“Elite magistracy is an expensive pleasure. Magistracy "Flexible technologies of management" Applied and actual knowledge

The relevance of research. One of the leading industries in Russia, including the Republic of Tatarstan, is the petrochemical industry. Currently, a radical scientific and technical re-equipment of the petrochemical complex, construction of new and reconstruction of existing industrial enterprises is being carried out, which determines the need for highly qualified specialists of the appropriate level and profile, competitive in the labor market.

Training of competitive specialists for the petrochemical complex implies readiness for design and technological activities, which consists in the ability to set and formulate tasks for scientific and applied research; the ability to develop a program for pre-project preparation, reconstruction and technical re-equipment of oil production, transport, oil treatment and processing facilities; the ability to develop virtual models of single equipment and process units; readiness to predict the consequences decisions taken in the process of their implementation; readiness to choose the main and auxiliary technological equipment; ability to develop projects for new construction, reconstruction and technical re-equipment of technological installations.

The prevailing stereotypes consider design and technological activities as the implementation of various drawings, filling out various types of specifications, explications or statements in accordance with various types of regulatory documentation. Automation of this kind of activity is presented as the development of various kinds of computer programs that make it possible to intensify current project operations. Now there is a transition to 3D design, according to the heads of organizations, three-dimensional design is 3 qualitatively new level execution of design work. Three-dimensional modeling of the designed object allows a group of specialists to work on the object at once. Each participant in the process is obliged to perform the operations assigned to him, since adjacent design participants depend on his actions. This leads to the training of masters, who are called to become elite specialists in scientific organizations and enterprises.

The requirements for elite specialists vary in level and profile, so it is necessary to develop effective training technologies, one of which is the design and technological training of masters in accordance with modern requirements for their professional activity for petrochemical enterprises.

To disclose the research topic, the works related to the formation of a competitive specialist were of interest (V.I. Andreev, L.I. Gurye, A.A. Derkach, L.M. Mitina,

V.A. Oganesov , P.N. Osipov , N.V. Tretyakova ,

S.N. Shirobokov and others). In many respects, this was facilitated by studies on the improvement of labor and vocational training (S.Ya. Batyshev, A.I. Belyaev, L.S. Grebnev, L.I. Gurye, E.F. Zeer, M.I. Makhmutov, A .M. Novikov, P.N. Novikov and others), the formation of professional competence of specialists (O.E. Gavrilova, G.Yu. Dmukh, E.N. Kochneva,

M.A. Sviryaeva, G.A. Khamatgaleeva, Yu.V. Shagina and others). 4

Features of the preparation of masters in Russia were studied by A.S. Akopova, T.V. Yesenskaya, N.V. Komissarova, S.V. Osina, Zh.S. S.Grebnev , L.P. Ryabov , B.L. Vulfson . system higher education O.N. Oleinikova, I.Z. Shakhnina, O.L. Vorozheykina, F.L. Ratner were analyzed abroad. The problems of improving the quality of higher professional education are considered in the works of V.M. Zhurakovsky, Yu.G. Fokin, Yu.G. Tatur, N.V. Molotkova, V.E. Medvedev, M.M.

The analysis of scientific publications on the topic of research and study of the experience of training specialists in the magistracy showed an insufficient design and technological orientation of the educational process. This indicates an objective need for the organization of design and technological training of masters for the petrochemical complex.

Solving the problem of the readiness of masters for professional activities in the field of the petrochemical complex is primarily associated with the need to resolve the contradiction between the needs of the petrochemical complex in highly qualified personnel that meet the modern requirements of petrochemical enterprises, and insufficient design and technological training in the master's program of technological universities.

This contradiction caused the problem of research: what are the model and organizational and pedagogical conditions for the design and technological training of masters for the petrochemical complex, taking into account its requirements?

Object of research: professional training of masters for the petrochemical complex.

Subject of research: model and organizational and pedagogical conditions of design and technological training of masters for the petrochemical complex.

The purpose of the study: to develop, substantiate and experimentally test a model and a set of organizational and pedagogical conditions for the effective implementation of design and technological training of masters for the petrochemical complex.

Research hypothesis. Design and technological training will ensure the readiness of masters for professional activities in the field of the petrochemical complex, if its organizational and managerial model is developed and a set of organizational and pedagogical conditions is implemented, including:

Study, analysis, evaluation and accounting in the process of designing and implementing design and technological preparation of the main ideas of the experience of professional training of personnel abroad;

Implementation of the relationship with potential employers on the basis of social partnership;

Additional professional training of the teaching staff for the design and technological training of masters.

Research objectives:

1. To identify and justify the requirements of potential employers for the content of professional training and, on this basis, formulate a list of special competencies of masters as future specialists of the highest qualification level in the petrochemical industry.

2. To carry out an analysis of domestic and foreign practice of professional training of engineering personnel for the petrochemical industry.

3. To reveal the essence and features of the design and technological training of masters for the petrochemical industry and develop its organizational and managerial model.

4. To identify and experimentally substantiate the organizational and pedagogical conditions for the effective implementation of design and technological training of masters for the petrochemical complex.

5. Develop a criterion base for evaluating the effectiveness of design and technological training of masters for the petrochemical industry.

The methodological basis of the study is the works in the field of vocational education (S.Ya. Batyshev, G.I. Ibragimov, E.A. Korchagin, G.V. Mukhametzyanova, A.M. Novikov, P.N. Osipov and others); theory of competency-based approach in vocational education(V.I. Baidenko, L.I. Gurye, V.M. Zhurakovsky, I.A. Zimnyaya, A.A. Kirsanov, V.V. Kondratiev, V.V. Serikov, and others); systemic approach (V.G. Afanasyev, E.G. Yudin and others); activity approach to learning (L.S. Vygotsky, A.N. Leontiev and others); methodological foundations for modeling the training of a specialist (A.L. Denisova, A.A. Kirsanov, A.K. Markova, N.V. Molotkova, N.F. Talyzina, Yu.G. Tatur and others); concepts of engineering education (L.I. Gurye, V.G. Ivanov, A.A. Kirsanov, V.V. Kondratiev, A.M. Kochnev, F.T. Shageeva and others); work on the formation of readiness for professional activity (A.L. Denisova, M.I. Dyachenko, V.A. Slastenin, N.K. Solopova and others); the formation and development of motivation (B.G. Ananiev, O.S. Grebenyuk, A.N. Leontiev, S.L. Rubinshtein, R.Kh. Shakurov and others).

Research methods:

Theoretical - analysis of sociological, psychological and pedagogical literature, regulatory documents, study and generalization of pedagogical experience, comparison and comparison, modeling;

Empirical - observation, surveys (group and individual conversations, interviews, questionnaires), study of results learning activities students;

Statistical methods for processing the results of the experiment.

The study was carried out on the basis of the Kazan National Research Technological University (KNRTU). It was attended by 256 students and undergraduates of the Faculty of Oil and Petrochemistry and the Faculty of Polymers, studying in the direction 240100 - "Chemical Technology and Biotechnology", 240100 - "Chemical Technology", 240400 - "Energy and Resource Saving", 36 teachers, 56 representatives of the professional community (employers) . The choice of specialties is due to the need and interest of the enterprises of the petrochemical complex.

The study was carried out in stages in 2008-2012.

The first stage (2008-2009) - preparatory - was devoted to the study of the state of the problem under study, educational and methodological and psychological and pedagogical literature, and the development of a research program.

The second stage (2009-2011) - formative - in order to test the hypothesis, the methodology of experimental research was refined, a set of organizational and pedagogical conditions was determined, a formative experiment and analysis of the results were carried out.

The third stage (2011-2012) - final - conducting the final experiment, statistical data processing, analysis and generalization of the research results, preparation of the dissertation.

Scientific novelty of the research.

1. The essence of the concept of "design and technological training of masters for the petrochemical complex" is disclosed as a process of formation of competent, innovation-oriented masters capable of performing a set of design, technological and organizational measures that ensure the implementation of the technological process from oil production to obtaining products of the main organic and petrochemical synthesis .

2. The requirements of industry enterprises for the content of professional training of masters as future specialists of the highest qualification level in the petrochemical industry are identified and justified, and on this basis the special competencies that they must possess are formulated: the ability to select modern equipment elements for the reconstruction and modernization of technological installations; ability to apply modern automated systems control on technological installations for building production capacity; the ability to participate in the development and design of modern fundamentally new import-substituting technologies and new technologies in the transition to alternative sources raw materials.

3. An organizational and managerial model of design and technological training of masters for the petrochemical industry has been developed, based on taking into account the requirements of potential employers, embodied in reasonable special professional competencies, on the use of modern pedagogical technologies, including computer ones, giving the educational process an innovative character through the use of the method of projects, tools that model, imitate and really reflect the professional activities of masters.

4. Criteria and indicators for evaluating the effectiveness of 9 design and technological training of masters for the petrochemical industry have been determined (criteria and indicators of the readiness of undergraduates for professional work at enterprises of the petrochemical industry, as well as criteria and indicators of the readiness of the teaching staff for design and technological training of undergraduates) have been developed.

5. The organizational and pedagogical conditions for the effective implementation of design and technological training of masters for the petrochemical complex have been identified and experimentally substantiated:

Monitoring the requirements of industry enterprises for the content of professional training of masters as future specialists of the highest qualification level in the petrochemical industry;

Substantiation on the basis of the requirements of industry enterprises of the special competencies of future specialists of the highest qualification level in the petrochemical industry and orientation to their mastery of all subjects of the educational process;

Study, analysis, evaluation and accounting in the process of designing and implementing design and technological preparation of the main ideas of the experience of professional training of personnel abroad;

Implementation of the relationship with potential employers on the basis of social partnership;

Additional professional education of the teaching staff for the design and technological preparation of undergraduates;

Construction of the educational process, taking into account the requirements of employers to the level of readiness of masters for professional activities at the enterprises of the petrochemical industry;

Systematic monitoring of the formation of special competencies of undergraduates, characterizing the level of their readiness for professional activities at the enterprises of the petrochemical industry.

