INTEGRATION OF THE RESEARCH-SENSORY APPROACH IN TEACHING FOOD TECHNOLOGY IN THE PROFESSIONAL EDUCATION SYSTEM

Abstract

Modern trends in the development of vocational education necessitate the training of specialists capable of operating effectively in conditions of rapid technological changes and high competition in the labor market. The food technology industry is one of the most dynamic, as production processes are constantly being updated, innovative technologies are being introduced, and product quality requirements are increasing.

Traditional approaches to learning, based mainly on reproductive acquisition of knowledge, do not provide the proper level of formation of professional competencies of future specialists. In this regard, the implementation of such methods that combine theoretical knowledge with practical activities and sensory experience becomes particularly relevant. The research-sensory approach allows you to activate the cognitive activity of students, develop the ability to analyze technological processes and assess the quality of food products, which are important components of professional training.

The purpose of the article is to theoretically substantiate and develop approaches to integrating research-sensory learning into the process of teaching food technologies in the vocational education system, as well as to determine its impact on the formation of professional competencies of education seekers.

The methodological basis of the study is made up of general scientific and special methods, in particular: analysis of scientific, pedagogical and methodological literature; generalization of pedagogical experience; observation of the educational process; pedagogical modeling; methods of comparative analysis; elements of pedagogical experiment. The use of these methods allowed us to comprehensively investigate the features of the implementation of the research-sensory approach and assess its effectiveness.

The scientific novelty of the study lies in: substantiating the feasibility of integrating research and sensory approaches in teaching food technologies; determining pedagogical conditions for the effective formation of professional competencies of education seekers; clarifying the role of sensory analysis as a tool for professional training of future food industry specialists.

Conclusions The article examines the features of integrating the research-sensory approach into the process of teaching food technologies for students of the educational program "Professional Education (Food Technologies)". The relevance of implementing practice-oriented teaching methods that combine research activities and sensory analysis of products is substantiated. The structure of classes, methodological principles and examples of implementing the approach are proposed.