Engineering technology education project in schools. "Live in your office"
A little about the background of the issue
Why do our compatriots prefer to drive foreign cars? Why won't you find users of domestic smartphones in your environment? Why Russian watches, which were successfully exported abroad 40 years ago, are far behind the products of the Swiss watch industry today? ...
The answer to all such “why” is simple: over the past decades, the country has significantly lost its engineering and design personnel, without creating fundamental conditions for their replacement. The result is lagging behind competing countries in a variety of industries that require highly skilled designers and engineers. And they are required in all areas where it comes to the development and industrial production of anything - from furniture to military and space technology.
Nowadays, awareness of the situation has come, and systemic measures have been taken to correct it. It is clear that in this case everything must start with education, because you cannot get a first-class engineer “out of thin air”. The chain of education of the relevant personnel must be extended from school through engineering universities to high-tech innovative enterprises.
Thus, in September 2015, under the auspices of the Moscow Department of Education, the project “Engineering class in a Moscow school” was launched, with the main goal of training competent specialists necessary for the city's economy and in demand in the modern labor market (similar projects were launched in the regions). Gymnasium №1519 became one of the project participants.
A year after the start
The 2015/2016 academic year has become very dynamic in terms of promoting the "Engineering class in a Moscow school" project. About a hundred schools in the capital joined the project, opened a total of more than two hundred engineering classes, enrolling about 4.5 thousand students. By the end of the year, more than 130 new schools had declared their desire to participate in the project. 16 federal technical universities are involved in the project, which are support sites for vocational guidance work with students of engineering classes. A pool of project partner enterprises from various industries is being formed. Acquaintance with the work of real high-tech enterprises should serve as an effective "immersion" of students in the engineering field.
In June 2016 in Moscow at the site of the M. N.E. Bauman International Congress “SEE-2016. Science and Engineering Education ”. Representatives of Russian and foreign universities and scientific and industrial enterprises, potential employers, and domestic schools took part in the work of the Congress. The congress was focused on improving the efficiency of engineering education in modern conditions, and the exchange of experience with foreign colleagues made it possible to identify the still unrealized opportunities and weaknesses in the revival of the domestic engineering potential.
"We want ready-made"
As the communication at the Congress showed, some Russian enterprises and universities still proceed from the idea that to educate a professional engineer, it is enough to adapt university programs to the needs of enterprises that need engineering personnel. The result of this approach is that university graduates are “under-trained” to the required level. Domestic experts believe that the horizon for the education of an engineer is approximately seven years, from which it follows that the beginning of this education should be laid already at school... The opening of engineering classes and the active position of universities - project participants in building effective interaction with specialized schools and introducing certain forms of engineering training starting from the senior grades - meet this need.
Gymnasium No. 1519 has two engineering classes (10th and 11th) and the so-called “pre-engineering” 9th, whose students are also involved in relevant career guidance activities and receive advanced training in specialized subjects (physics, mathematics, computer science). By the time they graduate, students in this class overwhelmingly choose a specialized technical direction in high school. Enrollment in the 10th and 11th engineering classes is based on the analysis of integrated educational results of students in specialized subjects, the results of design and research work and scientific and technical creativity.
Gymnasium No. 1519 has signed agreements on cooperation with MIEM NRU HSE and Moscow State Technical University. N.E.Bauman. Partnerships with these universities provide students with a wide range of diverse engineering and educational opportunities, including career guidance lectures, special courses, laboratory work, master classes, summer engineering practice based on university departments, research and educational centers and laboratories.
And it should be even earlier
It can be stated that the understanding of the need to start educating future engineers already from school encompasses more and more supporters and becomes practically irreversible. At the same time, comparison with foreign experience shows that abroad, the involvement of schoolchildren in engineering activities occurs much earlier than here - already from the elementary grades.
Russian schools have already begun to adopt this experience. So we become witnesses the trend towards lowering the age barrier of entry into the field of engineering... And there are good prerequisites for this at the moment: students and their parents, seeing the high and informal activity to revive the prestige of the engineering profession, become highly motivated and demonstrate a clear response to this signal. Probably, in a year, the coverage of students with specialized engineering classes will multiply, and the beginning of pre-profile training will shift towards grades 5-8.
Realizing this trend, Gymnasium No. 1519 also plans to introduce elements of pre-profile engineering training in grades 5-8 in the 2016/17 academic year. One of these elements will be a course in three-dimensional computer graphics, aimed at the formation of spatial thinking of schoolchildren. Another element is the circle of intelligent robotics, which contributes to the development of basic skills in using computers and controlled robotic devices, programming skills and solving algorithmic problems.
What can you really do?
An important message shared by the engineering and educational community: until a person begins to do something with his own hands, his engineering knowledge is illusory... That is why almost all participants in the movement to revive the country's engineering potential emphasize the exceptional importance of the design and research activities of schoolchildren and students. Understanding the importance of this factor and relying on the provisions of the second generation FSES, it is necessary give design and research activities the status of a mandatory component of training schoolchildren... This approach is likely to become a trend in the coming years as well.
It seems, however, that not all methods of organizing the design and research activities of students are equal and effective. In my opinion, there are three levels of organization of such activities:
"Elementary"
We are talking about projects invented at home or at school... The leaders of such projects are the child's parents or teacher. On the one hand, this makes it possible to single out active children, increase their motivation, and gain minimal research experience. On the other hand, the disadvantages of this method are very significant: behind such works, as a rule, there are no such important organizational resources as the production base and the scientific potential of the leader. Accordingly, such projects, for the most part, have almost no applied value and prospects for serious further development.
"Basic" (currently)
This level involves the execution of projects at university sites under the guidance of university specialists and researchers... In these conditions, the student performing the project is at the service of both a variety of equipment, and the scientific experience of the leader, which makes it possible to set a truly urgent and promising task, and the possibility of further promoting the completed development if it deserves it. This level meets modern ideas about the design and research activities of students in engineering classes and is provided for by most cooperation agreements between the universities participating in the project and specialized schools. Basically, it is for this form of design and research activity that there is currently a request from participants (schools, universities, enterprises) engaged in the revival of the engineering profession.
"Higher" (guess)
A breakthrough step forward in the development of design and research activities would be formation of groups of students and schoolchildren involved in the implementation of specific projects at specific enterprisesrepresenting knowledge-intensive and innovative industries. Such an approach would give the maximum degree of immersion of future engineers in the profession, would ensure the undoubted practical value of their work, as well as the prospect of introducing the completed developments into practice. The motivation of students in such a model would reach the highest level.
