第 55 卷 第 1 期
2020 年 2 月
JOURNAL OF SOUTHWEST JIAOTONG UNIVERSITY
Vol. 55 No. 1 Feb. 2020 ISSN -0258-2724 DOI：10.35741/issn.0258-2724.55.1.20 Research article
Education
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IMULATIVE
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作为模拟教学方法的复合体的模拟公司专业教学技术
M.G. Sergeeva 1*, N.Ph. Mikheeva 2, L.Zh. Karavanova 3, T.G. Stanchuliak 4, I.Yu. Varlamova 5, Iu.V. Akhmetshina 6, V.A. Chauzova 7
1 Federal State Institution "Research Institute of the Federal Penitentiary Service of the Russian Federation, Moscow, Russia
2 International Higher Education Academy of Sciences, Russian Academy of Natural History, International Academy of Natural History (Great Britain), Department of Theory and Practice of Foreign Languages, the Institute of Foreign
Languages, Peoples' Friendship University of Russia, Moscow, Russia
3 Department of Psychology and Pedagogy, the Institute of Foreign Languages, Peoples' Friendship University of Russia,
Moscow, Russia
4 Department of Theory and Practice of Foreign Languages, the Institute of Foreign Languages, Peoples' Friendship University of Russia,
Moscow, Russia 5
Chair of the Russian Language, Engineering Academy, Peoples' Friendship University of Russia, Moscow, Russia
6 Department of Social-Humanitarian and Economic Disciplines, Russian State University of Justice, Moscow, Russia 7
Department of Foreign Languages, Engineering Academy, Peoples' Friendship University of Russia, Moscow, Russia
Abstract
The characteristics of the competitive specialist and requirements for their training served the basis for the development of the generalized specialist model. A new imitative tutorial The Simulative Company, which is a systemized complex of operation teaching methods, is worked out and implemented. The research provides the algorithm of the teaching method The Simulative Company development realized and implemented by the authors in student groups on the specialties Management and Economy and Bookkeeping. The algorithm comprises the following stages: the launch of The Simulative Company (presenting The Simulative Company, the analysis of the environment); the functioning of The Simulative Company (recruitment, professional activity appraisals, partnering); the creation of an automated workplace. It is proved that in secondary professional educational institutions, active teaching methods should be given precedence to, which will increase the student's learning activity, facilitate the development of their initiative and personal potential, generate their creative approach, as well as will allow solving important teaching and organizational tasks. The established specifics of imitative teaching methods usage enable: to put into practice the models of the competitive specialist within the educational process; to realize the teacher’s potential in improving his/her pedagogical excellence; to implement the system of new imitative teaching methods which is presented by the new technology The Simulative Company.
Sergeeva et al./ Journal of Southwest Jiaotong University/ Vol.55 No.1 Feb. 2020 2 摘要 竞争性专家的特征及其培训要求为通用专家模型的开发奠定了基础。拟定并实施了一个新的模拟教程 《模拟公司》，它是操作教学方法的系统化复合体。该研究为教学方法的算法提供了“模拟公司”的发展 ，该研究是由作者在专业管理和经济与簿记的学生小组中实现和实施的。该算法包括以下几个阶段：模拟 公司的成立（介绍模拟公司，环境分析）；模拟公司的职能（招聘，专业活动评估，合作）；创建自动化 工作场所。事实证明，在中等职业教育机构中，应优先采用积极的教学方法，这将增加学生的学习活动， 促进他们的主动性和个人潜能的发展，产生他们的创造力，并能解决重要的教学问题。和组织任务。模仿 教学方法使用的既定细节可以：在教育过程中实践竞争专家的模型；认识到教师在提高教学质量方面的潜 力；实施新技术“模拟公司”提出的新的模仿教学方法体系。 关键词: 专家，质量，专业教学，方法。
I.
