Designing the Teaching Model of Multilevel Gradual Training of Students in Innovative Engineering

Abstract

Introduction. Undoubtedly, today the innovative training of students is a must, but the problem is how to realize it methodologically, meeting contemporary needs of the state and society. The objective of the article is to design a teaching model that would serve the basis for the methodology of training students in innovative engineering, based on multilevel integration and gradual education, adapted to certain conditions of the educational environment. Materials and Methods. The article developed the methodology for intertwined integrated and interdisciplinary scientific and methodological approaches comprising the unified system. It aimed to develop models of multilevel gradual training of students in innovative engineering. Methods (morphological one, involved in compilation of models for integrating levels and stages of learning; hypothetical-deductive one helping formulate the working hypothesis; experimental one confirming the working hypothesis and aiding to study the efficiency, etc.) and principles (multilevelness and gradualness) formed the basis for the development of models for training in innovative engineering. Results. The morphological table of models of multilevel gradual training of technical university students in IE was developed. One model of interdisciplinary integration of general technical disciplines with various types of activity was implemented using three stages (basic, synthesis-modelling, design and production) within the framework of the business game “Design office”. Model efficiency and the hypothesis were confirmed during the experiment. Discussion and Conclusion. The method was proposed for selecting models of multilevel and gradual training of students in innovative engineering. The methodology for interdisciplinary integration of general technical disciplines with various activities was developed. The methodology of the pedagogical experiment was elaborated for multilevel monitoring of innovative competences’ formedness. All results form the basis for methodological and scientific support in shaping students’ innovative thinking.

Keywords

• innovative engineering
• teaching model
• methodology
• rapid prototyping technology
• competence
• multilevel gradual training