OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 2. Organize your own activities, choose standard methods and ways of performing professional tasks, evaluate their effectiveness and quality.
OK 3. Make decisions in standard and non-standard situations and be responsible for them.
OK 4. Search and use the information necessary for the effective performance of professional tasks, professional and personal development.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in a team and in a team, communicate effectively with colleagues, management, consumers.
OK 7. Take responsibility for the work of team members (subordinates), for the result of tasks.
OK 8. To independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.
OK 9. To navigate in the conditions of frequent changes in technologies in professional activities.
OK 10. Perform military duty, including using the acquired professional knowledge (for young men).
Codes and names of professional competencies
PM 01. Development of software modules for computer systems.
PC 1.1. Develop specifications for individual components.
PC 1.2. Implement the development of software product code based on ready-made specifications at the module level.
PC 1.3. Debug software modules using specialized software.
PC 1.4. Perform testing of software modules.
PC 1.5. Optimize the program code of the module.
PC 1.6. Develop components of design and technical documentation using graphical specification languages.
PM 02. Development and administration of databases.
PC 2.1. Design database objects.
PC 2.2. Implement a database in a specific database management system (DBMS).
PC 2.3. Resolve database administration issues.
PC 2.4. Implement methods and technologies for protecting information in databases.
PM 03. Participation in the integration of software modules.
PC 3.1. Analyze design and technical documentation at the level of interaction between software components.
PC 3.2. Integrate modules into the software system.
PC 3.3. Debug a software product using specialized software tools.
PC 3.4. Develop test suites and test scripts.
PC 3.5. Inspect the components of the software product for compliance with coding standards.
PC 3.6. Develop technological documentation.
PM 04. Performing work in one or more professions of workers, positions of employees.
Appendix 2.
Schedule
performing graduation qualification work
for 2014-2015 academic year
Specialty 230115 "Programming in computer systems"
Appendix 3.
Evaluation criteria for WRC
| Criteria | Indicators | |||
| Unsatisfactory | Satisfactorily | Okay | Fine | |
| Relevance The following competencies should be reflected: OK 1; OK 4; OK 5; OK 7 | The relevance of the research is not specifically substantiated by the author. The goal is formulated, the tasks are not accurate and not completely, (the work is not credited - revision is required). The goals and objectives of the work are unclear (or they exist, but absolutely do not agree with the content) | The relevance is either not formulated at all, not formulated in the most general terms - the problem has not been identified and, most importantly, is not reasoned (not substantiated with references to sources). The goal, objectives, subject, object of research, methods used in the work are not clearly formulated | The author substantiates the relevance of the research direction as a whole, and not his own topic. The goal, objectives, subject, object of research are formulated. The topic of the work is formulated more or less accurately (that is, it reflects the main aspects of the topic under study). | The relevance of the research problem is substantiated by the analysis of the state of reality. The goal, objectives, subject, object of research, methods used in the work are formulated. |
| Work logic The following competencies should be reflected: OK 2; OK 3; OK 5; PC 1.1; PC 1.2; PC 1.3; PC 1.4; PC 1.5; PC 1.6; PC 2.1; PC 2.2; PC 2.3; PC 2.4; PC 3.1; PC3.2; PC 3.3; PC 3.4; PC 3.5; PC 3.6 | The content and theme of the work are not consistent with each other. | The content and theme of the work are not always consistent with each other. Some parts of the work are not related to the purpose and objectives of the work | The content of both the whole work and its parts is related to the theme of the work, there are slight deviations. The logic of presentation, in general, is present - one proposition follows from another. | The content of both the whole work and its parts is related to the theme of the work. The topic is formulated specifically, reflects the focus of the work. Each part (chapter, paragraph) contains a rationale why this part is considered within the framework of this topic. |
| Timeframe Competencies such as: OK 3; OK 4; OK 5; OK 6; OK 8 | The work was delivered late (more than 5 days of delay) | The work was delivered late (more than 3 days delay). | The work was completed on time (or with a delay of 1-2 days) | The work was completed in compliance with all deadlines |
| Independence in work The following competences should be reflected: OK 1; OK 3; OK 4; OK 5; OK 6; OK 7; OK 10; PC 1.1; PC 1.2; PC 1.3; PC 1.4; PC 1.5; PC 1.6; PC 2.1; PC 2.2; PC 2.3; PC 2.4; PC 3.1; PC3.2; PC 3.3; PC 3.4; PC 3.5; PC 3.6 | Most of the work is written off from one source, or borrowed from the Internet. The author's text is almost absent (or only the author's text is present.) scientific adviser does not know anything about the process of writing a work by a student, the student refuses to show drafts, notes | Independent conclusions are either absent or present only formally. The author is not well versed in the subject matter, is confused in the presentation of the content. Excessive passages (more than two paragraphs) copied from sources. | After each chapter, paragraph, the author of the work draws conclusions. The conclusions are sometimes too vague, sometimes they are not related to the content of the paragraph, chapter. The author does not always reasonably and specifically expresses his opinion on the main aspects of the content of the work. | After each chapter, paragraph, the author of the work draws independent conclusions. The author clearly, reasonably and specifically expresses his opinion on the main aspects of the content of the work. From a conversation with the author, the supervisor concludes that the student is quite fluent in the terminology used in the FQP |
| Registration of work The following competencies should be reflected: OK 3; OK 4; OK 5; OK 6. | Many design violations and poor link culture. | The submitted FQP has deviations and does not fully meet the requirements | There are some flaws in the design of the work, in the design of links. | All the rules for registration of work are followed. |