Theoretical significance of the study results:

The essence of the concept "design and technological training of masters for the petrochemical complex" is revealed;

The essence, logic and organizational and pedagogical conditions of design and technological training of masters are revealed and theoretically substantiated;

The content of the special competencies of the design and technology magistracy has been determined;

The structure and content of the design and technological training of masters are substantiated, including an invariant part based on the content and requirements of the Federal State Educational Standard of Higher Professional Education, and a variable part based on the requirements of potential employers of petrochemical enterprises.

The results of the study expand the theoretical understanding of pedagogy about the possibilities of using the design and technological training of masters.

The reliability and validity of scientific results are ensured by a systematic and holistic approach to the study of the problem, a wide range of sources used, the adequacy of the chosen research methods (the main of which was the pedagogical experiment) to its logic and tasks, a large number of subjects; the lengthy nature of the experimental work and the direct participation of the author in it, statistical processing and analysis of the results.

The practical significance of the study lies in the fact that the developed basic educational programs training of masters of design and technological profile for the petrochemical complex are introduced into the practice of training masters in FGBOU VPO "KNRTU" and

11 ensure the activation of educational and cognitive activity of undergraduates in the process of mastering the basics of design and technological activities and meeting the prospective needs of the labor market, which consist in the ability of masters to select modern elements of equipment for the reconstruction and modernization of technological installations, in specialists; the ability to apply modern automated control systems at process units to increase production capacity; the ability to participate in the development and design of modern fundamentally new import-substituting technologies and new technologies in the transition to alternative sources of raw materials.

In the course of the study, a methodology for diagnosing the readiness of undergraduates for design and technological activities in the field of the petrochemical industry, a map for expert evaluation of a master's thesis, a map for assessing the level of readiness of faculty for design and technological training of masters were also developed and implemented.

Testing and implementation of research results. The course and results of the research at its various stages were reported and discussed at meetings of the departments of engineering pedagogy and psychology, chemical technology of oil and gas processing, technology of basic organic and petrochemical synthesis, a meeting of the academic council of the faculty of oil and petrochemistry of KNRTU, international, all-Russian and republican scientific and practical conferences (see publications of the author).

The following provisions are put forward.

The dynamics of the development of modern petrochemical production revealed in the course of the study requires the system of higher professional education to train masters who are capable of design and technological activities. In this regard, the organization of design and technological training of masters who are able to successfully carry out their professional activities in the conditions of modern production is of particular importance.

2. Design and technological training of masters for the petrochemical complex is a process of formation of competent, innovation-oriented masters capable of performing a set of design, technological and organizational measures that ensure the implementation of the technological process from oil production to obtaining products of the main organic and petrochemical synthesis.

3. The content of professional competencies defined by the Federal State Educational Standard is supplemented by special competencies, taking into account the requirements of specialists of petrochemical enterprises, and are characterized by indicators of maturity. Formulated special competencies (the ability to select modern equipment elements for the reconstruction and modernization of process units; the ability to apply modern automated control systems at process units to increase production capacity; the ability to participate in the development and design of modern fundamentally new import-substituting technologies and new technologies in the transition to alternative sources of raw materials) significantly expand the professional competencies of masters in the direction 240100 "Chemical technology".

4. The developed organizational and managerial model of design and technological training of masters ensures the formation of

13 general, professional, special competencies in accordance with modern requirements for their professional activities at petrochemical enterprises.

5. The main means of implementing the design and technological training of masters in the petrochemical industry is the method of projects, in the implementation of which the master is given a task that models, imitates or really reflects professional activity, while the task is interdisciplinary and professionally oriented.

6. The developed organizational and pedagogical conditions for the design and technological training of masters for the petrochemical industry contribute to the formation of a competent master of the highest qualification level.

Work structure. The dissertation consists of an introduction, two chapters, a conclusion, a list of references, including 208 sources, 10 appendices, 21 tables and 5 figures.

The results of the study can be used in the educational activities of other educational institutions of higher professional education of a technical profile.

CONCLUSION

Russia's long-term interests lie in the creation of a modern economy of an innovative type, integrated into the world economic space. Among the industries that have a breakthrough value for the country's economy is the petrochemical complex.

A promising direction in the development of the petrochemical complex is the use of innovative technologies and equipment, which causes an increase in the need for highly qualified specialists of the appropriate level and profile.

Provide scientific organizations and enterprises by elite specialists will allow the preparation of masters of design and technological profile for the petrochemical complex.

A modern master should be a creative person, able to make correct, often non-standard decisions in difficult situations, be ready for self-education and self-development. The quality of master's training is determined by the extent to which he is prepared for effective work in his specialty at the level of world standards, how ready he is for constant professional growth, social and professional mobility.

The requirements for elite specialists are different in level and profile, so there is a problem of developing effective learning technologies. The model of design and technological training of masters will ensure the formation of general, professional, special competencies of masters in accordance with modern requirements for their professional activities at petrochemical enterprises. The educational process and the implementation of design and technological training will be designed taking into account the requirements of representatives of industry enterprises, which will increase the percentage of employment of graduates and ensure their worthy competition in the labor market.

The Energy Strategy for the Development of Russia until 2020 defines promising areas for the development of the petrochemical complex, which include:

Expansion of the range of manufactured products due to the partial re-profiling of existing capacities and the construction of new production facilities;

Implementation of the latest energy and resource-saving technologies at existing production facilities;

Renovation of fixed assets and technical re-equipment;

Increasing the capacities of existing industries and increasing their utilization rate;

Expansion and improvement of the raw material base;

Reducing losses of energy resources, raw materials and products;

Pollution reduction environment in the process of carrying out production activities.

The rapid development of enterprises of oil refining, petrochemistry, production, preparation and transportation of oil and oil products highlighted the need for changes in the national education system. The strategy of these changes provides for a significant renewal of the content and structure of vocational education.

In the "Concept of long-term socio-economic development Russian Federation until 2020" it is noted that “the development of the education system should be based on the principles of project activities, such as openness of education to external requests, application of project methods, competitive identification and support of leaders who successfully implement new approaches in practice, targeting of resource support tools and the integrated nature of decisions made ".

An analysis of the prospects for the development of the petrochemical industry and state educational standards of the second and third generation made it possible to identify the requirements for the content of the professional training of masters as future specialists of the highest qualification level in the petrochemical industry.

The monitoring conducted among the managers and specialists of petrochemical enterprises revealed the three most significant general special competencies that a highly qualified specialist who completed his master's degree should have:

Ability to select modern elements of equipment for the reconstruction and modernization of technological installations;

Ability to apply modern automated control and telemechanics systems at process units to increase production capacity;

The ability to participate in the development and design of modern fundamentally new import-substituting technologies and new technologies in the transition to alternative sources of raw materials.

A comparative analysis of the state educational standards of the second and third generations of master's training showed the following distinctive features master's degree studies: in the state educational standard of higher professional education (SES VPO) in the direction 550800 "Chemical technology and biotechnology" in the section "qualification characteristics of the graduate" under the types of professional activity of the graduate, activities are defined that require in-depth fundamental training, including scientific and research work, and subject to the development of the appropriate educational and professional program of a pedagogical profile - to pedagogical activity;

In the federal state educational standard of higher professional education (FSES HPE) in the direction 240100 "Chemical technology" in the section "characteristics of the professional activity of masters" under the types of professional activity of the graduate, the following activities are defined: production and technological, organizational and managerial, research, design, pedagogical ;

The tasks of the professional activity of a graduate in the SES VPO are formulated as a full cycle of research activities, the functions of implementing research work are limited to participation in the preparation of practical recommendations on the use of research and development results;

The tasks of the professional activity of a graduate in the Federal State Educational Standard of Higher Professional Education are formulated in accordance with the profile orientation of the PEP of the magistracy and types of professional activity;

Qualification requirements for a graduate in the State Educational Standards of Higher Professional Education are reduced to participation in bench and industrial tests of prototypes (batches) of materials, individual chemical devices and technological schemes; participation in the implementation of research and development results;

Qualification requirements in the Federal State Educational Standard of Higher Professional Education there is no such thing as a graduate, the training of a professional involves, first of all, a competency-based approach, a modular technology for building the educational process, the use of credit units as a measure of accounting for the results of education.

Thus, the educational standard of the second generation is not focused on the needs of production, has a research focus and clearly regulated requirements for master's degree graduates.

The FSES VPO of the third generation of master's training allows to significantly expand the academic freedom of higher educational institutions. Take into account the requirements of employers when developing basic educational programs. The new generation standard establishes only requirements for the structure of basic educational programs and the results of their assimilation.

Distinctive structural, content and organizational features of the state educational standards for the training of masters create the prerequisites for solving the problem of training specialists of the design and technological type in the master's program.

Prospects for the development of the petrochemical complex in Russia and the current lag of the Russian market of technological products in the world market has formed a social order for the training of elite specialists with special competencies in the field of petrochemicals and related fields, able to master high technologies, develop, implement new technologies, ready for continuous professional growth , social and professional mobility, while they must be creative individuals who can make the right, often non-standard decisions in difficult situations, be ready for self-education and self-development.

The training of elite specialists is difficult in the conditions of modern higher professional education, which is characterized by a weak focus on scientific and practical achievements in the world.

The formation of elite specialists for work in the field of the petrochemical industry can be successfully implemented in the master's program of a technological university - an educational level focused on preparing for design and technological activities.

Having analyzed the domestic and foreign experience of professional training of personnel for the petrochemical complex, we assessed the state and possibilities of the Russian system of higher professional education in relation to the prospects for the transition to design and technological training of masters.

The Russian Higher Professional School today receives little attention from government officials, public figures and scientists, employers, which has led to a mismatch between the modern requirements of employers and the content of curricula. At the same time, higher professional education is poorly oriented towards scientific and practical achievements in the world; therefore, training courses are slightly updated. Higher education system

149 pays little attention to industrial practice, which would allow students to apply the acquired knowledge during internships at enterprises.

