Fundamentals of production process technologies (2) - Abstract. Typical scheme for constructing the learning process

Introduction.

Labor training is part of the entire educational process at school; it serves the comprehensive and harmonious development of students’ personality and preparation for practical activities. The role of labor training in mental education is determined by the fact that in work a person’s circle of perception and ideas expands, cognitive abilities are improved, the basic processes of mental activity are formed (analysis, synthesis, induction, deduction), and the ability to independently acquire knowledge and apply it in practice is developed.

In this regard, various training systems were tested.

Target. In the process of labor training, schoolchildren are taught to be independent and persistent in solving work problems, and equipped with the ability to plan and carry out complex work.

In accordance with the purpose of the study, the following were put forward: tasks:

• Study the literature on this issue.
• Develop instructional cards for lesson topics.
• To experimentally prove the effectiveness of using an operational-integrated teaching system in sewing lessons in grades 10-11.

Subject of study- the process of applying various training systems.

Object of study– the process of teaching students in sewing lessons in grades 10-11.

Research hypothesis is to increase students':

• level of knowledge and skills;
• interest in the subject being studied;
• ability to independently solve work problems;

Expected results:

• students’ ability to use instructional instructions in lessons;
• independent preparation of technological maps;
• independent production of complex works.

Research methods:

• select a training system when working in classes with different hour loads;
• adapt the industrial training system in a school setting;
• testing students' knowledge during complex work;
• finalizing the selection of a training system and preparing it in the form of a report.

Chapter 1. Theoretical part.

1.1. Industrial training systems.

The industrial training system refers to the content and structure of industrial training, reflected in the relevant programs, as well as the sequence of mastering knowledge and skills.

Industrial training systems:

1. Subject.
2. Operating room.
3. CIT (central labor institute).

Subject teaching system.

Students, in this system, make individual products from beginning to end under the guidance of a teacher. At the beginning, simple products, then more and more complex.

Advantages:

• students are interested in work because they create the right things;
• the ability to independently choose various methods and methods of work.

Flaws:

• it is difficult to select products according to the complexity of manufacture (first complex, then simple);
• training is long and ineffective;
• This system eliminates the need to carry out exercises based on individual techniques and operations.

Operating system training.

Russian mechanical engineer Sovetkin, a teacher at the Moscow Technical School, while studying the work of workers, came to the following conclusion. Why teach students how to perform individual products? It’s better to learn all the techniques and operations and then this student will be able to do any work.

Sovetkin developed a training program, where he arranged individual operations depending on complexity, and selected products in which the operations being studied occur.

Advantages:

• individual operations are well mastered (the basics of mastery are consolidated);
• sequence of training;
• the training period is reduced;
• connection between theory and industrial training.

Flaws:

• students study operations separately from one another, without linking them into a single technological process;
• Students' interest decreases because they do not make finished products;
• Students perform operations on unusable pieces of material.

CIT (Central Institute of Labor).

Training according to the CIT system is that labor techniques and operations are divided into separate elements and each element is memorized to the point of automatism, using written instructions and simulators.

Advantages:

• correct construction of labor techniques and operations;
• organization of the workplace and stand (postures);
• high labor productivity, students develop strong skills and abilities.

Flaws:

• underestimation of the theoretical knowledge necessary for conscious and productive work.

Operational-complex training system.

When learning according to this system, students study several simple operations, then perform complex work on the studied operations, then again study more complex operations and again perform complex work on the studied operations, etc., until they have studied all the operations, then students perform only complex ones work.

Advantages:

• training is provided in training workshops and then in enterprises;
• close connection between theoretical training and industrial training;
• training based on productive work (what we do, we deliver);
• training based on modern technology (what is new is used, it is studied, if it is outdated, it is not studied).

1.2. Rationale for choosing classroom teaching systems

Teaching occupies an important place among the main types of human activity. Its success is associated with the presence of both general and specific (subject) knowledge and skills, positive motives that ensure cognitive activity.