| Job protection The following competencies should be reflected: OK 1; OK 2; OK 3; OK 4; OK 5. | The author is not at all familiar with the terminology of the work. | The author, in general, owns the content of the work, but at the same time finds it difficult to answer questions from members of the GEC. Allows inaccuracies and errors in the interpretation of the main provisions and results of the work, does not have his own point of view on the research problem. The author showed poor orientation in those concepts, terms that she (he) uses in her work. The defense, according to the members of the commission, was confused, uncertain and indistinct. | The author is quite confident in the content of the work, mainly answers the questions posed, but allows minor inaccuracies in the answers. Uses visuals. The defense passed, in the opinion of the commission, well (the logic of presentation, the appropriateness of the use of clarity, the knowledge of terminology, etc. are assessed) | The author confidently owns the content of the work, shows his point of view, relying on the relevant theoretical provisions, competently and meaningfully answers the questions posed. Uses visual material: presentations, diagrams, tables, etc. The defense was successful from the point of view of the commission (the logic of presentation, the appropriateness of the use of clarity, knowledge of terminology, etc. are assessed). |
| Assessment of work | Grade "2" is given if a student discovers a lack of understanding of the substantive foundations of the research and the inability to apply the acquired knowledge in practice, the defense is not coherent, makes significant errors, in the theoretical substantiation, which cannot be corrected even with the help of members of the commission, the practical part of the FQP has not been completed. The work does not trace the use of general and professional competencies. | The mark "3" is given if the student at a low level owns the methodological apparatus of the research, makes inaccuracies in the formulation of the theoretical provisions of the final qualifying work, the material is presented incoherently, the practical part of the FQP is performed poorly. The work is not aimed at a competence-based approach, most of the general and professional competencies are not reflected. | The mark "4" is given if the student at a sufficiently high level has mastered the methodological apparatus of the research, carries out a meaningful analysis of theoretical sources, but admits some inaccuracies in the theoretical justification or deviations in the practical part from the laws of compositional solution are allowed. Almost all the declared general and professional competencies are present in the work. | The mark "5" is given if the student has a high level of knowledge of the methodological apparatus of the research, carries out a comparative analysis of different theoretical approaches, the practical part of the FQP was carried out with high quality and at a high level. The work sections contain general and professional competencies that are relevant to the topic. |
Appendix 4.
Information concept. Subject, goals and objectives of the discipline. Information technology in the work of an economist. General information about computers and history of development computing technology... Problems and prospects of informatization of Russian society. General characteristics of the processes of collection, transmission, processing and accumulation of information. The use of a personal computer in solving social and economic problems.
Software for the implementation of information processes. Software classification. The main service programs of a personal computer. Structure and presentation of algorithms. General rules for compiling algorithms. Models for solving functional and computational problems. Software and programming technology. Software development tools for applied programs. Stages and technologies of software development. Programming languages high level... Classification of programming languages. High-level algorithmic languages.
As a result of mastering this discipline, the graduate must have the following competencies:
| Competency codes | Competency name |
| OK | GENERAL CULTURAL COMPETENCES OF THE GRADUATE: |
| OK-1 | Possesses the culture of thinking, is capable of generalization, analysis, perception of information, setting a goal and choosing ways to achieve it |
| OK-5 | Knows how to use normative legal documents in his activities |
| OK-12 | Able to understand the essence and significance of information in the development of a modern information society, to be aware of the dangers and threats that arise in this process, to comply with the basic requirements of information security, including the protection of state secrets |
| OK-13 | Possesses the basic methods, methods and means of obtaining, storing, processing information, has the skills to work with a computer as a means of information management, is able to work with information in global computer networks |
| PC | PROFESSIONAL COMPETENCES OF THE GRADUATE |
| settlement and economic activity | |
| PC-1 | is able to collect and analyze the initial data necessary for calculating economic and socio-economic indicators characterizing the activities of economic entities |
| PC-2 | capable of using standard techniques and current regulatory framework calculate economic and socio-economic indicators characterizing the activities of business entities |
| analytical, research activities | |
| PC-4 | able to collect, analyze and process the data necessary to solve the set economic problems |
| PC-5 | able to select tools for processing economic data in accordance with the task, analyze the results of calculations and substantiate the conclusions |
| PC-9 | is able, using domestic and foreign sources of information, to collect the necessary data, analyze it and prepare an information review and / or analytical report |
| PC-10 | is able to use modern technical means and information technologies to solve analytical and research problems |
| organizational and management activities | |
| PC-12 | able to use modern technical means and information technologies to solve communication problems |
| Competencies in the direction 080100 - Economics | |
| PC-16 | able to perform professional duties in the implementation of the current financial and economic activities of business entities, to develop and provide modern software products and services |
| PK-18 | is able to prepare information and analytical support for the development of strategic, current and operational forecasts, plans, budgets; monitor them, analyze and control the progress of their implementation |
| PK-20 | is able to prepare motivated justifications for making management decisions in the range of operations performed |
Federal State Budgetary Educational Institution of Higher Professional Education
"Tyumen State Oil and Gas University"
Institute of Geology and Oil and Gas Production
Department of Cybernetic Systems
CALCULATION OF SYSTEMS STABILITY
AUTOMATIC CONTROL
methodological instructions for performing control work
in the discipline "Basics of automation of technological processes"
for students of the direction 131000.62 - Oil and gas business
extramural form learning
Smirnov V.I., Smirnov D.V., Andriyanov A.M. Calculation of the stability of automatic control systems. [Text]: guidelines for the implementation of test work on the discipline "Basics of automation of technological processes" for students in the direction 131000.62 - Oil and gas business by correspondence / comp. IN AND. Smirnov; D.V. Smirnov; Andriyanov A.M. - Tyumen: TyumGNGU, 2014. - 16 p.