In terms of design and research activities, the No. 1 task of our gymnasium is the maximum coverage of students with this activity at a level not lower than the “basic” level and giving it the status of an obligatory component of schoolchildren training. In addition, we intend to make efforts to introduce a “top” model in the gymnasium.
Can you “sell”?
At the SEE-2016 Congress, an interesting discussion unfolded on the topic: should an engineer be an entrepreneur at the same timeto be able to commercialize your ideas and developments, find investors for them, "punch" their way into life? The participants agreed that such a dual role - “engineer-entrepreneur” - is rather ideal model, and it cannot be raised to the rank of standard... Although, if an engineer, not to the detriment of his professionalism, in one way or another will master the skills of an entrepreneur, then this can only be welcomed.
A reasonable solution is created in various universities faculties and departments that train specialists for the promotion of engineering developments. And although the emphasis in the "Engineering classes" project is not on the commercialization of engineering developments, but on mastering the engineering profession itself, certain career guidance work related to the engineering business would not be superfluous. In any case, it is useful for a student aiming at the profession of an engineer to imagine in advance that a prototype of something created by an engineer, even if it is very promising and in demand, is not the end of the process, but only the start of a whole complex of special business events that bring development into a life.
In this regard, the following idea arises: by promoting engineering classes in a broad sense, you can find a useful place in this process for a part of students in classes of a socio-economic profile. In any case, the experience of our gymnasium shows that students in these classes are interested in the direction of "Engineering business and management". It seems that the involvement of classes in the socio-economic profile in interaction with the corresponding faculties and departments of universities not only does not overload the project "Engineering classes", but also reasonably complements it due to the above about the separation of the roles of the engineer itself and the entrepreneur promoting engineering developments in life.
IT - nowhere without them!
According to the apt remark of one of the SEE-2016 speakers, modern aircraft, rocket and many other pieces of equipment are, in many ways, IT products... In the sense that a significant part of them are the software and hardware systems that control them. What can we say about "pure" IT-services, completely consisting of the programs themselves and representing a huge field of activity. And then another problem emerges - the lack of not only engineers in the classical sense of the word, but also an acute shortage of highly qualified programmers... Another confirmation of this was given at the All-Russian Youth Educational Forum “Territory of Meanings” held in June-August, namely, at the third session “Young Scientists and Teachers in IT” that opened on July 13, 2016.
Thus, this problem also deserves to be addressed from school. Turning again to the topic of design and research activities, it is appropriate to “enrich” its content with IT projects and create conditions for schoolchildren to gain programming practice, to participate in real projects of automation of processes at enterprises as part of design teams.
At a meeting on June 30, 2016 on plans for the development of the project "Engineering class in a Moscow school" for 2016/17, the Moscow Department of Education informed that a pool of partner enterprises from the IT industry is already being formed, which will be involved in career guidance work with schoolchildren. We will probably see another trend - an increase in the proportion of students in engineering classes focused on working in the IT field and choosing appropriate universities and departments for admission.
Conclusion
Understanding, accounting and responding to existing and emerging trends in any segment of education, in particular, within the framework of the project "Engineering class at the Moscow School" is a prerequisite for effective training of students.
The project "Engineering class in a Moscow school" creates conditions for expanding network interaction between educational organizations, organizations of higher professional education and research and production enterprises. The pooling of resources of the project participants opens up new real paths to the profession of an engineer for schoolchildren.
Koposov Denis Gennadievich,MBOU OG No. 24 of the city of Arkhangelsk, teacher of informatics,
[email protected], www.koposov.info
STARTING ENGINEERING EDUCATION AT SCHOOL
BEGINNING OF ENGINEERING EDUCATION IN SCHOOLS
Annotation.
The article presents the experience of organizing and conducting engineering-oriented elective and elective courses in computer science at school. The issues of increasing educational motivation, vocational guidance of students are discussed.
Keywords:
Computer science teaching, elective courses, robotics at school, microelectronics at school, training laboratories, informatization.
Abstract.
This article describes the experience of organizing and conducting an engineering-oriented elective and optional courses on Informatics in school. Discusses improving learning motivation, mental development and vocational orientation of pupils.
Key words:
Education, K-12, STEM, robotics, microelectronics, school laboratories, informatization.
Today, there is an engineering crisis in the Russian Federation - a shortage of engineering personnel and a lack of a young generation of engineers, which can become a factor that will slow down the country's economic growth. This is noted by the rectors of the largest technical universities, this issue is regularly raised at the government level. “Today in the country there is a clear shortage of engineers and technicians, workers and, first of all, workers, corresponding to the current level of development of our society. If recently we said that we are in the period of Russia's survival, now we are entering the international arena and must provide competitive products, introduce advanced innovative technologies, nanotechnologies, and this requires appropriate personnel. Unfortunately, we do not have them today ”(V.V. Putin).
What is usually suggested to change the current situation? In addition to raising the status of the profession and increasing salaries for engineers, all the "variety" of proposals comes down to two directions: to strengthen the selection of applicants and to organize, either at school or at a university, pre-university additional training for graduates:
“We need other, constructive approaches to ensure the flow of well-trained applicants focused on entering technical universities. One of these approaches is the widespread development of school Olympiads ... Another way of forming the contingent of applicants is targeted admission ... We must pay the most serious attention to the polytechnic education of schoolchildren, restore the necessary volumes of technological training for students in secondary schools, which was relatively recent, develop circles and children's technical creativity "(Fedorov IB);
“Part of the 10th, 11th grades should be made a“ pre-university course ”. There, in addition to school teachers, university teachers should work. If we thus transfer part of the fundamental disciplines to school, four years of the program at the university will be enough to prepare not an “unfinished” engineer, but a bachelor's degree capable of taking an engineering position ” (Pokholkov Yu.P.).