In the process of designing and implementing design and technological training, some ideas of foreign countries were introduced, which are to focus training courses on scientific and practical achievements, close cooperation with employers, increase hours and revise work practice programs.

The need for design and technological preparation is determined by the prospects for the development of the petrochemical complex, the creation of conditions for its implementation should be ensured by the joint efforts of educational institutions and employers who will receive a master's degree of a high professional level. Close cooperation is due to mutual interest in improving the quality of training. Enterprises want to see masters training easily adaptable to rapidly changing market conditions.

The important place occupied by design in modern technical education suggests that it is the ideas of design and technological training that today will help overcome the current crisis in education and allow us to move on to new mechanisms for training high-quality, competitive personnel adapted to the labor market.

The preparation of masters of design and technology profile covers the entire range of works from oil production to obtaining products of the main organic and petrochemical synthesis.

Design and technological preparation involves the use of programs that simulate the main technological processes of production and processing of oil and petrochemistry. Currently, the transition from the ChemCAD modeling program used to the Honeywell UniSim Design software package is underway, which will help create virtual oil refineries and petrochemical plants based on

150 computer simulators simulating operator jobs technological processes.

Masters studying in the design and technology profile will be proficient in CAD / CAM / CAE and SCADA technologies. In the future, a transition to the development of CALS / PLM technologies is planned.

The design and technological training of masters is focused not so much on specific professional activities as on the formation of readiness for professional activities in the field of the petrochemical complex.

The participants of the design and technological educational process are: a student - a teacher - employers. The involvement of representatives of enterprises in the process of education is necessary for a clear coordination of the predicted and real staffing needs of production structures.

Design and technological training of masters for the petrochemical complex is a fundamentally new educational process. Under the design and technological preparation of masters for the petrochemical complex, we consider the process of forming competent, innovation-oriented masters capable of performing a set of design, technological and organizational measures that ensure the implementation of the technological process from oil production to obtaining products of the main organic and petrochemical synthesis.

In modern conditions of development of education, it is design and technological training that is the strategic idea that should lead to an increase in the quality of vocational education and the preparation of highly qualified, competitive masters who meet the requirements of the labor market.

Considering that the design and technological training of masters for the petrochemical complex is the goal of our study, it was

151 developed an organizational and managerial model of design and technological training of masters for the petrochemical complex. The implementation of design and technological training of masters was carried out in close cooperation between the university and the enterprises of the petrochemical complex.

The study identified the components of readiness for professional activity in the field of the petrochemical complex: motivational, cognitive, activity.

Taking into account the characteristics of the motivational, cognitive, activity criteria of readiness for professional activity, the specifics of design and technological training of masters, the requirements for graduates of the master's program, the social order for a modern competitive specialist, indicators of the readiness criteria for masters of the design and technological profile for professional activities in the field of the petrochemical complex were determined.

The main means of implementing the design and technological training of masters in the petrochemical industry is the method of projects, in the implementation of which the master is given a task that models, imitates or really reflects professional activity, while the task is interdisciplinary and professionally oriented. In accordance with the developed model, stage-by-stage design and technological training of masters for the petrochemical complex is carried out during the educational process, the subjects of which are masters, the academic community and potential employers.

In the course of the study, the stages of work on the project (master's thesis) during the design and technological preparation of masters at the university were determined: consulting and preparatory, design and technological and generalizing. The conditions and content of the stages were determined and formed taking into account the close interaction between the university and the enterprises of the petrochemical complex.

A set of organizational and pedagogical conditions for the preparation of masters for the petrochemical complex has been developed:

Monitoring the requirements of industry enterprises for the content of professional training of masters as future specialists of the highest qualification level in the petrochemical industry;

Substantiation on the basis of the requirements of industry enterprises of the special competencies of future specialists of the highest qualification level in the petrochemical industry and orientation towards their mastery of all subjects of the educational process;

Study, analysis, evaluation and accounting in the process of designing and implementing design and technological preparation of the main ideas of the experience of professional training of personnel abroad;

Implementation of the relationship with potential employers on the basis of social partnership; additional professional training of the teaching staff for the design and technological training of masters;

Construction of the educational process, taking into account the requirements of employers for the level of readiness of masters for design and technological activities at the enterprises of the petrochemical industry; systematic monitoring of the formation of special competencies of undergraduates, characterizing the level of their readiness for design and technological activities at the enterprises of the petrochemical industry.

The purpose of the experimental work in the study was to evaluate the effectiveness of the developed model and the complex of organizational and pedagogical conditions for the design and technological training of masters for the petrochemical complex. The work involved research

153 dynamics of the level of formation of special competencies and the readiness of masters for professional activities in the field of the petrochemical complex. The results of experimental work confirm that the developed set of organizational and pedagogical conditions for design and technological training of masters for the petrochemical complex contributes to a high level of formation of special competencies and readiness for professional activities in the field of the petrochemical complex.

At the final stage of the experiment, the dynamics of the levels of formation of special competencies of masters and the levels of readiness for professional activity in the field of the petrochemical complex was revealed. The use of statistical methods for checking the reliability of differences allowed us to conclude that the pedagogical influence during the formative experiment was reliable and gave positive results. Masters at the final stage demonstrated a high level of formation of special competencies and readiness for professional activities in the field of the petrochemical complex.

An experimental study of the design and technological training of masters for the petrochemical complex indicates the effectiveness of the developed set of organizational and pedagogical conditions, the experimental data indicate a positive dynamics in the formation of special competencies and readiness for professional activities in the field of the petrochemical complex, which confirms the effectiveness of the design and technological training of masters for the petrochemical complex .

The developed basic educational programs for the preparation of masters of the design and technological profile for the petrochemical complex have been introduced into the practice of preparing masters at FGBOU VPO

BOOK" and ensure the activation of educational and cognitive activities of undergraduates in the process of mastering the basics of design

154 technological activities and meeting the prospective needs of the labor market in specialists capable of selecting modern elements of equipment for the reconstruction and modernization of technological installations; the ability to apply modern automated control and telemechanics systems at process units to increase production capacity; the ability to participate in the development and design of modern fundamentally new import-substituting technologies and new technologies in the transition to alternative sources of raw materials.

1. Akimova, M.K. Psychological diagnostics: Textbook for universities, 3rd ed. Text. / M.K.Akimova, K.M.Gurevich. St. Petersburg: Piter, 2008. - 656 p.

2. Akopova, A.C. Preparation of undergraduates of the humanitarian faculties of the university for research activities in a foreign language course: Dis. . cand. ped. Sciences / A.C. Akopova. Rostov-on-Don, 2005.-214 p.

3. Actual tasks of managing the quality of training of specialists at the Moscow State Technical University. Bauman Elite University of the XXI century Electronic resource. - Access mode: http: // www.ihst.ru/~akm/section 14(2003).htm. - Checked 05/20/12.

4. Alekperov, V.Yu. Vertically integrated oil companies of Russia. / V.Yu.Alekperov. M.: Moscow, 2006. - 216 p.

5. Ananiev, B.G. On the problems of modern human knowledge. Text. / B.G. Ananiev. M.: Nauka, 1986. - 263 p.

6. Andreev, V.I. Competitiveness. Training course for creative self-development of competitiveness Text. / V.I.Andreev. Kazan: Center for Innovative Technologies, 2004. - 468 p.

7. Antyukhov, A.B. Project-based learning in higher education: problems and prospects. Text. / A.V. Antyukhov // Higher education in Russia. 2010. - No. 10. - P.26-29.

8. Ardasheva, E.P. Private-public co-management of the development of the regional petrochemical complex in the system of industry policy: Abstract of the thesis. . dr. economy Sciences Text. / E.P. Ardasheva. -Kazan, 2008.-40 p.

9. Artamonov, S.Yu. Vertical integration of oil and gas companies in the face of uncertainty in world oil prices: Dis. . cand. economy Sciences Text. / S.Yu. Artamonov. Moscow, 2003. - 165 p.

10. Yu.Afanasiev, V.G. Society: consistency, knowledge and management

11. Text. / V.G. Afanasiev. M.: Politizdat, 1981. - 432 p.156

12. Babanova, I.A. Pedagogical stimulation of professional self-determination of students of secondary technical education: Dis. Candidate of Pedagogical Sciences Text. / I.A. Babanova. Kazan, 2009. - 233 p.

13. Badarch, D. Topical issues of international harmonization of educational systems. Text. / D. Badarch, B.A. Sazonov. M.: UNESCO Office in Moscow, 2007. - 190 p.

14. Baidenko, V.I. Identification of the composition of the competencies of university graduates as a necessary stage in the design of a new generation of SES VPO. /

15. V.I. Baidenko. M.: ITsPKPS, 2006. - 71 p.

16. Baidenko, V.I. Educational standard. Experience of system research: monograph Text. / IN AND. Baidenko. Novgorod: Publishing house of the NGU im. Yaroslav the Wise, 1999. - 440 p.

17. Bakaradze, N.G. Training of scientific and pedagogical personnel in the universities of the Federal Republic of Germany. / N.G. Bakaradze; under. ed. A.G. Smirnova. Issue. 3. M.: NIIVSH, 1989. - P.28.

18. Batyshev, S.Ya. Methodology for forecasting vocational education Vocational education in Russia. Results of the 20th century and forecasts in 2 volumes. Text. / S.Ya. Batyshev; under scientific ed. I.P. Smirnova. T. 1. M.: APO, 1999. -S. 91-401.

19. Batyshev, S.Ya. Advanced vocational education // Encyclopedia of vocational education Text. / Ed.

20. S.Ya.Batysheva. In 3 vols. T. 2. M .: APO, 1999. - S. 175-183.

21. Batyshev, S.Ya. Professional consultation, professional orientation Text. / Ed. S.Ya.Batysheva. In 3 volumes. V.2. M.: APO, 1999. -S. 383-390.

