Article 17313

Title of the article



Sokhranov-Preobrazhenskiy Vladimir Vasil'evich, Doctor of pedagogical sciences, professor, head of sub-department of pedagogy and psychology of professional education, Pedagogical Institute named after
V. G. Belinskiy, Penza State University (40 Krasnaya street, Penza, Russia),

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Background. Transition of Russian educational complex to a multi-level complex of the educational technology training of students by the competent educational approach involves the identification of sense-formation fundamentals of innovative modeling of students and teachers interaction in the educational environment of the University. This is possible in case of realization of the principles underlying the process of future expert skills as a key sign of preparedness in the educational environment of the University. These include: principles of humanization and integrity, professional orientation, development and motivational value maintenance of educational process, personality-active nature and communicativeness of interaction of teachers and students. This implies the need to consider the sense-formative development of professional student skills as the new system, which determines the development of the national education and to require the creation of modeling and its realization. The purpose of our research is a conceptual justification and creation of modeling of development of professional skills of students in the educational environment of the University on the basis of their professional sense formative training.
Materials and methods. During the creation of the model of development of the professional skills of students in the educational environment of the University through their sense formative training, special attention should be given to the concepts of thesaurus of conceptual basis of the process. For example, a number of conceptual academician V. N. Sadowski. One of the cornerstones of the implementation of the model is based on the principles of cooperation between the participants of the educational process of the University: the principle of humanization and the integrity of the relationship; principle of personality-active nature and communicativeness of interaction of teachers and students. Learn the meaning of committed action is, first of all, to examine their communication platform – internal and external communication. In sense-formation, especially social type, there is a huge amount of links. The most successful version of their classification was proposed by A. Maslow, I. V. Blaubergom and E. G. Ûdinym. They presented seven groups of links: There is the need to use system-activity approach in implementing the model senseformation development skills of students in the educational environment of University based on the concept of I. A. Kolesnikova, and E. N. Baryshnikov.
Results. The sional skills, it is a set of actions of students on self-evaluation of their abilities and personal orientations, actions on understanding of their own features to the requirements of their chosen profession and actions on the self-development of the abilities and possibilities of professional training. The content of the active motivational marked desire of students to the development of professional skills includes processes of self-knowledge and self-development, self-evaluation, the process of self-realization.
Conclusions. The creation of the paradigm of self-formative education is correlated with the willingness of its participants to relate the personal interests and needs as a cognitive activity with the public significance of the quality of vocational training graduates. The effectiveness of this interaction is based on the willingness of the University to systematically – activity development skills of students in the educational environment.

Key words

skills, senseformation professional development, education area, high school.

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1. Kolesnikova G. Alma mater. 2000, no. 2, pp. 33.
2. Belukhin D. A. Osnovy lichnostno orientirovannoy pedagogiki [Fundamentals of personality-oriented pedagogy]. Moscow: Institut prakticheskoy psikhologii, 1997, 304 p.


Дата создания: 13.10.2014 08:54
Дата обновления: 14.10.2014 13:40