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THE PROBLEMS OF FORMATION OF AN INNOVATION APPROACH TOWARDS ECONOMICS DISCIPLINES TEACHING IN HIGHER EDUCATIONAL COOPERATIVE ESTABLISHMENTS




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Nowadays, one of the most actual problems of the development of the Russian education is the insufficient usage of the innovation technologies and methods in the pedagogical practice [1] that leads to some obstacle factors on the way to the innovation attitude towards educating  activities in higher educational cooperative establishments, namely in economics disciplines teaching and all these have come to define the object of the present article theme.

The innovation attitude towards educating activities in higher educational cooperative establishments is logically characterized by such notions as “innovation”, “innovation in education”, “pedagogical innovation”, “innovative higher education”.

According to the theoretical experts of the innovation attitude towards “innovation” one means the introduction of novelty leading to the quality growth of the efficiency of processes or production demanded by the market [2, 3]. Innovations in education comprise the process of pedagogical technologies perfection, combinations of methods, samples and means of education [4]  E.S. Rapatsevich considers “pedagogical innovation” as a novelty introduction into pedagogical activities changing the contents and technologies of education and upbringing the aim of which is efficiency [5]. “Innovative higher education” is regarded by A.Y. Saveliev as education rested on fresh knowledge and innovation dynamics or as service the characteristical features of which are anthropocentrism, self-management and professionalism [6]. The present day educator’s professionalism is to be assisted on the grounds of his ability to use his innovation methods and technologies in practice, on his creative activities in the formation of innovation attitude towards teaching.

The present day teaching combines the two main approaches in Pedagogic – innovative and traditional Within the conditions of innovation economy, the innovation has acquired the most advantages. A Toffler wrote down that “innovation practitioners offer joining an efficient dialogue not only with the teacher, but with the perceiving world, occupying with that not so active, as initiative position” [7].

Among the modern innovation technologies of teaching there come three types of major groups: the interactive technologies of education, the technology project teaching and computer technologies. Otherwise, one can put forward among the present day teaching innovation technologies (and hence the methods of teaching), both with the usage of technical devices and without them. In this connection there appear a number of problems dealt with the regarded division of knowing innovation pedagogical technologies and the mastership of using the modern information – communicative technologies (ICI) in education and problems, dealt with the usage of innovation pedagogical technologies and methods (Table 1).

Getting away without the technological components  of the education process nowadays is considered to be impossible. Firstly, unfortunately, the higher educational cooperative establishments due to the lack of finances cannot afford supplying that in its full volume, secondly, that demands from educators some high information culture that is also unachievable within the a short periods of time. Maybe, that’s why in practice at the initiative stage of formation of the innovation attitude towards teaching. The priority comes to the technological innovation technologies till the moment when the majority of high educational teachers’ culture and the general readiness of an educational cooperative establishment are apt to participate in the “preparation” of establishing an informative society” to achieve the necessary level.

The nowadays problem lies in the educational process where the innovation approach is not always used by lecturers due to a number of reasons the analysis of which gives the opportunity of assessing and identifying the one to depend on for their realization. Table № 1 demonstrates the major problems of the innovation approach formation towards economics disciplines teaching in higher educational cooperative establishments with which a number of lecturers have to face and the assessment of possibilities of solving the enumerated problems.

Table 1.

Possibilities of solving problems in innovation approach formation in economics disciplines teaching in higher educational cooperative establishments

п/п

Problems

Their decisions depending on Decision possibilities

1. Connected with abilities using modern informative-communication technologies (ICT) in education

1.1. Absence of required technical equipment in rooms (multimedia installation, screen, PC and etc) Higher school +
1.2 Absence of possibilities for a professor’s participation on various reasons to take part in internet innovation methods of education and watching the recorded webinar materials Higher school +
1.3 Lack of videotheque on the necessary discipline or some particular theme of the discipline Professor

Higher school

+
1.4 The lecture’s poor informative culture Professor

Higher school

+
1.5 Lectures’ weak qualification and competence in interactive methods of teaching, namely in the usage of informative-communicative technologies (ICT) Professor

Higher school

 

+
1.6 Absence of practice availability in innovation methods teaching, ICT including and absence of its exchange Professor

Higher school

+
2. Connected with the usage of innovation methods and technologies
2.1 Lack of knowledge of the basic principles and foundations in innovation approach in economics disciplines teaching and their insufficient methodical working out. Professor

Higher school

+
2.2 Lack of lecturers’ knowledge of innovation methods and technologies Professor

Higher school

+
2.3 Lecturer’s ignorance of innovation methods introducing into educational process Professor

Higher school

+
2.4 Tendencies in using the habitual principles of traditional education Professor

Higher school

+
2.5 Psychological moments, resistance connected with self – education and the necessity of qualification perfecting Professor

Higher school

+
2.6 Unwillingness of spending time and efforts or new pedagogical methods or instruments Professor

h e

+
2.7 Lack of required numbers of publications and works on innovation technologies, including sets of definite methods and methodics on particular disciplines and themes necessary for instructing according to new bachelors and masters curricular Professor

Higher school

+
2.8 Hot top conflicts in a student and a lecture’s interrelation and within a lecturing staff Professor

