USING THE METHOD OF SCHEMATIZATION IN THE PROCESS OF AUTOMOBILE LEARNING

Abstract

The purpose of the article is to highlight and summarize the features of using the method of schematization in teaching automotive engineering. This method is considered as a means of developing the thinking and technical abilities of students of vocational education and technical institutions.

Methodology. Study, analysis of scientific and methodical works of domestic and foreign scientists on pedagogy, theory and methods of professional-theoretical training of qualified workers, as well as author's research taking into account the experience of using the schematization method in the training of future qualified workers in the automotive industry.

Scientific novelty. A schematic model of teaching students to solve technical and technological problems is proposed. The methodological approaches developed in the course of the study can be used in the process of teaching automotive engineering in vocational and technical education institutions.

Conclusions. The state educational standards of professional and technical education emphasize the need to develop students' skills in making models, diagrams, and drawings. In the vast majority of cases, the construction and use of schemes, as an operation of interconnection of theoretical and practical training in the system of vocational education, plays a secondary role and, as a rule, is used as an auxiliary technique to facilitate the memorization of structured material or as an element of note-taking, and not as a methodology or technology for the development of technical thinking. In the field of vocational training of qualified workers in the automotive industry, the use of this theory will be effective in relation to vocational theoretical and other subjects or modules of vocational education programs, including those aimed at research and project activities of students.

The use of schematic modeling in the educational process of vocational and technical education institutions will contribute not only to the assimilation of the algorithm for solving technical and technological tasks, adaptation and reproduction of the proposed model in real conditions for the performance of various practical tasks, but also to the evaluation of the rationality of the decisions made. Such a methodical approach, in general, will contribute to more ffective training of students in solving technical and technological tasks and consolidation of students' knowledge.

The method described in this article, according to the authors, can also be successfully used in the study of other subjects related to the technological training of qualified workers.