22. Belyaev, A.I. Corporate multi-stage education - a modern concept of human resource development management Text. / A.I. Belyaev, JI.E. Vorobieva, O.V. Vorobieva //Kadrovik. Personnel management. - 2008. - No. 9. ~ P.32-36.

23. Belyaev, A.I. Experience in developing a unique educational product commissioned by OAO Gazprom. Text. /IN. Afanasiev, A. Belyaev // Kadrovik. Personnel management. 2008.- No. 5.- P.57-61.

24. Bespalko, V.P. On the criteria for the quality of training of specialists. Text. / V.P. Bespalko // Bulletin high school. 1988. - No. 1. - P.3-8.

25. Bolotov, V.A. Competence model: from an idea to an educational program. Text. / V.A. Bolotov, V.A. Serikov // Pedagogy. 2003. - No. 10. - P.8-14.

26. Braginsky, O.B. World petrochemical industry / O. B. Braginsky. M.: Nauka, 2003. - 556 p.

27. Burtseva, E. V. Educational project as a means of motivating the study of a foreign language among students of a non-linguistic university: Dis. . cand. ped. Sciences / E.V. Burtseva. Ulan-Ude, 2002. - 195 p.

28. Butovetskaya, E.M. Trends in the development of technical universities in Russia and Germany (organizational and pedagogical aspect): Dis. . cand. ped. Sciences / E.M. Butovetskaya. Kazan, 2003. - 229 p.

29. Vvedensky, V.N. Modeling of professional competence of a teacher. / V.N. Vvedensky // Pedagogy. 2003. -№10. - P.51-55.

30. Volkov, A.E. Improving the forms and methods of managing higher professional education in the socio-economic conditions of Russia: Dis. Candidate of Economics / A.E. Volkov Moscow, 2006. - 196 p.

31. Vorozheykina, O.L. Education in Federal Republic Germany Text. / O.L. Vorozheykina // Socio-political journal. -1998. No. 4.-S. 173-180.

32. Vulfson, B.L. Management of education in the West: the trend of centralization and decentralization. Text. / B.L. Wulfson. M .: Pedagogy, 1997, - No. 2. - P. 110-117.

33. Vygotsky, L.S. Concrete human psychology. / L.S. Vygotsky // Bulletin of Moscow State University. Ser. 14. Psychology. 1986. - No. 1. - S. 1726.

34. Vygotsky, L.S. Pedagogical psychology Text. / L.S.Vygodsky. M.: Pedagogy, 1991. - 480 p.

35. Gavrilova, O.E. Formation of professional competencies of students of future specialists in the clothing industry in an educational cluster: Dis. . Candidate of Pedagogical Sciences: Kazan, 2011. - 257 p.

36. Gaiduk, I. On the threshold of future changes Text. / I. Gaiduk // Oil and gas vertical. 2001. - No. 1. - P.96.

37. Gaiduk, I. Petrochemistry in the system of national priorities Text. / I. Gaidu // Oil and gas vertical. 2000. - No. 9. - S. 102.

38. Galagan, A.I. Educational reforms of the last decade of the 20th century in the PRC. / A.I. Galagan // Social-Humanist. knowledge. 2002. - No. 1. -FROM. 198-204.

39. Galeeva, E.I. Formation of a development strategy for enterprises of the petrochemical complex: theory and practice: Abstract of the thesis. dis. . Doctor of Economics Text. / E.I. Galeev. Samara, 2011. - 44 p.

40. Gershunsky, B.S. Russia USA: Towards each other Text. / B.S. Gershunsky // Pedagogy. - 2003. - No. 4. - P.88-94.

41. Gracheva, V.G. Development of higher pedagogical education in Western Europe at the present stage: Dis. . Candidate of Pedagogical Sciences Text. / V.G. Gracheva. Volgograd, 2007. - 186 p.

42. Grebenyuk, O.S. Fundamentals of pedagogy of individuality: study guide Text. / O.S. Grebenyuk, T.B. Grebenyuk. Kaliningrad: Kaliningrad State University, 2000. - 572 p.

43. Grebnev, JI.C. Modernization of the structure and content of engineering education. /J1. Grebnev, V. Kruzhalin, E. Popova // Higher education in Russia. 2003. - No. 3. - P.46.

44. Gretchenko, A.I. Bologna Process: Integration of Russia into the European and World Educational Space / A.I. Gretchenko, A.A. Gretchenko. M.: KNORUS, 2009. - 432 p.

45. Gurie, L.I. Innovations in professional activity: textbook for the system of advanced training of teachers. Text. / L.I. Gure, L.V. Redin. Kazan: RIC "School", 2008. - 92p.

46. ​​Gurie, L.I. Integrative Foundations of the Innovative Educational Process in Higher Professional School: Monograph Text. / L.I. Gure, A.A. Kirsanov, V.V. Kondratiev, I.E. Yarmakeev. M.: VINITI, 2006. - 288 p.

47. Gurie, L.I. Conceptual and methodological foundations for the formation of the methodological culture of a modern engineer. / L.I. Gurye [et al.] Kazan: Kazan State Univ. V.I.Ulyanov-Lenin, 2006. - 352 p.

48. Gurie, L.I. Designing pedagogical systems: Textbook. / L.I. Gurye. Kazan: KSTU, 2004. - 212 p.

49. Gurie, L.I. Project activity of a teacher of a higher technical school: a textbook for the system of professional development of teachers of a higher school. / L.I. Gurye. Kazan: Publishing House of the Ministry of Education and Science of the Republic of Tatarstan, 2010.-224 p.

50. Denisova, A.L. Quality of information services: Theory and methodology Text.: Dis. Doctor of Economics / A.L.Denisova. Tambov, 2001. -341 p.

51. Derkach, A.A. Acmeological foundations for the development of a professional. Text. / A.A. Derkach. M.: Publishing House of Moscow Psych.-Social Institute; Voronezh: NPO MODEK, 2004. - 752 p.

52. Dmukh, G.Yu. Pedagogical conditions for the formation of professional competence of masters in electrical engineering: Dis. . Candidate of Pedagogical Sciences / G.Yu.Dmukh. Vladivostok, 2010. - 198 p.

53. Dyakonov, G.S. Continuous professional training of personnel in the regional integrated educational complex of the petrochemical industry. / G.S. Dyakonov [i dr.]. Kazan: Center for Innovative Technologies, 2009. - 248 p.

54. Dyachenko, M.I. Psychological dictionary-reference text. / M.I. Dyachenko, L.A. Kandybovich. Mn.: Harvest, 2004. - 576 p.

55. Dyachenko, M.I. Psychology of Higher School Text. / M.I.Dyachenko, L.A.Kandybovich, S.L.Kandybovich. Minsk: Harvest, 2006. - 416 p.

56. Yesenskaya, T.V. Designing a master's education program: Dis. . Candidate of Pedagogical Sciences / T. V. Esenskaya. Saratov, 2003. - 199 p.

57. Zhuravleva, M.V. Advanced professional training for the petrochemical complex. Text. / M.V. Zhuravleva. -Kazan: RIO GU "RTsMKO", 2011. 228 p.

58. Zhuravleva, M.V. Advanced professional training system for the petrochemical complex (on the example of the Republic of Tatarstan) Text.: Dis. . Doctor of Pedagogical Sciences / M.V. Zhuravleva. -Kazan, 2012.-313 p.

59. Zhurakovsky, V.M. The introduction of the system of credits is a complex scientific, methodological and organizational task. Text. / V.M.Zhurakovsky // Questions of education. 2005. - No. 1. - P.161-162.

60. Zagvyazinsky, V.I. Methodology and methods of psychological and pedagogical research. / IN AND. Zagvyazinsky, R. Atakhov. M.: Academy, 2005. - 164 p.

61. Foreign experience of reforms in education (Europe, USA, China, Japan, CIS countries: Analytical review // Official documents in education. 2002. - No. 2. - P. 50-73.

62. Zeer, E.F. Modernization of professional education: competence-based approach. Text. / E.F. Zeer, A.M. Pavlova, E.E. Symanyuk. -M: MPSI, 2005.-216s.

63. Zeer, E.F. Psychology of professional development Text. / E.F. Zeer. M.: Fund "Mir", 2006. - 240 p.

64. Winter, I. A. Project-based teaching methodology English language/ I.A. Zimnyaya, T.E. Sakharova // Foreign languages at school. 1991. - No. 3. - S. 9-15.

65. Winter, I.A. Key competencies as the result-target basis of the competency-based approach in education. Text. / I.A. Zimnyaya. M.: Issled. Center for Quality Problems in Specialist Training, 2004. - 42 p.

66. Winter, I.A. Competence approach. What is its place in the system of modern approaches to the problems of education (theoretical and methodological aspect) Text. / I.A. Winter // Higher education today. 2006. - No. 8. - P.20-26.

67. Winter, I.A. Personal-activity approach in teaching Russian as a foreign language. Text. / I.A. Winter // Russian language abroad. 1985. - No. 5. - S. 14-17.

68. Zinnurova, O.V. Stimulation of professional self-determination of students of future oil workers as a factor in their advanced training: Dis. . Candidate of Pedagogical Sciences / O.V. Zinnurova. -Kazan, 2011.-241 p.

69. Zinovkina, M.M. Multilevel continuous creative education and school: a guide for teachers. Text. / M.M.Zinovkina. M.: Priority-MV, 2006, - 48 p.

70. Ibragimov, G.I. The quality of education in a vocational school (questions of theory and technology) Text. / G.I.Ibragimov. Kazan: RIC "School", 2007. - 248 p.

71. Ibragimov, G.I. The concept of didactic teacher training: a design-technological approach. Text. / G.I.Ibragimov. Kazan: I1111 PO RAO, 2012.-36 p.

