The use of competence-oriented tasks in the process of mathematical training of future economists

Abstract

The article is devoted to the actual problem of the use of competence approach in higher education. This is one of the most progressive pedagogical technologies of modern high school. According to global educational trends, it is aimed at refocusing of the learning process on the result, on acquisition of skills and competencies that allow a future expert to work effectively and to be successful in his/her professional field. The introduction of competence approach in teaching practice allows to solve a number of problems. At first, it gives a chance significantly to increase the interest of students to the subject in general and facilitate the perception of difficult mathematical aspects. Furthermore, seeing the prospects of the application of knowledge in their future professional activity, students change their attitude to the learning process, they become more responsible and conscientious in their learning. This allows significantly to intensify educational and cognitive activity of students and achieve better results in the acquirement of knowledge. Finally, obtaining by students thorough fundamental mathematical training contributes to the preparation of highqualified specialists of economic sector in future.The author presents the experience of using of competence approach in the study of mathematics in Simon Kuznets Kharkov National University of Economics. The features of the implementation of competence-based approach in the study of mathematical disciplines of students of economic specialties have been considered. The author gives recommendations on development and educational use of competence-oriented tasks as a way of implementing competence approach. An important factor is the requirements for validation of the results, which should be presented and defensed. Specific examples of competence-oriented tasks on Linear Algebra have been given. It also lists general and specific competencies that students receive as a result of performance and public defense of outlined tasks. The expediency and effectiveness of the proposed teaching practice, tools and methods in terms of formation of professional competence of future economists have been justified. The possible directions for further investigations of the problems of implementation of competence-based approach in education