I
NTRODUCTIONModern professional education tends to prepare practice-oriented specialists. In accordance with the specifics of the modern stage and prospects of the economy and social sphere development, there is an increasing need in competitive specialists, the change of their role, placement and function along with the higher requirements to their competency, technological culture and work quality. To be in demand, a professional educational institution graduate has to be adapted to the labor market, which is characterized by a dramatic reduction in demand for low qualified workers; a growing number of elite workers; a reduced quantity of production workers and an increased number of construction and marketing personnel; a growing demand for computer literate workers, etc. In this connection, the society reasonably claims new requirements to teaching the competitive specialist: a high level of qualification and professionalism, flexible thinking and high professional mobility, continuous professional growth and self-expansion, professional competency, the ability to work out one's strategy and tactics of the professional activity [1], [28], [31].
To meet the needs of the market economy, in the competitive environment, a professional education institution has to take care of their graduates’ quality, which is assessed by the quality of their knowledge (completeness, depth, systematization, consistency, efficiency, flexibility, accuracy, inclusiveness) [32]. The competitive capacity of educational services is dependent on both external (the country’s competitive status; the industry’s competitive status; the area’s competitive status, etc.) and internal factors (the organizational and managerial expediency of colleges and technical secondary schools; the pedagogical excellence of the academic staff; material and technical facilities, etc.) [2], [3], [29], [30].
The analysis of the concepts competition and competitive capacity enabled to distinguish four groups of the competitive specialist’s characteristics [4]: technical (specialty and specialization), economic (expenses on training the specialist), social-organizational (social structure of the consumer) and individual ones (psychological, mental, behavioral). The competitive specialist should possess professional knowledge, skills, and expertise as well as the ability to understand the situation, have a certain level of cultural development, be able and want to learn, to self-expand and so on. In order to increase one's competitive ability, which is of great importance under the conditions when everyone's alternative is unemployment, psychologists recommend paying attention to the main psychological factor of successful performance in any field, which is self-confidence.
The characteristics of the competitive specialist and the requirements for their training served as the basis for developing the generalized specialist model. The model rests on individual qualities of the specialist as well as on their professional knowledge, skills, and expertise, which meet the requirements of general and professional components of the State Educational Standard and are formed in three directions (socialization, adaptive features in the conditions of the labor market and professionally significant qualities). The technology of developing the generalized model of the middle ranking specialist comprises: developing the constituents of the specialist's professional activity (professional activity analysis, establishing core job functions and professional skills) and developing the components of the specialist training (preparing the complex of tasks and problems aimed to gain necessary skills, making corrections in teaching programs, improving teaching forms and methods, etc.). In the course of the research, the generalized models were
worked out for the specialties Management, Economy and Bookkeeping, Social Work. The search for teaching methods aimed at the educational process perfection remains persistent, but none of the teaching methods is universal. In the training process, diverse teaching methods should be used. What is more, the choice of the teaching method is determined by certain pedagogical conditions, which we grouped in three directions [5]: organizational (the didactic goal of the lesson; the level of the learning motivation; the specifics of teaching a particular discipline, etc.); content (the learning material content; the quantity and complexity of the learning material; the lesson type and structure, etc.); psychological (the level of students expertise, their age and individual specifics, the structure of the learning group; interrelations between the teacher and students, etc.). With the pedagogical conditions in mind, the teacher can independently make the choice of a particular teaching method and develop an individual teaching technology.
The topicality of the research is determined by the need to prepare specialists of the new type, who possess economic thinking, mobility, entrepreneurial skills, are capable of carrying out effective professional activity and making independent decisions in the situations of choice, able to cooperate, are noted for their mobility, dynamism, constructiveness, responsibility for their country's fortune and its further thriving. The aim of this article is to find out the specifics of implementing the Simulative Company technology in the system of professional education for teaching a competitive specialist who meets the requirements of the market economy and is in demand in the labor market. The research proved the efficiency of the technology implementation by means of matching the graduate’s relevance to the economic imperatives. The article information can be useful for teachers in the sphere of professional education, parents, methodologists while using the same method in the process of graduates’ adaptation and socialization in the rapidly changing social and economic environment.
II.
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ESEARCHM
ETHODOLOGY Mass development and practical implementation of teaching technologies began in the 60s-70s of the last century in Europe and the USA, which is primarily connected with the works of B. Bloom [6]. F. Percival and G. Ellington point out that the term ‘educational technology' includes every available kind ofproviding information [7]. This can be equipment used in education, such as TV, different data projectors, etc. In other words, technology in education is audio-visual equipment.