72. Ivanov, V.G. Competence-based model of formation of the readiness of future specialists for innovative professional activities in the system of "university-troops" Text. / V. G. Ivanov, R. A. Akhmetgareev, V. E. Varaksin // Bulletin of KSTU. 2011. - No. 4. - S.242-245.

73. Ivanov, V.G. General methodology for teaching general technical and special disciplines in an engineering university: textbook. / V.G. Ivanov [and others]. Kazan: Kazan State Technological University, 2001. - 300p.

74. Ignatiev, M. The flagship of petrochemistry optimizes management Text. / M. Ignatiev // Oil and gas vertical. 2002. - No. 9. - P.68.

75. Ilyin, G.L. Scientific and pedagogical schools: a projective approach: a monograph / G.L. Ilyin. M.: Issled. Center for Quality Problems in Training Specialists, 1999. - 215 p.

76. Ilyin, G.L. Sociology and psychology of management / G.L. Ilyin. -M.: Publishing Center "Academy", 2005. 192 p.

77. Ilyasov, I. Designing a training course for academic discipline/ I.Ilyasov, N.Galatenko. M.: Moscow, 1994. - 210 p.

78. Engineering design and creativity: Inf. Sat. / NIIVO; Issue. 11.-M., 1992. 23 p.

79. Innovative design in education, engineering and technology: Sat. scientific papers / VolgGTU, 1998. 183p.

80. The history of the project method Electronic resource. - Access mode: http://mahonovskaya.shkola.hc.ru/index.php/2011-02-03-12-33-52/59-2010-04-20-10-26-54?start=4■ Checked 05/20/12.

81. Kashlacheva, T.S. European quality of higher education: how we understand it Text. / T.S. Kashlacheva // Social and humanitarian knowledge. 2007. - No. 4. - S. 167-177.

82. Kirsanov, A.A. Personality-oriented professional training of specialists. Text. / A.A. Kirsanov. M. Master, 1994. - 116 p.

83. Kirsanov, A.A. Methodological problems of creating a predictive model of a specialist. / A.A. Kirsanov. Kazan: KSTU TsPPKP, 2000. - 228 p.

84. Classification modern projects Electronic resource. - Access mode: http://festival. 1 september.ru/articles/5933 88/. Checked 05/20/12.

85. Klimov, E.A. Psychology of professionalism Text. / E.A. Klimov. M.: Enlightenment, 2003. - 456 p.

86. Kozenyasheva, M.M. Economic development of the oil complex of the Russian Federation in the context of the globalization of the world oil industry (theoretical and methodological aspects) Text.: Abstract of the thesis. . Doctor of Economics / M.M. Kozenyasheva. Moscow, 2011. - 44 p.

87. Komissarova, N.V. Formation of professional and communicative competence of future translators: Dis. . Candidate of Pedagogical Sciences / N.V.Komissarova. Yekaterinburg, 2004. - 179 p.

88. Kondratiev, V.V. Methodology of science and higher professional education: study guide Text. / V.V.Kondratiev. - Kazan: KSTU, 2001. - 167 p.

89. The concept of long-term socio-economic development of the Russian Federation until 2020 (approved by the order of the Government of the Russian Federation of November 17, 2008 No. 1662 r.) Electronic resource. - Access mode: www.mon.gov.ru. - Checked 05/20/12.

90. Korchagin, E.A. Normative area of ​​professional pedagogy. Text. / E.A. Korchagin. Kazan: KSTU, 2001. - 302 p.

91. Kokhanovskaya, C.B. Higher School in Russia and the USA: Cultural Analysis of Trends and Development Prospects: Dis. . cand. culturologists / S.V. Kokhanovskaya. Moscow, 2003. - 174 p.

92. Kochnev, A.M. Modern Higher School: Status and Development Trends. Text. / A.M. Kochnev. Kazan: ISSO RAO, 1997. - 240 p.

93. Kochneva, E.H. Formation of professional competencies of students of a pedagogical college based on the needs of employers: Abstract of the thesis. . Candidate of Pedagogical Sciences / E.N. Kochneva. Chelyabinsk, 2012. -25 p.

94. Krichevsky, I.E. The largest chemical companies in Russia. Text. / I.E. Krichevsky, N.N. Kunitsyna // Chemistry and business. 2002. - No. 1. -p.16.

95. Kudryavtsev, T.V. Study of the psychological characteristics of professional development. Text. / T.V. Kudryavtsev. M.: Pedagogy, 1988.-236 p.

96. Kudryavtseva, M.G. The content and conditions of social self-determination of students in the process of economic and technological preparation: Abstract of the thesis. dis. . Candidate of Pedagogical Sciences / M.G. Kudryavtsev. -Kazan, 2004.-21 p.

97. Kuramshin, I.Ya. The content and structure of the psychological and pedagogical training of students in an engineering university: Monograph Text. / I.Ya.Kuramshin, V.G.Ivanov, E.V.Zagainova. Kazan: KSTU, 2005. -248p.

98. Kusimov, S.T. Transformation of the university into an educational, scientific and innovative complex. / S.T.Kusimov, B.G.Ilyasov, R.A.Badamshin. Tomsk: Publishing House of TPU, 2003. - 45 p.

99. Lavrikov Yu.A. On the model of professional training of economists and economic training of engineers. / Yu.A. Lavrikov. L.: Uchpedgiz, 1973. - 86 p.

100. Lebedeva, V.P. Practice-oriented approaches to developmental education. / V.P. Lebedeva, V.I. Panov, V.A. Orlov // Pedagogy. 1996. - No. 5. - S.24-26.

101. Lednev, B.C. The content of education: essence, structure, perspectives Text. / V.S. Lednev. M.: Higher school, 1991. - 53 p.

102. Leontiev, A.B. The concept of development of the regional market of educational services. Text. / A.V.Leontiev, P.N.Osipov. Kazan: I1111 PO RAO, 2006. - 35 p.

103. Leontiev, A.N. Activity. Consciousness. Personality Text. / A.N.Leontiev. M.: MGU, 1975. - 420 p.

104. Lerner, I.Ya. Didactic model of the educational process. Text. / I.Ya.Lerner // First of September. 1996. - 29 Feb. - P.6-8.

105. Lomakina, O. Stages of activity design Text. / O. Lomakina // Higher education in Russia. 2003. - No. 3. - S. 127-130.

106. Magistracy abroad Electronic resource. Access mode: http://www2.1e.ac.ukydepartments/gradschool/about/role/external/publications/grad uate-schools.pdf. Retrieved 01/20/2012.

107. Mazur, I.I. Project management. Reference manual Text. / I.I. Mazur, V.D. Shapiro et al. M.: Vyssh.shk., 2001. - 875 p.

108. Markov, V.K. Development of strategic management of the Russian oil and gas complex based on the method of functional decomposition in the context of the globalization of the world energy) Text.: Abstract of the thesis. . Doctor of Economics / V.K.Markov. Saratov, 2011. - 46 p.

109. Markova, A.K. Psychology of professionalism Text. / A.K.Markova. M.: Moscow, 1996. - 236 p.

110. Matyash, N.V. Project method of teaching in the system of technological education. / N.V. Matyash // Pedagogy. 2000. -№4. - P.38-43.

111. Makhmutov, M.I. Problem-Based Learning / Encyclopedia of Vocational Education: In 3 V.2 / Ed. S.Ya. Batyshev. M.: APO, 1999.-S.333-335.

112. Makhmutov, M.I. Problem learning. Basic questions of theory Text. / M.I. Makhmutov. M.: Pedagogy, 1975. - 368 p.

113. Makhotin, D.A. Project approach to teaching technology in the system of higher professional education Text. / D.A. Makhotin // Quality, innovation, education. 2005. - No. 1. - S. 11-21.

114. Medvedev, V.E. Training of professional elite in technical universities Text. / V.E. Medvedev // Mechanical engineering and engineering education. 2005. - No. 2. - P.60-70.

115. International Energy Agency (IEA) Electronic resource. Access mode: http://www.iea.org/audiencehubs/forstudents/. - Checked 05/20/12.

116. Mitina, JI.M. Psychology of the development of a competitive personality. M.: Publishing House of MPSI; Voronezh: Publishing House of NPO "MODEK", 2003. -400 p.

117. Moiseeva, O. M. The experience of project-based teaching of a foreign language in secondary school (on the basis of the French language) Text .: Abstract of the thesis. dis. . Candidate of Pedagogical Sciences / O. M. Moiseeva. Moscow, 1994. - 16 p.

118. Molotkova, N.V. Methodology for designing a professional training system for a specialist in the field of information business: Diss. . Doctor of Pedagogical Sciences / N.V. Molotkova. Tambov, 2003. - 358 p.

119. Muratova, E.I. Model of students' adaptation to the professional environment / E. I. Muratova, I. V. Fedorov // Higher education in Russia. -2009,-№6.-S. 91-97.

120. Mukhametzyanova, G.V. Condition, problems and tendencies of vocational training Text. / G.V. Mukhametzyanova // Specialist. -1996. No. 4. - P.22-23.

121. Directions of training of masters and related master's programs. Russian education: federal portal Electronic resource. Access mode: http://www.edu.ru. - Checked 05/20/12.

122. Nikitina, L.L. Technology for the formation of design competence of light industry specialists in an engineering university: Monograph Text. / L.L. Nikitina, F.T. Shageeva, V.G. Ivanov. -Kazan: RIC "School", 2007. 216 p.

123. Novikov, A.M. Educational project Text. / A.M. Novikova, D.A. Novikov. M.: "Egves", 2004. - 120 p.

124. Novikov, P.N. Advanced vocational education: Scientific and practical guide Text. / P.N. Novikov, V.M. Zuev. M.: RTAiZ, 2000. - 266 p.

125. About higher education in the XXI century Electronic resource. - Access mode: http://www.educationuk.org/USA/Article/USART45UK-course-fees-f. Retrieved 01/20/2012.

126. About preparation of elite experts Electronic resource. - Access mode: http://www.ifmo.ru/newspaper. Retrieved 05/20/2012.

