Actual roles performed by specialists in practice. The role of industrial practice in the professional development of students. The value of practice as part of the learning process

THE ROLE OF LEARNING PRACTICE IN FORMING

PROFESSIONAL COMPETENCES

FUTURE SPECIALISTS.

master of industrial training.

GBPOU "Sebryakovskiy Technological College"

Mikhailovka

The conditions of intensively developing production, the constant change of technologies make it necessary for a construction worker to achieve high qualifications, developed educational potential and a formed professional culture in order to be in demand on the labor market. The technological aspect of the formed professional culture is technological knowledge, skills and abilities. At the same time, the leading role here belongs to professional skills, since the qualifications of an employee are primarily determined by them - it is important not only what the employee knows, but what he can do.

When training specialists of secondary vocational education, professional training modules include: an interdisciplinary course, educational and industrial practice.

Educational practice plays an important role as an integral part of the educational process in a technical school. The practice is aimed at the comprehensive development of students of all types professional activity in the specialty, the formation of general and professional competencies, as well as the acquisition of the necessary skills and experience in practical work.

The tasks of educational practice are: ensuring the readiness of graduates to perform basic professional functions in accordance with qualification requirements; expansion of the range of formed skills and abilities; ensuring an inextricable link between practical and theoretical training, the possession of a professional culture.

The purpose of educational practice: the acquisition of primary skills and professional skills.

The working program of educational practice is developed in accordance with the State educational standard of secondary vocational education

As a result of internship in the profession, the student must acquire general and professional competencies in the profession, form an idea of the culture of work, the need for careful attitude to working time, and high-quality performance of tasks.

The final part of the training practice is the implementation of an individual task and the prepared product in accordance with the training program.

Training practice by profession 08.01.05 The master of carpentry and parquet work is carried out in a carpentry workshop, a group form is used. To conduct the lesson, the group is divided into two subgroups in order to improve the assimilation of knowledge and skills. At the beginning of the lesson, an introductory briefing is given in the form of a conversation, explanation, and demonstration of techniques. Instructions are given for completing tasks. During the introductory briefing, a theoretical course is checked, which allows the master of industrial training to track the level of training of students on topics. The purpose of the lesson is set before the students, the significance of the operation performed and the correct use of the tool in the process of work are explained. New topic is worked out by showing the techniques and methods of performing work with their sequence and compliance with safety regulations. The learning process takes into account individual characteristics students. For a complete assimilation of the methods of operations, the display is carried out in a certain sequence, operational and technological maps are used.

When showing work methods, you should pay attention to:

a) How to hold the tool;

b) Correct posture;

c) Coordination of movement with the instrument.

Particular attention is paid to safety. The effectiveness of the demonstration depends on the student's awareness of the practical significance and importance of the studied labor actions, the need for the correct application of techniques in the process of work.

During the current briefing, I focus the attention of the entire training group on the most effective techniques and methods of performing the operation being studied, I provide assistance to students who are poorly prepared for the task, and they get used to the work culture from the first year. There is a process of competition between all participants, which contributes to the manifestation of interest in doing any work. Moreover, they know that an important evaluation criterion is first of all the quality, and then the quantity of the work performed.

In the course of the current briefing, I comment on the work of students. In the final briefing, I give an objective assessment of the results of collective and individual work in the group. Revealing the most better work with obligatory verbal encouragement. I point out the mistakes made, individual miscalculations, ways to eliminate them.

The practical training of a graduate of the modern level requires that getting into problem situation, he was able to choose a rational way and justify his decision.

The specificity of the formation of key competencies among students lies in the fact that they do not assimilate "ready-made knowledge" proposed by someone for assimilation, but when he himself finds this knowledge, he will form the concepts necessary for solving problems.

To prepare specialists for the upcoming work activity, it is important to develop their intellectual skills - analytical, design, constructive, therefore, the nature of the tasks in the classroom should be such that students are faced with the need to analyze processes, states, phenomena, design their activities based on the analysis, outline specific ways to solve a particular practical problem. As methods of practical training of professional activity, I widely use the analysis and solution of production situational problems, business games.

When selecting content practical work in educational practice, it is necessary to be guided by a list of professional skills that should be formed by a future specialist. The basis for determining the full list of works are the qualification requirements for a specialist.

The fulfillment by students of individual tasks during the course of educational practice is one of the most active and most frequently used teaching methods.

Thus, in the course of practice, students consolidate their theoretical knowledge, an understanding of the need to constantly improve them is formed, a more stable interest in the profession arises, a combination of the theoretical learning process with practice and the need for specialists in the labor market will allow college graduates to successfully find employment in their specialty.

