Готовый перевод амогус / pedagogus: 1

Annotation. The issue of rationalization of the learning process, taking into account academic mobility and formed, meeting the needs of production, practical skills of graduates, is becoming more and more relevant. Cognitive-pragmatic technologies within the framework of practice-oriented training allow optimizing the educational process without losing the quality of training of engineering specialists.

With the advent and introduction of cognitive-pragmatic technologies in the educational process, the student has become an active subject of the educational process. The teacher-student relationship has reached a qualitatively different level, where the teacher is required to have managerial competence rather than didactic competence.

Cognitive technologies simultaneously with the analysis of the current situation, search for knowledge, skills and abilities acquired and formed by students in the process of theoretical and practical training. As a result of the introduction of these technologies in the training of engineering personnel, we get a qualitatively different specialist, excellent performance and efficiency in the performance of tasks.

The article substantiates the principles of the implementation of cognitive technologies in the training of mining engineers in the specialty "Mining" of the orientation "Technological safety and mountain rescue".

Keywords: cognitive-pragmatic technologies, cognitive-pragmatic approach, cognitive pedagogics, engineering pedagogics, information and communication technologies, practice-oriented training, mining engineer, Mining.

Cognitive educational technologies appeared in connection with the society's demand for new communications that allow making thoughtful, calculated and specific management decisions. For such management decisions, cognitive technologies are one of the most effective tools and help to develop universal ways and ways to implement the tasks set.

Cognitive technologies are implemented through a model characterized by a certain set of tools, methods and algorithms of actions. Its task is to implement a pre-defined goal. This model with a difference degree of approximation allows you to get pre-planned results of educational activities. The goal is achieved with the help of a component of cognitive technologies – communication and cognitive-pragmatic-in the process of a consistent, step-by-step, scientifically prepared situational solution to one of the educational problems (Figure 1).

The implementation of the cognitive approach is based on the principles of consciousness, activity, and individual orientation, which allows each student to master the specialty metasubject.

The cognitive approach in the learning process includes many methods, among which, in the framework of training engineering personnel, it is necessary to note the following:

- a matrix method that allows you to structure your mental activity to solve the problem of finding the required information;

- a communicative method aimed at the formation of communication skills in professional activities during training;

- the method of forming a special learning environment: through the use of electronic educational resources and programs, the development of educational material, the formation of problematic issues and tasks, and the design of situations are organized;

- the most important method in the training of mountain rescue engineers is the method of immersion in the studied environment.

The cognitive-pragmatic approach in management uses technologies that minimize the influence of the human factor on the administrative processes, and increase the effectiveness of decisions made in obtaining a specific result. In relation to the educational process, cognitive-pragmatic technologies affect slightly different goals and are intended for the implementation and development of individual abilities of students, allowing them to realize their personal qualities and customize training sessions taking into account the participation of each student in the educational process.

Figure 1. The relationship of cognitive technologies with cognitive-pragmatic educational technologies

The technologization of engineering education makes it possible to form a unified communication space for students in the field of professional interactions between higher education institutions and production. The general goal of cognitive engineering educational technologies is the formation of such behavioral responses that will allow you to form the competencies necessary for early adaptation in the professional activities of the future specialist. Siegfried Ruve, in his work "Models of on-the-Job Training in Engineering Curricula", also emphasized that the competencies formed depend on the context and should be developed in a technical, professional environment, especially for future engineers [1].

It is generally accepted that the cognitive-pragmatic approach in the communicative educational process begins with the identification and analysis of the needs and interests of the student. The design of training tools and techniques is based on the identification of possible ways in which the identified needs can be met. The set educational tasks should determine the need to find the most effective and acceptable communication technologies for specific educational results, allowing you to find the optimal solution for both a group of students and for independent and individual work with each student.

In the literature, the description of cognitive and pragmatic models, the concept of "competence" have an extended, generalized interpretation. We believe that in relation to educational technologies, we need to make some terminological clarifications.

Cognitive technologies in education are technologies that have a modular structure, adapting the educational process to the variability of the environment and allowing the formation of managerial decision-making skills. Cognitive technologies are based on models that have a common didactic goal, but are divided into a number of independent blocks that have an extensive network of interaction and solve a separate task. At the center of cognitive education is not only the acquisition of knowledge or skills with the help of a teacher, programs, methods and materials, but also the active participation of students in the educational process.

