SPECIAL FEATURES OF THE EDUCATIONAL ENVIRONMENT THROUGH THE NET INTERACTION OF EDUCATION AND PRODUCTION

The aim is to explore the features of the educational environment which are observed in educational networking of organization with manufacturing companies.

Methods. Theoretical methods: comparison and synthesis of theoretical studies of the Russian and foreign scientists on the concepts of «networking» and «educational environment»; study of regulatory documents of the leaders of the railway industry networking companies with educational organizations; simulation method of educational environment in the networking. Empirical: pedagogical observation, study the experience of networking with other educational institutions and industrial enterprises inRussiaand abroad.

Scientific novelty. The authors attempt to fill the gaps in the methodological approach to the study of networking characteristics of the educational environment, emerging as a result of networking and educational organization of production. Definitions of «networking», «educational environment» are proposed, scientific knowledge about networking «educational organization – production» and its impact on the educational environment on the example of railway transport are expanded. The authors propose to consider the concept «networking» as mutually beneficial interaction network association of organizations whose cooperation can meet the challenges of each organization, the subject of networking, in the pursuit of social goals. The «educational environment» is considered by the authors as the area of networking of educational and production systems to facilitate the achievement of the required quality of training by the employer, and includes specially created production – pedagogical conditions. The forms of networking of educational organizations and enterprises are identified by an example of the railway branch.

Results. The interpretation of the concepts of «network», «networking», «educational environment» are considered; networking functions (value-sense, organizational and pedagogical, expert-monitoring, analytical and predictive, continuously-developing) are specified; typological features of the educational environment (system, social community, a wide range of qualities) are noted; the components of the educational environment (production and didactic, social and motivational, space – a subject), conditions of operation (definition of entities networking, ensuring information transparency, the development and implementation of regulatory documents) are specified; principles (active, dynamic, a combination of traditional and innovative methods, learning tools, the organization of the spatial structure of the educational environment) are revealed.

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