1 Lesosibirsky pedagogical institute- branch of the Siberian Federal University

2 Federal State Autonomous Educational Institution of Higher Professional Education "Siberian Federal University" (SFU)

In the study, the authors outlined the issues of training future bachelors of pedagogy - teachers primary school which involves the formation of students' orientation towards the prospective mastery of the basics of professional activity of an applied nature, associated with the practical application of the acquired psychological, pedagogical and theoretical knowledge. The article presents the results of the implementation of the project "Strengthening the practical orientation of training future teachers in undergraduate programs within the framework of the enlarged group of specialties" Education and pedagogy "in the direction of training" Psychological and pedagogical education "(Primary school teacher) based on the organization of network interaction educational organizations implementing programs of higher education and secondary vocational education" in accordance with the State Contract No. 05.043.12.0031 dated June 18, 2014, implemented by the Siberian Federal University. In the article, the authors describe the results of their own research in the field of improving teaching practice in the field of education.

applied bachelor's degree

continuous practice

educational practice

1. Bakhor T.A., Gordienko E.V., Kulakova N.V., Lobanova O.B., Mosina N.A., Plekhanova E.M., Korshunova V.V. Pedagogical practice in the preparation of bachelors teacher education in the context of GEF: a look at the problem// Contemporary Issues science and education. - 2014. - No. 5; URL: www..02.2015).

2. Gazizova T.V., Zyryanova O.N., Kolesnikova T.A., Osyak S.A., Bakhor T.A., Korshunova V.V. Strengthening the practical orientation of teaching future primary school teachers in undergraduate programs in the process of project activities // Modern problems of science and education. - 2014. - No. 4; URL: www..01.2015).

3. Kalatskaya N.N. Psychological and pedagogical practice: program and methodological recommendations. - Kazan: FGAOU VPO KFU, 2014.

4. Kolokolnikova Z.U., Lobanova O.B., Plekhanova E.M., Gordienko E.V., Kulakova N.V., Mosina N.A. Pedagogical internship in the preparation of bachelors in the context of the Federal State Educational Standard: problems and contradictions // Modern problems of science and education. - 2014. - No. 5; URL: http://www..10.2014).

5. Kulikova L.M. Organization of continuous teaching practice for students of foreign higher educational institutions [Electronic resource] http://lib.sportedu.ru/ (Accessed 29.04.2015)

Reforming the economic, social and other areas orient the pedagogical community towards the reorientation of the domestic higher education, which allows creating conditions for individual development and self-development of the student, assuming his involvement in the learning process based on free choice educational route corresponding to his level of knowledge and skills in vocational training individual abilities and cognitive needs.

In the description of labor functions included in the professional standard (functional map of the type of professional activity), it is recommended to focus on the labor actions necessary in the professional activity of a teacher, in particular, the implementation of professional activities in accordance with the requirements of federal state educational standards for preschool, primary general, basic general, middle general education; implementation of the educational organization development program in order to create a safe and comfortable educational environment; planning and conducting training sessions; formation of universal educational activities, etc. The formation of these labor actions is impossible without the involvement of future teachers in practical activities in educational organizations.

It is obvious that the modernization of the system of teacher education involves the preparation and improvement of the quality of professional activity teaching staff of a new type capable of implementing the adopted system modernization strategy Russian education and effectively participate in the implementation of the BEP of general education in accordance with the requirements of the Federal State Educational Standard and the professional standard of the teacher.

Our study outlines the issues of training future bachelors of pedagogy - primary school teachers, by which we mean the organization of the educational process in the system of bachelor's degree in pedagogical training, based on the idea of individualization of the educational process and involving the formation of students' attitude to the prospective mastery of the basics of professional activity of an applied nature, related with the use of psychological and pedagogical knowledge in it and the practical application of the theoretical knowledge gained.

The project “Strengthening the practical orientation of training future teachers in undergraduate programs within the framework of the enlarged group of specialties “Education and Pedagogy” in the direction of training “Psychological and Pedagogical Education” (Primary School Teacher) is aimed at solving the problems posed, based on the organization of network interaction of educational organizations that implement programs of higher education and secondary vocational education”, as part of the execution of work, in accordance with the State Contract No. 05.043.12.0031 dated 06/18/2014. As part of this project to develop and implement new primary school teacher training programs, a fundamentally new teacher training model was created primary classes in the format of a practical bachelor's degree.

As part of the project, in the preparation of students - future bachelors of pedagogy, special attention is paid to the organization of pedagogical practice.

