Theoretical background for creation of intellectual environment and educational conditions for its implementation

The article is devoted to a topical problem of development of intelligent educational environment with different levels for a competence paradigm implementation of education at secondary schools and higher educational institutions. The author identifies the key features of this environment. Firstly, the goal of the study is determined by the student. Secondly, the roles of all subjects in educational process are changed. The teacher becomes a “manager of educational process”, develops and organizes the educational process for students, ensures the goal achievement, as well as conducts a “correction” of the goal, if it conflicts with the public interest. Knowledge is provided by local and global database as required. Thirdly, learning environment becomes “virtual” and transfers into the information environment, where learning can be carried out twenty-four hours, without limits in time and place. The author shows when students lack for clearly set standards, role models, the experts can take their responsibilities, who are able to predict correctly the labor market needs and stimulate the students to achieving their educational goals due to personal example. The educational goal and ways for its achieving involve in this case a variety of pedagogical situations, each of which contains a learning task for solving of which it is required formation in the student of a certain level of cognitive, operation-and-guideline, motivational, ethical, social, and behavioral components of key and professional competences. The teachers develop pedagogical situations on base of practical experience of specialists and experts. In contrast to real situations described by experts, pedagogical situations are adapted for the age, mental and emotional development of students and reflect the interests of the state and society. Translation of educational environment into virtual (information) space and representation of learning process in the view of a chain starting from entry-level to the target teaching situation is possible only on base of proven in similar professional environments theory of fuzzy sets, due to which a mathematical model of the educational process can be created. Intellectualization of educational environment implies that the environment consists in a mechanism of adaptation of educational objectives of that level at which the task can be solved by the student himself/herself due to his/her own knowledge, practical experience, and also motivational, ethical, social, and behavioral component of key and professional competences. The considered method for organization of intellectual educational environment was tested and implemented practically within the period of 2010-2016 by the example of organization of educational process for training electrotechnical personnel Ltd. “Vektor-S” and Ltd. “Kompaniya Voronezhenergostroy” in secondary schools of Voronezh region in the frames of retraining and advanced training at Voronezh state pedagogical university.

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