The dissertation proposes the solution of scientific problem of development of analytical competence of future bachelors in economics.
The analytical competence of future bachelors in economics is a professionally significant integral personal characteristic that combines individual characteristics of thinking (logic, ingenuity, depth, breadth, flexibility, creativity, criticality) with the capacity for analytical activity in the professional sphere. The development of analytical competence of future bachelors in economics is interpreted as the process of improving their individual characteristics of thinking (logic, ingenuity, depth, breadth, flexibility, creativity, criticality), professional economic activity and is implemented through the impact on the motivation to carry out analytical activities, the development of knowledge in mathematics and professional disciplines, development of skills to perform analytical activities and ability to perform reflexes about it.
As structural components of the analytical competence of future bachelors in economics, a motivational component (values, interests, motives, professionally significant qualities) is distinguished; cognitive component (analytical knowledge); activity component (analytical skills, performance); reflexive component (self-examination, self-education, self-improvement). Criteria for the development of analytical competence include valuable (indicator: critical thinking), knowledgeable (indicators: depth and breadth of thinking), operational (indicators: logical thinking, smartness, flexibility of thinking), personal (indicators: independence of thinking, creativity).
This paper presents the author's model of development of analytical competence of future bachelors in economics on the basis of praxeological approach. The principles of development of analytical competence of future bachelors in economics are connected with the praxeological paradigm of education. Systematic principle allows to interpret the development of analytical competence of future bachelors in economics from the standpoint of synthesis logic, transitions and interconnection of all its components. The principle of student-centricity determines the orientation of the educational process to the formation of professionally important personal qualities in the process of vocational training, taking into account the individual characteristics and needs of future bachelors in economics. The application of the principle of the use of competency tasks ensures the development of analytical knowledge, skills and skills necessary for the successful performance of professional analytical activities of an expert in economics.
It is shown that the peculiarities of development of analytical competence are conditioned by the use of a set of general didactic principles (connection of theory with practice, individualization, activity, systematic development of basic types of thinking, clarity) and contributed to: providing motivation for analytical activity as a way of professional formation; the appropriate choice of forms and methods for the implementation of analytical activities; introduction of educational and methodological support adequate to the content of analytical activity; mastering future bachelors in economics with analytical tools.
The developed model envisages the implementation of a praxeological approach by improving the educational and methodological support of vocational training at each stage to allow for the development of components of analytical competence and through the use of forms (problematic lecture, lecture-visualization, problematic seminars, binary classes), methods of interactive learning, method of projects, method of cases, methods of activation of cognitive motives and means (competent tasks materials of the Internet, situational interactive assignments) trainings that provide the development of analytical competence of future bachelors in economics on the basis of a praxeological approach.
The results of an experimental test of the effectiveness of the model of analytical competence of future bachelors in economics on the basis of a praxeological approach at a significance level of 0.05 confirmed its effectiveness: on the basis of the Pearson criterion, significant positive shifts between the levels of analytical competence of future bachelors in experimental economics were confirmed.
Keywords: analytical competence, development of analytical competence, bachelors in economics, praxeological approach, vocational training.
