DOI: 
http://dx.doi.org/10.15293/1813-4718.1904.05
UDC: 
378+316.6
Adolf Vladimir Alexandrovich
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Chief of the Department Pedagogy, Krasnoyarsk State Pedagogical University named after V.P. Astafiev, adolf@kspu.ru, Krasnoyarsk
Dashkova Alena Karlovna
Senior Lecturer of the Radio-Elektronic Systems Department of the Institute of Engineering Physics and Radio Electronics, Siberian Federal University, Dashkova_777@mail.ru, Krasnoyarsk

Features support process of adaptation of future engineers at the university

Abstract: 
The article analyses the extent of the problem of adaptation of students to the educational and professional activities in the University and the influence of adaptation on the quality of training. In pedagogical theory and practice are insufficiently addressed the problem of adaptation of future engineers to educational and professional activities in the University, in particular, for specialists in the field of electronic systems. It is shown that for efficient adaptation of students – future engineers need to pedagogical support of process of adaptation in the University. Pedagogical sup-port takes into account the orientation of educational and professional activities and is implemented in the following areas: engineering, socio-professional and personality-oriented. In each area of the identified factors that affect the adaptation process, defined tasks of pedagogical support of process of adaptation, justified the organizational and pedagogical conditions, designed forms and methods of ensuring the effectiveness of future engineers to adapt to the educational and professional activi-ties at the University. Pedagogical support of process of adaptation of students to the educational and professional ac-tivities in the University conducive to: supplement the content of the educational and professional activities of material, developing digital technology in the training of future engineers; the involve-ment of future engineers to practical activity, including safe professional activities; mainstreaming the needs of future engineers in mastering the techniques of self-organization, self-development and self-realization, in understanding the meaning, values and priorities of the educational and profes-sional activities.
Keywords: 
future engineers, educational and professional activities, organizational and pedagogical conditions, support the process of adaptation, safe professional activities
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References: 

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