Victor P. Soloviev*, Cand. Sci. (Technic), Professor at NUST MISIS, e-mail: solovjev@mail.ru
Tatyana A. Pereskokova, Cand. Sci. (Pedagogy), Docent, Associate Professor at Institute — Brunch of RGGRU (MGRI) in Stary Oskol
* Corresponding author hereafter.
The problem of the implementation of an educational approach in the country’s universities, called ‘S–L — Service-learning’ is considered. Following the discussion at the meeting of the State Council, a list of instructions was formed, among which it was proposed to include a course (module) ‘S–L — Service-learning’ in the educational programs of higher education. By ‘S–L — Service-learning’ it is customary to understand a special pedagogical approach that combines academic education and the solution of socially significant tasks by students. The authors believe that the term ‘Service–learning’ does not correspond to the style of the Russian language. According to the authors, considered as an innovation, the pedagogical approach of ‘Service learning’ is nothing more than the application of an activity-based approach developed by Russian scientists. It is proposed to designate this pedagogical approach instead of the incomprehensible Western term ‘Service–learning’ — ‘Public service in teaching’. This approach is more relevant to the pedagogical (upbringing) component of the educational process. The activity-based approach will be fully implemented during the transition to teaching in group classes of teachers. A variety of forms of education will contribute to the emancipation of young people, overcoming their passivity. One of these forms will be the preparation of students for the implementation of specific socially significant projects.
Keywords: service training, activity–based pedagogical approach, teacher classes, problem method, interactive learning, social and personal competencies
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