A skill is a set of knowledge and skills that provides the ability to perform a certain activity or action under certain conditions (K.K. Platonov). These are not any actions, but only those that are performed successfully, in the most optimal way.

What exactly is included in the content of the ability to learn? Mastered methods of educational activity, including both general (general educational) skills used in the study of all or many academic subjects, and special (subject-specific) teachings that are used only in the process of studying any one subject. Of all the classifications of teachings known to us, the most orderly and suitable for use in practice is the classification of Kulibaba I.I., according to which all skills can be presented in the form of three groups:

1) special (subject) skills;

2) skills of rational educational activities;

3) intellectual skills.

Intellectual skills include the ability to analyze, synthesize, generalize, compare and other “techniques of logical thinking” (N.F. Talyzina). This is, for example, the ability to classify, the ability to oppose, etc. This also includes skills that are highlighted in the psychology of work by I.S. Yakimanskaya, for example, the ability to create spatial images and operate with them, the ability to observe, etc.

The skills of rational educational activities include the following: the ability to rationally read a text, plan and organize one’s educational activities, manage them, monitor the results of educational work, and correct them. It should be noted that this group of skills is aimed at self-organization and self-regulation of educational activities.

When planning various types of cognitive activity of students in the learning process, it is necessary to purposefully highlight the content and composition of general educational and special skills.

Most practical work is accompanied by special documentation: technological and instructional cards, task cards, technological diagrams, etc. This is a kind of guide to action, so it is important to teach schoolchildren to analyze educational technological documentation. This is where practical work should begin.

Information on the manufacture of various products can be presented in the form of diagrams and technological maps. To teach schoolgirls to use this documentation, it should be analyzed. This is done during a general conversation, during which the teacher reminds that analysis is the mental dissection of the whole into parts in order to reveal the internal connections between them. Synthesis is a mental or real combination of elements into a whole; allows, in unity with analysis, to move from particular concepts to more general ones.

To learn how to conduct analysis and synthesis, students can do the following:

1) mentally dismember an object into its component parts;

2) try to detect characteristic features and details in the highlighted parts;

3) identify significant, cause-and-effect relationships between individual parts;

4) try to answer the question: on the basis of what is the connection of the parts being studied into a single whole?

During the conversation, it turns out that the technological map for processing a particular node includes:

1) list of equipment, devices,

2) sequence of work execution,

3) quality indicators.

In addition, in the technological map the processing sequence is given in stages. The teacher points out that all the components of the technological map are interconnected: the specified set of equipment and tools is necessary for processing.

So, a detailed examination of the technological map allows you to see the relationship of the upcoming steps. It is the ability to combine the elements of a unit into a single whole that is an operation of synthesis, and analysis is two interrelated aspects of cognitive activity.

Also, in the process of labor training, it is necessary to develop in students the ability to perceive and feel the beauty and transformative power of labor, the ability to create beautiful things.

Success can be achieved if appropriate conditions are created for labor training and productive work of students: good equipment with tools, rational arrangement of equipment, appropriate coloring of the room, etc., but one of the significant conditions for students is the presence of socially useful orders products that will be worn in the future.

Based on the above, I chose an operational-complex system for teaching students, because it meets all modern requirements for the formation of knowledge in the process of labor training: training in analysis and synthesis, training based on productive labor; close connection between theoretical training and industrial training. In the process of gradual mastery of knowledge, students accumulate a certain amount of knowledge. Subsequently, students can independently use the acquired knowledge when performing this or that complex work.

Also Makarenko A.S. He said that there are no methods that are known to be good or bad, only in the system of pedagogical means can their objective assessment, verified by experience, be given. In the course of working in different classes, I came to the conclusion that it was inappropriate to use an operational-complex teaching system in classes with a two-hour workload per week. This is explained by the fact that students do not have time to complete complex work after studying several simple operations throughout the entire school year. In this regard, interest in the subject disappears, therefore, in classes with a small hourly weekly load, it is advisable to use a subject-based teaching system, but with the obligatory use of technological maps in lessons, because their use forms intellectual skills (analysis and synthesis).