The second approach involves transferring part of the teaching material to the secondary school - at first glance, a wonderful proposal from the “top”, but provoking the indignation of teachers. Now there is a gap between secondary and higher education, and neither one nor the other side is in no hurry to meet each other: teacher training courses can only take place in advanced training institutes (other schemes simply do not work). It is necessary to clearly understand what percentage of students in a regular school are ready to listen to lectures by university teachers, and to understand how school teachers will look like against the background of university professors and associate professors (and vice versa). This scheme is more or less realizable only in urban lyceums, the capabilities of which, again, will not be enough to meet the needs of both universities and the country in trained applicants. A vicious circle that forms both panic and unwillingness to change anything, or simply to “appoint” someone to blame (“they teach poorly at school” is the most popular belief of higher school workers). “The education system itself began to degrade everywhere. In this regard, the oldest and most powerful educational institution - the family - with its ability to form holistic education and transfer "informal knowledge" is of exceptional importance. Accordingly, engineering training in a university, in a small company, in the form of additional education, acquires a holistic personal character ”(Saprykin DL). “In my opinion, there is no need to specifically identify aptitude for the exact sciences. We need to develop circles, electives, elective courses, subject Olympiads - that will be enough. You can add career guidance. For the development of abilities in both the exact and the humanities, it is necessary to work according to the principle: to teach as psychological readiness for perception ”(Krylov E.V.).
It was in such a social environment that in 2010 we began to implement a project to create an accessible educational environment that would allow us to bring the study of computer science to a qualitatively new level, within the framework of which we created engineering laboratories (robotics and microelectronics) in our school since 2012 - a gymnasium) and we use them within the framework of the model of continuous information education.
When we started the development of this direction, it turned out that in the Russian Federation there is no opportunity to rely on someone's experience, which is usually represented by classes with a small group of enthusiastic students (3-5 people), ie. there is no work and research within the direct educational process, there is no integration and continuity of engineering courses and, of course, there are practically no teaching materials for ordinary general education schools. Therefore, when choosing the main vector for the development of laboratories, we turned to international analytics and forecasts.
In 2009, the New Media Consortium - an international consortium of more than 250 colleges, universities, museums, corporations and other learning-oriented organizations to research and use new media and new technologies predicted widespread use for learning by 2013-2014 smart objects, including the Arduino microcontrollers, an open source platform for designing electronic devices that allow students to control how these devices interact with the physical environment.
It is worth paying special attention to the full name of our school: the municipal budgetary educational institution of the municipal formation "City of Arkhangelsk" "Secondary school No. 24 with in-depth study of subjects of artistic and aesthetic direction" (since June 2012 - "General education gymnasium No. 24"; www. shkola24.su), this is important, since in a non-core school, the effectiveness of educational technologies and student motivation come first.
In 2010, the US National Science Foundation (together with The Computing Research Association and The Computing Community Consortium) published an analytical report detailing which educational technologies will be most effective and in demand until 2030:
User Modeling - monitoring and modeling of professional qualities and educational achievements of students;
Mobile Tools - turning mobile devices into an educational tool;
Networking Tools - use of networked educational technologies;
Serious Games - games that develop conceptual competencies;
Intelligent Environments - creation of intelligent educational environments;
Educational Data Mining - educational environments for data mining;
Rich Interfaces - rich interfaces of interaction with the physical world.
The first task that we had to solve was the creation of an educational environment that reflects all the trends and directions of development of these educational technologies - engineering laboratories.
For 2010-2012, without government funding, we created and are used in the educational process engineering laboratories in the following areas:
lEGO robotics (15 training places based on the LEGO MINDSTORMS NXT educational constructor);
programming of microcontrollers (15 training places based on microcontrollers ChipKIT UNO32 Prototyping Platform, ChipKIT Basic I / O Shield);
design of digital devices (15 training places based on the Arduino platform and various electronic components);
data collection and measuring systems (15 training places based on the student mobile laboratory complex National Instruments myDAQ and NI LabVIEW software);
sensors and signal processing (15 training sites based on kits of 30 different sensors compatible with Arduino, ChipKIT and NI myDAQ);
mobile robotics (15 educational DIY 2WD robots on the Arduino platform).
The second task is to use the capabilities of laboratories in the educational process, in particular, in teaching computer science and ICT. Currently, this equipment is used in lessons, elective and elective courses, elective subjects in computer science and ICT.
In the above laboratories, practically in every lesson, students are faced with a situation where further technical activities, inventions become impossible without a scientific basis. In the classroom, for the first time in their lives, students receive real skills in organizing work; make decisions; carry out simple technical control, build a mathematical description; carry out computer modeling and development of control methods, carry out the development of subsystems and devices; structural elements; analyze information from sensors; trying to build multi-component systems, debugging, testing, upgrading and reprogramming devices and systems; keep them in working order - all this is the most important foundation for future research, design, organizational, managerial and operational professional activities. This is no longer just vocational guidance, it is the promotion of science with the most modern educational technologies.
At the same time, informatics teachers are the main driving force, therefore, in the system of training (and advanced training) of informatics teachers, it is necessary to take into account the educational capabilities of laboratories in robotics and microelectronics and include relevant disciplines in training programs. On the basis of the school, future teachers are trained - students of the Institute of Mathematics and Computer Science of NArFU named after M.V. Lomonosov (direction "Physics and Mathematics Education"), classes are also held for teachers.
After several sessions with teachers of computer science in the Arkhangelsk region, a rather important fact was noted - the teachers were not ready to apply the experience they saw. The conducted survey revealed the reasons for this- many teachers are either not interested in the development of engineering, or believe that this area is not their forte.For this reason, we began to regularly conduct expansive consultations, workshops, master classes for teachers, with the aim of presenting our experience to the entire pedagogical community, webinars were held on the Intel Education Galaxy (records are available for viewing).
What results have we achieved in 2 years, except for the creation of the educational environment itself? Firstly, it is worth noting that among the graduates of the school in 2011, 60% chose further education in higher educational institutions specifically in engineering specialties (i.e. after graduation they will receive an engineering degree).
Secondly, we have begun preparations for the publication of textbooks. In May 2012, the publishing house "BINOM Laboratory of Knowledge" released the educational and methodological kit on computer science and ICT "The first step to robotics": a workshop and workbook on robotics for students in grades 5-6 (author: DG Koposov). The purpose of the workshop is to give schoolchildren a modern understanding of applied science, which is engaged in the development of automated technical systems - robotics. The workshop contains a description of urgent social, scientific and technical problems and problems, solutions to which future generations have yet to find. This allows students to feel like researchers, designers and inventors of technical devices. The manual can be used for both classroom activities and self-study. Training sessions using this workshop contribute to the development of design, engineering and general scientific skills, help to look differently at issues related to the study of natural sciences, information technology and mathematics, and ensure the involvement of students in scientific and technical creativity. The workbook is an integral part of the workshop. Robotics training sessions contribute to the development of design, engineering and general scientific skills, help to look differently at issues related to the study of natural sciences, information technology and mathematics, and ensure the involvement of students in scientific and technical creativity. Working with a notebook allows you to more productively use the time allotted for informatics and ICT, and also gives the child the opportunity to control and comprehend his activities and their results. The workbook helps in the implementation of practical, creative and research work.