«_ 12 _» _ november_ 2014, minutes No. 3 .
annotation
Methodical instructions are intended for students enrolled in the direction 131000.62- Oil and gas business by correspondence course. The purpose of the test is the acquisition by students of the skills of structural - logical analysis of the stability of automatic control systems.
The basic theoretical information required to complete the test, as well as options for assignments for individual tests are presented. An example of performing a test work is considered, requirements for registration are formulated.
| 1. The purpose and objectives of the discipline ………………………………………. | |
| 2. The place of discipline in the structure of the PLO ................. ………………… | |
| 3. Requirements for the results of mastering the discipline ………………. | |
| 4. Brief theoretical information ............................................. ........ | |
| 4.1. Determination of the stability of the automatic control system according to the Hurwitz criterion …………………… | |
| 4.2. Determination of the stability of automatic control systems according to the Mikhailov criterion ..................... | |
| 4.3. Determination of the stability of automatic control systems by the Nyquist criterion ………………………………………………………………………………………………. | |
| 5. Tasks for the control work ............................... | |
| 6. An example of the test work ...................................... | |
| 7. Requirements for registration of control work .... …………… | |
| 8. Criteria for evaluating work ...... ………………………………………. | |
| List of references…………………………………………………………. |
1. Goals and objectives of the discipline:study of theoretical and practical provisions in the field of automatic control, regulation and management of technological processes in the oil and gas industry; formation of systems thinking in the field of automation of technological processes and production.
Tasks:
The study general principles building automation systems;
Familiarization with classical theory automatic control;
Study and research of technical means of automation;
Studying the methodological foundations of drawing up a task for the automation of the production process.
2. The place of discipline in the structure of OOP:
The discipline is included in the basic part of the professional cycle educational program bachelor's degree. The study of this discipline is based on the following courses: Mathematics, Physics, Informatics, Electrical Engineering, Hydraulics and Oil and Gas Hydromechanics. As a result of mastering the discipline, the student should know the typical system solutions and the main directions of development of control systems and technological process control in the oil and gas industry; be able to analyze the operation of the simplest installations and devices and draw up a task for their automation; own the methodological foundations of drawing up a task for the automation of the production process. The discipline is the precursor to writing the final qualifying work.
Requirements for the results of mastering the discipline.
The process of studying the discipline is aimed at the formation of the following competencies:
General cultural competence (GC)
| OK – 1 | Able to generalize, analyze, perceive information, set goals and choose ways to achieve it |
| OK-2 | Able to be ready for a categorical vision of the world, to be able to differentiate various forms of its development |
| OK-5 | Able to negotiate, establish contacts, resolve conflicts |
| OK-9 | Able to strive for self-development, improving their qualifications and skills |
| OK-13 | Able to use the basic principles and methods of social, humanitarian and economic sciences when solving social and professional tasks |
| OK-14 | Able to analyze worldview, socially and personally significant problems, independently form and defend their own worldview positions |
| OK-15 | understand and analyze economic problems and processes, be an active subject of economic activity |
professional competence (PC)
| PC-1 | Able to independently acquire new knowledge using modern educational and information technologies |
| PC-2 | Able to use the basic laws of natural sciences in professional activities, apply the methods of mathematical analysis and modeling, theoretical and experimental research |
| PC-4 | Able to master the basic methods, methods and means of obtaining, storing, processing information, to work with a computer as a means of information management |
| PC-5 | Able to draw up and execute scientific, technical and service documentation |
| PC-6 | Ability to apply the process approach in practice, combine theory and practice |
| PC-7 | Ability to carry out and correct technological processes during the construction, repair and operation of wells for various purposes and the profile of the wellbore on land and at sea, transport and storage of hydrocarbons |
| PC-8 | Able to operate and maintain technological equipment used in the construction, repair, reconstruction and restoration of oil and gas wells, oil and gas production, collection and preparation of well products, transportation and storage of hydrocarbons |
| PC-9 | Ability to assess risks and determine measures to ensure the safety of technological processes in oil and gas production |
| PK-19 | use the physical and mathematical apparatus to solve computational and analytical problems arising in the course of professional activity |
As a result of mastering the discipline, the student must:
Know:
Basics of building automatic control systems (ACS);
Have an idea of \u200b\u200bthe methods and means of control over the parameters of the process of construction of oil production facilities;
Be aware of current trends in the development of automation tools.
Be able to:
To be guided in the issues of optimal control of the processes of oil and gas production on the basis and use of computer technology;
Use the knowledge gained in practice.
Own:
Principles for the formation of technical specifications for the design of automatic systems in the oil and gas industry;
Methods for analyzing proposed solutions in the field of automation;
Skills in determining the advantages and disadvantages of technical automation equipment.