127. Oganesov, V. A. Training of a competitive specialist in the conditions of diversification of higher education: Dis. Candidate of Pedagogical Sciences / V.A. Oganesova. Stavropol, 2003. - 160 p.

128. Oleinikova, O.N. The main development trends and the current state of vocational education in the countries of the European Union: Dis. . Doctor of Pedagogical Sciences / O.N. Oleinikova. Kazan, 2003 - 374 p.

129. Oleinikova, O.N. Social partnership in the field of vocational education in the countries of the European Union. Text. /

130. O. Oleinikova, A. Muravieva // Higher education in Russia. 2006. - No. 6. - P.111-120.

131. Onushkin, V.G. Adult education: an interdisciplinary vocabulary of terminology. Text. / V.G. Onushkin, E.I. Ogarev. St. Petersburg: Voronezh, 1995.-231 p.

132. Onushkina, E.V. Continuing professional education for adults in France: Dis. . Candidate of Pedagogical Sciences / E.V. Onushkina St. Petersburg, 2005. - 190 p.

133. Aspen, S.V. Methodology for the formation of the readiness of masters of engineering and technology for innovative activity: Dis. . Candidate of Pedagogical Sciences / S.V. Osina. Tambov, 2007. - 222 p.

134. Osipov, P.N. Social environment as a factor of student's professional development Text. / P.N. Osipov // Specialist. 2000. -№7. - S.28-31.

135. Osipov, P.N. Management of an educational institution in the context of the transition to a market economy: a manual for heads of educational institutions of vocational education. Text. / P.N. Osipov, A.N. Sadykov. Kazan: RIC "School", 2002. - 116 p.

136. Main provisions of the Energy Strategy of Russia for the period up to 2020 Text. / App. to the public.-cases. magazine "Energy Policy". M.: GU IES, 2001.

137. Basic requirements for the use of the method of projects Electronic resource. Access mode: http://www.ospu.ru/7id 11 a=45#tema2.- Checked on 05/20/12.

138. Distinctive features of the project method Electronic resource. - Access mode: tarbagatai-school.ru/mo/motexn/method pro.doc. Checked 05/20/12.

139. Official website of the University of Newcastle, UK

140. Plan for the development of gas and petrochemistry in Russia for the period up to 2030. Approved by Deputy Minister of Energy of the Russian Federation S.I. Kudryashov, 2010.

141. Detailed coverage of project method in the works of V.Kh. Kilpatrick and E. Collings (USA) Electronic resource. Access mode: http://www.modernstudy.ru/pdds-513-5.html. - Checked 05/20/12.

142. Polat, E. S. Method of projects in foreign language lessons Text. / E.S. Polat // Foreign languages ​​at school. 2006. - No. 3. - S. 3-9.

143. Polat, E.S. Modern pedagogical and information technologies in the education system: textbook. allowance for students. higher textbook institutions Text. / E.S. Polat, M.Yu. Bukharkina. 3rd ed., ster. - M.: Publishing Center "Academy", 2010. - 368 p.

144. Poltavtseva, E.S. Comparative and pedagogical analysis of the development of European systems of vocational education: Dis. . Candidate of Pedagogical Sciences / E.S. Poltavtseva. Stavropol, 2004. - 240 p.

145. Pokholkov Yu.P. Elite education at the traditional technical university Text. / Yu.P. Pokholkov, D.I. Vaisburd, P.S. conf. within the framework of the symposium "Elite technical education". Tomsk: Publishing House of TPU, 2003. - P.6-8.

146. Pokholkov, Yu.P. Training of elite specialists in petroleum engineering at the Hariot&Watt Center of Tomsk Polytechnic University Text. / Pokholkov Yu.P. etc. // Engineering education. -2004. No. 2. - S. 68-76.

147. Pryazhnikov, H.C. Psychology of work and human dignity: textbook for students of higher educational institutions. Text. / N.S.Pryazhnikov, E.Yu.Pryazhnikova. M.: Publishing Center "Academy", 2003. - 480 p.

148. Putin, V.V. Knowingly unfulfillable obligations of the state is a serious illness from which we are gradually cured / Vladimir Putin // Man and Labor. - 2002. - No. 1. - p.5

149. Ratner, F.J1. Scientific activity of German students. / F.L. Ratner. Kazan: KSTU, 1992. - 131 p.

150. Romanova, L.I. Elite education for innovative economy. Text. / L.I. Romanova // Higher education in Russia. 2004 -№11. - P.86-91.

151. Rubinstein, S.L. Fundamentals of General Psychology: A Textbook for High Schools. / S.L. Rubinshtein. Rostov-on-Don: Piter-South, 2003. -512 p.

152. Rubinstein, S.L. Problems of general psychology. Text. / S.L. Rubinshtein. M.: Pedagogy, 1973. - 424 p.

153. Ryabov, L.P. Comparative-pedagogical analysis of systems of higher professional education in developed countries: Dis. . Doctor of Pedagogical Sciences / L.P. Ryabov. B.M., 1998.-315 p.

154. Sazonov, B.A. Academic hours, credit units and study load models / B.A.Sazonov // Higher education in Russia. 2008. -№11.-S. 3-21.

155. Sazonov, B.A. Bologna Process: Topical Issues of Modernizing Russian Higher Education: Method, manual. 2nd ed., rev. and additional M.: MSTU named after N.E. Bauman, 2007. - 184 p.

156. Sazonov, B.A. Individually-oriented organization of the educational process as a condition for the modernization of Russian higher education Text. / B.A. Sazonov // Higher education in Russia. 2011. -№4.-S. 10-24.

157. Saikina, E.H. Modern concepts and trends in the development of leadership qualities of students in US universities: Dis. . Candidate of Pedagogical Sciences / E.H. Saikin. Kazan, 2004. - 140 p.

158. Salnikov, V.A. Innovative activity in the system of engineering education Text. / V.A. Salnikov, A.V. Kukin // Engineering education. 2004. - No. 2. - P.98-104.

159. Safronova, Zh.S. Formation of the readiness of undergraduates of a technical university for pedagogical activity: Dis. . Candidate of Pedagogical Sciences / Zh.S. Safronova. Kemerovo, 2002. - 168 p.

160. Sviryaeva, M.A. Formation of basic professional competencies of an engineer in the conditions distance learning Text.: Dis. . Candidate of Pedagogical Sciences / M.A. Sviryaeva. Tambov, 2009 - 195 p.

161. Senashenko, B.C. Additional educational programs in the structure of the university Text. / B.S.Senashenko, V.Kuznetsova // Higher education in Russia. 2005. - No. 9. - P.39-47.

162. Serikov, V.V. Personal approach in education: concepts and technologies. Text. / V.V. Serikov. Volgograd, 1994. - 164 p.

163. Skakun, V.A. Organization and methodology of vocational training: textbook. / V.A. Skakun. M.: Forum: INFRA-M, 2009.-336 p.

164. Slastenin, V.A. The main trends in the modernization of higher education. / V.A.Slastenin // Pedagogical education and science. -2004. -No. 1 p.45-51.

165. Slastenin, V.A. Pedagogy: innovative activity Text. / V.A. Slastenin, L.S. Podymova. M.: IChP "Publishing house Master", 1997.-224 p.

166. Slastenin, V.A. Pedagogy: textbook for students of higher pedagogical educational institutions. / V.A.Slastenin, I.F.Isaev, E.N.Shiyanov. M.: Publishing Center "Academia", 2002. - 576 p.

167. Current state and development of higher professional education in the USA Electronic resource. Access mode: http://www.education.gov.uk/researchandstatistics. ~ Retrieved 01/20/2012.

168. Solopova, N.K. Project methodology in profile education. Text. / N.K. Solopova, N.N. Shelpova // school technology. 2005. -№3. - S. 120.

169. Suvorov, B.C. How to form a competitive specialist: A guide for managers Text. / B.C. Suvorov, P.N. Osipov. Kazan: KSTU, 2000. - 100 p.

170. Suvorov, B.C. Formation of a competitive specialist in college (on the example of training specialists for trade and public catering) Text.: Dis. . Candidate of Pedagogical Sciences / B.C. Suvorov. -Kazan, 1999.- 154 p.

171. Talyzina, N.F. Activity approach to building a model of a specialist. Text. / N.F. Talyzina // Bulletin of Higher School. 1986. - No. 3. - P.10-14.

172. Tatur, Yu.G. Competence in the structure of the quality model of specialist training. / Yu.G.Tatur // Higher education in Russia. 2004. - No. 3. - S. 20-26.

173. Tatur, Yu.G. Educational system of Russia: higher school Text. / Yu.G.Tatur. M.: Issled. Center for Quality Problems in Training Specialists, 1999. - 278 p.

174. Tregubova, T.M. Foreign experience in the development of professional educational institutions and its use in the domestic theory and practice of professional education. / T.M. Tregubova // Kazan Pedagogical Journal. 2005. - No. 4. - P.57-64.

175. Tretyakova, N. V. Project-based learning technologies as a means of forming students' valueological competence. Text. / N.V. Tretyakova // Scientific notes of the University named after P.F. Lesgaft. -2010. -No.3.-S.107-110.

176. Federal State Standard of Higher Professional Education in the direction 240100 (master's qualification).

177. Federal State Standard of Higher Professional Education in the direction 550800 (master's qualification).

178. Fokin, Yu.G. Teaching and upbringing in higher education: Methodology, goals and content, creativity: textbook for students of higher educational institutions. Text. / Yu.G. Fokin. M.: Publishing Center "Academy", 2002. - 224 p.

179. Carl Frei Design Method Text. / Karl Frey. Germany: Publishing house "Beltz", 1997. - 137p.

180. Frolov, Yu.V. Competence model as the basis for assessing the quality of training of specialists. / Yu.V. Frolov, D.A. Makhotin // Higher education today. 2004. - No. 8. - P.34-41.

