EXPERIENTIAL METHODS OF STUDYING THEORY AT ENGINEERING UNIVERSITIES

Introduction. Nowadays, the crisis of engineering education is observed around the world. This crisis is caused by prompt rates of development of science, high technologies and equipment, globalization processes, transition of economies of the developed countries to the innovative way of development and it requires the search for corresponding demands from the society and labour market for effective forms and methods of student education in technical specialties.

The aims of the present publication are the following: to identify features of productive tutorials for future engineers; to describe experiential method of studying of the theory or otherwise the theoretical-focused method.

Methodology and research methods. The methodological framework of the research is based on: practice-centred, person-centred and systemic approaches to education; theories of active and interactive training; methods of generalization and analysis.

Results and scientific novelty. In recent years, the sphere of engineering education and generally the higher school have undergone a number of essential changes. It is shown that the ratio in a traditional dyad “theory – practice” has exchanged; its logic is still declared as basic, but in the reality is not any more. The role and value of lectures as source of educational information are defined. The conclusion is drawn that modern students neither from the psychological point of view, nor in connection with badly developed basic skills and abilities are still not ready to active and rational independent training; according students, they prefer less expensive and more effective lecture-based training provided by full-time attendance. It is noted that the declared principle of the practice-oriented training, which is not supported with theoretical base, does not allow the average university graduate to gain today’s in-demand competencies such as mobility, flexibility and adaptability, readiness for change of the place and activity profile, self-learning ability, and ability to plan and predict the prospects of career development, etc.

Based on the experience of teachers of engineering higher education institution and own pedagogical activity, the author approves phasing out of the 

traditional principles of the organization and implementation of educational process caused by discrepancy of its classical model to challenges of modern times. The author proves implementation of a new, experiential method in the higher engineering education, which is directed to development of the theory and its practical consolidation of knowledge. The options for realization of the method are considered; its benefits and drawbacks are presented. This method has the integrated character; the method updates all the types of student educational activity (thinking, actions, speech, emotional and personal perception of a professional context), thus contributing to more effective interiorization of educational information and its conscious development; adhere to the recommendations of the international engineering communities to preparation of technical personnel and requirements of state standards of the higher education.

Practical significance. The research materials and proposed approaches to training of engineering staff presented in the publication can be used by teachers of higher education institutions in daily practice for student cognitive activity stimulation and enhancing its efficiency.

experiential method, theory and practice, lectures, practice-oriented studies, theoretically-oriented studies, active learning, interactive learning

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