The main innovative directions in the system of higher education are considered. Analyzed are the innovative models and technologies of training. Also characterized is the modular system of training as kind of innovation. The main feature of the modular training is systematic: system maintenance; alternation of informative and educational and professional parts of the module; systemic control. As a result, signifi cantly improved the quality of training of future specialists in terms of formation and development of an eff ective system of his knowledge and skills in a holistic individualized approach to the student´s personality, creating the conditions for its independence, the formation of the teacher an atmosphere conducive to improving students´ motivation. Cognitive activity of a student does not just happen, it is the result of the content and teaching methods - active, intensive and problematic. But it is also important to create such psychological and pedagogical conditions in which a student can take an active personal position and to fully manifest himself as the subject of learning activities.
innovations, training model, technology of training, modular training.
Совершенствование технологий обучения занимает одно из первых мест среди многочисленных новых направлений развития высшей школы, которые в последние десятилетия привлекли особое внимание педагогов и работников высшей школы.
В педагогических исследованиях нет единой определенной трактовки понятия «нововведения (инновации)». При этом за основу берется определение А.И. Пригожина, в котором нововведение (инновация) рассматривается как целенаправленное изменение, которое вносится в определенную социальную единицу — организацию общества, группу [11].
Можно выделить три типа нововведений:
- радикальные: например, в народном образовании — попытки перестройки процесса обучения на основе компьютерной технологии;
- комбинаторные: соединение ранее известных элементов в новый метод обучения как необычное сочетание известных приемов и способов;
- модифицирующие (совершенствующие): улучшение, дополнение имеющейся методики обучения без существенного ее изменения.
1. Avanesov V.S. Sovremennie metodi obucheniya i kontrolya znaniy [Modern methods of training and control of knowledge]. Moscow, ICKPK, 1998, pр. 99. (in Russian)
2. Bespalko V.P. Osnovi teorii pedagogicheskih sistem [Bases of the pedagogical systems theory]. Voronezh, Izdatel’stvo voronezhskogo universiteta Publ., 1977, pр. 204. (in Russian)
3. Bespalko V.P. Prirodosoobraznaya pedagogika [Nature corresponding pedagogics]. Moscow, Narodnoe obrazovanie Publ., 2008, pр. 512. (in Russian)
4. Verbitsky A.A. Kompetentnostnii podhod i teoriya kontekstnogo obucheniya [Competence-based approach and theory of contextual training]. Moscow, ICKPK Publ., 2004, pр. 84. (in Russian)
5. Zhafyarov A.Zh. Ocheredniye zadachi sistemi obrazovaniya i psihologo-pedagogicheskoi nauki v realizacii profi lnogo obrazovaniya [Immediate tasks of education system and psychoeducational science in realization of profile education]. Vestnik pedagogicheskih innovacii. 2005, I. 1(2), pp. 13-32. (in Russian)
6. Kabarukhin V.G. Razvitie individualnogo tvorcheskogo mishleniya - osnova novoi tehnologii podgotovki inzhenernih kadrov [Development of individual creative thinking - the basis of new technology engineering training]. Voprosi povisheniya kachestva podgotovki specialistov v inzhenerno-tehnicheskih vuzah: Mezhvedomstvennii tematicheskii nauchnii sbornik. 2000, pp. 22-25. (in Russian)
7. Klarin M.V. Innovacii v obuchenii: metafori i modeli: Analiz zarubezhnogo opita [Innovation in training: metaphors and models: Analysis of foreign experience]. Moscow, Nauka Publ., 1997, pр. 223. (in Russian)
8. Matyushkin A.M. Chto takoe odarennost’: viyavleniye i razvitie odarennih detey [What is an giftedness: identification and development of gifted children]. Moscow, Omega-L Publ., 2008, pр. 368. (in Russ.)
9. Psihologiya i pedagogika visshey shkoli [Psychoeducational of the higher school]. Rostov-on-Don, Phoenix Publ., 2002, pр. 544. (in Russ.)
10. Popov E.I. Sistema RITM: principi, organizaciya, istoricheskoe soderzhaniye [RITM system: principles, organization, historical contents]. Vissheye obrazovanie v Rossii. 1998, I. 4, pp. 109-115. (in Russian)
11. Prigozhin A.I. Novovvedeniya: stimuli i prepyatstviya [Innovations: incentives and obstacles]. Moscow, Politicheskoe izdatelstvo Publ., 1989, pр. 270. (in Russ.)
12. Ryapisov N. Organizacionno-economicheskiye rezervi povisheniya kachestva rossiiskogo obrazovaniya [Organizational and economic resources to improve the quality of education in Russia]. Vestnik pedagogicheskih innovacii. 2006, I. 3(7), pp. 27-39. (in Russian)
13. Ustynyuk Yu.A. Mozhno li sest’ v uhodyashii poezd [Is it possible to get the leaving train]. Himiya i zhizn. 1989, I. 9, pp. 4-12.
14. Shamova T.I. Upravleniye obrazovatelnimi sistemami [Management of educational systems]. Moscow, Akademiya Publ., 2007, p. 384. (in Russian)
15. Yutsyavichene P. Teoriya i praktika modulnogo obucheniya [Theory and practice of modular training]. Kaunas, Shviyesa Publ., 1989, p. 272. (in Russian)
16. Hurst, R. Mini courses at Purdue University: An Interius Report in J.B. Creager, D.L. Murray, Eds., The Use of Modules in Biological Sciences. The American Institute of Biological Sciences, 1971, pр. 29-38.
17. Russell, J. Modular Instruction. A. Guide to the Design, Selection, Utilization and Evalution of Modular Materials. Minneapolis, Minnesota: Burgess Publishing Company, 1974. 164 p.
