Study in possibilities of professional orientation in training of specialists in agrarian and technical universities
2021
Nikolaenko, S., National Univ. of Life and Environmental Sciences of Ukraine, Kiev (Ukraine) | Bulgakova, O., National Univ. of Life and Environmental Sciences of Ukraine, Kiev (Ukraine) | Vasileva, V., Angel Kanchev Univ. of Ruse (Bulgaria) | Dukulis, I., Latvia Univ. of Life Sciences and Technologies, Jelgava (Latvia) | Zbaravska, L., State Agrarian and Engineering Univ. in Podilya, Kamianets-Podilskyi (Ukraine)
The theoretical provisions, which form the basis of the concept of teaching physics to applicants for higher education in agrarian-technical educational institutions, are analysed in the article. The main methods of implementing the professional orientation of teaching physics at lecture classes for applicants for higher education in agrarian-technical educational institutions have been revealed. The main ways of increasing professional knowledge of applicants for higher education in the physics course were determined. The tested methodology of implementing the professional orientation of teaching physics at lectures in universities was described. To identify the level of physics training of engineering applicants for higher education we conducted an experimental study, which showed that the course of physics in the higher agrarian and technical educational institution has transformed from a fundamental to a general educational subject. Students are not aware of the purpose of learning physics as the foundation of future professional activity; they cannot transform the knowledge obtained in physics classes to the disciplines of professional and practical training and the general technical cycle, as well as in the course works and diploma design. The above-mentioned facts allow drawing a conclusion about the necessity of interconnection between the principles of fundamentality and professional orientation in teaching physics to applicants for higher education at agrarian-technical educational institutions. It is proved that the use of professionally directed material contributes to the formation of the physical knowledge system of applicants for higher education, the acquisition of various practical skills and abilities, stimulates cognitive interest in the study of physics as a science, allows to better absorb the material of other disciplines of the natural sciences cycle, develop their cognitive and creative abilities, affect the formation of strong motives for obtaining knowledge in special disciplines.
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