.png)
.png)
Email this article 
Implementing the rationalism principle in the conditions of design and creative activity when training workers in SPO system
https://doi.org/10.20913/2618-7515-2021-4-8
Abstract
Introduction. The article is devoted to emerging the rationalism principle as a modern component of the polytechnism principle, which corresponds to such laws as the conditionality of the education field to modern trends in the sphere of economics and production, processes of internationalization and international integration in training workers, the education quality dependence in the vocational education system on a united world educational space. Problem statement. Solving the problem of learning based on the principle of rationalism contributes to: 1) activation of cognitive and creative activity of students; 2) creation of conditions for creative self-realization of the individual; 3) education and development of a stable need for self-development; 4) demand for a graduate with innovative knowledge and skills and his social security. Research methodology. The research approaches are systematic, complex, set a different vision of the tasks solved in the interaction of college teachers and mentors of enterprises; a project-creative approach based on joint creative activity. The study is carried out based on I. N. Ulyanov Ulyanovsk State Pedagogical University, Ulyanovsk Vocational and Polytechnic College and Ulyanovsk Automobile Plant (JSC «UAZ»). The study results. The implementation result of training workers on the rationalism principle base is the training quality grows, which makes it possible to prepare up to 20 percent of highly qualified graduates – at the level of the fifth category and demand for college graduates in the workplace. Such indicators make it possible to solve the problem of training highly qualified workers in the conditions of the SPO system. Conclusions. The study elaborates a model and consider the experience of implementing the rationalism principle based on dual training and joint design and creative activity, represents the main components of the model practical use. The research results allow identifying the prospects for further research, which consist in the development of new directions, forms, means and methods of implementing the rationalization principle in training workers.
About the Author
E. R. GaineevRussian Federation
Eduard R. Gaineev – Candidate of Pedagogical Sciences, Department of Vocational Training Technologies, Faculty of Physics, Mathematics and Technology Education
4, Lenin 100th Anniversary Square, Ulyanovsk, 432700
References
1. Batyshev S.Ya. Tasks of the professional education system in a market economy. Moscow, Pedagogics, 1993, 178 p. (In Russ.).
2. Novikov A.M. Post-industrial education. Moscow, Egves, 2008, 136 p. (In Russ.).
3. Tkachenko, E. V., Shteinberg, V. E. Innovative trends in the development of vocational education. Conceptual apparatus of pedagogy and education. Ekaterinburg, 2016, iss. 9, pp. 273–280. (In Russ.).
4. Masaaki I., Gemba K. Way to reduce costs and improve quality. 5th ed. Moscow, Alpina Pabl., 2010, 340 p. (In Russ.).
5. Muller Kh.-P. Rationality, rationalization, rationalism. From Weber to Bourdieu? Journal of sociology and social anthropology, 2016, vol. 19, no. 1, pp. 16–41. (In Russ.).
6. Bezrukova V.S. Pedagogy: textbook. Moscow, Vologda: Infra-Eng., 2021, 324 p. (In Russ.).
7. Ibragimov G. I. Patterns and principles of education in a professional school // Kazan pedagogical journal, 2014, no. 4, pp. 9–26. (In Russ.).
8. Rapatsevich E.S. (comp.) Pedagogy. Great modern encyclopedia. Moscow, Modern word, 2005, 720 p. (In Russ.).
9. Gaineev E.R., Gaineev E. R. The system of dual-creative training of highly qualified workers: an individual creative approach. Secondary vocational education, 2019, no. 8, pp. 10–18. (In Russ.).
10. Taylor C. How many types of giftedness can your program tolerate? Journal of Creative Behaviour, 1998, vol. 12, no. 1, pp. 39–51.
11. Gulford I.P. Intellectual factors in productive thinking. Explorations in creativity. New York, 1967, pp. 187–192.
12. Binder R. Uvod do predogogiky tvorivosti v techickech odbjmych pregmetch. Bratislava, 1981, 54 r. (In Slovak).
13. Torrance E. P., Hall L. K. Assessing the further research of creative potential. Journal of Creative Behaviour, 2000, vol. 14, no. 1, pp. 1–19.
14. Tarkhan L.Z., Tokarchuk E.Yu. Creative educational and motivational microenvironment of forming the design and construction culture of future teachers of vocational training. Scientific notes of the Crimean Engineering and Pedagogical University, 2018, no. 2, pp. 284–290. (In Russ.).
15. Altshuller G.S. Creativity as an exact science. Moscow, Soviet radio, 1979, 176 p. (In Russ.).
16. Shushansky Ya. Methodology of rationalization. Moscow, Ekonomy, 1987, 248 p. (In Russ.).
17. Vygotsky L.S. Collected works. In 6 vols. Vol. 4. Child psychology. Moscow, Pedagogy, 1984, 432 p. (In Russ.).
18. Gaineev E.R. Features of the technical thinking of a modern qualified worker. Pedagogical education in Russia, 2014, no. 3, pp. 10–15. (In Russ.).
19. Gaineev E.R., Skamnitsky A.A. Step-by-step training of a highly qualified worker. Secondary vocational education, 2014, no. 11, pp. 6–11. (In Russ.).
20. Gaineev E.R. Dual education focuses on personality. Vocational education. Capital, 2015, no. 11, pp. 20–23. (In Russ.).
21. Esenkov Yu.V., Gaineev E.R. Organizing rationalization and inventive work of students in non-governmental organizations. Ulyanovsk, IPK PRO, 2006, 48 p. (In Russ.).
22. Makhmutov M.I. Selected Works. In 7 vols. Vol. 1. Problem-based learning. The theory basic questions. Kazan, Magarif – Vakyt, 2016, 423 p. (In Russ.).
23. Katashev V.G. The development of cognitive activity of students (a case of activity of Kazan schools and higher educational institutions). Cheboksary, New Time, 2020, 184 p. (In Russ.).
24. Pichugina G.V. Renewal of the technological education goals for schoolchildren in the USA. School and production, 2010, no. 2, pp. 3–14. (In Russ.).
25. Gayneev E.R. Dual interaction of social partners in creative training of the modern worker. Modern European Researches, 2016, no. 3, pp. 50–54.
26. Galaguzova M. A, Gaineev E.R. Creative and pedagogical interaction between an educational institution and a basic enterprise in professional skill competitions. Pedagogical education in Russia, 2013, no. 4, pp. 252–257. (In Russ.).
27. Blinov V. I., Esenina E.Yu., Sergeev I.S. Mentorship in education: a well-sharpened tool is needed. Vocational education and labor market, 2019, no. 3, pp. 4–18. (In Russ.).
28. Cropley A.J. (ed.) Towards a system of lifelong education: some practical considerations. Oxford etc., Pergamon press, 1980. XVI, 219 p.
29. Katashev V.G., Gaineev E. R. Using M.I. Makhmutov’s ideas in modern education. Methodologist, 2016, no. 8, pp. 37–39. (In Russ.).
Supplementary files
For citation: Gaineev E.R. Implementing the rationalism principle in the conditions of design and creative activity when training workers in SPO system. Professional education in the modern world. 2021;11(4):62-70. https://doi.org/10.20913/2618-7515-2021-4-8
Refbacks
- There are currently no refbacks.
