows: analysis of factors influencing the development of technical thinking in secondary vocational education students, estimation of methods and approaches promoting formation of technical thinking in secondary vocational education students while teaching general education disciplines and search of the most efficient ones responding the trends of global transformation processes in the field of education of the Russian Federation. The assumption of the research is that the efficient formation of technical thinking in secondary vocational education students can be ensured provided that the teachers in the their professional activity use updated and efficient students’ training methods in the process of general education disciplines teaching. To resolve the set objects such methods as comparison, theoretical analysis, generalization of information from the open sources, synthesis of research and generalization of psychological and pedagogical, scientific, methodological and study literature; study of conferences’ materials on introduction of new pedagogical technologies in education, analysis of learning and teaching literature, analytic methods are used. The research results are as follows: the issue of formation of technical thinking in secondary vocational education students while teaching general education disciplines is currently urgent, its resolution is one of the ways to develop the creative and critical thinking, being the mechanism for promoting the student’s motivation for broadening practical skills, being the factor to ensure more profound study of the educational disciplines by the students and formation of professional skills fully complying with the requirements of formation of modern skills in secondary vocational education graduates – expertise of XXI century dictated by the need of professional training aimed at communication, cooperation, creativity, innovations, critical and analytical thinking, and ability to efficiently resolve the real-life problems that will altogether allow to build an efficient strategy on improvement of current and future specialists’ training.

Learning styles in secondary vocational education: disciplinary differences

As the PISA 2006 results came out, the Netherlands briefly celebrated their 9th position in the overall country ranking for science. After that, interest in the PISA results rapidly declined. Nevertheless, there is sufficient reason to take a closer look at the PISA results, for instance because (a) our neighbours are catching up, (b) currently ambitious curriculum innovation programmes are being conducted in most of secondary education, and (c) fierce debates are going on about the merits of the proposed innovations. The pressing question is: are we heading in the right direction? To answer this question we additionally analysed PISA 2006 data, we identified strengths and weaknesses at the item level, and we analysed the student data for those specific items. As a reference for comparative analyses across countries, we used a relevant peer group of seven neighbouring countries. Main findings include that Dutch students do well on highly contextualized items, interpretation of graphs and Knowledge of Science. Dutch students perform relatively weak on items with low context and on multiple response items. In addition, Dutch students in secondary vocational education have specific difficulty in answering open-constructed response items. A major issue in the Netherlands is the low science attitudes and self-concept of students in secondary education. In view of those results, recent efforts to promote and improve science education might be well on track. However, we also identify some policy threats, especially when it comes to Knowledge about Science.

Psychonephrology I: Psychological function in haemodialysis and transplantation: Edited by Norman B. Levy. Plenum Medical Book Co., New York, London, 1981, pp. 287. Price not given.

While much is known about the achievement of high ability students, much less research has focused on their lower ability peers. In addition, although academic self-concept, locus of control and learning approaches have been demonstrated to be important personal variables that influence learning outcomes, less effort has been made to integrate these variables simultaneously to understand the complexity of low-achievement. The present research aimed to not only identify key causes of the low-achievement of academically disadvantaged students, but also provide appropriate and productive enhancement approaches to foster low-achieving students’ school success by conducting a pioneering longitudinal experimental study particularly in mainland China.\n\n\n\nThe participants were low-achieving junior secondary students who had recently enrolled in Secondary Vocational Education (SVE) in mainland China (total N = 724). It was found that compared with normal- and high-achieving students in mainstream secondary education, students in SVE were characterized with less achieving motives, less internal-oriented control beliefs and particularly lower academic self-concepts. In addition, the academic self-concept of SVE students was found to be the most significant predictor of their academic achievement (p＜ .001) compared with achieving approach (p＜ .05) and locus of control (p＞ .05). These findings, in light of the 3P learning model, revealed the likely major role of academic self-concept in affecting academic achievement among adolescent students in SVE. In particular, Study 2, a comparative study, confirmed that vocational students had the lowest English self-concept of the groups studied. Hence, the focus of Study 3 (a longitudinal intervention) was on English self-concept.\n\n\n\nBy incorporating recent advances in Western feedback enhancement approaches and the construct-validity approach to fully explore the intervention effects, Study 3 demonstrated that the researcher-administered treatments (performance feedback and combined feedback) in natural classroom settings successfully enhanced participants’ English self-concept, the targeted facet. Importantly, both the competence and affect components within the English self-concept of targeted students also gained statistically significant improvements from the two feedback treatments, compared with those of students who received no particular treatment. An interesting finding was that the two feedback treatments appeared similarly significant in changing the competence component of English self-concept. However, the internally-focused performance feedback was less effective in changing the affect component of English self-concept compared with the combined feedback. Non-significant transfer effects were found on untargeted facets of academic self-concept among participants receiving only the performance feedback. A slightly significant transfer effect was found on Chinese self-concept (one control facet) among participants receiving the combined feedback, indicating the power of the combined feedback to influence a facet that is closely related to the targeted facet. The present findings provided important cross-cultural empirical evidence to support sound within-network validity of the feedback intervention in a vocational setting. Impressively, the English achievements of students in both experimental classes also gained statistically significant improvements. Based on key research designs of the present intervention, future implications of the two feedback treatments to cultivate positive academic self-beliefs and enhance learning among vocational and non-vocational secondary school students are discussed.

