Alma Mater
ISSN 1026-955X
Vestnik Vysshey Shkoly (Higher School Herald)
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On the need to use virtual workshops to assess degree of formation of compe-tences of students in the field of direction of training in “Jurisprudence”

M.Yu. Osipov
80,00 Р

UDC 340:37.09

https://doi.org/10.20339/AM.03-20.034    

       

M.Yu. Osipov is Cand.Sci. (Jurisprudence), senior researcher, doc. at Institute of Jurisprudence and Management of all Rissian police association, Tula city e-mail: osipov11789@yandex.ru  

 

Analyzed are features and problems of creating virtual workshops for teaching and assessing students’ competencies in the field of training in “Jurisprudence”. The purpose of the study is to determine importance of virtual workshops for teaching and evaluating students’ competencies in the area of training in jurisprudence. Among the main objectives of the study, the author relates: to give definition of the concept of “virtual workshop”, to determine requirements for environment, in which “virtual workshop” is to be created, to determine possible structure of virtual workshop, to determine features of using virtual workshop in direction of training in “Jurisprudence” to assess degree of formation of competencies of students in the direction of preparation of “Jurisprudence”, to identify factors, hindering implementation of technologies of “virtual workshops”. As research methods, mainly logical, were used analysis, synthesis, induction, deduction, as well as observation and generalization. During the study, following results were obtained and following conclusions were made. Under “virtual workshop” in our opinion, we should understand training computer program, that allows to simulate both production processes and actions of students in given situation, as well as allow to evaluate actions of students in given situation from the point of view of their correctness. To assess degree of formation of students’ competencies with the help of virtual workshop technologies, it is necessary to use three-level “virtual workshop” with modeling standard situations, and non-standard situations, that do not require/require creative search. Among the main factors, hindering implementation of virtual workshops technology can be attributed to factors, associated with lack of understanding of difference between “knowledge” and competency-based approaches, factors, associated with poor psychologist pedagogical training of individual representatives of teaching staff. A number of measures have also been proposed, that contribute to implementation of virtual workshops technologies in educational process in direction of training in “Jurisprudence”. Scientific novelty of the study is to define the concept of virtual workshop, as well as to identify factors? that impede implementation of virtual workshops. Theoretical contribution of the study lies in the fact, that theoretical model for assessing competencies proposed, incl. using virtual workshops. Practical significance of the study lies in the fact, that proposed technology for assessing degree of formation of competencies with help of virtual workshops can be used in real educational process, and thereby will improve quality of higher education.

Key words: competence-based approach, knowledge-based approach, level of development of competencies, virtual workshops, federal state educational standard, indicators of achievement of competencies, modern informational technologies, legal science.

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