Scientifically justified theoretical and methodical principles of professional orientation of teaching mathematics as an integration basis of professional training of the student of the engineering specialties , the concept is developed and the modeling of system of providing professional orientation of teaching mathematics as an integration basis of professional training of engineering students giving the effective implementation of the simulated system is revealed in the dissertation for the first time.
The professional orientation of teaching mathematics as an integration basis for professional training of students of the engineering specialties is considered as a complex, multifaceted and multi-vector system that includes a set of pedagogical means that ensure the acquisition of educational and professional knowledge, skills and abilities, and at the same time, the need for professional activity and readiness of the future engineer.
The model of the system of providing professional orientation of teaching mathematics as an integration basis for professional training of engineering students as a complex formation is built, which consists of six interconnected structural blocks objective, meaningful, theoretical and methodological, organizational and methodological, practical, control-effective. It is defined the purpose, objectives and structural components of the professional orientation of teaching mathematics are in the aim block.
The content block reflects the invariant (cycle of mathematical disciplines in the educational-professional program) and variable component (special courses; professionally- oriented tasks and tasks using computer mathematics and elements of algorithmization) the content of educational and methodical complexes. The theoretical and methodological block consists of the concept of the professional orientation of teaching mathematics, methodological approaches (systemic, synergetic, personal, active, integrative, competent, technological, algorithmic, modular, informational) and such principles as: professional orientation, scientific, integration, professional mobility, motivation, accessibility, student-centeredness, orientation on information technology, manufacturability, differentiation and individualization).
Organizational and technological block contains forms (group, individual, combinations of distance and traditional learning), methods (algorithmic, information-logical) and tools (ICT, distance learning, algorithms, tasks for the application of logical-algorithmic component of thinking and activities).
Implementation and effectiveness of the model is ensured through the certain organizational and pedagogical conditions (modification of the content of mathematical training of students on the basis of professional orientation; application of the algorithmic component in mastering of educational activities in mathematics; introduction of the informational and communication technologies in the learning process; organization of the extracurricular activities).
The practical block includes the organization of the educational and researching process of fundamental training of the students of engineering specialties through the active use of the algorithmic component of educational activities, ensuring the renewal of training courses and the introduction of updated teaching and methodological support which is based on a co-authored set of textbooks.
The control-effective block shows the diagnostic tools, criteria (motivational, cognitive, activity), indicators and levels (low, basic, sufficient, high) of the formation of the selected components of the study