A large number of studies are devoted to the problems of organization of practice, in which the authors consider its various aspects: practice as a means of socializing the personality of a future teacher (I.I. Voloshchenko and others); pedagogical practice of future teachers as a factor in their personal development (M.N. Burmistrova N.Yu. Butko, E.G. Salivon and others), practice as a factor in the formation of professional competence of students of a teacher training university (T.A. Kryukova, S.V. Militsina, V.I. Stenkova, T.G. Cheshuina, etc.), pedagogical practice as a component of preparing a future teacher for innovative activity (T.M. Mitrofanova, N.V. Nevodnichenko, etc.), pedagogical practice as a condition for development research competencies (S.M. Dzidoeva et al.), pedagogical practice as a means of professional adaptation (O.V. Budanova et al.), the formation of professional experience of the future teacher during the period of practice (E.N. Mokienko, M.V. Shirokova, A.N. Savrasova, H.A. Radzhabov, A.N. Yakovleva, etc.).

Today in Russia, the problems of the quality of school education, which directly depend on the quality of training of future teachers, are widely discussed. Kulikova L.M. in his study speaks of continuous pedagogical practice as part of educational process in pedagogical educational institutions, highlights continuous practice as a means of mastering not only professional skills, but also scientific teaching methods and pedagogical experience, as a means of developing pedagogical thinking, applying theoretical knowledge in practice.

In order to form the above labor actions for future bachelors, a special emphasis is placed on the development of a program for the passage of educational practice, the tasks must take into account the needs of educational organizations with which the university cooperates as part of the educational practice.

In the curriculum Applied Baccalaureate there are 6 credit units allocated for practical training, which includes such types as: educational practice, summer teaching practice, production teaching practice, research work.

the principle of consistency involves the phased development of all types of professional activities, the successive mastery of all the professional functions of a specialist;
the principle of continuity suggests that when the development of the new is carried out on the basis of the experience acquired by students at previous stages of practical training;
the principle of dynamism, that is, the gradual complication of the tasks of various types of practice, the expansion of the range of social roles and activities in which the student is included, the increase in the volume and complexity of the content of the activity, which from course to course becomes closer to the activity of a professional;
the principle of multifunctionality or the simultaneous performance during practice of various professional functions (organizational, social and educational, social and educational, correctional and developmental, etc.) and the mastery of various professional roles (organizer of activities, educator, defender, mediator, assistant, consultant, etc.). d.).

In the 2014-2015 academic year, students of applied baccalaureate study in the first year, in accordance with the curriculum, they undergo educational practice throughout the year, which is aimed at developing students' professional and general cultural competencies, at mastering the labor activities provided for by the main educational program of the bachelor's degree in in accordance with the Federal State Educational Standard, as well as the professional standard of the teacher.

Training practice is carried out both at the university and in an educational organization in order to study the experience of solving specific professional and production problems in accordance with the tasks of the practice.

The peculiarity of the educational practice organized by us is that part of the practical exercises in some disciplines they are brought directly to the school, it takes place in parallel with the study of such academic disciplines as: "History and theory of training and education", "Natural scientific picture of the world", "Economics", "Social psychology", etc. The assignments received are implemented within throughout practice, the results are discussed in the educational process at seminars at the university. Educational practice allows you to correlate the theoretical knowledge gained in the study of the disciplines of educational modules and form the skills of their practical application.

In the course of practical training, students master the information and educational environment of the school, participate in its formation, observe the organization of the educational process, and learn to work in a team.

Competent motivation of first-year students at the installation training, as well as subsequent efforts of teachers to popularize pedagogical activity, contributed to the effective introduction of students into the educational process of elementary school: they quickly found contact with schoolchildren, got used to the school, got acquainted with the documentation of the school and the teacher, and carried out educational activities with students.

The achievement of educational results by students was diagnosed with the help of a quest, at one of the stations of which they had to demonstrate them when solving problematic pedagogical situations, as well as to simulate some of the situations that students encountered in the process of internship at school.

Thus, educational practice in the first year is a link in continuous pedagogical practice - in its course, continuity is carried out in the organization of the educational process at the university and the practical activities of students in an educational organization.

The issues of organization of pedagogical practice of students in undergraduate studies are considered by us from the standpoint of the relationship and interaction of theory and practice in the learning process. To understand the features of the relationship between theoretical training and pedagogical practice in the preparation of a bachelor of pedagogical education in the profile "Psychological and pedagogical education" ("Primary school teacher"), an analysis of the Federal State Educational Standards of Higher Education, the curriculum for this profile was carried out, which showed that, compared with the last academic year 2013-2014 in terms of training practice, the number of credits was 3 credits, and in the 2014-2015 curriculum, this number doubled, which amounted to 6 credits. despite the fact that the total amount of credits provided for academic disciplines decreased from 57 credits to 55 credits compared to the previous year.

As N.N. Kalatskaya, the practice of future teachers performs a number of functions: adaptive, teaching, educating, developing, diagnostic.

Adaptive function is manifested in the fact that the student not only gets acquainted with different types, working conditions, internal regulations, traditions of educational organizations and organizations of psychological assistance, but also with the main directions, content, forms and methods of work of practical psychologists working in these organizations.

