THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF THE SITUATIONAL-POSITIONAL APPROACH IN ENGINEERING PEDAGOGY

Abstract

The purpose of the study is to substantiate the theoretical and methodological foundations of the situational-positional approach as a metametodology of professional self-determination of students in the engineering and technological field. The work uses methods of system analysis, an anthropological approach to the study of educational processes, as well as a method of logical modeling in the development of an age-normative framework for career guidance. The dialectical relationship of the categories "situation" and "position" in the context of the formation of engineering thinking is disclosed. The need to integrate educational organizations, institutions of secondary vocational education and technology parks into a single educational and production cluster is justified. The structure of the diagnostic complex has been developed, which allows assessing the cognitive, operational and motivational-reflective components of the readiness of graduates. The results of the study show that the use of a situational-positional approach makes it possible to overcome the fragmentation of traditional career guidance, transforming it into a controlled process of becoming a subjective future engineer through the development of professionally significant situations in conditions as close as possible to real production.