Many foreign scientists distinguish 4 scientific views of defining and using the term ‘a pedagogical technology’:
pedagogical technologies as a MEANS, i.e. production and usage of tutorial tools, apparatus, training facilities and technical equipment in the educational process [8], [9];
pedagogical technologies as a method, i.e. it as a communication process (mode, model, the technique of fulfilling learning tasks), which is based on a certain algorithm, program, system of interaction between the participants of the pedagogical process [10], [11];
pedagogical technologies as a scientific field, within which they are approached as a vast area of knowledge based on the data from social, managerial and natural sciences [12], [13];
pedagogical technologies as a multidimensional concept, which represents a multi-faceted approach and implies that pedagogical (educational) technologies are a multidimensional process [14], [15].
D. Finn notes that only naïve people consider technology to be only a complex of equipment and training toolkits. However, this implies much more. This is an organizational model, this is a thoughtful way about materials, people, institutions, models and systems of the ‘man-machinene' type.
Having analyzed more than a hundred works on the subject under consideration, P.D. Mitchell believes that a pedagogical technology is a research and practice field (within the framework of education) related to all aspects of pedagogical systems arrangement and to the procedure of distributing resources in order to achieve specific and potentially reproductive results [15].
UNESCO offers a wide approach to pedagogical technology. It is a systematic method of planning, using and evaluating the entire teaching and learning process through considering people and technical resources and interaction between them to achieve a more effective mode of education.
Speaking about the technology of pedagogical work, A.S. Makarenko warned that "we pedagogues flew very high theoretically, however, were very low practically. We thought that we would supply a child with a good qualification, but in fact only supplied with the skill to make a bad stool… I experienced a feeling of pathos when I had a bad stool made.
Sergeeva et al./ Journal of Southwest Jiaotong University/ Vol.55 No.1 Feb. 2020 4
Later, I got rid of this pedagogical prejudice." [16].
The active enhancement of the educational services market makes educational institutions reconsider the approach to training professional specialists: it is necessary to work out new teaching methods and techniques, arrange new organizational modes of the pedagogical activity.
Teaching methods as forms of interacted activity of the teacher and students have aimed at skills acquisition as well as a personal development and education. A secondary professional school teacher must reasonably use such teaching methods which would ensure training qualified specialists, competitive in the labor market. It is achieved by using active teaching methods [17] classified depending on their purpose either to develop the system of knowledge or to acquire skills and expertise onto non-imitative (problem lecture, heuristic talk, teaching discussion, research laboratory work, etc.) and imitative ones: non-simulative (the analysis of real situations, solving situational tasks, fulfilling operation exercises in accordance with guidelines, etc.) and simulative (simulation activity with the help of simulators, taking and playing roles, business game, moderation, etc.).
The comparative analysis of the imitative teaching methods usage established their advantages and disadvantages. Thus, for example, the analysis of real situations suggests collective managerial solutions, which stimulates developing behavioral qualities, such as communicability. In our research, this method was used in the Management class while learning ‘Taking managerial decisions', with interdisciplinary connections in marketing, activity organization, records management, and bookkeeping. Solving situational tasks in the Personnel Management class while learning ‘Recruitment techniques. Resources and methods of recruitment' facilitate forming professional skills necessary for dealing with particular managerial situations, systemizing the received theoretical knowledge, develop discussion skills as well as managerial and conformation skills. Fulfilling operation exercises in accordance with guidelines is especially effective in the Automated Systems of Economic Information Processing class as the learning goals of this class include: developing skills of working with ‘Excel' and ‘Access'; revising the main techniques of working with electronic worksheets; creating databases; developing accuracy, independence and so on. For the reproduction of the accountant's automated workplace, the lesson was conducted by means of
simulating professional activity with the help of simulators and using universal accountancy applications 1C: Accounting Software Package and Info-Accountant, whose aim was to drill the skills of creating a register journal of accounting transactions and necessary accounting records, the skills of inputting the basic balance, the company banking details, to practice the skills of adjusting the register journal of accounting transactions, and so on.