Higher school

+

In practice to overcome the above mentioned problems various ways are taken into account. For example the lecturers of the economics of cooperation and management department at Russian University of Cooperation of the Saransk Cooperative Institute (branch) are successful in using interactive methods in lecturing economics disciplines. The staff of the department have tendency in conducting a course of scientific – methodical seminars: there are regular activities on renewing and usage of electronical – methodical complexes, usage of network educational resources; formation of courses of lectures and business – cases videotheque, conducting of webinars – lectures and seminars on line with the help of internet-technologies; there’s in planning a making and usage of a virtual firm (corporation) in the educational process, an organization and functioning of virtual employees, lecturers’ rooms, students and supervisors, the lecturers in particular are listed on portal edmodo.com, to communicate on-line with the students. While conducting studies on economics disciplines the present day multimedia means, personal computers, Internet-testing are in use. The set of educational-methodical complexes worked out by the department contains situational tasks (cases), scenarios for conduting studies in interactive forms, programmes for business-plays dramatizing. All the lecturers of the department carry on perfecting disciplines teaching activities, using interactive methods of teaching in particular. The lecturers of economics disciplines may, also take up the already known methodics and work out the new ones, depending on the specification of academic disciplines, goals and tasks of the educational classes. There is some experience in original working-outs of business plays sets [8], the one of the author’s of the present article in particular [9]. To decide the above mentioned problems there’s a recommendation to develop in a higher educational cooperative establishment the professors and lecturers staff’s interest towards innovation technologies and methods of teaching, to supply administrative conditions and financial stimulation for the usage of them. It’s of great importance to organize the refreshing courses for lecturers, conduct educational – methodical seminars, webinars, all types of experience exchanges on the present problems. And the logical ending there will be a thoroughly brooded over control system, for example in the form of a quiz for knowing the principles of innovation approach, technologies and methods of innovation education, mastering the methods of usage of some particular ICT in educational process.

It’s necessary thinking of the system of stimulating lecturers, who use actively innovation approach in educational process, perfecting up their qualification regularly, in the area of ICT, in particular, that is their information culture and having work-outs and publications on innovation methods and educational technologies.

The task of a higher educational establishment is to supply lecturers with the possibilities of their participation in the webinars on the innovation methods of education and rewatching recorded webinars materials, installation of technical equipment in each classroom (multimedia apparatuses, a screen, a personal computer, an interactive board, an additional board for summarizing totals of collective discussions at disputes and activities in small groups, necessary program supplies, a videotheque  and some other required ICT in educational process) plus aid in lowering conflicts in relations along the lines of “a lecturer – a student” and “a lecturer – a lecturer”.

The innovation approach towards teaching motivates progress, the development of a society [10], that’s why the state is to provide conditions for the realization of educational projects, programmes and their introduction into practice. The problems, occurred during the formation of the innovation approach towards the economics discipline teaching in a higher educational cooperative establishment, are possible for everyone to be decided both by a common lecturer and an eminent scientist and also there are conditions to be made and to be controlled both by the higher educational establishment and by the bodies responsible for providing and monitoring quality of education in the country.

Literature:

  1. I. Dobrynina, T.N. Kukhtevich. Social conflicts in Higher School M., 1993 (System of upbringing in Higher School: Summarizing in formation № 1 ivo. Ed. 3)
  2. D. Bazilevich Neorthodox theory of I D Shumpetera, History of economics studies. Znaniye 2004. 1300 p.
  3. Federal law “About introduction of changes into the Federal law “About science and state scientific – political policy” № 254-FZ of 21 July 2011 URL.
  4. S. Rapatsevish. Pedagogics. Big Modern Encyclopedia. Minsk: The present day word. 2005. p. 198.
  5. G. Gorbacheva. Basic innovation processes in education activities. URL.
  6. Y. Savelyev. Innovation education and scientific schools // Higher School Herald. 2000 № 3. p. 15-18.
  7. B. Lavrentyeva. Pedagogical basis of modulation technology education Barnaul. Ed. ATTGTU. 1998.
  8. A. Verbitsky, M.D. Ilyasova. Professionalism invariants: problems of formation. Monograph. M. Logos, 2011.
  9. G. Vorobyeva. Innovation methods usage in discipline lecturing “A branch of economy”: ed-meth book: Saransk coop. inst. RUC Saransk: Print-Isd. 2013, p. 68.
  10. Federal Law “On education in the Russian Federation”, adopted by the State Duma of the Russian Federation. 29 December 2010, № 273-ф2.
    THE PROBLEMS OF FORMATION OF AN INNOVATION APPROACH TOWARDS ECONOMICS DISCIPLINES TEACHING IN HIGHER EDUCATIONAL COOPERATIVE ESTABLISHMENTS
    The necessity of the education quality increasing as the major factor in the formation of the effective «human value» for the innovative Russian economy is closely connected with the changes of educational paradigm the sequence of which is an innovation attitude towards teaching. The present article displays the major problems connected with the formation of an innovation attitude towards economics disciplines teaching in Higher Educational Cooperative Establishments.
    Written by: БАСАРАНОВИЧ ЕКАТЕРИНА
    Published by: Vorobieva Yelena
    Date Published: 01/31/2017
    Edition: ЕВРАЗИЙСКИЙ СОЮЗ УЧЕНЫХ_31.10.15_10(19)
    Available in: Ebook