Teaching function consists in the fact that the knowledge gained in the process of theoretical training is verified by practice, i.e. are embodied in the activities of a student-trainee. There is a process of developing basic professional competencies, the formation of professional consciousness. Training and vocational education is carried out during practice in all activities.

Educational function practice is that the future graduate develops professional personality traits: social sensitivity, skills of influencing other people, the ability to work on oneself, etc. Starting to work relatively independently, students understand that it is necessary to constantly engage in self-education and self-education, since professionally significant qualities require constant development.

In the closest relationship with the previous functions is the developing function. In practice, design (setting goals and objectives, forecasting), constructive (selection and combination of content, methods and means), organizational (creation of conditions that stimulate purposeful and natural change of trainees) skills of a trainee are formed and developed; develop communication skills that allow you to establish contact with customers, interact. During the internship, the student develops both personally and professionally. He learns to think and act like a professional, and not just focusing on common sense and everyday experience, to carry out introspection of one's own personality, activities and communication.

Diagnostic function practice is one of the most important. In real production activities, the personal and professional qualities of the future primary school teacher, his strengths and weaknesses are revealed.

The educational practice of bachelors of pedagogy is part of their professional training and, along with other types of practices, lays the foundation for the formation of the basic skills of future primary school teachers, is designed to give students the opportunity to comprehend their future professional activities, develop professional curiosity, and form an initial interest in the research field . This practice has an introductory and familiarization character and is aimed at primary immersion in pedagogical activity.

In their reflective reports on the passage of educational practice, some students spoke out that they were not ready to interact with children right away, they did not expect this in the first year, but during the practice they concluded for themselves that they managed to cope with the excitement, and all tasks practices have been completed. Some students expressed surprise at the large amount of documentation that exists at the school and that the teacher has to fill out.

The reflective reports trace how students changed their attitude to the practice from the first day to its completion; came to the conclusion that for them this way of conducting the practice was useful and effective.

About 20% of students noted that the wording of the labor actions that they have to master in the course of practice turned out to be not entirely clear to them, for example: D.2. Carrying out professional activities in accordance with the requirements of federal state educational standards for primary general education; D.20. Development of students' cognitive activity, independence, initiative, creative abilities, formation citizenship, ability to work and live in conditions modern world, the formation of a culture of healthy and safe lifestyle among students. The trainees noted that, both at the beginning of the practice and after its completion, it was not easy for them to determine the levels of formation of the above educational results.

However, there were also first-year students who did not find it difficult to self-evaluate, explaining that the given educational outcomes, in their opinion, in the first year they cannot be formed above the reproductive level and set themselves the goal of reaching productive, and subsequently constructive levels in the second year.

Thus, in the context of continuous teaching practice, the role of teaching practice is to immerse students in the real educational process at school. We believe that practice is one of the leading forms of training a future teacher, requiring students to understand the essence of the processes of education and upbringing, their connection with the development of the child, high level general pedagogical culture.

Reviewers:

Furyaeva T.V., Doctor of Pedagogy, Professor, Head of the Department of Social Pedagogy and social work FGBOU VPO KSPU them. V.P. Astafieva, Krasnoyarsk;

Nemirovsky V.G., Doctor of Social Sciences, Professor, Federal State Autonomous Educational Institution of Higher Professional Education "Siberian Federal University", Krasnoyarsk.

Bibliographic link

Gazizova T.V., Mitrosenko S.V., Kolokolnikova Z.U., Lobanova O.B., Osyak S.A., Kolesnikova T.A., Korshunova V.V. THE ROLE OF LEARNING PRACTICE IN THE PREPARATION OF A FUTURE TEACHER (BY THE EXAMPLE OF APPLIED BACHELOR STUDIES) // Modern problems of science and education. - 2015. - No. 3.;
URL: http://science-education.ru/ru/article/view?id=20028 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The role of educational and industrial practice in the formation of professional competencies

Shindina Victoria

student of SBEI SPO Togliatti Social and Pedagogical College, 1st year student

supervisor– Sukhenko A. A., teacher of pedagogical disciplines

AT modern system education, the competence of the teacher is assigned important role. The theory of competencies was developed by American psychologists as an answer to the questions: why do employees with prestigious diplomas, a chic track record, and passing qualifying tests for the level often perform their work so inefficiently? On the basis of what it is possible to predict the effective performance of an employee's work?

After many years of research, psychologists came to the following conclusion: neither work experience, nor diplomas, nor recommendations from colleagues can actually guarantee that an employee will perform this or that job well enough. It turned out that the ability to most accurately predict the quality of work performed by an employee is provided by his competence. So what is competence?

