Academic journal article Journal of Sustainable Development

Historical Education in the System of Engineers' and Technical Specialists' Training

Academic journal article Journal of Sustainable Development

Historical Education in the System of Engineers' and Technical Specialists' Training

Article excerpt

Abstract

The importance and significance of the issue is determined by a new Federal State Educational Standard of higher education in Russia and changes in the system of engineers' and technical specialists' training. The report is aimed at the generalization of the experience and best practice of the new approaches to historical education implementation, mainly in higher educational establishments. The keynote methods in the research are historical and pedagogical methods. The report is focused on the application of the competence-based approach to teaching "History" in technical colleges through the organization of students' autonomy while studying the subject and implementation of interactive forms of education and on-line education. It reveals that a combination of the above mentioned approaches and forms of education in teaching "History" leads to the improvement of quality, progress in studies, professional competences advancement and the subject academic performance. The results of the research can be useful in teaching "History" in technical colleges and universities.

Keywords: historical education, high school, students' autonomy, teaching at technical university, Federal State Educational Standards, engineers' and technical specialists' training

1. Introduction

1.1 Relevance of the Problem

Historical education in technical colleges of Russia has been under serious changes lately. The changes were caused by a number of factors: modernization of Russian education and transition to the multilevel educational system (undergraduate, graduate and post-graduate programmes); introduction of new Federal State Educational Standards (FSES) of higher education; initiation of a new system of education quality evaluation and the principles of the complexity of the educational process (Levina, et al, 2015).

Due to the implementation of FSES at all levels of education (from pre-school to higher education), the priorities in training are changing and focus on the formation of an independent personality possessing high professional competences, able to make decisions and to estimate their consequences.

Russian researcher O. F. Piralova considers that "current situation threw new light on the problem of training engineers and technical specialists. It demanded to establish scientific rationale of it as a complete system of conscious and purposeful participation of all parties in a social and economic life of society" (Piralova, 2009). In this regard, she offered the integrative theory of professionalism as an approach to engineers' and technical specialists' training where the humanities would play a significant role (Piralova, 2009). The approach assumes a wide use of historical data.

Nowadays, the tendency is to reduce or refuse from historical subjects in technical colleges and to replace them with other subjects like "Introduction to specialty", "Quality management", "Management" and others. According to the supporters of this approach, it will allow to redistribute the time given to the humanities in favour of technical subjects. As a result, the time given for classroom work and self-study in "History" was seriously reduced, the so-called "national component" as part of historical subjects was cancelled (for example, "History of Tatarstan").

Meanwhile, historical education remains the most important factor in developing expert's professional competence. History is the subject which promotes the development of critical thinking and moulds citizens of modern society with rich historical past; it introduces national and world cultural traditions, upholds respect for the past, teaches lessons from the past of the state and of the world community in general, nourishes patriotism and tolerance.

Modern technical specialists should be able to complete specific technical tasks. Besides, they should be able to bear responsibility for the decisions that is, undoubtedly, promoted by studying history. …

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