FORMING THE COMPETENCE OF FUTURE ENGINEERS IN THE CONDITIONS OF CONTEXT TRAINING

The article highlights the main aspects of the formation of a highly qualified specialist in the context of a competence approach. This approach has its own characteristics, which must be taken into account when forming a competent graduate. The aim of the study is to determine the best application of contextual technologies in the modern training of future engineers. The paradigm of modern education sets the conditions in which a student must receive not only a certain amount of knowledge and skills, but also be able to apply it in practice. Therefore, university teachers use various technologies that immerse the student in conditions that are as close as possible to future professional activity. Among them we highlight the technologies of contextual learning. They are aimed at forming important competencies for students. The definition of the concept of "contextual learning" is revealed, the concepts of "competence" and "competence" are disclosed. It was foundthat all these factors combine contextual learning. Against this background, these technologies have a special advantage over others. Teacher builds the process of contextual learning, using three interrelated training model and: semiotic imitations and Social Semiotic model of learning assumes some kind of speech action; Imitative involves the objective action; social - deeds, actions to counterattack the second reaction to her surroundings. Thanks to the use of these models, not only the professional, but also the social context of activity appears in the training. Contextual technologies, adapting to the requirements of the new GEF, take on different forms and therefore need to be considered on the other hand, it is important to identify new aspects of the application of this type of training, which raises the relevance of the topic we are considering. During the investigation it was found that the methodological basis of technology and contextual learning and perform activity-problem approach. Implementing the results to the full, we have a tool for the formation of a highly qualified specialist. Excluding from the contextual training of any element of its constituent, there are difficulties in the quality of the formation of competencies.