Competence, according to Wikipedia, is the ability to apply knowledge, skills, and successfully act on the basis of practical experience in solving problems of a general kind, also in a certain wide area.

In the field of vocational education, in the process of learning, students form general and professional competencies.

Common or universal are called basic competencies a wide range use, that is, multifunctional competencies, oversubject and interdisciplinary. These include the ability to understand the essence and social significance of one's future profession, the ability to organize one's own activities, determine methods for solving professional problems, evaluate their effectiveness, search, analyze and evaluate information, use information and communication technologies for improvement, work in a team, set goals , tasks and build professional activities in compliance with legal regulations.

According to Lebedev O . E . , Professional competence - the ability to successfully act on the basis of practical experience, skills and knowledge in solving problems of a professional kind of activity. professional kcompetencies vary according toprofessional levels:

Professional- competencies that support the declared mission and values of the team. They include professional and personal qualities that should be inherent in every teacher.

managerial - competencies applicable to senior positions at all levels of management. They include abilities and personal qualities that make up a set of skills and abilities, necessary for the teacher for the successful achievement of high professional level achievements.

In accordance with modern trends in education, pedagogical competencies include the ability to:

study independently;
assess the situation and their capabilities;
make decisions and be responsible for them;
adapt to changing living and working conditions;
develop new ways of working or transform the old ones in order to optimize them;
determine goals and objectives, plan their activities;
exercise control, evaluate the process and results of their activities;
to improve their qualifications or "retraining".

To improve the professional level, there are several areas of activity:

1. Deepening scientific knowledge. Scientific thought is constantly developing, and the teacher, regardless of his experience, is most often forced to independently master the new content of education, without waiting for corrections from above. It is necessary to motivate and stimulate such activity of a specialist.

2. Increasing the psychological and pedagogical level. Knowledge of psychology and pedagogy, as well as the foundations of other sciences, is the content of academic subjects.

3. Increasing the scientific and methodological level. This direction will be in demand even if all students graduate from an educational institution with a red diploma.

4. Development of abilities to work in a team. This skill takes on special significance. The effectiveness of the educational process here depends on how much the teacher is interested in the effectiveness of the work of partners, on the ability to make decisions of the team as their personal ones, to participate in the activities of professional organizations.

5. Mastering the methods of research activities. New methods and technologies require the teacher to be able to find, analyze and generalize scientific information, experimentally test the effectiveness of innovations.

The formation of professional competencies can be carried out by deepening theoretical knowledge, increasing independence, forming goal-setting and applying the acquired knowledge in practice.

Practice according to Ozhegov, this is one of the forms of education: the application and consolidation in practice of knowledge gained theoretically.

In the learning processdifferent kinds of practices are carried out. In GBOU SPO TSPC according to the new generation standard, in the first year of study, educational and professional practice was carried out in the professional module "Organization extracurricular activities junior schoolchildren».

The organization of educational and industrial practice is aimed at:

fulfillment of federal state educational standards in accordance with the specialty received and the qualification assigned;
continuity and consistency of students mastering professional activities in accordance with the practice program.

During the implementation of the practice, the following tasks were solved:

Mastering by students of general and professional competencies that allow solving the problems of organizing extracurricular activities and communication of younger students.
The formation of a student's holistic ideas about the originality of extracurricular activities and communication of younger students in the conditions educational institution.
Development of skills to analyze the results of activities in the conditions of educational and production (according to the profile of the specialty) practice.

In order to master professional activities and professional competencies, the student during the practice had to form practical experience and form professional skills.

Practical experience consists of:

in the analysis of plans and organization of extracurricular work in scientific and educational activities;
in defining goals and objectives, planning, conducting extracurricular work in the chosen field of activity;
in the observation, analysis and self-analysis of extracurricular activities and classes, discussion of individual events and classes in dialogue with fellow students, head of teaching practice, teachers;
in developing proposals for their improvement and correction of monitoring children and pedagogical diagnostics educational interests, intellectual abilities students;
in maintaining documentation that ensures the organization of extracurricular work on scientific and cognitive activities.

Professional skills include the ability to:

find methodical literature and other sources of information necessary for the preparation and conduct of extracurricular work in the field of scientific and educational activities;
use the methodological literature necessary for the preparation and conduct of extracurricular work in the field of scientific and educational activities;
determine the pedagogical goals and objectives of organizing extracurricular activities in the chosen area, taking into account the age of students;
draw up plans for extracurricular activities, taking into account the characteristics of the chosen field of activity, the age of students and in accordance with sanitary and hygienic standards;
use various methods and forms of organization of extracurricular work, build them taking into account the age and individual psychological characteristics of students;
establish pedagogically appropriate relationships with students;
plan situations that stimulate communication of younger students in the process of extracurricular activities, use verbal and non-verbal means of pedagogical support for children with communication difficulties;
select and use didactic materials in class;
use various teaching methods and techniques;
carry out self-analysis and self-control during extracurricular activities;
identify, develop and support Creative skills students;
analyze the organization of extracurricular work in the chosen field of activity.