Thirdly, the curriculum of additional education for students in grades 9-11 "Fundamentals of microprocessor control systems" was created and tested, the core of which is the modeling of automatic control systems based on microprocessors, as a modern, visual and advanced direction in science and technology, with a simultaneous consideration of the basic , theoretical provisions. This approach presupposes the conscious and creative assimilation of the material, as well as its productive use in development activities.
In the process of theoretical training, students get acquainted with the physical foundations of electronics and microelectronics, the history and prospects for the development of these areas. The program provides for a workshop, consisting of laboratory-practical, research work and applied programming. In the course of special assignments, students acquire general labor, special and professional competencies in the use of electronic components in microprocessor-based automated control systems, which are fixed in the process of project development. The content of the program is implemented in conjunction with physics, mathematics, computer science and technology, which corresponds to modern trends in STEM education (Science, Technology, Engineering, Math). The program is designed for 68 teaching hours and can be adapted to deliver 17 hour or 34 hour elective courses. This program is being implemented for the second year in MBOU OG №24 of the city of Arkhangelsk in optional classes for students of 9th and 10th grades.
The question should arise: what is the reason for such a number of teaching laboratories? Having created the first laboratory, we, together with an educational psychologist, investigated the dynamics of educational motivation of schoolchildren. Methods used: observation, conversations with parents and teachers, scaling, the technique of T.D. Dubovitskaya. The purpose of the methodology is to identify the focus and determine the level of development of internal educational motivation of students when they study specific subjects (in our case, computer science and robotics). The methodology is based on a test questionnaire of 20 judgments and proposed answer options. Processing is done in accordance with the key. The technique can be used in work with all categories of learners capable of introspection and self-report, starting from about 12 years of age. The results obtained, on the one hand, allow us to confidently speak of an increase in the level of educational motivation in almost every student, on the other, after a year, the level of motivation began to decrease and strive to the level that it was before classes in the robotics laboratory (based on LEGO MINDSTORMS NXT). It is this fact that determines the further quantitative development of educational laboratories. Learning motivation is a major factor in a non-core school that affects student success. We will continue to study changes in learning motivation in the future.
The second question that teachers often ask is: how can microelectronics, robotics and engineering education in general be related to the specifics of our school - in-depth study of art and aesthetic subjects? First, the fact is that the Arduino platform, which most of the labs are based on, was originally developed to train designers and artists (people with little technical experience). Even without programming experience, after just 10 minutes of familiarization, students already begin to understand the code, change it, make observations, and do small research. At the same time, at each lesson, a really working prototype of a device can be created (a beacon, traffic light, night light, garland, a prototype of a street lighting system, an electric bell, a door closer, a thermometer, a household noise meter, etc.), and students increase the level of their technological self-efficacy. Secondly, what it means to be an engineer, Pyotr Leonidovich Kapitsa remarkably formulated: “In my opinion, there are few good engineers. A good engineer should have four parts: 25% - be a theoretician; by 25% - by an artist (you cannot design a car, you need to draw it - I was taught that way, and I think so too); by 25% - by the experimenter, i.e. explore your car; and 25% must be an inventor. This is how an engineer should be composed. This is very rough, there may be variations. But all these elements must be there. "
Separately, I would like to emphasize that the existing educational programs in computer science allow using robotics, microelectronics (and engineering components) as a teacher's methodological tool, without the need to change the teacher's work program. This is very important, especially when starting such projects in schools, when the fear of the inevitability of a huge number of papers can stop any teacher.
Recently, digital educational resources have been extremely popular. Statistics of downloads from sitesfcior. edu. ru and school - collection. edu. ru this confirms. Regional and municipal departments of education hold a huge number of competitions and workshops on the use of CRD in schools. During the last 5–6 years many universities have been effectively using the software environmentNational Instruments LabVIEW in research and educational work. Virtual laboratories and workshops in natural sciences are being developed and introduced into the educational process. Analyzing the abstracts of master's and doctoral dissertations in 2009–2011, it is worth noting a large number of works in which software is usedNI LabVIEW , including specialty 13.00.02 (theory and methods of teaching and upbringing). This software is installed in our school. Thus, students in the framework of computer science training will be able to get acquainted with how such laboratory complexes are designed and developed.
I would also like to note the developmental function of studying robotics and microelectronics at school. Systematic work with small details in children and adolescents has a positive effect on the development of motor skills of small muscles of the hands, which in turn stimulates the development of the basic functions of the brain, which positively affects attention, observation, memory, imagination, speech and, of course, develops creativity. thinking.
The bottleneck of many research and projects is often the inability to scale quickly. The experience we have accumulated allowed us to scale up the project in the shortest possible time (30 days) at the general education lyceum No. 17 in the city of Severodvinsk, which underlines the practical significance of our work.
Research by tech companies shows that if we don't have children interested and passionate about engineering as early as 7–9 grades, the likelihood that they will successfully pursue an engineering career is very low. By promoting science, mathematics, engineering, and technology through interdisciplinary elective and elective courses and continuing education systems, informatics teachers can more effectively influence students' career choices. The use of engineering laboratories in schools in the model of lifelong information education will allow for effective end-to-end learning (school- additional education- university ) on modern information and communication technologies, ensuring the continuity of the educational program at different levels of education.
Literature
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Why Russian schoolchildren have declining ability to learn
“The general level of geometric, and especially stereometric training of graduates is still low. In particular, there are problems not only of a computational nature, but also associated with shortcomings in the development of spatial representations of graduates, as well as with insufficiently formed skills to correctly depict geometric shapes, carry out additional constructions, apply the knowledge gained to solve practical problems ... This is due to the traditionally low level preparation for this section and formalism in teaching the beginning of the analysis ... "
From the FIPI report on the results of the exam in mathematics, 2010.
What conclusions are suggested from the above quote? It turns out that after finishing school, children learn little of the basic mathematical skills and abilities? It is obvious that an engineer with such a basic level of knowledge cannot be trained. Experts see the reason for the gaps in knowledge of the exact sciences in the poor quality of textbooks, in the formalism of teaching, and in the undeveloped logical, analytical thinking of the modern generation of schoolchildren.