In accordance with the requirements of the Federal State educational standard students of educational institutions of primary and secondary vocational education must have general and professional competencies.
The layout of the standard (2008) defines the following lists of general competencies of graduates
- primary vocational education:
OK 2. Organize your own activities based on the goal and ways to achieve it, determined by the leader.
OK 3. Analyze the working situation, carry out current and final control, evaluate and correct their own activities, be responsible for the results of their work.
OK 4. Search and use the information necessary for the effective performance of professional tasks
- secondary vocational education:
OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 3. Solve problems, make decisions in standard and non-standard situations, be responsible for them.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in a team, communicate effectively with colleagues, management and clients;
OK 7. Take responsibility for the work of team members (subordinates), for the result of the task.
- secondary vocational education (advanced level):
OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 2. Organize your own activities, choose methods and ways of performing professional tasks from the known ones, evaluate their effectiveness and quality.
OK 3. Solve problems, assess risks, make decisions in non-standard situations.
OK 4. Search and use the information necessary for the effective performance of professional tasks, professional and personal development.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues.
OK 7. Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of assignments.
OK 8. To independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.
In accordance with the above levels of the formation of the subject of activity, the lists of general competencies that graduates who have mastered the basic professional program in the specialty of initial vocational, secondary vocational and secondary vocational (advanced level) should possess need to be supplemented from the list of competencies considered by E.F. Zeer.
The most harmoniously compiled is a list of vocational education graduates' competencies (advanced level), aimed at the formation of such personality qualities as independence, mobility, and the ability to perform leadership activities.
However, this list of competencies, like the others, must be supplemented with competencies that contribute to the development of the creative qualities of a person, such as the ability to create a product that is distinguished by novelty, originality, uniqueness, as well as competence that develops aesthetic sensitivity, a sense of beauty in reality, the ability to master standards. beauty and design, to feel the beauty of the created product of professional activity ..
Such competence as the ability to use regulatory and legal documentation by profession, SES by profession, to take into account safety standards and rules is one of the key regulatory competencies, it is necessary to replenish it with the lists of general competencies of graduates of both primary vocational education and secondary vocational education.
The list of competencies of a graduate of primary vocational education, whose professional activity is mainly related to the performance of manual labor, must be supplemented with competence that develops sensorimotor abilities (coordination of actions, quickness of reaction, manual dexterity, eye measurement, color discrimination, etc.).
The list of competencies of a graduate of secondary vocational education, whose professional activity is associated with the manifestation of creative abilities, must be supplemented with the ability to generate unusual, original ideas, deviate from traditional thinking patterns, and a willingness to innovate.
Self-improvement competencies are most fully represented in the list of competencies of a graduate of secondary vocational education (advanced level). It is necessary to supplement the lists of general competencies of graduates of primary and secondary vocational education with the ability to enrich their professional competence, be ready for professional development.
It is possible to combine the competencies OK 4 and OK 5 into one competence according to the similarity of the tasks solved by students in accordance with these requirements.
In accordance with the types of basic competencies, the lists of general competencies of graduates who have mastered the basic educational program in the specialty can be classified as follows:
| Types of competencies | Competencies (abilities) of an NGO graduate | |
| Emotionally - psychological | OK 1 | |
| OK 2 | To develop aesthetic sensitivity, to feel the beauty of the created product of professional activity. | |
| Regulatory | OK 3 | Organize your own activities, based on the goal and ways to achieve it, determined by the head (GC 2) |
| OK 4 | Use regulatory and legal documentation by profession, GOST by profession, take into account safety standards and regulations. | |
| OK 5 | To develop sensorimotor abilities (coordination of actions, speed of reaction, manual dexterity, eye measurement, color discrimination, etc.) | |
| Analytical | OK 6 | Analyze the working situation, carry out current and final control, evaluate and correct their own activities, be responsible for the results of their work. (OK 3) |
| OK 7 | Search and use the information necessary for the effective performance of professional tasks (OK4), use information and communication technologies in professional activities. (OK 5) | |
| OK 8 | Work in a team, communicate effectively with colleagues, management and clients. (OK 6) | |
| Creative | OK 9 | |
| OK 10 | Enrich your professional competence, be ready for professional development. |
| Types of competencies | Competencies (abilities) of a vocational education graduate | |
| Emotionally - psychological | OK 1 | Understand the essence and social significance of your future profession, show a steady interest in it, enrich your professional competence... (OK1) |
| OK 2 | To develop aesthetic sensitivity, a sense of beauty in real life, to master the standards of beauty and design, to feel the beauty of the created product of professional activity. | |
| Regulatory | OK 3 | Organize their own activities, choose methods and ways of performing professional tasks from the known ones, evaluate their effectiveness and quality (OK 2). |
| OK 4 | ||
| Analytical | OK 5 | Solve problems, make decisions in standard and non-standard situations, be responsible for them. (OK 3) |
| OK 6 | ||
| Social - communicative | OK 7 | |
| OK 8 | Work in a team, communicate effectively with colleagues, management and clients. (OK6) | |
| Creative | OK 9 | Create a product that is novel, original and unique. |
| Self-improvement competencies | OK 10 | Take responsibility for the work of team members (subordinates), for the result of the task (OK7). |
| Types of competencies | Competencies (abilities) of a vocational school graduate (advanced level) | |
| Emotionally - psychological | OK 1 | To understand the essence and social significance of your future profession, to show a steady interest in it. (OK 1) |
| Regulatory | OK 2 | Organize their own activities, determine the methods and ways of performing professional tasks from the known ones, evaluate their effectiveness and quality (OK 2). |
| OK 3 | To use the normative and legal documentation by profession, GOS by profession, to take into account the norms and rules of safety precautions. | |
| Analytical | OK 4 | Solve problems, assess risks and make decisions in non-standard situations. (OK 3). |
| OK 5 | Generate unusual, original ideas, deviate from traditional thought patterns, and be willing to innovate. | |
| Social - communicative | OK 6 | Search and use the information necessary for the effective performance of professional tasks, professional and personal development (OK 4), use information and communication technologies in professional activities (OK 5). |
| OK 7 | Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues (GC 6). | |
| Creative | OK 8 | Create a product that is novel, original and unique. |
| Self-improvement competencies | OK 9 | Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of completing tasks. (OK 7) |
| OK 10 | To independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development. (OK 8) |
Lists of professional competencies formed among graduates who have mastered the main educational program in their specialty, the model of the standard is supposed to be described based on the characteristics of the professions.
