The effectiveness of the educational process depends on the interaction of its three main components: students - teachers - educational environment. Before developing modern curricula, it is necessary to study the characteristics of the participants of this interaction in detail. The purposeful study conducted at Kharkiv National University of Construction and Architecture showed quite expressive results of studying the characteristic features of modern higher education applicants. Let's summarize them.
For 70% of students studying at a technical university is characterized by the following.
Most modern students lack recognition of the need for knowledge under the pretext of their optionality to achieve life success and unrestricted internet accessibility, which is a dangerous trend for both society as a whole and a particular person. Students consider themselves more competent than tutors in working with information, because they know how to receive it easily. But they don't admit to doing it unsystematic. Students do not understand the difference between "noise", "information" and "knowledge". They do not realize that "information" in difference from "noise" carries something new, but only knowledge gives the understanding of the connections contained in the information and reveals the meaning of actions as conditions for making independent decisions.
Modern students are socialized through online networks. Virtual reality has replaced not only with real one, but it has also replaced parents and teachers, traditionally significant people for them. So local control has been lost. External agents of influence began to act through powerful social networks that formed new models of behavior. The immediate environment has lost its importance with the possibility of escaping into the virtual world. This greatly complicated the educational impact on students.
Modern students, on the one hand, experience the highest level of freedom and independence, and on the other hand, worry constantly about the thoughts of the environment under the influence of social networks. This makes them dependent on external assessment [1]. In the competition of ambition, students show their self-interest in exaggerated positive embellished form. Attractive imitations that give the desired situation for the real one, integrate into the consciousness and remove the boundaries between reality and virtuality. Simulated competence masks unconscious ignorance.
The comfortable state of satisfaction with one's own without unduterent tension is violated by the requirements of studying at the university, which requires a systematic approach, strong-willed and intellectual efforts. The inability to hard
intellectual work is consequences that, in fact, children have gained unrestricted access to information, but not to knowledge and values beyond the action of the "nearest development zone" [2], previously personal moral and intellectual maturation.
The refusal of young people to acquire complex competencies dates back to the 60s of the last century when the revolutionary movement of Western youth under the slogans of humanist ideology destroyed all external offerings on the way to unlimited freedom and expression, up to freedom from morality. The traditional sign of Western morality is in responsibility replaced by empathy, and feelings got the upper hand over will and public consciousness. A person began to choose something that harmonizes his inner state, and not what others need. Therefore, there was a socially dangerous imbalance in the choice of professions, or the priority of dreams over common sense. For example, 50 persons in place for media-communications and the lack of those who want to receive engineering specialties, which are so necessary for the economy.
But effective training of modern students is not unattainable for experienced, competent and creative teachers. This, first of all, is facilitated by the reorientation of traditional subject-centered learning to a student-centered one. Within its limits, it is necessary to use the cognitive and personal characteristics of modern students for their purposeful development in the direction of synergist satisfaction of individual and social needs. To do this, there is an educational technology [2], but first we will focus on the problems.
Modern students like to work in real and virtual teams of any configuration. They value geopolitical mobility, which stimulates the development of their speech competence, which allows them to have friends in different countries and not to feel borders. This trend should be returned in favor of education.
Studying in the format of teamwork on a particular project allows achieving effective results not only in the cognitive development of students, but also to stimulate their personal development as agents of positive changes. Thus, the process of education of students becomes inseparable from the learning process, because the project team work simulates real conditions of professional activity, which allows to develop not only subject, but also general, communicative and research competencies. Here, the virtual one works for real one in optimal mode, if a sense of command, as a working living structure with inherent values and culture, is achieved.
In the teamwork of modern students, it is worth paying attention to their personal characteristics [2] regarding ambition, competitiveness and self-interest, the desire for success and career growth, the need to realize the meaning and practical significance of their actions, to have clear goals. They want to know the rules of the game from the beginning. It is very important for them that the remuneration strategy is transparent, honest and understandable. Academic incentives are not as important to them as the feeling that they are important to the team. This generation wants to feel that they are doing something special and that they are important to the team regardless of its size.
A team of modern students has their own requirements for what their leader should be. They need not a boss, but a comrade who pays attention to them, helps and supports them. They appreciate a heartfelt and at the same time demanding relationship, live contact, constant feedback, focused on the task. The team leader should not only give a realistic assessment of the activity, but also adapt the reward to real needs. It should not be formal. Therefore, in modern teams it is best to practice the modern trend of transitional leadership, depending on the tasks. Teamwork should not be too formalized. This is a good excuse for so-called reverse mentorship. Team members can advise each other on the topics of the project where they are best. Similarly, they can assess how this or that approach will work. The main thing is a sense of unity and mutual intelligence.
Thus, in order to reorient education to a student-centered study, it is necessary to study the semantic, cognitive and personal characteristics of modern students. The result of the study may be the use of both positive and negative trends identified for the organization of the educational process, optimally tuned to the needs of a new generation of students.
REFERENCES
1. Sergeyeva T.V. Orientation to personality qualities while developing training courses and selecting teams for multidisciplinary international projects / T.V. Sergeyeva // Вісник ХНПУ ім. Г.С. Сковороди. Серія “Психологія”. – Вип. 57. – Харків, 2018. – С. 282-292.
2. Barber J. Developing generic competences in learning to learn: Textbook / T. Serheyeva, J. Barber. ‒ Kharkiv: “Operativnaya poligrafiya”, 2016. – 120 p.
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