STATISTICAL CULTURE OF STUDENTS OF THE FIRST COURSES AT TRANSPORT HIGH SCHOOLS

Introduction. The formation of a statistical culture is an important part of modern student training. This is especially important for future specialists in the transport industry. The work of modern transport is associated with large volumes of statistical information. Students must learn to perceive, analyze, draw conclusions, and make appropriate decisions. Purpose. The purpose of the article is to provide examples of specific practical tasks. These tasks are benchmarks. The purpose of their solution: gradual and continuous development of students' statistical thinking. Results. The statements of contemporary researchers on statistical culture and statistical thinking are analyzed. It was found that the content of the statistical line should consist of two parts: the main and the variable. The variative part consists of questions that are aimed at the successful development of professional competencies. Its development and practical filling for transport institutions of higher education is an important task. It is necessary to solve it from the first courses. Attention to the first courses is not accidental. It is important not to lose the basis of statistical thinking, which were formed in them by school mathematics. This knowledge and skills must be supported, developed, professionally directed. They are the basis of statistically oriented learning. They are the basis of students' statistical culture. Originality. The article suggests tasks that have a professional orientation. They are connected with the transport industry. Tasks contain real statistics. Such and many other professionally oriented statistics are provided by the European Statistical Agency Eurostat. Such data can serve as a basis for constructing many other tasks. Conclusion. Tasks that contain real statistical data develop students' cognitive interest, as well as their general, professional and statistical culture.