The case method enables the teacher to practice an individual approach to each student, consider their needs and develop their self-management and information-processing skills, thus expanding the students' strong points. A vivid example of a teacher's creative search of pedagogical art perfection is the usage of the moderation method, which implies setting the rules and monitoring them while solving particular tasks in the group. In our research, by means of this method, the problem of ‘What qualities should the modern teacher possess?' was solved.
Activity-organizing games take a special position in training a competitive specialist. They model professional activity on solving challenging complex problems of functioning and managing social-economic systems on the basis of their real performance. In the course of the research, two activity-organizing games were worked out and implemented in the educational process, which is ‘Recruitment' and ‘Inventory audit'.
The system of professional education is in active search of forms and methods of education quality improvement, which increases the role of imitative teaching methods aimed at developing professional and individual specialists' qualities, adjustability and adaptability to the new economic conditions. This allowed us to work out a new imitative teaching method which we called the Simulative Company and consider to be a systemized complex of imitative methods [18]. The Simulative Company as a teaching method comprises all-characteristic methodology properties (certain forms and management of students' learning activity; specific knowledge acquisition; managing and sharing learning information between the teacher and students; stimulation and motivation of the students' learning activity; monitoring the educational process efficiency) and provides the teacher with the following possibilities:
in the educational process arrangement– to project the educational activity elements on the workplace; to create the simulation of the student’s future real
professional activity; to match the learning goals with commercial tasks; to practically show the students interpersonal relations in the market environment, etc.;
in setting pedagogical teaching goals – to decrease dramatically the gap between the process of education and the market requirements; to establish new interrelationships between the teacher and students; to form and develop students' individual qualities in the professional, managerial and ethic projections; to increase the students' motivation for the chosen specialty; to gain the experience of teamwork, etc.;
in pedagogical tasks solving – to perfect the quality of the competitive specialist training; to increase their ability to adapt to new types and conditions of their professional activity; to encourage students to continuously enhance their professional art; to develop the
skills of rapid orientation in the information flow, etc.
III. R
ESEARCHR
ESULTSThe research presents the algorithm of the teaching method The Simulative Company development realized and implemented by the authors in student groups on the specialties Management and Economy and Bookkeeping. The algorithm comprises the following stages: the launch of The Simulative Company (presenting The Simulative Company, the analysis of the environment); the functioning of The Simulative Company (recruitment, professional activity appraisals, partnering); the creation of an automated workplace (Table 1). The first two stages of the algorithm are invariant and common for all specialties in the system of secondary professional education, the third stage is variable and oriented on a particular specialty.
Table 1.
The algorithm of the teaching method The Simulative Company development
№ Stages (steps) Pedagogical goals Imitative teaching methods
1. The launch of The Simulative Company
11 Presenting The Simulative
Company
а) The choice of the activity type, the name of the simulative company,
logotype, slogan
Role playing
b) Developing the company structure, drawing up a manning table
Fulfilling individual tasks c) Drafting and approving job instructions
for the Simulative Company personnel, inspecting the procedure of the documentation registration and storage
Operation exercises per guidelines
12 The analysis of the
environment
а) To study the product’s demand and supply
The analysis of particular situations. Solving situational tasks b) To study the competitive strengths. To
study the environment by means of SWOT-analysis
Operation exercises in accordance with guidelines. Fulfilling individual tasks 2. The Simulative Company functioning
21 Recruitment а) To make official orders on the staff
based on the personal applications from the personnel of the Simulative Company.
Operation exercises following guidelines
b) To fill employment history record books, to make employment contracts with the Simulative company employees,
to set probation periods
Simulating activity with the help of simulators
22 Professional activity
appraisals
а) To establish the relevance of the employees’ activity to their job
instructions
Fulfilling individual tasks
b) The personnel appraisals, staff rotation Case method. Operation exercises under
guidelines
23 Partnering. а) To send the employees to business trips
(the company Director’s order, filling business trip documentation)
Role playing
b) To estimate and disburse-imprest cash on business trips.