Educational cognitive technologies are set up in such a way that they suggest finding problems in the subject under study and provide a way to independently solve them, acquire skills based on their own and other people's experience, as a result of which a new individual experience is formed. Such experience is extremely necessary when organizing practice-oriented training in technical specialties that require non-standard decisions. Cognitive educational technologies serve as the basis for the formation of professional competencies of rare and complex specialties, for example, future managers of emergency services and in practice-oriented training of mining engineers in the system of professional education, where the time to make decisions to get out of an unusual situation is calculated in seconds.

Researchers have repeatedly emphasized that to get a good result from a cognitive – pragmatic approach to learning, the teacher and students must be fully involved in what they do and work hard together to ensure that the right results are achieved. A gradual increase in the variety of situations with an emphasis on wide application, a gradual increase in the complexity of the situations and problems to be solved – will ensure the quality of the application of cognitive-pragmatic technologies in the training of engineers [2,3,4,5].

Pragmatism in pedagogy and pragmatic adequacy consist in the assimilation of changes in the surrounding (immersive) environment in the learning process based on the obtained practical experience. The pragmatic measure of information determines the degree to which information is useful for achieving a goal. Pragmatism is inextricably linked with practice-oriented learning, as it is designed for individual personal development due to the dynamic interaction of the student with the environment, with the ability to actively adapt to the surrounding conditions in the process of practical training, and this is already a personality - oriented learning.

Another component of cognitive technologies is the concept of "communicative paradigm" - from the Latin word communicare - "to share" and paradigma - "sample". This concept stands closely in the pedagogical literature and is even mixed with frequently used concept of "frame" - "carcass, skeleton." The frame is not a complete list of all the details of a typical situation that a person has ever encountered, but only those that are mandatory in this situation. The frame retains only the most characteristic, basic features of a number of related situations used in a pragmatic educational approach.

The communicative paradigm in pragmatic information utility is realized when the student realizes his needs and exchanges his newly acquired knowledge in the study group for the prompt dissemination and application of experience in practice.

Competence is a set and interconnectedness of qualities - knowledge, abilities, skills, means of achieving goals, attributed to a certain class of objects and processes necessary for successful activity (Figure 2).

Figure 2. Content of competencies for achieving educational goals

In the process of practice-oriented training of mining engineers, based on the use of cognitive technologies in the educational process, new professional competencies are formed or existing ones are corrected. Federal state educational standards of higher education (FSES VO 3+) regulated competences. For example, FSES VO 3+ "Mining" included: general cultural competences (OC), general professional competences (OPK), professional competencies (PC), vocational specialized (PSK). In other words, the standard established a list of competencies that were determined on the basis of the well-established ideas of the academic community, and the university, depending on the specializations and the disciplines necessary for their implementation, formed an educational program that includes the conjugation of disciplines and competencies.

It is clear that there could be no question of making changes to the definition of competencies. As a result, academic training became more and more distant from the practical, rapidly changing needs of production, and the graduate, despite the theoretical knowledge gained, found it increasingly difficult to adapt to the real conditions of production.

This discrepancy was especially noticeable when students of engineering specialties were undergoing practical training, when the student was faced with new equipment, facilities, technologies, and even industrial relations, which he could not get acquainted with in the walls of the university. This state of affairs in the training of engineers did not suit either employers or the teaching staff of higher educational institutions. Moreover, there is a growing demand in professional communities for qualified personnel who must take into account the specifics of engineering activities.

The world's leading universities and major professional associations have developed key engineering competencies, on the basis of which a graduate of technical universities is certified with the appropriate qualification and experience category. It is necessary to recognize that we are on the way to the formation of standard requirements for the engineer on the basis of the professional competencies agreed with the employer. Building up such professional requirements for a ready-made specialist is a labor-intensive and rather lengthy process in our conditions, which requires taking into account legislative provisions (the Labor Code, the Law on Education in the Russian Federation, the Federal State Educational Standard, the professional standard) and the requests of the professional community – Federal educational and methodological associations, unions, engineering public organizations (Figure 3).

