Practice-Oriented Approach in Teaching Entrepreneurship

By Kovalenko, Kseniya Evgenievna; Utyuzh, Anatolij Sergeevich et al. | Journal of Entrepreneurship Education, January 1, 2019 | Go to article overview

Practice-Oriented Approach in Teaching Entrepreneurship


Kovalenko, Kseniya Evgenievna, Utyuzh, Anatolij Sergeevich, Iusupova, Iuliana Ivanovna, Plisova, Alla Borisovna, Panchenko, Natalya Borisovna, Kuznetsova, Nina Vladimirovna, Journal of Entrepreneurship Education


INTRODUCTION

One of the important problems today is the problem of standards of teaching economics at school. There are still no clear rules and regulations in this direction.

The diversity of the economy requires a variety of approaches to its study in school. There are four such approaches: academic, utilitarian, cultural and functional, practice-oriented.

The academic approach is characterized by following the standards and logic of the presentation of the university course of economic theory, perhaps only in a somewhat reduced volume. Not wanting to offend the adherents of such an approach, among which there are many serious and competent economists and professionals, it is nevertheless necessary to note that their position is akin to approaches to the upbringing of children among the ancient Chinese, who believed that the child is a reduced copy of an adult.

With a utilitarian approach, teaching economics at school is rich in narrowly specialized knowledge of individual sectors of the economy or focused on meeting the specific requirements for applicants of a given economic university.

The cultural-functional approach highlights the ideological aspect of the economy. With this approach, the main criterion for the quality of teaching is not the ability of the student to solve this or that problem at the final exam, but his baggage of knowledge and ideas about the world.

The practice-oriented approach, as its name implies, focuses on preparing students for a future career, finding their place in life. This approach should give the student as close as possible to everyday life about the world and its laws and develop the necessary skills of economic life in a young person, that is, teach the child to survive in market conditions.

In the experimental work of the practice-oriented school, special attention should be paid, since the formation of the mechanism of children's and youth entrepreneurship is one of the results of the innovative activities of the educational institution. Practice-oriented learning is carried out through such interactive forms of teaching as writing business projects, participation in organizational activity games, conducting summer economic shifts, computer modeling, etc.

Our research has shown that socio-economic education is realized through the creation of an educational technology built on the basis of a simulation approach. The technology is based on a specialized learning environment in which the entire learning process is immersed.

The learning environment is a set of interrelated organizational and didactic methods and means underlying the construction of the educational process and ensuring the conduct of classes with training based on imitational approaches.

In our study, the learning environment is re-implemented as a model enterprise.

Communications, coordination processes and decision-making procedures, considered in conjunction with the material and cash flows, as well as taking into account the interrelationships of all elements of the internal environment of the enterprise, are the main objects studied in this technology (Mullakhmetov et al., 2018).

The objectives of teaching in a model enterprise are to achieve the following abilities by students:

* Represent the internal structure of the organization of the enterprise and information flows, know the main approaches to the implementation of standard activities and principles of division of labor, carry out the division of labor and the division of tasks into separate areas, for the main activities of the enterprise to understand the problems and know the methods to solve them;

* Take into account the unreliability of information in planning, decision making and coordination processes.

Today, the knowledge-based approach continues to dominate the economic training of students in educational schools and vocational educational institutions. Schoolchildren who study the fundamentals of economics and entrepreneurship know a good deal, but are almost able to do nothing in terms of real entrepreneurial undertakings. …

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