The main problems of the internship were filling in the diary (15%), writing notes (12%) and writing reports (23%), as this was a new activity for students. 11% of students note the lack of knowledge, or rather competencies, before starting practice. For the remaining 39% of students, the practice did not cause any difficulties. Efficiency and success consisted in the quality organization and sensitive support of each student by his supervisor.

As a result of the internship, students mastered the method of observation, some methods and means of conducting classes, the skills of managing the cognitive activity of schoolchildren in accordance with their age and individual characteristics.

By the end of the internship, most students manage to solve current problems, and according to the survey, internship at school reinforces the interest in the profession in 94% of students.

The brief review of the formation of professional competencies presented in this article allows us to conclude that it is necessary to intensify work in the implementation of educational and industrial practice, especially in the search for effective ways its implementation.

Kozlova Elena Ivanovna

GBOU RM SPO "Saransk technical school

energy and electronic engineering

named after A.I. Polezhaeva,

teacher of special disciplines

THE ROLE OF INTERNSHIP IN THE PROFESSIONAL DEVELOPMENT OF STUDENTS

Currently, secondary vocational education is being modernized in Russia, within which the concept of “competence-based approach” has become widespread. The competency-based approach involves the assimilation of knowledge by students not separate from each other, but mastering them in a complex, which allows adapting the educational process to the new conditions of modern production, taking into account the increased level of informatization, intellectualization and socialization of the work of future specialists.

According to the Federal State Educational Standards of Secondary Vocational Education, young professionals must have general and professional competencies, including the ability to organize their own activities, choose methods and methods for performing professional tasks, evaluate their effectiveness and quality, make decisions in various situations, independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training, and also navigate in the conditions of frequent changes in technology in professional activities. Thus, the new educational standards allow the student not only to master the level of knowledge determined by the main professional educational program for working in the chosen field, but also to learn, if necessary, to independently obtain the missing knowledge.

At the same time, there is a serious gap between the theoretical training of young specialists and the employer's requirements for the level of their readiness to solve real professional problems, therefore, practice-oriented training of students is of particular importance, allowing students to immerse themselves in an environment of professional activity or as close as possible to it.

The initial link in the system of practical training of students of the State Budgetary Educational Institution of the Republic of Moldova SPO "Saransk College of Energy and Electronic Engineering named after A.I. Polezhaev” is an educational practice that takes place on the basis of a technical school. In the process of internship, students acquire initial practical skills and master general and professional competencies in their specialty.

The next stage of familiarization with professional activities is the internship of students, which includes practice in the specialty profile and undergraduate practice. The objectives of work practice are to consolidate, expand, deepen and systematize the knowledge gained in the study of special disciplines based on the activities of a particular organization or enterprise, as well as preparing for independent work . For practical training, students are sent to enterprises and organizations on the basis of agreements or petitions concluded with them, where they perform work in accordance with individual tasks and a production plan in full-time positions.

Do not forget that work practice is a complex form of the educational process, both in organizational and methodological terms, because. for its implementation, it is necessary to combine the interests of production and educational institutions and adapt the learning process to the practical tasks of enterprises. Therefore, in order to identify the role of industrial practice in the formation of professional competence of students, improve the quality of practical training and increase the competitiveness of graduates of the SBEI RM SPO “Saransk College of Energy and Electronic Engineering named after A.I. Polezhaev” was conducted a survey of 4th year students of the department “ Computer Engineering» and representatives of enterprises where students had internships during 2014-2015 school year.

It should be noted that 81% of the students surveyed claim that in the process of learning they learn better educational material in action, i.e. when performing laboratory and practical work, as well as during internship, and only 19% prefer lectures. This is confirmed by the fact that in the process of practical training, students showed a higher quality of knowledge and skills, as evidenced by a comparative analysis of the results of test-examination sessions and practices.

Table 1 - Comparative analysis student achievement results

Speciality

Professional module

Results of the credit-examination session

Practice results

Absolute progress

Qualitative academic performance

Absolute progress

Qualitative academic performance

230113 Computer systems and complexes

PM.01 Design of digital devices

PM.02 Application of microprocessor systems, installation and configuration of peripheral equipment

PM.03 Maintenance and repair of computer systems and complexes

230115 Programming in computer systems

PM.01 Development of software modules software for computer systems

PM.02 Development and administration of databases

PM.03 Participation in the integration of software modules

PM.04 Performance of work by profession

Thus, the average absolute performance based on the results of the test and examination sessions was 95.37%, and the qualitative one was 52.03%, at the same time, according to the results of practices, these indicators are 98.25% and 70.43%, respectively.