В статье рассматривается одна их общих компетенций ФГОС, которая отвечает за формирование информационной грамотности студентов СПО, будущих специалистов. Проблема поиска информации всегда актуальна т.к. умение за короткое время находить необходимую информацию, которая поможет в решении конкретной задачи, стоящей перед специалистом – это и есть важнейшая компетенция, которая позволяет сократить время, единственный не восполняемый ресурс. Вторым аспектом является тот факт, что такая информация должна являться максимально полной и релевантной к решаемой в данный момент задаче. Целью исследования является выявление особенностей и перспективного направления использования интеллект-карт в обучении работе со справочно-поисковыми системами студентами СПО. В ходе исследования проведено онлайн-анкетирование 160 студентов колледжа ГБПОУ КПСР на предмет выявления их уровня владения информационным поиском. Результаты анкетирования продемонстрировали, что студенты не обладают знаниями в глубоком поиске среди научных материалов, профессиональных баз данных, документов, которые широко представлены во всемирной паутине, а так же не используют электронные библиотеки. Показано, что для профессионального становления и трудоустройства будущих выпускников системы среднего профессионального образования, возникает потребность в повышении эффективности обучения работе со справочно-поисковыми системами посредством применения интеллект-карт, обеспечивающих повышение эффективности процесса запоминания сложного для восприятия материала в рамках дисциплины путем структурирования и систематизации информации в особой визуальной форме. Проведён анализ программного обеспечения для создания интеллект-карт, выявлено, что программа X-Mind обладает рядом преимуществ. Приведены рекомендации для составления интеллект-карт, отображены этапы учебного занятия, на которых они могут быть применимы. Была разработана интеллект-карта «Справочно-правовые системы», которая применялась при изучении темы «Информационные технологии использования справочно-правовых систем». В статье представлено сравнение результатов обучения контрольной и экспериментальной групп, которые показывают, что интеллект-карты повышают эффективность обучения студентов. The article considers one of the general competencies of GEF, which is responsible for the formation of information literacy of the students of secondary vocational education (SVE), future specialists. The problem of information search is always relevant because the ability to find the necessary information in a short time that will help in solving a specific task facing a specialist is the most important competence that allows you to shorten the time, which is the only non-refillable resource. The second aspect is the fact that such information should be as complete and relevant as possible to the currently solved task. The purpose of the study is to identify the features and prospective directions of using Mindmaps in teaching students to work with reference retrieval system in secondary vocational schools. In the course of the study, an online survey of 160 students of the State Budgetary Professional Educational Institution the Moscow College of Social Workers Training was conducted to identify their level of proficiency in information search. The results of the survey showed that students do not have knowledge in deep search among scientific materials, professional databases and documents that are widely represented on the world’s Wide Web, as well as students do not use e-library. It is shown that for the professional development and employment of future graduates of the system of secondary vocational education, there is a need to increase the effectiveness of training in working with reference retrieval systems by using Mind-maps. These maps provide an increase in the efficiency of the process of memorizing difficult to perceive material within the discipline by structuring and systematizing information in a special visual form. The analysis of its software (a fragment of the Mind-maps) was carried out, and it was revealed that the X-Mind program has a number of advantages. Recommendations for the Mind-maps drafting are given, and the stages of the training session where they can be applied are displayed. The Mind-map of "Reference legal systems" was developed and was used in the study of the topic "Information technologies for the use of the computer-assisted legal research".

