ОРГАНІЗАЦІЯ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ В УМОВАХ ВИЩОЇ ЕКОНОМІЧНОЇ ШКОЛИ

Abstract

The self-organization of training students in Higher Economic Educational Establishments is analyzed in this article. It is shown that self-learning activity is a specific organizational form of the educational process that covers both extracurricular and classroom activity: it promotes thinking and creative approaches to the addressed issues, self-searching and storing information, and self-control, which greatly improves the efficiency of economists training. The success of self-independent work of future economists is provided when these conditions of teaching are realized: ensuring the development of students’ skills of self-independent work, the use of didactic and cognitive tasks for self-independent work of future economists, development of positive motivation of students to self-independent work, developing an appropriate methodology to ensure students’ self-independent work, implementation of control of self-independent work. Self-study student has an important place in training, so in turn, educational technology should be close to the actual analysis of students’ abilities and professional work in the future. Problem statement should match student learning opportunities and levels of requirements provided for educational and professional characteristics of professional economic profile. Attention is focused on the training of highly qualified specialists, competitive job market. Competent, responsible and efficient work in their field of activity is impossible without increasing the role of self-independent work aimed at promoting their professional growth and education of their creative activity. Solved didactic conditions of students’ independent work and its role in training of future economists in Ternopil National Economic University, some results of laboratory monitoring of quality of educational activities are shown in the paper.