Graduates also noted that as a result of internships, 24% were able to improve theoretical training, 30% improve practical skills, 20% learned to independently acquire the missing knowledge, 12% mastered research skills, and 62% gained practical experience in resolving professional situations and making decisions. right decisions.

An analysis of the information obtained from the results of the survey also showed that most practice leaders were satisfied with the work of student interns, while the average score for evaluating the work of students at the places of internship was 4.8. For comparison, the average score of students' assessment based on the results of test-examination sessions was 4.1 points.

In addition, the leaders noted that during the work experience, students often acted as carriers of new ideas, theories and technologies, and also tried to constructively accept criticism from the organization's specialists, trying to earn respect from the head and colleagues.

Thus, from the foregoing, we can conclude that work practice performs the most important functions in the system of vocational training:

teaching - students better assimilate knowledge and more successfully learn to apply them in solving specific situational problems;

developing - immersing students in an environment of professional activity helps to reveal their potential, develop activity, thinking and communication skills;

educating - in the process of internship, a socially active personality of a future specialist interested in his profession is formed;

diagnostic - the student, with the help of his supervisor and colleagues, determines the degree of his professional suitability and the level of professional orientation.

All this allows us to note that well-organized practice and communication with qualified mentors and specialists allows students to assess the level of their theoretical and practical training, the degree of readiness for professional activity and makes it possible to make sure that the choice of profession is correct.

List of sources used

Order of the Ministry of Education and Science of Russia dated July 28, 2014 N 804 "On approval of the federal state educational standard of secondary vocational education in the specialty 09.02.03 Programming in computer systems."

Order of the Ministry of Education and Science of Russia dated July 28, 2014 N 849 "On approval of the federal state educational standard of secondary vocational education in the specialty 09.02.01 Computer systems and complexes."

Undergraduate practice: guidelines for students / Saransk College of Energy and Electronic Engineering named after A.I. Polezhaev. Comp.: E.I. Kozlov. - Saransk, 2015. - 32p.

Arkhipova M.N. The role of educational and industrial practices in the process of professional development of students // Electronic scientific and methodological journal of the Omsk State Agrarian University. - 2017. -№1 (8) January - March. - URL http://e-joumal.omgau.ru/index.php/2017/m5-statya-2017-1/742-00272. - ISSN 2413-4066

Arkhipova Marina Nikolaevna

Teacher

Center-College of Applied Qualifications, Michurinsk State Agrarian University, Michurinsk, Tambov region

The role of educational and work practices in the process of professional

becoming students

Annotation: This article reveals the role of educational and industrial practices as an important stage in the educational process, since it is it that allows young specialist establish themselves, improve their professional level, learn how to establish contacts in production, apply the knowledge, skills and abilities acquired in college. All this will enable the young specialist to be in demand and competitive in the labor market.

Key words: social security law, vocational training, practice, educational and industrial practice, modern models of social work, technologies and methods of social work, principles of social worker activity, qualified specialist.

The development of a federal welfare system is a long process. Social security law is constantly evolving, changing and improving. However, the special significance of industry standards, their role for each person is still preserved. The right of social security, its norms accompany every person from the moment of his birth until his death. After all, the emergence of relations in the field of social security is based on such vital important events like the birth of a person, his illness, disability, old age, unemployment, poverty, the need for social assistance and support.

The discipline "Social security law" is fundamental in the professional training of the future social worker. This is primarily due to the specifics of his professional activity. A social worker should be able to provide material and domestic assistance, moral and legal support and perform home social services for citizens in difficult life situation. His job responsibilities include identifying lonely elderly and disabled citizens, including minor children living in the service area who need help and support. It determines the nature and amount of social assistance they need. In society, there is a need for specialists working in the field of social security.

Educational establishments secondary vocational education train specialists in the field of social security and social protection of the population. Currently

the requirements for such specialists are too high, because they work primarily with people, with the population.

In this regard, great importance is attached to the search for techniques and methods that increase the level of specialists. Among such methods and techniques is the organization of a full-fledged and effective educational and industrial practices.

Practice becomes a decisive, key link in the system of vocational training. The practice of students provided for by the federal state educational standard has now become not only integral part educational process, but also the period when students can apply the acquired knowledge, skills in institutions or organizations of social protection of the population.

The practical activities of students can perform adaptive, teaching, educating and developing functions. All listed features introduce students to legislative framework future profession or profession various types work, form tolerance, endurance, diligence, responsibility for decisions made among future specialists, help future specialists establish contact with the population, teach them to navigate the system of social and industrial relations and connections, form and develop organizational skills in student interns in the process of internship. During the internship, students develop both personally and professionally, learn to think and act like professionals, relying on common sense and knowledge, skills and abilities acquired in college.

