Relevance, Design Experience and Analysis of the Results of Point Implementation of Interdisciplinary Courses in the Educational Process at the University

Abstract

The work points out the problems of adaptation of the subject to the activity and the possibility of their solution through the formation of the style of activity. The urgency of the use of non-subject resources for the formation of the style of activity in modern conditions is substantiated. The role of the engineer in creating the environment and means of labor, which can be used as extra- subject resources, is pointed out. The principles on which the professional training of engineers should be based, found on the need to solve the problems of "completing" the subject (the subject of labor, the subject of life activity) are indicated. The principles, on which the higher education is oriented, are analyzed, and the problems of the educational process in modern conditions are indicated. The importance of interdisciplinary courses in the training of engineers of the future is substantiated; the possibilities of their implementation in the educational process and the advantages and disadvantages are analyzed. The central part of the work is essentially a reflection of the process of design, development and in the depths of the interdisciplinary course "Introduction to Specialty", built on the basis of the disciplines chosen by the student "Psychology of Business Communication" and "Fundamentals of Business Communication and Presentation" in the educational process at a technical university, including analysis of feedback from students who took part in it. The results of the implementation of the course and its scaling for other levels and for other areas of training are presented. The article analyzes the assessments of the effectiveness of training, exhibited by students when filling out the feedback questionnaire, which indicates a high level of subjective assessment of the effectiveness of the course as a whole in the presence of certain differences in assessing the achievement of individual results by students of different areas of training. The main directions of further work are outlined. A description of the structure and options for constructing a number of interdisciplinary courses is given.