techtranspТехник транспорта: образование и практикаTransport Technician: Education and Practice2687-10252687-1033Federal state budget establishment additional professional education «Educational and instructional center for railway transportation»10.46684/2687-1033.2025.1.12-21GGRUYCtechtransp-752Research ArticleТЕНДЕНЦИИ РАЗВИТИЯ СОВРЕМЕННОГО ОБРАЗОВАНИЯTRENDS OF MODERN EDUCATION DEVELOPMENTСовременные подходы к общеобразовательной подготовке в среднем профессиональном образованииModern approaches to general education training in secondary vocational educationНаумоваС. И.NaumovaS. I.

Наумова Светлана Ивановна — проректор ФГБОУ ДПО ИРПО.

119017, Москва, ул. Большая Ордынка, д. 25, стр. 1

Svetlana I. Naumova — Vice-Rector, Federal State Budgetary Educational Institution of Continuing Professional Education “Institute for the Development of Professional Education” (FGBOU DPO IRPO).

build. 1, 25 Bolshaya Ordynka st., Moscow, 119017

s.naumova@firpo.ruКостенкоН. Б.KostenkoN. B.

Костенко Наталья Борисовна — кандидат психологических наук, заместитель начальника Управления внедрения новых образовательных технологий СПО ФГБОУ ДПО ИРПО.

119017, Москва, ул. Большая Ордынка, д. 25, стр. 1

РИНЦ ID: 113322

Natalia B. Kostenko – Cand. Sci. (Psychol.), Deputy Head of the Department for the Implementation of New Educational Technologies in Secondary Vocational Education, Federal State Budgetary Educational Institution of Continuing Professional Education “Institute for the Development of Professional Education” (FGBOU DPO IRPO).

build. 1, 25 Bolshaya Ordynka st., Moscow, 119017

ID RSCI: 113322

knb75@mail.ruФедеральное государственное бюджетное образовательное учреждение дополнительного профессионального образования «Институт развития профессионального образования» (ФГБОУ ДПО ИРПО)РоссияFederal State Budgetary Educational Institution of Continuing Professional Education “Institute for the Development of Professional Education”Russian Federation202504032025611221Copyright © Наумова С.И., Костенко Н.Б., 20252025Наумова С.И., Костенко Н.Б.Naumova S.I., Kostenko N.B.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.ttspo.ru/jour/article/view/752

Рассматриваются современные подходы к общеобразовательной подготовке при реализации образовательных программ (ОП) среднего профессионального образования (СПО) в России. Основное внимание уделяется интеграции профессионального компонента в содержание общеобразовательных дисциплин, что обусловлено растущим спросом на профессиональные траектории среди выпускников школ. С 2021 г. происходит процесс внедрения методик преподавания общеобразовательных дисциплин с учетом профессиональной направленности программ СПО, реализуемых на базе основного общего образования, инновационная практика, оценка которой дается в данном исследовании. Эта методическая система основывается на 4 принципах: интенсификации, профессионализации, интеграции и цифровизации.

Выполнено качественное исследование, основанное на экспертных интервью и анкетировании, с оценкой эффективности новой методической системы преподавания общеобразовательных дисциплин с учетом профессиональной направленности ОП СПО. Анализируются результаты внедрения, барьеры реализации и влияние на профессиональный рост преподавателей. Экспертное сообщество высоко оценивает как прямые, так и косвенные результаты новой методической системы, предлагаются новые наработки для поддержания устойчивого развития новых методических практик. Выделяется набор дефицитов и барьеров внедрения новой методической системы, преодоление которых может стать способом дальнейшего роста.

The article considers modern approaches to general education training in the implementation of educational programmes of secondary vocational education (SVE) in Russia. The main focus is on the integration of the vocational component into the content of general education disciplines, which is due to the growing demand for professional trajectories among school graduates. Since 2021, the process of introducing methods of teaching general education disciplines taking into account the professional orientation of secondary vocational education programmes implemented on the basis of basic general education has been underway, an innovative practice assessed in this article. This methodological system is based on 4 principles: intensification, professionalisation, integration and digitalisation. The authors conduct a qualitative study based on expert interviews and questionnaires, assessing the effectiveness of the new methodological system of teaching general education disciplines, taking into account the professional orientation of vocational education programmes. The results of implementation, barriers to implementation and impact on teachers’ professional development are analysed. The expert community highly appreciates both direct and indirect results of the new methodological system, and new developments are proposed to support the sustainable development of new methodological practices. Nevertheless, a set of deficits and barriers to the implementation of the new methodological system is highlighted, overcoming which may be a way to further growth.

среднее профессиональное образованиепрофессиональная направленностьобщеобразовательные дисциплины образовательных программ СПОобщеобразовательная подготовкаИнститут развития профессионального образованияметодики преподавания общеобразовательных дисциплин с учетом профессиональной направленностирезультаты внедрениякачественное исследованиеsecondary vocational educationprofessional orientationgeneral education disciplines of secondary vocational education programsgeneral education trainingInstitute for the Development of Professional Educationmethods of teaching general education disciplines taking into account professional orientationimplementation resultsqualitative researchReferencesSummary report on the form of federal statistical observation No. Education secondary vocational-1 “Information on the educational organization carrying out educational activities under educational programs of secondary vocational education”. 2024. 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The authors declare that there are no conflicts of interest present.