UDC

Authors

Abstract

The paper analyzed the most serious problems of implementing the Federal State Education Standards (FSES) at Russian universities. FSES are based on the competency- and module-based approaches; it means that not only the logic of teacher planning has to be changed, but also the didactic approaches to the organization of the educational process at our universities should be thoroughly reviewed. Teachers and students have difficulty understanding the essence of the competency-based approach: teachers are still mainly working within the knowledge paradigm while students are lacking motivation for learning. When organizing an interdisciplinary modular program one should single out the fundamental nucleus of its content; this will make it easier to draw up tests for the knowledge component of competencies and develop more sophisticated diagnostic tools. It is impossible to change the educational process without improving the knowledge of teachers in the sphere of active, interactive and information teaching technologies. The emphasis is moving towards the teachers’ directing the students’ work to form their cognitive competency as an important educational outcome. This increases the amount of out-of-class work, which means that the rules for calculating the teaching load have to be reviewed. However, the communicative resource of information technology, which improves the efficiency of managing educational activities, is used insufficiently. Russian universities have started to introduce the Credit Transfer and Accumulation System but still, for certain organizational reasons, they fail to implement students’ individual learning routes and ensure learning mobility within the country. The author believes that to solve the identified problems we need to change the system of the university’s educational process.

Keywords

References

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