Figure 3. Formation of professional competencies

Many competencies can be actualized from existing ones or new ones can be formed in the process of practice-oriented learning, where a list of necessary skills, that make up the competence, is determined. Practice-oriented training provides a temporary solution to the problem of multipurpose competencies' formation or training a specialist in narrowly focused competencies with the possibility of periodic retraining or internship. For some employers (mechanical engineering and instrumentation associations producing mono-directional products, mining enterprises, etc.), it is very attractive to have at disposal an engineer trained for a specific production.

However, a significant part of the academic community considers that it is necessary to train a specialist with a wide range of competencies and then to “refine” them at a specific workplace. Both approaches have their advantages and disadvantages. In our opinion, practice-oriented training is more applicable for the specific needs of employers and forms the skills required in real engineering activities.

In practice-oriented training of mining engineers we have applied a methodology based on the cognitive-pragmatic cognition technology in the process of immersion in reality while working on simulators and training grounds. Among the main parameters that formed the basis of the methodology, it is necessary to highlight following parameters:

• setting goals for practical training and their clarification with the participation of potential employers;
• determination of the list with required professional competencies of a future specialist;
• selection of types of practices, determination of recommended teaching techniques, their sequence in accordance with the goals of practical training;
• assessment of current results;
• correction of types of educational and industrial practices, depending on their location.

Conducting emergency rescue operations in underground conditions requires well-coordinated teamwork and at the same time, the ability to make individual decisions in the event of unusual situations, when each employee of the rescue unit is forced to act independently.
Such management decisions can be developed with the help of cognitive-pragmatic training as a result of long training sessions and the creation of typical situations on simulators and simulators in such a way that the student develops a behavioral reflex of automatic subconscious exit from the problem. In this reflex exit from the situation, there will no longer be a place for psychological stress, or even panic, characteristic of an unprepared person.

During practical classes, as part of the application of cognitive-pragmatic technologies in teaching, new elements are assimilated by each student, who in turn exchanges knowledge and skills with all participants of practical classes, actively participating in the educational process.

This is the difference from traditional pedagogy, which involves the participation of only the teacher in the classroom with passive perception of information. In cognitive technologies, the student's controlled assimilation of the material is cultivated.

Special value in practical training is visual and verbal interaction with mechanisms and equipment, both on simulators and in production. An important role in the organization of practice is played by pragmatic models that highlight the useful component of the information flow that circulates between the student and the environment.

Pragmatic models are designed to organize practical actions and find optimal management tools. They are represented by separate blocks, formed into a network or links, subordinated to the general task of practice. The application of pragmatic models is based on minimizing the discrepancies between the model and reality, acting as a template or sample, in order to subsequently apply the acquired skills in real production. Practical training programs, charters, instructional materials, etc. can serve as an example of a pragmatic model. Thus, a pragmatic model is a means of managing or organizing practical actions, as well as a way to represent the algorithm of correct actions or their result.

Conclusions.
The professional development of a graduate of an engineering university, his ability to adapt to the requirements of production in the shortest possible time, is directly related to the educational technologies used in the educational institution. Engineering activity requires not only theoretical training in the field of fundamental sciences and natural sciences, but also the ability to apply the knowledge gained in practice. Unfortunately, the practical part of training in many technical universities is reduced to formal introductory excursions - at best, repeating practical classroom classes.

Programs of production practices do not reflect the needs of production and most of them contain recommendations for the collection and design of material. The declarative nature of training and production practices does not meet the needs of modern production, is very far from the real production and labor relations in the team, does not affect the psychological side of social interaction, which subsequently inevitably affects the timing of "embedding" a young specialist in the production process.

Competently organized, methodically thought-out practice-oriented training allows you to solve most of the issues of lagging behind the training of graduates from the tasks of production, in which there are new modern equipment, innovative and digital technologies, changes in economic and legislative nature. Modern production is forced to exist in a competitive environment, where not only equipment and technologies are important, but also the qualification of a specialist and his practical skills are becoming increasingly important.

Cognitive-pragmatic technologies provide the formation of not only new professional competencies related to the specialization / focus of the educational program, but also competencies that are difficult to obtain in classical training: for example, organizational, managerial and communication competencies. As the seven-year experience of practice-oriented training and conducting training and production practices of mining engineers in the specialization "Technological safety and mountain rescue" has shown, such competencies are acquired as a result of consistent work of students in different production teams in the implementation of educational tasks that have become increasingly complex as they learn.

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http://notabenoid.org/book/82302/506908

Переводчики: Varfaluil, pollyanna