Hopefully chatting with Evgeny KRYLOV, Associate Professor of the Institute of Atomic Energy (Obninsk), author of textbooks on mathematics, programming, unique "computer fairy tales" for children, and Oleg KRYLOV - Associate Professor of the Izhevsk State Agricultural Academy, will help to better understand the essence of this problem.
Evgeny Vasilievich, you worked on a textbook on programming for universities, today you are working on a textbook on mathematics for colleges. Tell us, what criteria are you guided by when creating them? What can you generally say about the methodological support of school and university education?
E.K .: The methodological support of schools and universities is built in different ways. The university methodology is based on the high professionalism of the teacher, strict regulation is contraindicated for it. I believe that it is with this position in mind that the development of the Federal State Educational Standard should be carried out, and they should have a recommendatory status.
As a rule, new educational standards, having entered the university, are carefully discussed at the graduating and general departments, then each lecturer develops his own program - and this is the main point. In the future, the program is again discussed at the departments and methodological councils of the faculties. And only after such many years of running-in, the product is ready. It is extremely important to involve people who see how it fits into the general outline of the curriculum: necessarily - the head of the department, preferably - a reviewer and, of course, a teacher of high qualifications.
It's harder at school. When preparing methodological support, one should rely on an “average” teacher, and templates and blanks should be made for him. However, it is necessary to establish feedback to collect the opinions of teachers. Methodological services do not do this, since they turned out to be helpless in many ways. They should express the opinion of the professional community, that is, play the role of “negative” feedback, and not support and justify the ministerial strategy.
A very important issue is the content of the curriculum, which is now below any criticism. When writing a programming textbook, based on the many years of experience of previous generations of authors, the main criterion for me was the development of the required specialist. But I had to take into account the existing curriculum, the existing realities of the production of software products, etc.
OK.: Let me express my opinion too. What is happening with school textbooks today is a disaster. For example, textbooks of one author, one publisher of two consecutive years of publication cannot be used in the educational process only because of the discrepancy in the numbering of problems, paragraphs, sections and topics.
A good school textbook has been formed for more than one year. Moreover, for a specific program and in the context of the content of those disciplines that a future student will have to study at a university. Example: all descriptive geometry in the university is based on theorems proven in school stereometry as postulates. It is clear that the quality of a school textbook and, accordingly, the quality of teaching geometry at school directly affects a student's understanding of lectures on descriptive geometry at a university. In reality, the majority of first-year students either did not hear about the theorems of stereometry or did not understand them. As a result, descriptive geometry tasks are solved only according to the model from the methodological manual, without their theoretical understanding. And where does this understanding come from if the necessary foundation was not laid in mathematics lessons at school?
- What can you say about the textbook examination procedure?
E.K .: The examination of the textbook for the university is organized competently. In my opinion, there is no need to change it, but you can improve it. In my experience, every step, especially working with reviewers, led to improvement.
In general, I observe that the textbook becomes good after the second or third reprints. The best in geometry - A.P. Kiselev worked for a hundred years, but now, unfortunately, it has been replaced by significantly inferior quality. Why? Because the relevant ministry has recommended changing them every five years.
When preparing a textbook, it is very important to observe subject rigor and to ensure the assimilation of the material at a given age level. Therefore, in addition to knowledge of the subject, the author needs recommendations from teachers working with a certain age, or personal experience.
I was surprised, frankly, that a rigid textbook plan was issued from the publishing house. It turns out that nothing depends on the author at all? I think this state of affairs is unreasonable - it affects the quality sharply negatively.
It is also unreasonable, in my opinion, to impose the composition of the textbook. I believe that no genius will be able to present elementary mathematics and the elements of mathematical analysis well in one book. Nevertheless, I was offered to squeeze both geometry and problem books into one book.
I haven’t come across an examination of a school textbook yet, but, according to colleagues, it is poorly organized. Reviewers are more often engaged in defending their own publishing firms, and one should not expect objectivity from them.
According to the research of the GUHSE analysts V. Gimpelson and R. Kapelyushnikov, two-thirds of the students of Russian technical universities simply cannot become engineers - due to the allegedly "acquired knowledge." The researchers see the problem mainly in the low quality of basic - school education, with which applicants come to technical universities ...
E.K .: By my subjective assessments, last year half of the students in the cybernetics department were not able to study at all, let alone the willingness to become an engineer. You can, perhaps, name the necessary criteria for learning ability, but it is difficult to name sufficient ...
The low quality of school education is one of the reasons for the low ability to study at the university, but far from the only one. The breakdown of education begins in kindergarten or even earlier in the family. What I mean? Education for society is a means of protection against threats, and for individuals - against fierce competition. But modern society has a false sense of security. And parents increasingly wish their children comfort, not realizing that education requires serious work. Thus, high-quality, serious education is not in demand either at the level of society or at the level of the individual.
- What, in our opinion, does the school need to identify and develop students' abilities for the exact sciences?
E.K .:In my opinion, there is no need to specifically identify aptitude for the exact sciences. We need to develop circles, electives, elective courses, subject Olympiads - that will be enough. You can add career guidance. For the development of abilities in both the exact and the humanities, it is necessary to work according to the principle: to teach as the psychological readiness for perception.
- The logical, cognitive thinking of the younger generation is getting worse. What is the reason for this, in your opinion?
E.K .: Deterioration of logical thinking exists and is due to a number of objective and subjective reasons. After giving lectures on programming for many years, I see a decline in the ability to think algorithmic. This has become especially noticeable in recent years. Today our society does not feel the need for intelligence, although, for example, in Japan, Finland, such a need exists.
The first reason is the level of development of technical means: television, computer technology. Let's say a computer “turns off” a child's fine motor skills, which are a powerful development tool, especially in early childhood.
Another reason is the failure of school education and, first of all, the idea of \u200b\u200bthe early development of logical abilities. Everything must be done on time: premature development causes irreparable harm to the intellect! In kindergarten, you need to take care of the development of motor skills and imagination. Further, in elementary school, the time for the development of figurative thinking comes. Logical thinking is a later quality, and it must be carefully prepared, developing, first of all, the imagination, as well as the discipline of thinking. This should be around eighth grade. It was then that the time for mathematics, physics, computer science came.
In addition, methodically incorrect teaching of classical subjects has a negative impact on the development of thinking.
