Метод проектов как способ реализации целей развития обучающихся в процессе языковой подготовки
New complex education program "Project seminar" developed in the Department of Applied Mathematics of Moscow Institute of Electronics and Mathematics (MIEM) belong to National Research University Higher School of Economics (NRU HSE) is presented. The aim of our program is to train students for needs of high-tech industry being equipped with ERP systems. The complex program based on Project-Based Learning concept supported with Business Game and practical training at the optical-electronic enterprise where students are involved in creation and implementation some modules/subsystems of ERP system. Thus students were educated in accordance with modern principles, which help them through studying and a research process to build their own learning schema and to get their training results approved by real useful application.
New complex education program "Project Seminar" developed in the Department of Applied Mathematics of Moscow Institute of Electronics and Mathematica (MIEM) belong to National Research University Higher School of Economics (NRU HSE) is presented.
The article describes the experience of designing project-based learning courses as part of the educational program "Applied Mathematics" in MIEM NRU HSE. The features of the organization of project-based learning for educational programs for mathematical sciences are considered. The results of the annual survey of employers, concluded that the need for various forms of project-based learning to achieve the learning outcomes claimed by employers. We suppose a sequence of the project-based workshops and seminars, as well as their approximate content. An important feature of the practice-oriented courses in the educational program "Applied Mathematics" is its interdisciplinary focus, including the projects carried out in a foreign language.
This article describes the features of the Project-Based Learning method in the process of teaching in English the course "International scientific-technical projects." Effective methodics of integrated teaching, ensuring the formation both IT professional competence in project management and design of ERP system, and the acquisition of skills for business and professional communication in English in this area.
The article describes the project approach to learning as a way of formation of professional competence of software engineering. Since this sphere is quite different from engineering as such, the process of learning and competencies performed in a special way : training project selected on the basis of those competencies that need to master.
The article describes the use of guidelines for the individual and collective (team) processes software development (Personal Software Process - PSP and Team Software Process - TSP), developed by the Software Engineering Institute (SEI) Carnegie Mellon University (CMU), to help understand what concrete actions, skills and knowledge necessary for the development of specific competences. Highlighted the benefits that gives distinction competency areas. The basic features of educational projects and the positive characteristics of project-based learning were formulated in terms of increased demand for specialists in the labor market.
The article deals with the possibility of applying the systematic methodology in the process of investigating both the integral state-legal matter and the transitional one in terms of changing the social system on the example of the history of Russia of XX century. Purpose: to carry out the analysis of the existing system methodological tools for understanding the features of state-legal matter in transitional periods of Russian history. Methods: methodological basis of the research are system and historical methods to uncover quality content of the legal matter of the transitional period; to distinguish the principal difference between system and intersystem state-legal situation; to investigate the distinctive features of system changes in public and legal superstructure when moving from one social system to another; to review denying the possibility of topology of state and law of the transitional period. Results: during the investigation the basic approaches in system methodology were studied, including the possibility of its application in the process of studying the legal superstructure of the transitional period. The author agrees with the views of those scholars (A.I. Uyomov, D. G. Krasilnikov), who draws attention to such important feature of the system as relativity which allows to move away from characterizing the social systems and their subsystems only through the prizm of presence or absence of the integrity sign. Analysis of correlation of state-legal superstructure elements and strategic development of competing public systems allows us to provide both common and special typological features of state and law of the transitional period in the history of Russia. Conclusions: fundamental difference of approaches to systematic methodology concerns not the form but the content of its categorical framework. The categories of “system”, “nonsystem”, “intersystem” help carry out a more in-depth analysis of the legal superstructure in the process of changing social systems.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.