The article analyzes the level of research competence formation in students of secondary vocational education (hereinafter - SVE) as a key factor in ensuring the technological sovereignty of the state. The relevance of the study is determined by the need to train specialists capable of solving non-standard problems and innovative thinking in the conditions of technological transformation. The aim of the work is to assess the initial level of research competence of vocational education students on the basis of the establishing experiment and to substantiate the criteria of their professional readiness. The empirical results allowed us to formulate conclusions reflecting the current state of formation of key components of research competence: motivational, cognitive, and activity components. The work actualizes the problem of formation of research competence in SES and offers an algorithm for its solution through two-level diagnostics and targeted pedagogical interventions. The findings substantiate the necessity of implementing a pedagogical model that integrates motivational, cognitive and activity aspects. The study contributes to the development of methods for assessing and developing research competence in the system of vocational education and training, offering tools to improve the quality of specialist training. The prospects of the work are related to the approbation of the formative stage of the experiment and assessment of the effectiveness of the proposed model.

The study aims to design, develop, and assess the effectiveness of a model for developing mathematical competence in secondary vocational education students (training program 09.02.07 ‘Information Systems and Programming’) through the use of mobile technologies. The article analyzes current approaches to fostering mathematical competence. Special attention is given to the structural components of the developed model: the functional-objective component (goal, approaches, principles, regulatory framework); the content-technological component (content selection, methods, forms, teaching aids); and the assessment-outcomes component (criteria, levels, assessment methods). The scientific novelty lies in the unprecedented development and theoretical substantiation of a holistic model for enhancing mathematical competence in vocational students (program 09.02.07 ‘Information Systems and Programming’), where mobile technologies are viewed not merely as an auxiliary tool but as a system-forming component capable of transforming learning content, methods, and organization. Unlike existing approaches that predominantly focus on the use of isolated digital services, an integrated structure is proposed, ensuring coherence across the functional-objective, content-technological, and assessment-outcomes components. Experimental work, conducted at the Mari State University, confirmed the model’s effectiveness: a significant increase in students’ mathematical competence was observed (the percentage of students with a high level increased by 15.38%, with a medium level by 7.69%, while those with a low level decreased by 23.08%). The research findings confirm the advisability of integrating mobile technologies into the secondary vocational education process.

The country's economy can be focused on the development of primary industries or innovation, the growth of which is based on the development of knowledge-intensive industries using information technology. The large-scale development of Internet technologies has made it possible to develop a model of network management of the economy. This also applies to the business of companies in the field of tourism and service. The widespread use of information technology will improve the competitiveness of companies and reach a new level of development. The article identified a range of issues for management in the organization of tourism and hospitality for the effective use of Internet technologies and e-commerce. The article deals with the use of software tools for analyzing incoming information, multimedia content and infrastructural public networks HTML, JavaScript, WWW, information-distributed infrastructure EDI, E-mail, HTTP, architecture of the e-commerce system, the scheme of automated formation of the educational process. The professional competencies of students of secondary vocational education, higher education and the system of additional professional training in the field of tourism and service should include knowledge, skills and abilities in organizing e-commerce using modern information technologies. The article considers the stages of using Internet technologies and e-commerce technologies, approaches to organizing these processes in tourist organizations and hotels. Continuous education in the field of e-commerce using information technology will allow developing the modern tourism and hospitality market at a high information level, improve the information literacy of sales specialists and managers of tourist organizations and hotels.

Formulation of the problem. In recent years, the concept of «soft skills» has become an integral part of the global labor market in various sectors of the economy and society. International and national studies confirm the importance of universal skills, which are called «21st century skills». However, in practice, higher education institutions cannot always create conditions for their comprehensive development. Therefore, one of the main tasks of training students of higher education in modern conditions is to find ways for targeted and systematic development of soft skills. The purpose of the article is to assess the degree of development of soft skills of higher education students in the educational process and to justify the pedagogical conditions that can contribute to increasing the efficiency of their development. The results. The study of the degree of development of the sought-after soft skills of higher education students in the educational process was carried out using a developed questionnaire in Google Form. The questions were formulated so that students, based on their own opinion, determined the degree of development in the educational process of each of the proposed soft skills on a 10-point scale. Students of 1-6 years of study of V.N. Kharkiv National University took part in the survey. Karazina (87 people). The results of the conducted empirical research confirm the need for purposeful and systematic development of soft skills demanded by the modern labor market of higher education graduates. According to the students, such soft skills as stress resistance and flexibility, critical thinking, emotional intelligence and communication skills need the greatest development. Pedagogical conditions and prospects for the development of soft skills are related to the end-to-end implementation of complex measures in the educational process: filling normative educational disciplines with a clear theoretical and practical context for the development of soft skills; transformation of teaching, shift of emphasis towards innovative methods and forms of education, which contain potential opportunities for the development of universal competences of higher education seekers; deep awareness by teachers of their mission in the development of the required soft skills of students; introduction of interfaculty and optional disciplines such as «Soft skills - the formula for success», starting from the first year of study, which will gradually expand the range of universal competencies of the future specialist; introduction of soft skills by conducting mandatory trainings with students; the organization of a summer school that will specialize in the development of students’ soft skills, where in a relaxed atmosphere under the guidance of professional psychologists, coaches and other specialists, students will be able to acquire modern knowledge and the necessary skills. Conclusions. The obtained results confirmed our assumption that the educational space contributes to the development of soft skills among students of higher education in a fragmentary, «spot» way. The path to the systematic and planned introduction of soft skills in the educational space is very difficult and so far takes place at the level of individual disciplines. Therefore, there is a need for a comprehensive policy in this field. Pedagogical conditions and prospects for the development of soft skills are related to the end-to-end implementation of the proposed comprehensive measures in the educational process, which, in our opinion, will be able to provide high-quality training of specialists capable of acting in non-standard situations, making quick decisions, ready for self-improvement, positive communication and a healthy response to challenges society.

