vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2020-29-4-73-84vovr-2198Research ArticleИНЖЕНЕРНАЯ ПЕДАГОГИКАENGINEERING PEDAGOGYПриоритетные задачи и опыт инженерно-технической подготовки в университетах РоссииPriority Goals and Organization of Engineering Training at Russian UniversitiesЛидерА. М.LiderA. M.

Лидер Андрей Маркович – доктор технических наук, профессор

Адрес: 634050, г. Томск, проспект Ленина, 30, главный корпус ТПУ

Andrey M. Lider – Cand. Sci. (Engineering), Prof.

Address: 30, Lenin Avenue, Tomsk, 634050, Russian Federation

lider@tpu.ruСлесаренкоИ. В.SlesarenkoI. V.

Слесаренко Инга Валерьевна – кандидат педагогических наук, доцент

Адрес: 634050, г. Томск, проспект Ленина, 30, главный корпус ТПУ

Inga V. Slesarenko – Cand. Sci. (Education), Assoc. Prof.

Address: 30, Lenin Avenue, Tomsk, 634050, Russian Federation

slessare@tpu.ruСоловьевМ. А.SolovyevM. A.

Соловьев Михаил Александрович – кандидат технических наук, доцент

Адрес: 634050, г. Томск, проспект Ленина, 30, главный корпус ТПУ

Mikhail A. Solovyev – Cand. Sci. (Engineering), Assoc. Prof.

Address: 30, Lenin Avenue, Tomsk, 634050, Russian Federation

 

solo@tpu.ruНациональный исследовательский Томский политехнический университетРоссияNational Research Tomsk Polytechnic UniversityRussian Federation2020010520202947384Copyright © Лидер А.М., Слесаренко И.В., Соловьев М.А., 20202020Лидер А.М., Слесаренко И.В., Соловьев М.А.Lider A.M., Slesarenko I.V., Solovyev M.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/2198

Данная статья посвящена обзору лучших практик ведущих университетов России в области организации практико-ориентированной подготовки по инженерно-техническим специальностям. Опираясь на совокупность профессиональных и межотраслевых профессионально значимых компетенций будущего выпускника инженерно-технических специальностей, авторы рассматривают его профессиональный портрет как триединство компетенций научно-исследовательской, инженерно-технической и предпринимательской деятельности. На основе обзора документов, отчётных материалов, информационных баз данных, анализа результатов статистических исследований обобщены мировые тенденции развития инженерно-технической подготовки в университетах мира и страны, сформулированы приоритетные задачи трансформации инженерно-технического образования, предложены подходы к решению данных задач на уровне структурно-организационного и учебно-методического оснащения учебного процесса. На примере опыта организации практико-ориентированного обучения физике в Томском политехническом университете (ТПУ) обсуждаются основные учебно-методические и организационно-структурные решения, позволяющие эффективно формировать профессиональный портрет будущего инженера. Разработанная в ТПУ система практико-ориентированной инженерно-технической подготовки может быть успешно использована в практике преподавания программ бакалавриата, магистратуры, аспирантуры инженерно-технических специальностей других университетов.

The present paper analyzes and discusses of the best practices offered by the Russian universities in the field of organization of practice-based training in engineering specializations. Based on the integrated approach to forming professional competences and generic skills in university engineering graduates, the professional portfolio of a university engineering graduate is viewed as the three in one set of competences including those in research, engineering and development entrepreneurship. Based on the review of documentation, reports, information databases, including the analysis of the statistical findings, the authors discuss the main global trends in the development of engineering education and training and offer the solutions to tackle the priority objectives in organizational field of university performance, teaching and learning processes organization and teaching aids development. The article discusses the educational practices of the six leading Russian engineering universities from the standpoint of the implemented teaching and learning formats, correspondent teaching aids development and the organizational solutions. The authors dwell on the example of Tomsk polytechnic university (TPU) in providing practice-based training to university students in physics, the critical organizational solutions in teaching and learning as well as approaches to teaching aids development that enable to shape the professional portfolio of a future engineer from the viewpoint of professional competences and generic skills enhancement. The discussed TPU experience in the field of practice-based training in physics is realized in compliance with the complex, integrative approach to forming the trinity of research, engineering, and entrepreneurship competences in a university engineering graduate. The designed system of practice-based engineering training implemented at TPU can be successfully extrapolated to the bachelor, master and PhD degree training of engineering students.

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The authors declare that there are no conflicts of interest present.