Let's take math. One of the hardest questions for a student: what is the length of a pencil? Another example: the question of what is the sine of sixty degrees will be answered by half of the good students. And why - no more than three will explain. The point is that conceptual explanation, discussions, conclusions are thrown out of the school course. School mathematics is overflowing with unnecessary things, and there is no time to develop the necessary skills. I can give similar examples from the school physics course. The Russian language is also a necessary means of development. At school, you need to teach children to speak and write, but not waste time on lexical analysis.
OK.: The decrease in the incentive to learn, unfortunately, is the result of the ideology of the "consumer society". The physical activity of children has significantly decreased. The computer replaces communication with peers.
How do you feel about the idea of \u200b\u200bArkady Dvorkovich, Chairman of the Supervisory Board of the Russian Chess Federation, to instill a minimum chess knowledge in all children? To what extent can chess lessons at school help develop students' abilities?
E.K .: Chess is interesting and useful for those who are interested in it. They develop specific abilities, just like a computer, by the way. Chess is suitable at the initial stage of the development of thinking. But if we are already talking about the professional level of education, then we have to choose between chess and mathematics.
Undoubtedly, the school needs chess clubs and tournaments, but by turning chess lessons into a compulsory course, we will conduct another campaign, and we will get the effect of rejection.
OK.: Chess lessons, even at the amateur level, develop logic and logical memory. Mastering chess, in fact, begins with that very imaginative thinking, the lack of which is said a lot in education. And only much later, with the accumulation of playing and tournament experience, does the logical chess thinking itself turn on.
As a rule, schoolchildren who have been systematically engaged in chess for at least two or three years do better in school and have higher grades, primarily in mathematics.
In addition, a game lost or won in a tournament is the result of personal efforts and direct education of the child's responsibility for his actions. And not only during the game, but also in preparation for it. There is no need to talk about the education of psychological stability in a stressful (tournament) situation.
In some schools, computer science as a way of developing logic is introduced from the first grade, in others - they begin to study computer science much later, often on an optional basis. At what age do you think such classes are justified, necessary? Are they needed by explicit "humanities" and to what extent?
E.K .:Early computer science is harmful, since logical development still does not occur. There is only a habit of verbiage and the rejection of "unnecessary" knowledge. The result is a radical change in the perception of information.
Again, serious studies should be no earlier than eighth grade. The composition of the course should depend on its objectives. Some of the students will need the Office program (for example, humanities), someone needs a complex graphic editor (future designer), the future “techie” - a course in algorithms and programming elements in Pascal (not in BASIC). The course should be built on a modular basis - with a choice and, mainly, on an optional basis. In the lower grades, simple graphics and the simplest languages, such as LOGO with a "turtle", are acceptable.
- What basic principles should be used as the basis for organizing physics and mathematics schools at universities?
E.K .:I worked at Novosibirsk University on the course of mathematical analysis and observed the further fate of graduates of specialized schools. Convinced that they knew everything, they often relaxed in the first year of the university and after a year lost to students who came from ordinary schools.
Highly qualified teachers should work in "high school" schools and they should be given the freedom to choose what and how to teach. It is imperative to observe the principle: not to strive for premature development, but to engage in deepening knowledge, developing abilities. For example, a deep study of mathematical analysis is not needed, but the theory of comparisons, combinatorics will be very useful.
- What can you say about the two-level education for engineers?
E.K .: There is nothing wrong with a two-level training, but it is not suitable for training in emergency and technically complex industries. An informatics engineer can be trained in any way, since such an engineer, in the everyday sense, exploits ready-made systems. And here is a nuclear reactor operator, an aviation engineer and other similar specialists. it is necessary to cook traditionally.
OK.: As for bachelors and masters - "dropouts" are dangerous everywhere. How can an incompetent engineer work with several dozen machine operators? Moreover, a modern combine harvester is more similar in terms of its equipment level not even to a computer, but to a spaceship.
Alas, familiarity with the new educational standards and training plans leads to only one thought: at first, teachers in special disciplines will disappear, since special disciplines have been reduced (and in some cases excluded) from the training programs for future engineers. The Soviet mechanical technician, a graduate of a technical school, was much more prepared - above all, in a practical sense. The bachelor will have neither sufficient theoretical training, nor the minimum necessary practical training.
STARTING ENGINEERING EDUCATION AT SCHOOL
THE BEGINNING OF ENGINEERING EDUCATION IN SCHOOLS
A.C. Chitanoe, A.C. Grachev
A.S. Chiganov, A.S. Grachev
Technical thinking, engineering, physics, mathematics, computer science, technology, education, research, robotics, project, model, network principle.
The article discusses the relevance of the initial training of engineering personnel at the earliest stage - in basic and high school. Approaches to the development of technical thinking of schoolchildren are described, which allow to create a sustainable interest in engineering among tomorrow's students and graduates of technical universities in the country. Attention is drawn to the need to create pedagogical conditions for the development of engineering skills in secondary school. The role of a pedagogical university in the training of teachers for solving the problems of engineering training of schoolchildren, special training of a teacher capable of actively developing the technical thinking of students is considered.
Technical thinking, engineering, Physics, Mathematics, Computer Science, technology, education, research, robotics, project, model, network principle. This article raises the issue about the importance of the basic training of engineers at the earliest stage - in middle and high schools. The work describes the approaches to the development of students "technical thinking allowing to motivate future students and graduates of technology universities of the country. The authors point to the urgency of creating pedagogical conditions for the development of engineering skills in middle school. They also consider the role of colleges of education in teachers "training to solve the problems of students" engineering education and in a special teachers "training to make them able to develop students" technical thinking.
At present, Russia is experiencing an acute shortage of highly trained engineering personnel with developed technical thinking, capable of ensuring the rise of innovative high-tech industries.
The relevance in the training of engineering personnel is discussed both at the regional and federal levels. In support of this, we quote from the speech of the President of Russia V.V. Putin “... Today in the country there is an obvious shortage of engineers and technicians, and first of all workers, corresponding to the current level of development of our society. If recently we said that we are in the period of Russia's survival, now we are! we are entering the international arena and must provide competitive products, introduce advanced innovative technologies, nanotechnologies, and this requires appropriate personnel. Unfortunately, we do not have them today ... ”[Putin, 2011].
This paper will describe approaches to the development of technical thinking in schoolchildren, which will create a sustainable interest in engineering among today's schoolchildren - tomorrow's students and graduates of technical universities in the country.
We plan to determine the pedagogical conditions for the development of technical thinking in schoolchildren.