The main tasks of the Olympiad of diploma projects of the Federal Agency for Railway Transport are to improve the quality of training, develop the creative abilities of students, increase the interest of students and teachers in the development and improvement of the railway industry, and form highly qualified human resources. The practice of participation of branches (structural units) of secondary vocational education of the Irkutsk State Transport University shows that not all indicators can be achieved.The educational process in secondary vocational education is focused on preparing for practical activities in production. In accordance with federal state educational standards for secondary vocational education programs, a student must master general and professional competencies, acquire certain knowledge, skills and practical experience. It is proposed to make a number of changes in the system of evaluating the Olympiad of diploma projects in terms of criteria. The assessment system of the Olympiad must be adapted taking into account the possibilities of secondary vocational education to stimulate the participation of structural units in their conduct.

The article discusses the problem of developing noosphere-aesthetic images among students of secondary vocational education (SVE); it reveals the possibilities and principles of using neural networks as means of activating this process, and proposes neural network technologies for visualizing and creating noosphere-aesthetic images. The article defines criteria (cognitive, emotional, and creative), methods, and research techniques, identifies and describes three levels of development of noosphere-aesthetic images, and proves the effectiveness of using neural network technologies.

Today, an urgent problem for applicants and employers is to obtain complete and reliable information about the quality of training of students by educational organizations of various levels, including secondary vocational education. One of the most demanded tools is an independent assessment of the quality of education and the creation of ratings of educational organizations. Of interest are the ratings generated by employers, which do not assess formal signs of compliance of the conditions for the implementation of the educational process with regulatory requirements, but include indicators that allow assessing the level of graduates ‘compliance with employers' requirements and the demand for graduates in the transport industry.The All-Russian Industry Association of Railway Transport Employers (Zheldortrans) this year for the first time held a rating of educational organizations that implement programs of secondary vocational education in railway specialties. This rating included the main indicators that allow assessing the quality of personnel training for railway transport enterprises. Information about the goals and criteria of rating formation, as well as its results is provided. According to the results of the work of the expert commission, formed from representatives of Zheldor-trans and the Russian Railways holding, the Chelyabinsk Institute of Railways, a branch of the Ural State University of Railways, was recognized as the best educational organization that implements training programs for specialists in secondary vocational education in the areas of rail transport.

This article provides a soft skills detailed analysis. This group of skills, and the paper will prove that, represents one of the modern designer’s professional skills main components. The «soft skills» concept essence and structural components are revealed. The following categories of soft skills were studied: key emotional qualities of a person, skills of managing their own emotions, skills of interaction with the outside world and in society, as well as skills formed by individual characteristics of human thinking. The non-technical skills importance in the designer study is determined, their formation process is also studied. Next, the content of «soft skills», required for the formation of undergraduate students, who master the direction of training 54.03.01 «Design», is determined. In this article, in addition, the competencies provided for by the Federal State Educational Standard for Higher Education, which are directly related to the process of forming such skills in students of the «Design» direction are examined. Within the framework of this article, the analysis of the modern, dynamically developing system of the higher education is carried out. On its basis, the necessity of introducing such structural and organizational elements into the training process of future bachelors, which will most likely contribute to the soft skills formation is proved. The role of the higher school teacher in the process of the designer’s soft skills forming is also defined. The soft skills of the future design bachelor are considered by the author not only as a set of knowledge, skills and abilities, but also the sum of personal qualities based on tolerant, humanistic, ethical principles. According to the author, the human personality of the future designer finds the most complete expression at the level of professional and social culture. The article proves the necessity of applying a system-value approach in the process of preparing bachelor’s degrees in design. In turn, one of the most significant components of this approach is soft skills.