Operation exercises in accordance with guidelines
c) To negotiate contracts on product supplies
Simulating activity with the help of simulators
d) To make expense reports when coming back from business trips
Operation exercises in accordance with guidelines
3. Creating an automated workplace (АWP)
Sergeeva et al./ Journal of Southwest Jiaotong University/ Vol.55 No.1 Feb. 2020 6
using the computer application 1C: Accounting Software Package and
Info-Accountant
guidelines. Simulating activity with the help of simulators. Business role-playing
game
32 Manager AWP To make a PowerPoint presentation of the
Simulative Company
Business role-playing game. Moderation. Operation exercises by guidelines
So, the elaborated teaching and methodological materials oriented on the usage of diverse imitative teaching methods allowed establishing specifics of the imitative teaching methods usage while teaching a middle-rank specialist, which enable:
- to realize in the educational process the constituent patterns of the competitive middle-rank specialist: the students' professional characteristics which meet the requirements of the State Educational Standard on a particular specialty as well as individual qualities – psychological, mental, behavioral;
- to realize the pedagogue’s potential in mastering their pedagogical art [19], [20];
- to use the system of imitative teaching methods in their complex, which is suggested by the new teaching method The Simulative Company.
In order to determine the efficiency of the imitative methods for training the specialist, a generalized index of the specialist quality was calculated, which comprised the generalized index of theoretical professional training and the generalized index of practical professional training, with the changes of students' individual qualities being taken into consideration. To calculate the generalized index of theoretical professional training, the students were given a computer test including 400 questions on primary academic disciplines: for the specialty Economy and Bookkeeping – accountancy, business reviews, management, auditing, taxes; for the specialty Management – business reviews, management, marketing, staff management, strategic management. The test results showed that the generalized index of theoretical professional training in the experimental groups was equal to 4.00 while in the control groups it was 3.99, which enables to state that these students had equal conditions of entering the experiment [21], [22], [23], [24].
The psychological tests worked out by A.S. Prutchenckov and aimed at evaluating the students’ individual qualities (self-controlling skill, behavioral peculiarities in conflict situations, communicative and organizational abilities) also confirmed the equal conditions of conducting the experiment in the groups.
In the course of the formative stage, the new imitative teaching method The Simulative Company was introduced in the experimental
groups, while in the control groups the lessons were given in accordance with regular course schedules.
In the course of the control stage a computer testing was repeated with the purpose to determine the generalized index of theoretical professional training, which proved to increase by 2.5 percent in the control groups and by 5 percent in the experimental groups.
The generalized index of practical professional training comprises the number of tasks fulfilled within a certain period, the quality of the fulfilled task and the rate, which were assessed during the interdisciplinary business game process within a particular specialty. The analysis of the game results shows that in the experimental groups, the quantity index is 7.6 percent higher, the quality and rate indexes are correspondingly 14.5 percent and 7.7 percent higher whereas the generalized index of practical professional training is 9.7 percent higher than in the control groups [25], [26].
The higher quantity and quality indexes in the experimental groups show that the implementation of the imitative teaching methods facilitates a better acquisition of professional skills and students' individual qualities development. The increased rate index is the evidence of an acquired individual skill, which is the reaction rate. Thus, in the experimental groups, the generalized index of professional training quality is 6.2 percent higher in comparison with the control groups.
IV.
D
ISCUSSIONThe experimental research confirms the efficiency of the imitative teaching methods in competitive specialist training, brings about the following conclusions and further research prospects.
The professional education is strongly affected by modern economic situation, which influences the labor market characteristics (a dramatic reduction in demand for low qualified workers; a growing number of elite workers maintaining sophisticated electronic software; an increased number of the construction and marketing personnel, etc.) and reasonably claims new demands to the competitive specialist training, such as high qualification and professional levels, key skills development, high professional flexibility and others.
