The methodology of professional training is one of the branches of pedagogy and scientific discipline

The essence and tasks of the methodology of vocational training

Being a part of psychological and pedagogical disciplines,method of vocational trainingis one of the leadingteachersprofessional training in different sectors. Distinctive features of the structure of this discipline are substantive and procedural components. The content component provides didactic, diagnostic and conceptual components. Procedural - the thinking activity of the trainees and the instructor in the acquisition and assimilation of knowledge and skills, as well as the management of this process.

Todaymethod of vocational trainingdevelops in two main directions. The first concerns the development of the methodology of vocational training, the second is the relatively independent development of private methods used in the study of technical disciplines: technical mathematics, drawing, electrical engineering, etc.

Possession of the methodology is a requirementto the professional activity of the teacher. Methodological knowledge is associated with methods and techniques, as well as the personality and creative approach of the instructor himself. Its object of knowledgemethod of vocational trainingconsiders the learning process of a separate discipline ineducational institution. The subject of knowledge is pedagogical knowledge and design skills, the use of such teaching aids that help regulate the educational activity of the teacher and the cognitive activity of the trainees in the development and acquisition of professional knowledge, as well as the ability to apply this knowledge in practice.

Objects of knowledge of technical sciences - technical systems and devices, butmethod of vocational trainingIt does not aim to study these systems anddevices, to form methods for their investigation. The object of its cognition is the public educational and educational process itself through the means of the science that is being studied.

The main components of the vocational training process and their relationship

It should be noted thatprocess of professionaltraininghas a systemic character. The essence of this type of training consists in the formation of knowledge, attitudes, skills necessary for the subsequent professional activity.

To the components of the vocational training processcontent, goals, methods, means, forms and result of training. Together they form a coherent learning system, the main factor of which is the activity of the trainee. System-forming components are united by the relation to activity.

Goals provide for the solution of tasks of different classesand the types that students, forms, methods and activities taken to solve them, the content, structure and forms of generalization of the acquired knowledge should assimilate.

An important component, which is included in theprocessvocational training, is its content. It provides subjects to be studied and subjects that are included in the curriculum or course of the educational institution.

One of the components -forms of vocational training. Under them is to understand the organizationeducational process, which determines the goals and current tasks, the ways through which the transfer and assimilation of knowledge occurs. The forms must correspond to the content and complexity of the tasks put forward before the learning process, to promote their effectiveness.

Theoretical and practical training is a functionalforms of vocational training. Thanks to the theoretical training, the process of knowledge formation takes place, practical training forms the skills to apply the acquired knowledge in future practical activity.

Another component of the process of vocational training is the method of instruction, which provides such a form of activity that is aimed at gaining knowledge and developing abilities.

Means of learning are considered materialand natural objects, as well as those that artificially created man, and which are used as carriers of educational information and a tool for achieving the goals set in the educational process.

Learning outcomes should be understood as an assessment of the abilities of students acquired in the learning process.

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