PECULIARITIES OF TEACHING TECHNOLOGICAL PRACTICUM (BASICS OF METAL PROCESSING TECHNOLOGY) AND MECHANICAL PROCESSING OF MATERIALS IN HIGHER EDUCATION INSTITUTIONS UNDER BLENDED LEARNING CONDITIONS

Abstract

The article examines the specific features of teaching technological-cycle disciplines in higher education institutions under conditions of blended learning, which combines traditional forms of classroom instruction with the use of distance educational technologies. The subject of analysis is the academic discipline «Mechanical Processing of Materials» and the discipline «Technological Practicum» within Module IV, «Fundamentals of Metal Processing Technology». The relevance of the topic is determined by the need to ensure high-quality professional training of future technology teachers under conditions that combine face-to-face and distance learning formats, as well as by the need to preserve the practice-oriented nature of technological education.

The aim of the work is to substantiate the didactic, organizational, and methodological principles of teaching the specified disciplines in a blended format, taking into account their content, learning objectives, the specific features of developing practical skills, and the requirements for the safe performance of technological operations.

Methodology. The study uses an analysis of discipline syllabi, comparative analysis, and generalization of scientific sources on the problem of blended learning in higher education and professionally oriented training. Particular attention is paid to determining the relationship between theoretical study of educational material, students' independent work, and practical activities in training workshops.

Scientific novelty. It has been established that blended learning in the training of future technology teachers is pedagogically appropriate provided that there is a clear distinction between the types of activities that can be effectively carried out online and those that necessarily require face-to-face workshop or laboratory presence. It has been proven that theoretical material, in particular familiarization with technological processes, equipment, tools, and rules of work organization, can be delivered remotely, whereas the development of practical skills related to performing mechanical metalworking operations should be carried out mainly in a face-to-face format under the direct supervision of the teacher.

Conclusions. Methodological approaches to the organization of blended learning are proposed, taking into account the specific nature of metalworking, occupational safety, students' independent work, and the competence-oriented focus of training. It is substantiated that the effective combination of online and offline components contributes to improving the quality of theoretical knowledge acquisition, developing students' responsibility for their own learning, and ensuring an appropriate level of professional readiness among future technology teachers.