181. Khamatgaleeva, G.A. Formation of the production and technological competence of the future chef of the food industry.: Dis. . Candidate of Pedagogical Sciences / G.A. Khamatgaleeva. Kazan, 2010. - 274 p.

182. Chemical technologies: Scientific and technical program "Scientific research of higher education in priority areas of science and technology" Text. / Ed. P.D. Sarkisova. M., 2-3. - 680 s.

183. Chistyakova, S.N. Fundamentals of professional self-determination of schoolchildren. Text. / S.N. Chistyakov. M.: Enlightenment, 1983. - 112 p.

184. Shavir, P.A. Psychology of professional self-determination in early youth. / P.A.Shavir. M.: Pedagogy, 1981. - 96 p.

185. Shageeva, F.T. Technologies of additional professional education in an engineering university: Monograph Text. / F.T.Shageeva. -Kazan: RIC "School", 2008. 260 p.

186. Shagina, Yu.V. Formation of professional competencies of future engineering specialists in the context of the integration of education, science and production: Dis. . Candidate of Pedagogical Sciences / Yu.V.Shagina. Volgograd, 2010. - 226 p.

187. Shadrikov, V.D. New model of a specialist: innovative training and competence-based approach. Text. / V.D. Shadrikov // Higher education today. 2004. - No. 8. - S.26-31.

188. Shaikhutdinova, G.A. Professional training of secondary school teachers for educational activities (In the system of advanced training) Text.: Dis. . cand. ped. Sciences / G.A.Shaikhutdinova. Kazan, 2004.- 178 p.

189. Shakurov, R.Kh. Socio-psychological problems of leadership of the teaching staff. / R.Kh. Shakurov. M.: Pedagogy, 1982. - 208 p.

190. Shamova, T.I. Management of educational processes. Text. / T.I. Shamova, T.M. Davydenko, G.N. Shibanova. M.: Academy, 2002. - 384 p.

191. Shakhnina, I.Z. Humanization of higher education in the USA. Text. / I.Z. Shakhnina. Kazan: KSTU, 1993. - 95 p.

192. Shepel, V.M. Imagelogy: Secrets of personal charm Text. / V.M. Shepel. Rostov-on-Don: Phoenix, 2005. - 472 p.

193. Shirobokov, S.N. Evaluation of the quality of training of a competitive specialist in a pedagogical university: Dis. . Candidate of Pedagogical Sciences / S.N. Shirobokov. Omsk, 2000. - 188 p.

194. Shishov, S.E. The concept of competence in the context of education quality Text. /S.E. Shishov // Standards and monitoring in education.- 1999.-№2.-S. 4-8.

195. Shpakovskaya, L. The policy of higher education in Europe and Russia Text. / L. Shpakovskaya. M.: Norma, 2007. - 328s.

196. Steinberg, V.E. Technological paradigms of education - didactic Multidimensional Tools, in 3 parts Text. / V.E. Steinberg. M.: public education, 2001. - 425 p.

197. Energy strategy of Russia for the period up to 2030. Approved by order of the Government of the Russian Federation of November 13, 2009.

198. Yudin, E.G. Methodology of science. Consistency. Activity Text. / E.G. Yudin. Ural: Editorial URSS, 1997. - 450 p.

199. Yudin, E.G. System approach and principles of activity Text. / E.G. Yudin. M.: Nauka, 1978. - 70 p.

200. Yakunin, V.A. Education as a management process: Psychological aspects. Text. / V.A. Yakunin. L .: Publishing house Leningrad, unta, 1988.- 160 p.

201. Yarmakeev, I.E. Modeling the personality of a modern teacher: value-semantic aspect. Text. / I.E. Yarmakeev. Kazan: KSTU, 2004. -392 p.

202. Yasvin, V.A. Educational environment: from modeling to design Text. / V.A. Yasvin. M.: Meaning, 2001. - 366 p.

203. Indenitrausbildung im Umbuch Empfehlung des VDI fuer eine zukunftsorientierte Ingenierqualifikation. - Duesseldorf A VDI, 1995. - 123 S.

204. World "s Largest Oil & Gas Companies Electronic resource. - Access mode: http://www.petrostrategies.org/Links/worldslargest oilandgascompanies.htm. Checked on 05.20.12.1. QUESTIONNAIRE

205. Dear managers and engineers of petrochemical enterprises!

206. Stable increase in demand2. Significant increase in demand 3. Hard to say

207. Slight increase in demand

208. Slight decrease in demand

209. In your opinion, does the current level of professional competence of a university graduate meet the needs of your enterprise?:1. Absolutely matches 2. More like 3. Difficult to say 4. Rather inconsistent 5. Doesn't match at all

210. Have you ever dealt with graduates of the Kazan State technological university(KSTU) who have previously completed a bachelor's degree in chemical technology?1.Yes2. No3. Hard to say

211. Have you ever dealt with graduates of the Kazan State Technological University (KSTU), who previously graduated from the master's program in chemical technology? 1.Yes2. No3. Hard to say

212. In what positions could KSTU specialists work or work for you, who graduated from the bachelor's or master's degree in chemical technology? a) bachelor) master

213. Do you consider the training of elite specialists under the order of employers relevant?1. Highly relevant 2. More up-to-date 3. Difficult to say 4. Rather not relevant. Not at all relevant

214. Do you think that the university needs to coordinate with the enterprise the requirements for student education?1. Much needed 2. Rather necessary 3. Difficult to say 4. Rather not necessary. There's no need at all

215. Do you think that the reform of higher education will improve the quality of education and increase the set of graduate competencies?1. Will greatly increase 2. Rather increase 3. Difficult to say 4. Rather not raise 5. Doesn't increase at all

216. What additional competencies should graduates have in order for them to contribute to the effective development of your enterprise in accordance with the Fuel Development Strategy?

217. In order to improve the competence of KSTU graduates, it is planned to organize a multidisciplinary master's program in the field of oil refining and petrochemistry, which involves three profiles,

218. Profile Very relevant Rather relevant Difficult to say Rather not relevant Not at all relevant1. Design and technological 1. Research 1. Management

219. Finally, please provide a few general information About Me:

220. Gender (underline): male/female14. Education15. Age16. Place of work 17. Position

221. Length of service in this position1. Thanks for the answers!1. QUESTIONNAIRE

222. Dear masters of chemical engineering direction!

223. The Faculty of Oil and Petrochemistry of the Kazan State Technological University (KSTU) trains masters for the petrochemical industry. We ask you to assist in identifying the dynamics of development and the prestige of the magistracy.

224. What education did you receive before entering the magistracy?1. Specialist profile 2. Non-professional specialist 3. Bachelor's degree profile4. Bachelor's degree is not specialized5. Master's degree

225. What was most important for you when choosing a master's program? (please indicate 3-4 answers)1. Profile Kudos

226. Possibility after graduation to have a high level of remuneration

227. Opportunity to develop your abilities in the field of design

228. Opportunity to practice scientific research

229. Ability to easily get a job

230. Opportunity to engage in teaching activities in the future

231. Possibility of admission to graduate school

232. Opportunity to quickly make a career

233. Increase the GPA of an existing diploma

234. Opportunity to improve one's status as a highly qualified specialist11. What else, please specify

235. Do you think that personal qualities are an integral part in the formation of highly qualified personnel? 1.Yes2. Rather yes than no. Difficult to answer 4. Rather no than yes. Not

236. Please rank the following personal qualities in order of their importance from the first (most important) to 20 (least important). One quality can have only one point.

237. Personal qualities required in future activities Degree of importance (1-20)

238. Ability to enter into a discussion and develop one's own opinion

239. Ability to generalize, process information

240. Ability to come up with new solutions

241. Ability to plan and organize activities

242. Readiness for constant self-development

243. Ability to build interpersonal relationships (with society, team, friends, family)

244. Ready for independent work

245. Ability to build strategies for personal and professional development and training1. Ability to work in a group

246. Ability to resolve constructively conflict situations and respect the other person's point of view

247. Ability to criticize and self-criticism1. Leadership and Success

248. Initiative and entrepreneurial spirit

249. Ability to navigate in a rapidly changing environment

250. Ability and desire to constantly learn

251. Stress and time management1. Self-confidence

252. Freehold software personal computer, office equipment, Internet

253. Ability to independently collect, store, analyze, transform information

254. Mobility, maximum adaptability, willingness to adapt to requirements

255. With what marks did you finish the previous stage of education? 1. Diploma with honors2. Good and excellent grades 3. Mixed ratings4. Satisfactory grades

256. Having a diploma of higher professional education, did you try to find a job in your field or specialty?1. Yes, I tried

257. Yes, but not in the specialty or direction 2. No, I didn’t try

258. If you were offered a job in a field or specialty, then in what position? a) as a bachelor's degree) as a master's degree) as a specialist

259. Do you think that the training of masters should be carried out under the order of employers? 1.Yes2. Rather yes than no. Difficult to answer 4. Rather no than yes. Not

260. What, in your opinion, additional competencies should masters have in order to classify themselves as elite specialists (competencies are presented taking into account the opinion

261. Finally, please provide some general information for yourself:

262. Gender (underline): male/female13. Age

263. Orientation of the magistracy (underline): research / project1. Thanks for answers!

264. Special competencies that a master studying for a design and technology master's degree should possess.

265. Ability to evaluate the economic efficiency of various options for the designed technological processes, innovative and technological risks in the development, design and implementation of new technological solutions;

266. Willingness to choose the main and auxiliary technological equipment; selection of equipment for transport communications of technological, energy and auxiliary flows;

267. Possess the skills to systematically analyze an industrial enterprise as a socio-technical, socio-cultural and socio-economic object, which is interconnected with the development trends of the country, industry, region;

268. Ability to use quantitative and qualitative research methods used in marketing;

269. Be proficient in written and oral professional communication, communicating ideas, problems and solutions in a logical, well-structured way to both professionals and non-specialists using a range of qualitative and quantitative information;

