The thesis investigates the formation of readiness of future skilled workers of the motor transport industry to apply innovative production technologies in the process of professional training in modern pedagogical theory and practice. Such technologies are defined as scientifically substantiated procedures for guaranteed and high-quality results in terms of safety, environmental friendliness, energy saving, digitalization and automation of modern wheeled vehicles, the efficiency of their operation and repair.
The principles (scientific, systematic and integrity, consistency and continuity, productivity, variability, development of subjectivity, interactivity, innovation, social partnership) are outlined and methodological approaches (systemic, activity, technological, personality-oriented, competence, contextual, innovative-oriented, subject-productive) are substantiated the formation of readiness of future skilled workers of motor transport industry to application of innovative production technologies.
The concept of «readiness of future skilled workers in the motor transport industry to the application of the innovative production technologies» as a holistic personal education, characterized by a motivational and value attitude to professional innovations, professionally significant subjective qualities and innovative properties, a set of necessary professional skills and abilities that ensure the use of innovative production technologies in professional activities at the enterprises of the motor transport industry. The following components of readiness for application of innovative production technologies are substantiated: motivational value (aspiration and internal motivation for application of innovative production technologies, need for professional self-improvement, values of social responsibility for results of activity, professional self-improvement), subjective (activity on application of innovative production technologies, proactivity in professional self-improvement, innovative properties, ability to group interaction, reflection, cognitive (understanding the nature and specifics of innovative production technologies, awareness of relevant procedures, knowledge of the requirements for the choice and conditions of innovative production technologies); activity (skills and abilities as for the application of innovative production technologies, conformity of actions to requirements of their application, ability to self-improvement concerning application of innovative production technologies).
The procedure is described and the results of expert assessment of the importance of pedagogical conditions for the formation of readiness of future skilled workers in the automotive industry are included, among them: increasing students’ motivation to master innovative production technologies, supplementing the content of training with knowledge and skills of the skilled workers of the motor transport industry to the use of innovative production technologies, the creation of an innovation and development environment for the formation of the readiness of future skilled workers of the motor transport industry to the use of innovative production technologies.
A model of forming the readiness of future skilled workers in the motor industry to use innovative production technologies, which is a means of illustrating this process, was formed in order to reflect the relationship of pedagogical science with practice, summarizes the results and determines the prognostic vision of the problem and contains five blocks (proactive, conceptual, semantic, functional and resultative), each of which has a semantic content and solves the necessary part of the training tasks.
The method of forming the readiness of future skilled workers of the motor transport industry to use innovative production technologies, which performs innovative, developmental, educational, cognitive, interactive, evaluation functions, has been developed and tested; implemented in the process of general professional, professional-theoretical and professional-practical training, as well as extracurricular work at the motivational, content-procedural, control-reflexive stages, i.e., reflecting: the dynamics of development of needs and values of professional self-improvement, subjective qualities and innovative properties, formation of knowledge, skills and abilities of application of innovative production technologies.
The efficiency of experimental training according to the developed model of formation of readiness of future skilled workers of motor transport industry to use of innovative production technologies is proved.