Let's give an example of the classification of professional competencies. As an example, let us consider the list of professional competencies formed in the students of the Regional College of Design and Service in the profession of "seamstress" and "designer fashion designer".
| Professional competencies in the profession of "seamstress" | |
| - the need for the work of a seamstress; - aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (the ability to coordinate actions when performing manual and machine work, eye, color discrimination, etc.) | |
| Regulatory competences | - the ability to organize a workplace for working on a sewing machine and by hand; - the ability to follow the technology when performing manual and machine work: - choose the numbers of needles and threads in accordance with the type of fabric; - choose the type of stitch and machine seam in accordance with the purpose of the processing unit; - fill the machine with threads or roll feed mechanism; - handle the details of the product: shelf, back, sleeve, front and back panels, side beads, collar; - the ability to handle units and parts; - the ability to use various types of equipment for wet - heat work: iron, press, steam-air dummy, steamer; - the ability to perform various types of wet - heat work: ironing, ironing, ironing, pressing, pulling, steaming, duplicating, pressing; - to grind down constructively - decorative lines; - process slices, etc. |
| Social competences | - work with special information on sewing business; - understanding of professional terminology; |
| Analytical competencies | - the ability to read diagrams; - analyze instruction cards; - determine the sequence for assembling the product; - to set the temperature regime of the equipment when performing wet - heat works in accordance with the type of fabric; |
| Creative competencies | - use equipment for the manufacture of products from modern fabrics; - to process the unit, parts of the product from modern fabrics; |
| Self-improvement competencies | - control the quality of the work performed, identifying and eliminating - identified defects; - asymmetry of the arrangement of small parts; - uneven edges of parts, finishing stitches, seam allowances, - lack of moisture - heat treatment. |
| Professional competencies in the profession "designer - fashion designer" | |
| Emotional - psychological competence | - aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (the ability to coordinate actions when performing design work, eye measurement, color discrimination, etc.) |
| Regulatory competences | - remove dimensional signs; - build drawings of the base of the structure; - perform technical modeling; - perform technical calculations: determine the consumption of materials for the product, choose the optimal type of layout; - to make experimental model: - to make patterns; - draw up design and technological documentation; - fill out the order passport in accordance with the form; - draw up accompanying documentation for the technological processing of the product; |
| Social competences | - ability to accept an order: to establish contact with the customer; agree with the customers technical specifications for the design of garments; sketch the model; determine the number of complicating elements; - to use new information technologies when building a drawing of the design basis: Autocad, Assol CAD; - to present the project to the performers, to motivate the team of performers to implement the project: to substantiate the feasibility of the project, its originality, competitiveness, to advise the masters of the experimental workshop on the manufacture of the product, the methods of technological processing, and the manufacture of a series of models; |
| Analytical competencies | - to determine the requirements for a new product: constructive, technological, aesthetic; - analyze the purpose of the product being developed, taking into account the texture and structure of the materials used, processing technologies, available equipment; - analyze the sketch of the model by structural belts: silhouette, horizontal and vertical lines, proportions, shape and location of parts; - to choose the most rational options for constructive solutions of the main methods of shaping and finishing details, external design of garments; |
| Creative competencies | - to offer the customer models in accordance with the direction of fashion, taking into account the properties of the fabric, the characteristics of the figure; - to carry out the design of the product, taking into account the properties of modern fabrics; - to simulate various silhouettes of clothes and various types of sleeves; - to choose the optimal technological variant of the silhouette line constructive solution; - to develop models and designs of products of various shapes and cuts for mass production; - compile a family of models based on the original model; - to evaluate the level of novelty of the received products; |
| Self-improvement competencies | - check the developed design drawings: the length of the mating cuts, the conjugation of the cuts of the neck, armhole, bottom, waist, sleeve, sleeve ridge; - control and adjust the manufacturing process: check the quality of the cut, check the quality of the tailoring of the product; evaluate the manufacturability of the design, control the compliance of the product with the author's sample, evaluate the aesthetic appearance of the product, improve the design of the product in order to reduce technological defects. |
Analyzing the data on the classification of professional competencies, it can be concluded that regulatory competences prevail in the structure of a seamstress's activity. When analyzing the professional competencies of a designer-fashion designer, creative, social, analytical competencies, and self-improvement competencies come to the fore, while regulatory competences play a less significant role. It is necessary to pay attention to this in the formation of basic (general) competencies in students in the educational and professional process.
