MODEL OF SPECIALIST TRAINING BASED ON THE PRINCIPLES OF DUAL TRAINING

The article presents a structural‑block model of specialists training based on the principles of dual training. Analyzing the labor market, it was concluded that the market needs highly qualified professional staff. Dual training system meets these requirements. Its advantage lies in the coordinated interaction between the educational and production spheres, the training of highly qualified specialists. The relevance of this study is to improve the quality of training through development of a training model of a specialist in the dual training. During the research, such methods as theoretical analysis of pedagogical literature, statistical processing of experimental data was used. The structural‑block model consists of conceptual, informative, procedural and effective blocks. In the conceptual block approaches (axiological, ontological, and technological) and principles (integrity, integration, regionality, conformity, interdisciplinary connections of multi‑disciplinarity, mobility, dualism) are indicated. The content block includes a dual training program for BSPU Ph. D. M. Akmullah specializing in “Molecular Biophysics and Polymer Physics”. The procedural block consists of three components: dual training technologies, mentoring, and three methods (methods of creating positive motivation, methods of organizing cognitive and practical activities of the student, reflexive‑evaluation methods). For the main technology the technology of concentrated training is taken. As a result of the study, a model of a specialist was developed, aimed at improving the quality of specialist training in conditions of dual training.

dual training, integrity principle, axiological approach, molecular biophysics, concentrated learning technology, standard, professional activity, highly effective specialist, vocational training, structural‑block model.

Kosarev N. F., Rakhimova L. R. Model of specialist training based on the principles of dual training // Business. Education. Law. 2018. No. 4 (45). Pp. 418–422. DOI: 10.25683/VOLBI.2018.45.461.