EIJP ISSN: 2751-000X
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217
GOALS AND CONTENT OF LANGUAGE TRAINING OF SPECIALISTS IN RUSSIAN HIGHER
EDUCATION
Zarina Itolmasova
Doctoral student of Karshi state university, Uzbekistan
AB O U T ART I CL E
Key words:
Civilization, literacy, specialization,
flagship of education, concept, higher engineering,
technical education, social order, speech science
cycle.
Received:
19.11.2024
Accepted
: 24.11.2024
Published
: 29.11.2024
Abstract:
In this article, we will talk about the
socio-economic importance of higher professional
education, the scientific research carried out to
increase its status and effective strategies for its
improvement, the innovative paradigm of higher
education, the role and necessity of higher
professional education in the formation of the
intellectual elite of society. will go. Also, the issue
of the linguistic component of the block of
humanities, which determines the content of the
comprehensive training of specialists in this field,
and the integrated scientific and methodological
concept of teaching students to professional
speech communication are discussed.
INTRODUCTION
The socio-economic importance of higher professional education, its role in the
scientific-technical, spiritual-ethical development of mankind, which determines the evolution of
civilization, is known to everyone. Increasing the social status of education, placing it in the forefront of
scientific research aimed at understanding the laws of development of this complex social structure,
choosing effective strategies and tactics for its improvement, the national education system as a state
institution that ensures the preservation and improvement of basic socio-cultural values indicates
recognition. Higher engineering and technical education, which is part of a multi-level whole, is a
complex systemic object, which is based on the cultural traditions of the past on the one hand, and on
the other hand, political, economic and socio-cultural realities of our time. , thirdly, determines the level
of development and self-awareness of future generations. The noted multifunctionality of the
Engineering-Technical School determines the priority of its positions in the higher education system
and its "advanced" compliance with the modern state and needs of society. In this regard, the
introduction of an innovative paradigm of higher education, the time of integration with intensive
scientific and research activities, the close connection of university academic and scientific work with
the needs of the economy and production, the interdisciplinarity of education and scientific research,
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-44
Pages:217-220
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humanization and, broadly speaking, the harmonization of education It makes sense that it is the most
mobile and "sensitive" higher engineering school that responds immediately to the demands of society.
METHODS
Confirmation of the leading role of higher professional, including technical schools in the formation of
the intellectual elite of society, the need to unify the potential of the fields of education and scientific
activity as the main condition for the development of civilization is the basis of the Federal target
program "Integration of science and higher education in Russia for 2002-2006". It's done. In accordance
with the problems of this program, as well as in the context of the globalization and humanization of
education, the question of the linguistic component of the block of humanities, which determines the
content of the comprehensive training of specialists in the engineering and technical field at HEIs, is of
interest. An attempt to systematically and multifacetedly study this issue within the framework of the
federal target program "Integration..." in the direction of 3.14 "Preparation of monographs on the
priority directions of science and technology" Russian language of leading technical higher educational
institutions teachers of departments (Ph.D., Assoc. N.N. Romanova, Ph.D. Assoc. O.A. Jilina, Ph.D., Prof.
T.P. Skorikova from N.E.Bauman MDTU, associate professor O.V.Konstantinova from Gomi Oil and Gas
State University, I.M. Belukhina from MGSU, in the field of educational psychology (prof. N.V. Maslova
from TFRF) and professional communication methodology (from MANPO, prof. I.V. Mikhalkina) created
a collective project developed by specialists [2:312]. Achieving the strategic goal of the multifaceted
project, its tactical goals in various research areas, in particular: in the scientific and methodological
field - to develop a holistic scientific and methodological concept of training students of technical
directions and specialties of higher educational institutions in professional speech communication
systematization of information of natural and humanitarian sciences, language in educational
institutions justifying the systematic level model of teaching; provided differentiation by introducing
the model shown in the scientific-pedagogical field into the educational process of the higher technical
school.