This does not mean that in the training of a seamstress it is necessary to pay attention only to the formation of regulatory competencies. Personal development requires the harmonious development of all competencies, therefore, subject to the mandatory formation of regulatory competencies, students of the seamstress profession need to develop other competencies, especially creative and self-improvement competencies, since these competencies are not sufficiently developed in further professional activity.
Thus, the classification of general and professional competencies allows us to identify the features of assessing the level of formation of the subject of a particular activity in the educational process of educational institutions of primary and secondary vocational education.
12. Personality of the teacher, basic competence of the teacher
13. Universal training activities
The concept, functions, composition and characteristics of universal educational actions at the level of primary general education
The consistent implementation of the activity approach is aimed at increasing the effectiveness of education, more flexible and durable assimilation of knowledge by students, the possibility of their independent movement in the studied area, a significant increase in their motivation and interest in learning.
Within the framework of the activity approach, the main structural components are considered as general educational actions. learning activities - motives, features of goal-setting (educational goal and objectives), educational actions, control and assessment, the formation of which is one of the components of the success of training in an educational institution.
When assessing the formation of educational activity, age specificity is taken into account: a gradual transition from joint activities of a teacher and a student to jointly divided activities and to independent activities with elements of self-education and self-education (in younger adolescence and older adolescence).
The concept of "universal learning activities"
The term "universal educational actions" means the ability to learn, that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience.
Universal educational actions as generalized actions open up to students the possibility of a broad orientation both in various subject areas and in the structure of the educational activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn presupposes full-fledged mastering by students of all components of educational activity, which include:
- cognitive and educational motives,
- learning goal, learning task, learning activities and operations (orientation, material transformation, monitoring and evaluation).
Functions of universal learning activities:
- providing the student with the ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;
- creating conditions for the harmonious development of the personality and its self-realization based on readiness for continuing education; ensuring the successful assimilation of knowledge, the formation of skills, skills and competencies in any subject area.
Universal educational actions are of a supra-subject, meta-subject nature; ensure the integrity of the general cultural, personal and cognitive development and personal self-development; ensure the continuity of all stages of the educational process; are the basis for the organization and regulation of any student's activity, regardless of its specially-subject content.
Universal educational actions provide the stages of mastering the educational content and the formation of the psychological abilities of the student.
Types of universal learning activities
As part of the main types of universal educational activities, four blocks can be distinguished: personal, regulatory(including also self-regulation actions), informativeand communicative.
14. Personal, regulatory and communicative ECD
Personal universal learning activitiesprovide value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. With regard to educational activities, three types of personal actions should be distinguished:
- personal, professional, life self-determination;
- meaning formation, that is, the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result of learning and what prompts the activity, for the sake of which it is carried out;
- moral and ethical orientation, including the assessment of the assimilated content, which provides a personal moral choice.
Regulatory universal training activitiesprovide students with the organization of their educational activities. These include:
- goal-setting as a formulation of an educational task based on the correlation of what is already known and assimilated by students and what is still unknown;
- planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
- forecasting - anticipating the result and the level of knowledge assimilation;
- control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
- correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, real action and its result, taking into account the assessment of this result by the student, teacher, comrades;
- assessment - highlighting and understanding by students of what has already been mastered and what else needs to be learned, awareness of the quality and level of assimilation; performance evaluation;
- self-regulation as the ability to mobilize strength and energy, to volitional effort and overcoming obstacles.
Communicative Universal Learning Activitiesprovide social competence and take into account the position of other people, communication partners or activities; the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and collaboration with peers and adults.
Communicative actions include:
- planning educational cooperation with the teacher and peers - defining the goal, functions of the participants, ways of interaction;
- posing questions - proactive cooperation in the search and collection of information;
- conflict resolution - identification, identification of the problem, search and assessment of alternative ways to resolve the conflict, decision making and its implementation;
- partner behavior management;
- the ability to express your thoughts with sufficient completeness and accuracy; possession of monologue and dialogical forms of speech in accordance with grammatical and syntactic norms native language, modern means of communication.
15. Cognitive UUD
Cognitive universal learning activitiesinclude: general educational, logical educational actions, as well as the formulation and solution of the problem.
General educational universal actions:
- independent selection and formulation of the cognitive goal;
- search and selection of the necessary information;
- structuring knowledge;
- conscious and arbitrary construction of a speech utterance in oral and written form;
- selection of the most effective ways to solve problems, depending on specific conditions;
- reflection of methods and conditions of action, control and assessment of the process and results of activity;
- semantic reading as an understanding of the purpose of reading and the choice of the type of reading depending on the purpose; extraction of the necessary information; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official-business styles; understanding and adequate assessment of the language of the media;
- statement and formulation of the problem, independent creation of algorithms for the solution of problems of a creative and exploratory nature.