270. Ability to work in an interdisciplinary team;

271. Ability to use program-target methods for solving scientific problems.

272. Methodology for diagnosing the readiness of masters for professional activities in the field of the petrochemical industry1. Part 1 for masters

273. What gives you design and technological training as a type of professional training?

274. Choose the type of activity that is most suitable for you personally: A) production and technology B) organizational management C) research D) design E) pedagogical F) design and technology

275. A) Yes B) Not always C) No, unfortunately

276. Would you like to go to the direction of master researcher? If yes/no, justify your answer.

277. Do you plan to work in the field of petrochemical complex?1. A) yes

278. B) this issue has not yet been resolved1. B) no

279. A) No, it's difficult B) Yes, I'm fond of this activity C) Yes, it's necessary

280. You are able to analyze the technical and technological solutions implemented at existing technological installations or other production facilities in order to make changes in accordance with the requirements of industrial safety rules and regulations:

281. A) No, it's difficult B) No time C) Yes, it's necessary

282. A) Yes, I understand B) No need C) No, it's difficult

283. Do you choose the direction of the master's program?

284. A) at the insistence of parents B) on the advice of friends C) on their own

285. Where do you plan to work after completing your master's degree in design and technology?

286. A) In Kazan B) Perhaps I will move to the city at the place of work

287. B) I would like to get a job in a foreign company

288. What enterprise would you like to choose for your future professional activity (underline)?1. Research Institute Neftepromkhim, 1. OAO NKNKh, 1. JSC "Kazanorgsintez"

289. OOO Lukoil Nizhegorodnefteorgsintez, 1. Mariysky refinery,

290. OAO Tatneftekhiminvest Holding, OAO Sredne-Volzhsky Transnefteprodukt, OAO Samatlorneftegaz, OOO TANECO, OAO Ammoniy,

291. OOO LUKOIL Nizhegorodniinefteproekt, ZAO GC RusGazEngineering Schlumberger Logelco Inc., other

292. Is it necessary to organize the performance of final qualifying works in the field of scientific tasks of the enterprise?1. A) No B) Yes

293. Part 2. Dear teachers! We ask you to evaluate the professionally important qualities and properties of students on a 10-point scale.

294. Shows interest in project activities1 2 3 4 5 6 7 8 9 10

295. Thank you for your cooperation!

296. Interpretation of results. Part 1 of the Readiness question

297. Social and professional orientation

298. From 1 to 5 points depending on the length and originality of the answer

299. A 3 points B - 0 points C 0 points

300. A 3 points, if the same as question 5 B - 0 points

301. A 1 point B - 2 points C - 3 points

302. A 3 points B - ZOballa C- 1 point

303. Professional competence

304. B and C 2 points each A and D 0 points

305. A 3 points, B - 1 point, C - 0 points4 Not assessed

306. A 0 points B - 3 points C - 2 points7 9 3 points if ALL knowledge is marked (Standard 3rd generation), 1 point if the sample is incomplete 11 Not assessed 12 Not assessed 13 A) - 0 B 2 points

307. Interpretation of results.1. Part 2.

308. Evaluation of professionally important qualities and properties of a student is desirable to be carried out by a group of teachers. Based on the results of the work, all the points assigned are summed up and the result is divided by 8.

309. As a result, a student can score from 0.1 to 8 points.

310. Determining the level of readiness of a student for design and technological activities

311. The level of readiness for design and technological activities is judged by the integral indicator of the sum of the results. The maximum result is 38 points, the minimum is not less than 15 points.1. Level IndicatorLow K<25средний К >25 high K>32

312. Map of expert evaluation of a master's thesis (term papers, projects)1. Title 1 2 3 4 5

313. Additional indicators (results of approbation of the results of work confirmed by documents)

314. Reports at conferences: university; - regional, sectoral; - all-Russian, international.

315. Publications: university; - regional, sectoral; - in central publications, international

316. Awards at exhibitions, competitions: university; - regional, sectoral; - all-Russian, international.

317. Unrecorded indicators (specify)31

318. The study of the motivational profile of the individual (Sh.Richi and P.Martin)1. TEST

319. Questions should be answered quickly, without thinking for a long time.

320. I like my job if a) I have a clear idea of ​​what is required of me; b) I have a comfortable workplace and there are few distractions; c) I have good rewards and wages; d) allows me to improve my professional qualities.

321. It is unlikely that I would want to work where a) there is no diversity or change in work; b) I will have little opportunity to influence decisions made; c) wages are not too high; d) working conditions are not good enough.

322. I consider it important that the work provides me with a) many contacts with a wide range of interesting people; b) the opportunity to set and achieve goals; c) the opportunity to influence decision-making; d) a high level of wages.

323. I would show a desire to work where a) the work is interesting and useful; b) people can establish long-term friendships; c) I would be surrounded by interesting people; d) I could influence decision-making.

324. The column numbers in the table correspond to the twelve needs described below. Calculate the total points in each column. These will be quantitative indicators of the relative importance for the individual of these needs.

325. Sheila Ritchie and Peter Martin in the book “Motivation Management” (M., Unity-Dana, 2004) understand the essence of motivation as the satisfaction of human needs in the process of work. This technique allows you to identify the following needs.

326. The need for high wages and material rewards; desire to have a job with a good set of benefits and allowances.

327. Need for good conditions work and a comfortable environment.

328. The need for clear structuring of work, the availability of feedback and information to judge the results of their work, the need to reduce uncertainty and establish rules and guidelines for the performance of work.

329. The need for social contacts: in communication with a wide range of people, a slight degree of trust, connections with colleagues, partners and clients.

330. The need to form and maintain long-term, stable relationships, which implies a significant degree of closeness of relationships, trust.

331. The need to win recognition from other people, so that others appreciate the merits, achievements and successes of the individual.

332. The need to set bold, complex goals for oneself and achieve them.

333. The need for influence and power, the desire to lead others is an indicator of competitive assertiveness, since it requires mandatory comparison with other people and exerting influence on them.

334. The need for variety, change and stimulation, the desire to avoid routine.

335. The need to be a creative, analytical, thinking worker, open to new ideas.

336. The need for self-improvement, growth and development as a person.

337. The need for interesting, socially useful work.

338. Assessment map of the level of formed ™ readiness of the teacher for design and technological training of masters

340. The need for constant self-development and self-improvement 1 23 45

341. The need to overcome identified difficulties in teaching 1 23 45

342. The need to overcome student gaps in the educational process 1 23 45

343. Awareness of personal and social significance 1 23 45

344. The need to master the skills, methods and methods of design and technological activities 1 23 45

345. Desire to teach students to design independently 1 23 45

346. Positive attitude towards the needs of production 1 23 45

347. The desire to form the competence of the master 1 23 45

348. Understanding the importance of design and technological activities for further professional growth 1 23 4 5

349. The presence of a stable interest that encourages the improvement of teaching activities 1 23 4 5 cognitive criterion answer

350. Knowledge about the essence and content of design and technological activities 1 23 45

351. Knowledge about the forms and types of design and technological activities 1 23 45

352. Knowledge about the techniques and methods of forming design and technological activities 1 23 4 5

353. Knowledge of means of teaching 1 23 45

354. Level of knowledge about the needs of production 1 23 45

355. Knowledge about the structure of design and technological preparation 1 2 3 45

356. Knowledge of specialized programs 1 23 45

357. Practical knowledge and skills that allow to carry out design and technological activities 1 23 4 5

358. Knowledge of the potential of modern computer technologies 1 23 4 5

359. Knowledge necessary for handling information, knowledge of information resources in the field of education 1 23 4 5

360. Operational criterion response

361. Be able to work in application programs 1 23 45

362. Be able to carry out intra-subject and inter-subject communications, systematize them 1 23 45

363. Ability to independently organize the design and technological activities of masters 1 23 45

364. Ability to plan projects and their results 1 23 4 5

365. Own modern methods and methods of searching, collecting, processing information 1 23 4 5

366. Find yourself best ways effective design and technological training of masters 1 23 45

367. Rationally organize research work 1 23 45

368. Organize interdisciplinary projects and their defense 1 23 4 5

369. Organize your participation in collective activities as a participant leading 1 23 45

370. Be able to work together in different areas, preventing conflict situations or skillfully getting out of them 1 23 4 5

371. Thank you for your cooperation!

372. State educational institution There is a professional education center "Kashne". State Technical University"1. GOU VPO KSTU)

373. Department of Chemical technology of oil and gas processing1. STATEMENT1. RECTOR Y5> "1. CURRICULUM

374. In the direction of.training 240100 - Chemical technology

375. Program Designing technologies for the integrated development of hydrocarbon resources

376. CALENDAR SCHEDULE OF THE EDUCATIONAL PROCESS1. G.S. Dyakonov

377. S S K K S S 11 r ir nr nn IP PO PL PL ІSh "s k K k K K k * 300 4.0 0.0 9.0 ",0 52.0 ■nr nr nr nr nr "R S K K K SH1 MP PN i(| MP!Sh nr nr ir "R mr nr nr nr nr nr nr nr nr sr lr lr k K k K* "S k" 12.0 (.0 4.0 27 0 8.0 52.0

378. TOTAL 42.0 5.0 4.0 36.0 17.0 1041 uchebmoch schn "" hv

379. Processes of mass-burning-remoa-a-ezhkmi with the participation of tverlo-fesh P\CT st 2, 2. 4.0 4.0 42 84 3.0 6.0 8.0 252 126g 4 1 15.0<¡,0 2.0 0.0 и 234 36 13.0 6.0 4.0 0,0 0.0 0,0 0.0 0.0 0,0 0.0 0.0 0,0 73.0 756 402

380. B. * 10 a) Economy<ахяя <нямка ЭффСЮТЮИОСТК ГфвСА1ЗД1 б) Оиеихз ¿ффодпомюст инясспиаюнкмт гцк>from". gov 3, 3.0 12 36 4.0 30 108 N 6000 000 0 0