Research approach as the methodological basis of professional training of specialists in higher educational establishment

The purpose of the article is to substantiate the research approach as a methodological basis for the training of specialists in higher education. The methodology of the study included acquaintance with scientific sources on this problem, selection and systematization of theoretical material, analysis of categorical apparatus, observation of the educational process in higher education institutions, generalization of results. The scientific novelty of the article is to substantiate the necessity of introducing the methods of scientific research into the process of educational cognition at all its stages, gradual complication of the tasks set, changing the nature of students' activities from cognitive (reproductive assimilation of knowledge in junior courses) to creative (conducting independent researches in senior courses). The practical importance of the work lies in the fact that certain provisions and recommendations of the study can be used in the development of educational programs and curricula for training of specialists in higher education. It is established that the research approach in teaching is a set of pedagogical goals that are aimed at developing of students' readiness for scientific research activities through its implementation into the educational process. Scientific research work is defined as a special type of intellectual and creative activity of students, which arises as a result of the functioning of individual mechanisms of search activity and involves independent research, aimed at the theoretical and experimental study of phenomena and processes, substantiation of facts, identification of patterns through methods of scientific cognition. It is found that the scientific research work is divided into activities that: are regulated by curricula (study of professional and special (scientific research) disciplines, implementation of coursework, qualification works, practice); are performed outside the educational process (work in scientific circles, problem groups, participation in competitions of scientific works, subject olympiads, conferences, preparation and publication of articles, volunteer activity, participation of students in scientific research projects, including international ones etc.). It is substantiated that the scientific research training of future specialists is more effective if it starts from the first year of studying and lasts throughout the whole education period in high school.