16. Knowledge, abilities, skills
17. Learning and development
18. Basic principles of the study of educational psychology
19. Problems of educational psychology
20. The problem of the child's psychological readiness for learning
21. History of educational psychology
22. Theories of learning in Ancient Greece (Plato, Aristotle)
Plato
Plato (c. 427-347 BC) was the most famous student of Socrates. In fact, Socrates never wrote a single word about his philosophy, Plato did it. This is extremely important, since the early dialogues of Plato were created by him mainly in order to show the approach of Socrates to knowledge, and were reminiscences of a great teacher. However, later dialogues represent the philosophy of Plato himself and have practically nothing to do with Socrates. Plato was so depressed by the execution of Socrates that he went into free exile in southern Italy, where he fell under the influence of the Pythagoreans. This fact was important for the Western world and is directly related to all areas of epistemology, including the theory of learning, that have arisen since then.
The Pythagoreans believed that numerical relationships govern the universe and influence the world of things. They believed that numbers and their various combinations were the cause of events in the physical world. And both events, both the number itself and the physical phenomenon caused by it, were really existing. Consequently, for the Pythagoreans, the abstract objectively existed and had the ability to influence physical objects. Moreover, physical phenomena were considered only as a manifestation of the abstract. Although numbers and matter interact, it is matter, not numbers, that we perceive with the help of our senses. This implies a dualistic view of the Universe, in which one of its aspects can be cognized empiricallyand the other is not. Following these ideas, the Pythagoreans made great strides in mathematics, medicine, and music. However, over time, this trend turned into a mystical cult, and only a select few could become its members and acquire its wisdom. Plato was one such person. Plato's later dialogues reflect the complete acceptance of the dualistic universe in which the Pythagoreans believed. He developed a theory of knowledge based on the Pythagorean notion that the existence of the abstract is objective and meaningful.
Aristotle (348-322 BC), one of Plato's disciples, was the first to follow the teachings of Plato and later departed almost completely from him. The main difference between the two thinkers was their relationship to sensory information. For Plato, it was not a noteworthy hindrance, and for Aristotle, it was the basis of knowledge. Thanks to his sympathetic attitude towards empirical observation, Aristotle amassed an extensive collection of facts about physical and biological phenomena.
However, reason was in no way rejected by Aristotle. He assumed that sensory perceptions were only the beginning of cognition, then the mind needs to reflect on these perceptions in order to find the logical connections hidden in them. The laws governing the empirical world cannot be cognized only with the help of sensory information, but must be discovered through active thinking. Consequently, Aristotle believed that knowledge is acquired from sensory experience and reflection.
There are two main differences between Aristotle's and Plato's theories of knowledge. First, the laws, forms or universals that Aristotle was looking for did not exist separately from their empirical embodiment, as was the case with Plato. They were simply observable relationships in the natural environment. Secondly, according to Aristotle, all knowledge is based on sensory experience. For Plato, of course, this was not the case. Precisely because Aristotle argued that the source of knowledge is sensory experience, it is referred to as empiricists.
Developing his empirical views on knowledge, Aristotle formulated the laws of association. He said that an experience or memory of an object would evoke memories of similar objects (the law of similarity), memories of opposite things (the law of contrast), or memories of objects that were originally associated with that object (the law of contiguity). Ari Stotel also observed that the more often two phenomena are part of the same experience, the more likely it is that an interaction or memory of one of these events will evoke a memory of the other. Later in history, this pattern became known as the law of repetition. Hence, according to Aristotle, sensory experience gives rise to ideas. Ideas prompted by sensory experience will stimulate other ideas in accordance with the laws of similarity, contrast, contiguity and the principle of repetition. In philosophy, the position that the relationships between ideas can be explained by the laws of association is called associationism. An example of how ideas are related to each other through the law of adjacency.
In addition to raising the status of empirical research, Aristotle contributed in many ways to the development of psychology. He wrote the first history of psychology called De Anima. He wrote many works on the human senses, to which he attributed sight, hearing, smell, taste and touch. He introduced significant contribution in the further development of the concepts of memory, thinking and learning. As we noted, his associative principles of similarity, contrast, contiguity and repetition later became the basis of the doctrine of association, which is still part of the modern theory learning. Considering his colossal contribution to the development of science, one can forgive him for placing the mind in the heart and considering the brain as a blood cooling system. On the great influence of Aristotle on the theory of learning, Weimer (1973) said:
Even with a moment's thought ... it will become apparent that Aristotle's doctrines are at the core of modern epistemology and the psychology of learning. The centrality of associationism as a mechanism of mind is so generally accepted, at least with regard to observation, that no learning theory proposed for discussion in this century has failed to base its arguments on associative principles (p. 18).
With the death of Aristotle, the development of empirical science stopped. In the following centuries, scientific research, the direction of which was set by the philosophical teachings of Aristotle, did not receive a continuation of the Burning of the ancient Greek city-states, the raids of the barbarians in Europe (the spread of Christianity stopped the development of scientific research of the early Middle Ages based on the teachings of ancient authorities, instead of looking for new ideas. The philosophy of Plato provided big influence to early Christianity. The concept of man, which prevailed at that time, is thus described by Marx and Cronan-Hillix (1987): People were viewed as creatures with a soul and free will, which alienated them from simple natural laws and subordinated only their own self-will and, perhaps, the authority of God. Such a creature with free will could not be the object of scientific research.
