PECULARITIES OF THE EDUCATIONAL PROCESS BUILT ON THE PRINCIPLES OF SELF-EDUCATIONAL COMPETENCE FORMATION FOR FUTURE TECHNICIANS-ELECTRICIANS

Article deals with the problems of self-educational competence formation in the process of training future technicians-electricians. The teaching and learning activities in a high technical school or college is primarily intended to the training a professional with a high level of knowledge, ability to think, produce and apply knowledge in practice. Dealing with problem is carried out through the search content, forms, methods and means of learning, providing wider development opportunities, self-development and self-realization. For training of Junior specialist of electrical technician qualification, it should be noted that specialists of this profile are required to be competent in other spheres of activity, in other words, in situations where it is necessary to find solutions for production target independent, the clarification of its conditions, finding solutions, and estimation of obtained results, etc. The results of studies aimed at defining the level of development of self-educational competence of students of technical colleges and technical high schools indicate a lack of formation to the ability of students' self-education. The designing of the educational process requires a creative approach to the analysis of its structural components. The article presents the characteristic of the educational process, which is built on the principles of formation of self-educational competence, taking into account all features of this process. All components and their features are considered and described in details. Attention directed to the formation of a stable theoretical knowledge, practical skills and skills of reproduction of the studied material from specific facts to general provisions and theories, interpretation the results of own activity; formation of skills for self-educational activities; development of motivation for independent task solving, the focus shifts from assimilation of ready knowledge to independent cognitive activity; development of high-level thinking skills (analysis, synthesis, estimation), skills for introspection, reflection; development of skills to apply knowledge both in standard and new conditions; the development of positive relations and readiness to self-education throughout life. Examples of established educational software training have been given and a comprehensive scheme of the educational process organization directed on formation of self-educational competence has been created. Criteria for the estimation of the formation of students' self-educational competence have been considered according to the considered components, namely: personally oriented, content-cognitive, organizational and active, reflective.