We would like to express our sincere gratitude to UC RUSA / 1 for financial and practical support of the project “Educational Center for Natural Sciences named after M.V. Lomonosov ".
In our opinion, it is too late to awaken interest in technology and invention in a young person who is finishing high school and preparing to enter a university. It is necessary to create pedagogical conditions for the development of technical thinking in secondary school, and subject to the implementation of certain developmental actions at an even earlier age. It is our deep conviction that if a teenager is 11-13
for years he does not like to work with a designer on his own, he is not keen on beautiful and effective technical structures, he is most likely already lost for future engineering training.
For the development of technical thinking of a student in grades 8-11, an active position of a teacher of physics, mathematics, computer science or technology is necessary, and this can be called the first pedagogical condition, since the development of engineering abilities and, ultimately, a conscious choice of the direction of professional activities of a boy or girl. At the same time, an active position of a teacher cannot arise by itself, it is necessary to systematically and consciously develop and train a future or an already working teacher, aimed at mastering pedagogical technologies that make it possible to train an engineer. In general, just as theater begins with a coat rack, engineering education should begin with preparing a school teacher for this activity. That is why a pedagogical university is the first step in training a teacher who is able to develop and maintain motivation for the technical creativity of schoolchildren.
We consider it necessary to note that this problem did not appear yesterday. Since the 18th century, the Russian state has had a special concern for the education of the engineering elite, the so-called "Russian system of engineering education."
As V.A. Rubanov, “before the revolution in the United States, an incredibly strong hurricane somehow swept through. Demolished all but one of the bridges in the state. The one that was designed by a Russian engineer. True, the engineer had been fired by this time - for ... unjustifiably high reliability of the structure - it was economically unprofitable for the company ”[Rubanov, 2012, p. 1].
There are significant differences between engineering training before the revolution from the modern state, the researcher writes in his work: “The Russian system was based on several
simple, but extremely important principles. The first is fundamental education as the basis of engineering knowledge. The second is to combine education with engineering training. The third is the practical application of knowledge and engineering skills in solving urgent problems of society. This shows the difference between education and training, between knowledge and skills. So today we everywhere and with inspiration are trying to teach skills without proper basic education ”[Ibid.].
And one more thing: “... Without fundamental knowledge, a person will have a set of competencies, and not a complex of understandings, ways of thinking and skills - what is called a high engineering culture. Technical innovations need to be mastered "here and now". And education is something else. It seems that Daniil Granin has an exact formula: “Education is what remains when everything you have learned is forgotten” [Ibid, p. 3].
Based on the foregoing, we summarize that a characteristic feature of the training of an engineer lies in a strong natural-scientific, mathematical and ideological foundation of knowledge, the breadth of interdisciplinary systemic-integrative knowledge about nature, society, thinking, as well as a high level of general professional and special-professional knowledge. This knowledge ensures activity in problem situations and allows solving the problem of training specialists with increased creative potential. In addition, it is very important for the future engineer to master the techniques of design and research activities.
Design and research activity is characterized by the fact that when developing a project, elements of research are necessarily introduced into the activities of the group. This means that it is necessary to restore a certain law, the order of things, established by nature or society, based on “footprints,” indirect signs, and collected facts [Leontovich, 2003]. Such activity develops observation, attentiveness, analytical skills, which are part of engineering thinking.
The effectiveness of the use of project activities for the development of technical thinking is confirmed by the formation of special personal qualities of schoolchildren participating in the project. These qualities cannot be mastered verbally, they develop only in the process of purposeful activity of students in the course of the project. When performing small local projects, the main task of the working group is to obtain a complete product of their joint activities. At the same time, such important qualities for the future engineer are developed as the ability to work in a team, share responsibility for the decision made, analyze the result and assess the degree of achievement of the goal. In the process of this team activity, each project participant must learn to subordinate his temperament and character to the interests of the common cause.
Based on the analysis of scientific sources and all of the above, we will determine the basic conditions for the development of technical thinking of schoolchildren, necessary for the implementation of further engineering training:
Fundamental training in physics, mathematics and computer science according to specially developed programs that are logically connected with each other and take into account the technological bias of teaching these disciplines;
The backbone and integrating all major disciplines is the subject of "Robotics and Ka";
Active use in the educational process of the second half of the day for design, research and practical activities of students;
The emphasis in teaching is not on gifted students, but on students interested in the development of technical thinking (learning depends on the degree of motivation, and not on previous academic success);
Students gather in an "engineering group" only in compulsory classes in physics, mathematics and computer science, while the rest of the time in their regular classes (teaching group
young schoolchildren do not stand out structurally into a separate class from their parallel);
The training of the "engineering group" is based on a network principle.
Let us dwell on these conditions in more detail.
The first condition is fundamental training in the basic basic disciplines - physics, mathematics, computer science. Without key, fundamental knowledge in physics and mathematics, it is difficult to expect further successful progress in mastering the basics of technical thinking by schoolchildren. At the same time, fundamental training for future physicists and engineers is two big differences. In the development of technical thinking, the main requirement from the subject of physics is a real idea of \u200b\u200bthe phenomena that occur during the technical implementation of a specific project. Sufficient mathematical training allows you to first make a preliminary assessment of the necessary conditions, and then an accurate calculation of the conditions for the implementation of the future device. Rigorous proof, inherent in mathematical disciplines, and deep theoretical insight into the essence of a physical phenomenon are not a vital necessity of engineering practice (this can often even harm the adoption of a balanced technical decision).
According to V.G. Gorokhova, “an engineer must be able to do something that cannot be expressed in one word 'knows', he must also have a special type of thinking that is different from both the ordinary and the scientific” [Gorokhov, 1987].
The fundamental training of future engineers is achieved through the development of special programs in physics, mathematics and computer science, which are largely integrated with each other. The number of teaching hours has been increased compared to the regular school curriculum (physics - 5 hours instead of 2, mathematics - 7 hours instead of 5, computer science - 3 hours instead of 1). The expansion of programs is largely due to the use in teaching of workshops focused on solving applied and technical problems, as well as
the same execution of research projects in the afternoon.
The subject of robotics is backbone and integrating for all major subjects of study. The creation of a robot allows one to merge the physical principles of a structure into a single whole, evaluate its implementation, calculate its actions, program it to obtain a certain finished result.
