Structural features of the model of formation of students' readiness for design and research activities in the system of mathematical education

Bazueva Anna Viktorovna Postgraduate student, Department of Pedagogy of Professional and Additional Education, Surgut State University 628400, Russia, KhMAO-Yugra Autonomous Okrug, Surgut, Mira str., 35/1, sq. 104 bazuevaanna@yandex.ru

Introduction The relevance of the research problem is explained by the fact that the modern education system is undergoing significant changes today, as professional and personal requirements for future graduates are growing.

FGOS VO 3++ sets new tasks for teachers, namely, on the one hand – the development of professional competencies, and on the other – the development of socially-oriented competencies, such as creative and systems thinking skills, leadership skills, teamwork skills, etc. Let's turn to another important component of the higher education system, which implies the development of students' creative abilities as one of the components of professionally-oriented projects. Due to the contradictions that have been identified in the study of the problem, namely, a high scientific and technical process, but a low level of development of internal qualities of students' personality, attitude to the transfer of knowledge in the learning process and passivity of their perception, there is a need for a detailed study of methods, forms and techniques for implementing project activities in the higher education system.

To achieve this research goal, it is necessary to solve the following tasks: to study the problem of research in psychological, pedagogical, scientific literature, to clarify the basic concepts: project method, project activity, project research activity, research activity, project research readiness; to develop a model and pedagogical conditions conducive to the development of project research readiness. To experimentally test the effectiveness of the model and pedagogical conditions for the formation of design and research readiness of future mathematics teachers.

The theoretical basis of the research was the work on the theory and methodology of the organization of project activities in higher educational institutions, as well as work on research activities in universities.

The practical significance of the study lies in the fact that the introduction of the developed model for the formation of readiness for the design and research activities of students of pedagogical directions is possible during the organization of the educational process in the specialties of pedagogical directions. The model describes in detail the forms and methods of organizing project activities with students of mathematical fields, which in turn ensures the full use of the developed model in teaching practice in higher education.

Discussion and resultsIt is noted in the scientific and theoretical literature that the development of creative abilities in the higher education system is the basis for the implementation of professionally oriented projects ^{[10, 11]}.

Since the formation of students' design and research readiness should take place taking into account their professional orientation, we consider it necessary to model such an educational process in which students' design and research readiness will be formed on the basis of a higher institution.

The design of the model was carried out on the basis of a systematic analysis of the structure, content and functioning of educational activities, which reflects the basic requirements for the educational process in professional institutions.

When developing the structure of the model for the formation of the readiness of students of the pedagogical direction for design and research activities and its introduction into the higher education system, we had the main goal - the formation of design and research readiness of future teachers of mathematics. The model, which is aimed at forming the readiness of students of pedagogical specialties for design and research activities in the system of mathematical education, is presented in the form of interrelated structural components, assuming functional connections between each other ^[2]. During the implementation of this model in the educational process, a systematic and continuous formation of students' readiness for design and research activities will be carried out, which is an integral component of a university graduate. The structural and content model of the formation of the readiness of students of pedagogical specialties for design and research activities in the system of mathematical education assumes the presence of a targeted, meaningful, activity-procedural and productive block ^[6]. Each of the blocks of the model was created based on the qualification requirements for modern graduates and the content of the Federal State Educational Standard of Higher Education. The model is shown in the diagram.

The first stage of creating the model involved the development of the idea of organizing the educational process in the higher education system. The search for traditional and innovative forms of work with students, selection of methods and techniques of work aimed at the formation of project and research readiness of students of mathematical specialties was carried out. The objectives of the model construction, general pedagogical principles and the task were also defined. The main purpose of creating a model structure for the formation of readiness for design and research activities was the formation of design and research activities of students of pedagogical specialties in the process of studying at a university ^[9]. The task of the model is the formation of structural components of the design and research activities of students of pedagogical areas of mathematical specialties through a set of professional knowledge, skills, personal qualities. A systematic, personal-activity, competence-based and contextual approach was applied ^[4].