In order to meet the market economy requirements, an educational institution has to match the educational process with the competitive specialist generalized model. This model considers external (the country’s competitive status, the industry’s competitive status; the area’s competitive status, etc.) and internal factors (the organizational and managerial expediency of colleges and technical secondary schools; the pedagogical excellence of the academic staff; material and technical facilities, etc.) and contains the following specialist’s characteristics: technical (specialty and specialization), economic (expenses on teaching the specialist), social organizational (social structure of the consumer), individual (psychological, mental, behavioral), content (special knowledge, skills and expertise developed in three directions: socialization, adaptive features in the conditions of the labor market and professionally significant qualities).
The technology of the model development includes developing the constituents of the professional activity (professional activity analysis, establishing core job functions and professional skills) and the components of the specialist training (preparing the complex of tasks and problems aimed at gaining necessary skills, making corrections in teaching programs, improving teaching forms and methods, etc.).
The analysis of the teaching methods classification on different bases (knowledge resources, didactic goals, the learning activity nature, etc.) showed that in secondary professional education institutions, for the competitive specialist training, active teaching methods should be given precedence to, which will increase the student's learning activity, facilitate the development of their initiative and personal potential, generate their creative approach, as well as will allow solving three important teaching and organizational tasks: to place the learning process under the supervising teacher's influence, to make sure all students are involved in the active work, to ensure continuous control over the learning material acquisition and the feedback from students [27].
V.
C
ONCLUSIONIn choosing teaching methods, it is necessary to consider the following factors: the content, character and complexity of the learning material, the lesson's didactic goals, the students' expertise, and others. The teaching methods choice is determined by a range of pedagogical conditions: organizational (the didactic goal of the lesson; the level of the learning motivation; the specifics of
teaching a particular discipline, etc.); content (the learning material content; the quantity and complexity of the learning material; the lesson type and structure, etc.); psychological (the level of students expertise, their age and individual specifics, the structure of the learning group, etc.).
As the research showed the choice of teaching methods is dependent on the teacher’s professionalism. The mechanism of developing the model of the teacher’s pedagogical art includes: the pedagogical art constituents (professional – profound knowledge in the particular science, specialty as well as of the professional school didactics, etc.; special – the ability to set pedagogical goals and determine educational problems, to develop students’ interest in the subject, etc.; moral – honesty, decency, commitment to principles, simplicity and modesty, etc.; motivational– conviction, community commitment, a sense of duty, etc.); factors of the pedagogical art perfection (public requirement to the professional school; the level of modern science development; teacher’s professional relevance; pedagogical views of a particular faculty and their creative potential, etc.); the criteria of pedagogical art assessment (topicality and prospects, novelty, high efficiency and effectiveness, compliance with the basic pedagogical and methodological statements, consistency, creative potential, etc.).
In the course of the research, the information bank of teaching methods was created as well as the system of expert services, consultation assistance patterns, cooperative interrelation between pedagogues and the algorithm of the teacher’s actions for developing and implementing imitative teaching methods: estimating the psychological readiness for imitative teaching methods, graduality in forming new ideas, digesting one’s own experience, etc.
In training qualified specialists, competitive in the labor market, imitative teaching methods demonstrate the largest prospects among imitative teaching methods. The established practical specifics of imitative teaching methods allow:
realizing in the educational process the models of the competitive specialist: students’ professional qualities which meet the requirements of the State Standard for a particular specialty, as well as individual qualities: psychological, mental, behavioral;
realizing the teacher’s potential in improving his/her pedagogical excellence;
implementing the system of new imitative teaching methods which is presented by the new teaching technology The Simulative Company.
Sergeeva et al./ Journal of Southwest Jiaotong University/ Vol.55 No.1 Feb. 2020 8
A
CKNOWLEDGEMENTSThe article authors express profound gratitude to Marina Georgiyevna Sergeeva, Doctor of Pedagogical Sciences (Grand PhD in Education), Professor of the Department of Social Pedagogy at the Institute of Foreign Languages of Peoples' Friendship University of Russia, the academic supervisor of the scientific projects of the RHSF No 12-06-00054 Didactic Specifics of Continuous Economic Education Perfection (2012-2014) and No 15-06-16002 Scientific bases of continuous economic education development in the system of professional education (2015), for priceless advice and acquired scientific and research experience during the project implementation.
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