Unlike other similar schools, in which basic and additional education are not linked into a single educational process, our programs for their implementation use the possibilities of additional education in the afternoon. They include workshops and design and research activities of schoolchildren. In the course of this work, students complete small, complete engineering projects that apply the knowledge gained in all major disciplines. These projects include all the main stages of real engineering activity: invention, design, design and manufacture of a really working model.
Another condition for the construction of engineering education is to focus not on gifted, high-performing schoolchildren, but on students interested in engineering, who may not have very high achievements in basic subjects. In our education, we strive to develop the learning abilities and technical thinking of schoolchildren who have not yet shown themselves, through the exploitation of their high interest in this area of \u200b\u200bknowledge. Special educational procedures are aimed at this, such as: excursions to museums and enterprises, individual and group tournaments, visits to university laboratories and the organization of classes in them. For this purpose, at the Institute of Mathematics, Physics, Informatics of the KSPU named after V.P. Astafiev, a special laboratory of robotics has been created, designed to conduct classes with schoolchildren and students.
At the moment, a significant number of schools have specialized physics and mathematics classes, and one would assume that such classes successfully cope with the preparation of students inclined to engineering, but in reality this is not the case. In physics and mathematics classes, specialized subjects are studied in more detail, but that's all, and this in no way allows students to learn more about the profession of an engineer, and even more so to "feel" what it means to be an engineer.
In the specialized classes, the same school curriculum is studied, albeit in more depth, which, perhaps, will allow children to better learn a particular subject, but in no way helps them to acquire engineering skills.
Engineering education, in addition to studying the school curriculum, should allow students to combine the knowledge they have acquired in all basic subjects into a single whole. This can be achieved by introducing a single technical component into the programs of the main subjects (in their practical and training part).
In addition, the process of re-forming the existing educational structures in order to highlight a specialized class is painful and ambiguous. Often, reluctance to transfer to another class, to break off existing social and friendly ties is higher than interest in a new cognitive field. Another argument against the creation of dedicated profile classes in schools is the initial elite nature of their education.
It is interesting, in our opinion, about the graduates of physics and mathematics schools E.V. Krylov: “... I worked at Novosibirsk University in the course of mathematical analysis and observed the further fate of graduates of specialized schools. Convinced that they knew everything, they often relaxed in the first year of the university and after a year lost to students who came from ordinary schools ”[Krylov, Krylova, 2010, p. 4].
In our project “Educational Center for Natural Sciences named after M.V. Lomonosov (TsL) "for classes in mathematics, physics and computer science, schoolchildren gather in a specially
dedicated laboratories from their permanent classes. After completing classes for other subjects, students return to their usual established classes and serve as guides and advocates for the benefits of developing engineering education in the school environment.
In the case of creating a dedicated class, we immediately solve many organizational problems, but at the same time deprive students of the opportunity to develop independence and responsibility, since these competencies can be developed only under certain conditions and these conditions are absent when teaching in a dedicated class.
This project has been developed and implemented by us since 2013. The project team includes employees of the Institute of Mathematics, Physics, Informatics of the KSPU named after V.P. Astafieva, representatives of the administration and the gymnasium teacher 1. Based on the experience of working in 2013-1014, our design team came to a conscious decision about the need to set up an engineering school on a network basis. The need for a network device is dictated by the impossibility of ensuring the full development of technical thinking and engineering education using the resources of any one educational structure. Engineering education, in fact, is multivariate and requires the participation in the educational process of various representatives of different levels of education (school and university), representatives of the manufacturing sector of the economy, and parents.
Networking allows for the joint development of original educational programs. On the basis of the teams of all project participants, a united team of teachers and representatives of the profession is formed. The equipment and premises of each organization are shared by the network participants, and the project is co-financed.
There are additional education structures within the school that are ready to be
partners in this education. One of these structures is directly intended for the formation and development of the technical thinking of schoolchildren - this is the Center for Youth Innovative Creativity (YCIT), where unique digital equipment for 30 typing is installed, the other is the Youth Research Institute of the Gymnasium (MIIG), which deals with design research activities with schoolchildren in the afternoon.
Let us designate all the equal subjects of the current network and reveal their functions.
Krasnoyarsk University Gymnasium No. 1 "Univers" - provides and monitors the workload of students in basic education in the first half of the day and partially in the second.
Institutions of additional education (TsMIT, MIIG) - implement the project study load of students in the afternoon.
Pedagogical University (KSPU) - develops and controls the educational programs of the center in terms of the development of technical thinking.
The enterprises (RUSAL, Krasnoyarsk Radio Plant, Russian branch of National Instruments) provide technological aspects and vocational training based on their training centers and equipment.
Parents - finance additional education services, participate in the organization of outreach events, and influence schoolchildren through individual representatives with engineering professions.
Such a networked device is possible with a united, open team of educators, representatives of the professions and interested parents.
At the same time, each subject of this network can also perform their specific functions in the joint educational process. With regard to the Center for Natural Sciences named after M.V. Lomonosov's network structure available today is shown in Fig.
Figure: Center network device diagram
Let us now return to the question of the role of a pedagogical higher educational institution in training personnel for solving the problems of engineering training of schoolchildren. To prepare a teacher who is ready to actively develop the technical thinking of a student, his special and purposeful training is necessary. It so happened that within the framework of the Institute of Mathematics, Physics, Computer Science, there are all the necessary professional opportunities for training such a teacher. Within the institute there are departments of mathematics, physics, informatics and technology. Currently, the institute has developed and adopted a two-profile bachelor's degree program linking physics and technology. The training program for the future technology teacher is now being revised based on the tasks of the engineering school. The program for the mathematical training of students has been changed, courses in descriptive geometry, graphics and drawing have been added. Teaching materials have been significantly changed in terms of trigonometry, elementary functions and vector algebra. The discipline "Robotics" is taught to students of technology. Currently de-
attempts are being made to change physics training by linking physics workshops to technological applications.
Bibliographic list
1. Gorokhov V.G. Know in order to do. M., 1987.
2. Krylov E.V., Krylov ON. Is premature development harmful to the intellect? // Accreditation in Education. 2010. N 6 (41). September.
3. Leontovich AV Basic concepts of the concept of development of research and project activities of students // Research work of schoolchildren. 2003. No. 4. S. 18-24.
4. Putin V.V. Opinions of Russian politicians about the lack of engineering personnel. 04/11/2011 // State News (GOSNEWS.ru). Internet edition [Electronic resource]. URL: http://www.gosnews.ru/ business_and_ authority / news / 643
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