Инновационное инженерное образование; Инженерное образование; № 1
| Parent link: | Инженерное образование: электронный научный журнал/ Ассоциация инженерного образования России (АИОР).— : [Б. и.], 2003-.— 1810-2883 № 1.— 2003.— [С. 11-14] |
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| Yazar: | |
| Diğer Yazarlar: | , |
| Özet: | Заглавие с титульного листа The forming of an information society as the evolution tendency of a modern civilization, puts forward new requirements to intellectual potential of specialists, demands perfection and, frequently, change of existing systems of engineering education. In the beginning of 21 century a perspective direction for the Russian engineering education is innovative development. Innovative engineering activity is directed on development and creation of the new technologies which have been lead up to a kind of a commodity output, providing new social and an economic level. Innovative engineering education is a process and result of purposeful forming of the certain knowledge, skills and methodological culture. It is complex preparation of specialists for innovative engineering activity in the field of engineering and technologies due to appropriate contents and methods of training. In the article innovative educational technologies and techniques of training (the problem4oriented methods and the project4organized technologies of training) are examined. These technologies are directed on achievement of new quality of engineering education. Development at the specialist of a complex competences, including fundamental and technical knowledge, skill to analyze and solve a problem with use of the inter4disciplinary approach, readiness for communications and command work. The article estimates experience of foreign universities: Aalborg University (Denmark), Twente University (Holland), Queens University (Canada), Norwegian University of Science and Technology (Norway) on introduction of the given educational technologies. Besides the article examines ways of Tomsk Polytechnic University evolution, as university of innovative type, through transition to innovative engineering education. |
| Dil: | Rusça |
| Baskı/Yayın Bilgisi: |
2003
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| Seri Bilgileri: | Инновационный университет |
| Konular: | |
| Online Erişim: | https://old.aeer.ru/files/io/m1/agranovich&Co.pdf |
| Materyal Türü: | Elektronik Kitap Bölümü |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=505952 |
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| 200 | 1 | |a Инновационное инженерное образование |b Электронный ресурс |f Б. Л. Агранович, А. И. Чучалин, М. А. Соловьёв | |
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| 320 | |a [Библиогр.: с. 14 (5 назв.)] | ||
| 330 | |a The forming of an information society as the evolution tendency of a modern civilization, puts forward new requirements to intellectual potential of specialists, demands perfection and, frequently, change of existing systems of engineering education. In the beginning of 21 century a perspective direction for the Russian engineering education is innovative development. Innovative engineering activity is directed on development and creation of the new technologies which have been lead up to a kind of a commodity output, providing new social and an economic level. Innovative engineering education is a process and result of purposeful forming of the certain knowledge, skills and methodological culture. It is complex preparation of specialists for innovative engineering activity in the field of engineering and technologies due to appropriate contents and methods of training. In the article innovative educational technologies and techniques of training (the problem4oriented methods and the project4organized technologies of training) are examined. These technologies are directed on achievement of new quality of engineering education. Development at the specialist of a complex competences, including fundamental and technical knowledge, skill to analyze and solve a problem with use of the inter4disciplinary approach, readiness for communications and command work. The article estimates experience of foreign universities: Aalborg University (Denmark), Twente University (Holland), Queens University (Canada), Norwegian University of Science and Technology (Norway) on introduction of the given educational technologies. Besides the article examines ways of Tomsk Polytechnic University evolution, as university of innovative type, through transition to innovative engineering education. | ||
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