APPLIED TASKS AS A MEANS OF FORMING PROFESSIONAL COMPETENCES OF FUTURE AGRONOMISTS

Abstract

Purpose of the work. The article outlines the aspects of forming professional competencies of future agronomists in the process of studying the educational component «Agricultural machinery and machine use in crop production»; characterizes the main forms of students' educational activity during the study of the discipline; reveals the features of the methodology for applying applied tasks of the following types: typical tasks, applied tasks of professional content, case tasks, which are the main means of forming, as well as assessing the corresponding indicators of the levels of formation of students' professional competencies; develops the content of indicators for an objective assessment of the level of formation of students' professional competencies.

Methodology. Study, analysis of scientific and methodological works of domestic and foreign scientists on higher education pedagogy, theory and methods of professional and theoretical training of future agronomists, as well as author's research taking into account the experience of forming professional competencies in future agronomists when studying the educational component «Agricultural machinery and machine use in crop production».

Scientific novelty. The author provides examples of applied tasks on the mechanization of agricultural work, which are designed to form professional competencies in future agronomists when studying the educational component «Agricultural machinery and machine use in crop production»; indicators have been developed and their content has been disclosed for an objective assessment of the level of formation of students' professional competencies. The results of the article can be used in the educational process by teachers of general technical disciplines in higher education institutions.

Conclusions. To form professional competencies for future agronomists when solving applied tasks of a professional direction, it is not enough to learn only to determine the necessary algorithm, substitute the necessary data into specific formulas, and perform calculations; it is important to be able to put forward and formulate a problem, hypothesis, choose research methods, analyze the result, be able to interpret the data, justify the conclusions obtained, and make predictions about the studied process or phenomenon.