RESULTS
Historically, technical education is the most common type of education in Russia, because it serves as a
basis for the formation of the creative potential of society. This explains its priority role in the higher
education system and the large number of graduates: training of engineering personnel in the field of
"Technology and Technology" is carried out by 346 state and 112 non-state universities of the Russian
Federation; at the same time, the training of engineers has increased by 48 thousand people since the
90s. Therefore, it seems reasonable to turn to the analysis of the characteristics of the Russian
engineering school: its scientific and pedagogical traditions and contribution to the development of
world and national systems of higher professional education, the "social order" of the period described
above and the historical formation of society dynamics of meaningful goals and tasks of specialist
training in the context of changes in pedagogical paradigms reflecting value-semantic ideals of its
current state and projected development. The so-called "engineering" type of education formed within
this system traditionally consists of components of natural sciences, humanities and technical
education. The balance between these components ultimately determines the type of future specialist
in the range of possible changes (modifications):
✓
engineer-developer
✓
research engineer
✓
production engineer
It is believed that the highest efficiency of the educational process is achieved under the condition that
fundamental general scientific training prevails over narrow specialization, in other words, "literacy"
over "specialization". The evolution of the Russian higher technical education system, the dynamics of
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its content, goals and tasks reflect the level and needs of cultural and economic development of society,
changes in its value and semantic guidelines. Thus, the training of engineers in Russia at the end of the
18th and the beginning of the 19th century was based on a combination of a high level of theoretical
training and a significant share of practical training in close connection with the natural faculties of
universities, which contributed to the formation of specialists with encyclopedic knowledge. The
"Russian method of training engineers", recognized as the most effective, was used as the basis of higher
technical education in a number of foreign countries. It is noteworthy that in 1871 D.I. Mendeleev put
forward the now universally recognized idea of continuous, multi-level education. The multi-level
structure of bachelor's and master's degrees adopted in pre-revolutionary Russia is the first of Soviet
power put forward the idea. The multi-level structure of bachelor's and master's degrees adopted in
pre-revolutionary Russia continued until the first years of Soviet power.
DISCUSSION
At the end of the 20s of the last century, during the period of industrialization, in the conditions of the
acute shortage of specialists and the low literacy of the population, the task of mass training of
necessary personnel for society in all specialties based on science and activity was set. In the 60s, the
Chairman of the USSR Council of Ministers A.N. Kosygin was in favor of introducing bachelor's and
master's degrees into the higher education system, but this idea was implemented only in 1992. In
general, the 90s of the 20th century were characterized by socio-political and technical-economic
reforms of the Russian society and were characterized by the mass emergence of technical universities
as a form of comprehensive adaptation of higher education to these changes. Exactly in these years, the
flagship of higher professional education N.E. "Speech science cycle" courses were introduced into the
educational process of the Bauman State Technical University, and then at a number of leading technical
universities, which mainly covered the aspects of orthology and practical literacy and were optional.
This process was spontaneous and was not legitimized by normative documents: state educational
standards, model (training) educational programs, etc. The end of the 1990s was marked by the
strengthening of culture-based (cultural centralization) trends in the development of the main social
institutions, including the educational system. It is natural that the development perspective of the
Russian engineering school is declared as the transformation of leading technical universities into large
research and cultural centers that train specialists in the fields of scientific, industrial, technical and
social activities [1:367].
According to this concept, the technical university should be not only a center for science and training
of highly qualified specialists, but also an educational institution that provides conditions for satisfying
the professional, cultural and moral needs of a person, and for the free realization of creative
possibilities. The processes of global integration in various directions of international cooperation
determine the current state of the most important state institutions that ensure the preservation and
improvement of fundamental socio-cultural values of national education systems. Joint Declaration on
the Harmonization of the European Higher Education System (Paris, 1998) and the Declaration on the
European Area of Higher Education (Bologna, 1999) Russian higher education accelerated the process
of integration into the pan-European system.
The transition to the "sustainable development model" of civilization, the restructuring of the economy
of industrialized countries on the path of technological development, the dominance of science and
intellectual economy, as well as the formation of a socio-economic type of post-industrial society on this
basis are significant for the formation of a new image of engineering and technical education. has an
effect. The new paradigm of education is the key to ensuring the "survival" of humanity and the
sustainable dynamic development of civilization.
CONCLUSION
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Currently, the active development of third-generation State Standards aimed at fully aligning Russian
higher education with the requirements of the Bologna Convention is underway. The main positions in
this regard are the two-level education under the "bachelor-master" scheme, as well as the uniformity
of the credit system. Thus, the Russian education system took a turn in the evolutionary spiral: from the
training of specialists narrowly focused on future professional activities, many natural sciences, general
optimum of graduate specialists aimed at obtaining appropriate professional and personal
competencies by combining fundamental (natural sciences + general technical + humanitarian) and
special (engineering) education to broad educational areas, including engineering and humanitarian-
economic sciences until trying to create a system. Taking into account various factors in the formation
of a modern specialist determines today's language policy in the field of Russian higher professional
education.
The peculiarity of this policy is that the role of language teaching in non-humanitarian higher
educational institutions, in particular, the teaching of the Russian language (as a native language, as a
foreign language and as a non-native language), is of great importance. considered as an element of
general and professional culture that should accompany the educational process at all levels and levels
of education.
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