As a result of passing educational and work practice in institutions and organizations of social security, students analyze the current legislation in the field of pension provision and social protection; accept the documents necessary to establish pensions, allowances, compensations, monthly cash payments and maternity (family) capital; explain the procedure for obtaining the missing documents and the deadlines for their submission; form pension affairs; draw up projects for written appeals of citizens using information reference and legal systems; advise citizens and representatives of legal entities on issues of pension provision and social protection of the population; request information on the content of individual personal accounts of insured persons and analyze the information received.

When undergoing educational and industrial practice, students are required to: obey the internal work schedule at the place of internship; perform all types of work that do not contradict job description workers by profession and do not threaten the health of practicing students; carry out the program and specific tasks of the practice and submit a report within the prescribed time limit.

Students who have not completed educational and work practice or who have received negative evaluation are not allowed to pass the state final certification.

In accordance with the current regulations, the form and type of student reporting on internships are determined by the educational institution.

As reporting materials on the internship in the college are:

1. Certification sheet for industrial practice. To fill it in, data from observations of the student's activities during practice, the results of completing assignments, as well as conversations with the student are used;

2. Report on the internship, drawn up according to the approved form, including the place and terms of the internship.

Within the prescribed time limit, the student prepares a written report in the form of Microsoft Word, drawn up in accordance with guidelines, reflecting the degree of implementation of the program, and presents it in a bound form, along with other reporting documents, to the head of the practice.

All issued reporting documents on the practice are arranged in the following sequence:

1. Title page. Report on completed tasks.

2. A copy of the order from the enterprise about the placement of the student for practice.

3. Tasks.

4. Diary of practice.

5. Characteristic.

6. Applications.

The practice report should include the following main structural elements and meet the basic requirements for the content of the report and its structural elements:

Introduction:

Purpose, place, start date and duration of the practice;

The list of the main works and tasks performed during the practice.

Main part:

Description of the organization of work in the process of practice;

Description of practical tasks solved by the student during the internship; the report for each type of task should include the following components: topic, wording of the task, stages of its implementation, skills (acquired during its implementation);

List of outstanding tasks and unfinished planned issues.

Conclusion:

It is necessary to describe the skills and abilities acquired during the practice;

Give proposals for improving and organizing the work of the enterprise;

Make individual conclusions about the practical significance for yourself of the type of practice carried out.

The report must be illustrated with tables, graphs, diagrams, completed forms, drawings.

All documents evidencing the student's internship must be neatly drawn up and collected in a separate folder.

Based on the results of the defense of the practice, the mark “passed” or “not passed” is set, about which the corresponding entries are made in the test sheet, attestation sheet for practice and grade book.

When defending an internship, the scope of the internship program, the correctness of the paperwork, the content of the review-characteristics are taken into account; the correctness of the answers to the questions asked by the head of practice.

Thus, educational and work practice is an important stage in the educational process. It is he who allows a young specialist to establish himself, improve his professional level, learn how to establish contacts in production, apply the knowledge, skills and abilities acquired in college. Having successfully completed educational and industrial practice, students should know and master the basic modern concepts and models of social work; general and private technologies, methods of social work; the basic principles of the activity of a social worker; structures that can help transform the client's situation. And all this will help the young specialist to be in demand and competitive in the labor market.

1. Galaganov V.P. Social security law: textbook / V.P. Galaganov. - 2nd ed., revised. and additional - M. : KNORUS, 2014. - 512 p.

2. Galaganov V.P. Organization of the work of social security authorities in Russian Federation: textbook / V.P. Galaganov. - 2nd ed., revised. and additional - M. : KNORUS, 2012. - 152p.

3. Guslova M.N. Organization and content of social work with the population: a textbook for early. prof. education / M.N. Guslov. - 3rd ed., erased. - M.: Publishing Center "Academy", 2011. - 256 p.

4. Pavlyuchkov G.A., Lattice S.A., Kucheryavenko S.V. Effective practice as a key element of vocational education / Pavlyuchkov G.A., Lattice S.A., Kucheryavenko S.V. //The average professional education. - 2014. - No. 3. - S. 14-16.

Marina Arkhipova

Center college of application-oriented qualifications of FSBEI HE Michurinsk SAU,

Role of Educational and Industrial Practice in the Course of Professional Formation of

Abstract: This article explores the role of educational and industrial practices, as an important step in the framework of the educational process, as it allows a young specialist to establish themselves, to improve their skills, learn how to establish contact at work, apply their in college knowledge, skills, skills. All this will enable the young specialist to be in demand and competitive in the labor market.

Keywords: right to social security, vocational training, practical work, training and manufacturing practices, current models of social work, technology and methods of social work, the principles of activity of a social worker, a qualified person.