Scheme 1. Structural and content model of formation of readiness of students of pedagogical specialties for design and research activities in the system of mathematical education

The second stage was aimed at finding scientific and methodological, practical and theoretical works to create a model. Also at this stage, a structural and content model was built and methods of implementing the model in the education system were selected. The components of the model were identified: motivational, creative, personal-activity, operational and practical. For the effective implementation of this model, it is necessary to choose such methods and forms of work that will contribute to the development of the creative potential of students necessary for the implementation of design and research activities. To understand the holistic pedagogical knowledge in the course of preparation for the implementation of design and research activities, you can choose the following methods of work: conducting game classes or using story-role-playing or business games during classes, using various exercises during classes aimed at the development of design and research activities, creative "immersion", case-stage technologies, brainstorming, technology of problem-based learning, quasi-professional activity within the framework of pedagogical practice) ^[7].

Educational and methodological manuals, normative documents, educational presentations and videos were selected by means demonstrating effectiveness in the formation of students' readiness for design and research activities. All means of education are aimed at developing the creative abilities of students of pedagogical directions, as well as creating a creative atmosphere during training sessions. Considering that,  that the creative component is the basis for the implementation of project research activities, then this orientation is necessary during all classes ^[8]. Theoretical and practical training sessions, individual consultations on the creation of projects, as well as independent and research work that students perform during the creation of a project or its practical part were chosen as the forms of classes for the formation of project research activities.

At the third stage, conditions were put forward under which the effectiveness of the formation of the readiness of students of pedagogical specialties for design and research activities in the system of mathematical education will be increased. Such conditions included the creation of a creative atmosphere during training sessions, which will contribute to the sustainable motivation of students, the creation of a practice-oriented process of educational activity and consideration of age and individual characteristics ^[5]. In other words, when creating these conditions during the educational process, we will be able to observe the effectiveness of forming the readiness of students of pedagogical specialties for design and research activities in the system of mathematical education.

At the fourth stage of creating the model, we determined the levels and criteria by which to determine the effectiveness of the formation of students' design and research readiness. Three levels were identified: low (reproductive), medium (partially productive), high (productive-creative). Each level involves mastering the following skills: research literacy, competence, creativity and self-improvement. At the fourth stage, the results were determined and expected after the work carried out, these include a positive change in the qualitative indicators of design and research readiness, the formation of key competencies, and an increase in the level of personal development of students of pedagogical directions.

The effectiveness of the implementation of this model in the educational process at the higher level of education will be considered effective with the maximum use of interdisciplinary connections, which will not only increase the interest of students in obtaining knowledge and skills, but also activate the design and research activities of students of pedagogical directions. During the formation of students' design and research readiness, the teacher needs to ensure the interaction of various types of cognitive activity of students on the basis of personality-oriented support of the educational process ^[3].  

It is worth noting that when forming the design and research readiness of students, it is necessary to take into account the professional and pedagogical orientation of education. To do this, it is necessary to include the conditions of real pedagogical work, during which professional competence and pedagogical skills will be formed.

The need to search for new learning tools and technologies is explained by the emergence of active, interactive and innovative forms and methods of long-term, problem-based and project-based learning ^[1]. At the same time, it is necessary to select methods for evaluating the effectiveness of professional activity of students of pedagogical directions. This may be the results or products of professional activity.

ConclusionThus, the created model of formation of readiness of students of pedagogical specialties for design and research activities in the system of mathematical education involves the creation and organization of students' activities taking into account their age and individual characteristics.

In other words, such conditions of the educational process should be created that will take into account the personality of the student, his professional orientation and predisposition in the development of disciplines.

         We see the prospects for further research of the problem in a more detailed study of the formation of the readiness of students of pedagogical specialties for design and research activities in the system of mathematical education of students, namely, the introduction of this model into the educational process and the determination of work efficiency.