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3 OK OK-1 OK-2 OK-3 OPK OPK-1 OPK-2 OPK-3 PC GENERAL CULTURAL COMPETENCES OF THE GRADUATE Ability for abstract thinking, analysis, synthesis Willingness to act in non-standard situations, bear social and ethical responsibility for decisions made Willingness to self-development , self-realization, use of creative potential Readiness for communication in oral and written forms in Russian and foreign languages \u200b\u200bfor solving problems of professional activity know: tendencies characteristic of one's professional activity; be able to: use new knowledge and skills; own: skills of independent acquisition of new knowledge in the field of their professional activities; know: classification of organizational and managerial be able to: assess the consequences of adopted organizational and managerial own: methods of adoption of organizational and managerial know: new research methods; be able to: develop their general cultural and professional level; own: the ability to independently master new research methods; GENERAL PROFESSIONAL COMPETENCES OF THE GRADUATE know: grammatical foundations of a foreign language; terminology necessary for the implementation of business communication; tools necessary to prepare for public business and scientific communications; be able to: use a foreign language for professional communication; prepare and speak at public, incl. and scientific, events; own: foreign language as a means of professional communication; skills in public business and scientific communications; Willingness to lead a team in the field of their professional activities, tolerantly perceiving social, ethnic, confessional and cultural differences Ability to conduct independent research, substantiate the relevance and practical significance of the selected topic of scientific research know: the theoretical foundations of systems management, taking into account the tolerant perception of social, ethnic, confessional and cultural differences; be able to: manage organizations, departments, groups (teams) of employees, projects and networks, tolerantly perceiving social, ethnic, confessional and cultural differences; own: the skills of building all business processes of the organization, taking into account the tolerant perception of social, ethnic, confessional and cultural differences; know: the essence of general scientific methods of induction and deduction; an algorithm for constructing a research program in the field of one's professional activity; be able to: substantiate the relevance, theoretical and practical significance of the selected topic of scientific research; conduct independent research in accordance with the developed program; possess: the skills of analysis of scientific research and the application of methods of induction and deduction to determine the significance of the work; skills of self-development of a research program; PROFESSIONAL COMPETENCES OF THE GRADUATE
4 PC-1 PC-2 PC-3 PC-4 PC-5 PC-6 Ability to manage organizations, departments, groups (teams) of employees, projects and networks Ability to develop corporate strategy, organizational development and change programs and ensure their implementation Ability to use modern methods corporate finance management to solve strategic problems Ability to use quantitative and qualitative methods for applied research and business process management, prepare analytical materials based on the results of their application Possession of methods of economic and strategic analysis of the behavior of economic agents and markets in a global environment Ability to use modern methods of corporate management to know finance for solving strategic problems: theoretical foundations of systems management; be able to: manage organizations, departments, groups (teams) of employees, projects and networks; own: the skills of building all business processes; know: the essential and meaningful characteristics of the corporate strategy; theoretical aspects of organizational development; be able to: develop a corporate strategy; develop programs for organizational development and change; possess: the skills of analyzing the factors of the external and internal environment; modern technologies development of corporate strategy; skills to ensure the implementation of organizational development programs; know: methods of corporate finance management be able to: use modern methods of corporate finance management to solve strategic problems; own: modern technologies of corporate finance management; know: quantitative and qualitative methods for scientific research; a set of materials, especially their compilation and approval, necessary for managing business processes to be able to: use various methods for conducting research; prepare analytical materials for business process management; own: skills in business process management; skills in assessing the effectiveness of business process management; know: the activity and behavior of economic agents; the essence of strategic analysis; be able to: analyze trends in the behavior of economic agents and changes in the state of the markets; apply the methods of strategic analysis in professional activities; own: methods of economic analysis of the behavior of economic agents and markets in the global environment; methods of strategic analysis; know: methods of corporate finance management be able to: use modern methods of corporate finance management to solve strategic problems; own: modern technologies of corporate finance management;
5 PC-7 PC-8 PC-9 PC-10 PC-11 Ability to generalize and critically evaluate the results of research on topical management problems obtained by domestic and foreign researchers Ability to present the results of the research in the form of a scientific report, article or report Ability to substantiate the relevance, theoretical and the practical significance of the chosen topic of scientific research Ability to conduct independent research in accordance with the developed program Ability to develop curricula and methodological support of management disciplines, as well as apply modern methods and techniques in the process of teaching them know: the results of domestic and foreign researchers in the field of their professional activities; be able to: identify and formulate urgent scientific problems; own: the skills of generalization and critical assessment of the results obtained by domestic and foreign researchers; know: the structure of a scientific report, article and report; be able to: present the results of the research carried out in the form of a scientific report, article or report; own: modern technologies that contribute to the preparation of the presentation of research results; know: the essence of general scientific methods of induction and deduction; be able to: substantiate the relevance, theoretical and practical significance of the selected topic of scientific research; possess: the skills of analysis of scientific research and the application of methods of induction and deduction to determine the significance of the work; know: the algorithm for building a research program in the field of their professional activities; be able to: conduct independent research in accordance with the developed program; own: skills of independent development of a research program; know: modern methods and techniques of teaching management disciplines; the essential and meaningful characteristics of the materials that support the teaching process; to develop curricula and methodological support for teaching management disciplines; be able to: apply in practice modern methods and techniques of teaching management disciplines; own: skills of teaching management disciplines; modern technologies that facilitate the preparation of materials that support the teaching process. Head of the Department of Management Theory and Business Technologies, Head of the Master's Program "Business Management", Doctor of Economics, Professor V.V. Maslennikov
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