The operational-complex training system has proven itself in specialized classes, with a weekly load of six hours. This leads to the following:

1) compliance with technology, compliance with all quality indications;

2) the ability to organize a workplace;

3) compliance with labor discipline, sanitation and safety rules;

4) completing the work independently on time.

Chapter 2. Practical part.

2.1. Application of an operational-integrated teaching system in sewing lessons in grades 10–11.

operational topics. Teach students how to handle tools, equipment, devices and prepare them for work.

Teach students to perform work techniques correctly and rationally.

Teach students to perform labor operations correctly.

Introductory instruction on the entire topic is carried out in order to open up prospects for studying the topic, as well as to prepare students for completing these educational tasks. This introductory briefing takes 7-10 minutes. He can be:

• for simple complex work, the name of the topic and the number of hours to study are reported;
• for complex complex work, briefly familiarize students with the content of the topic: inform what work students will do on the entire topic, show these works and give a brief description of them; indicate which material from what has been covered should be repeated by students for better understanding of the topic.

Introductory briefing on the materials of the lesson on the operational topic.

1. The topic and purpose of the lesson are communicated.
2. Check students' theoretical preparation for the lesson (questions are asked) The teacher asks short questions and interviews as many students as possible. The questions are not difficult, taking into account the students' abilities.
3. Explain the organization of workplaces and the procedure for performing operations. The material should be presented taking into account the preparation of students using the method of story-explanation, using drawings, instruction cards, and samples.
4. Show the labor techniques and operations being studied. Demonstration of labor techniques and operations is shown in detail, each element and the entire operation in working, slow motion and again at a working pace.
5. Warn about typical errors and control methods.
6. Inform safety technician.
7. Check how students have mastered the material. When asking the most difficult theoretical questions, be sure to ask about safety precautions and repeat the students’ techniques and operations that the teacher demonstrated. It is advisable to repeat the most difficult questions twice for weak students.
8. It is advisable to repeat the demonstration of labor techniques.
9. Students begin to complete assignments.

Ongoing instruction on operational topics.

When walking around workplaces, the teacher approaches each student, taking into account individual abilities, and observes the work. If students make mistakes, stop work, and with the help of leading questions, get the student to find the mistake and correct it; if the student cannot find the mistake or correct it, the master practically shows the work technique and operations. If a student completes a task, subsequent students should be praised and instructed.

Final briefing on the operational topic.

1. Summarize the work day. Usually carried out through conversation. When analyzing the work, you can call the most prepared student to characterize this product. He indicated the errors and how to correct them, indicated the reasons that influenced the errors.
2. Analyze the students’ work (2–3 products), in which more frequently repeated errors were made, and 1–2 excellent works. A student who has done an excellent job is asked to explain how he completed the proposed task or, conversely, to call the worst student to analyze the best work.
3. Report your grades for this lesson.
4. The topic of the next lesson is announced.
5. Homework. Review the theoretical material needed for the next lesson.

Tasks facing the teacher when studying complex topics. The teacher must strengthen students' skills in previously studied operations and teach them to combine these operations in various jobs.

Improve skills in previously studied operations.

Formation of skills and abilities to independently plan technological processes.

The teacher must teach students to do work at a faster pace and introduce time standards.

The teacher must make higher demands on the quality of work.

Introductory briefing on lesson materials on complex complex work.

1. Inform the topic and purpose of the lesson.
2. Review the material necessary to study the topic of the lesson.
3. Analyze drawings, instruction cards and indicate technological requirements for the work.
4. Explain the sequence of work (often the work is designed for several lessons, so in the first lesson the teacher briefly explains the entire technological process and in detail what will be done in the lesson, ahead of the explanation by one to two hours of student work). The presentation of the material is carried out using the method of conversation, the master shows the most complex labor operations where students can make mistakes, or operations that students have not previously studied.
5. Show and explain the most complex techniques and operations. Students can be involved in the demonstration; the demonstration gradually acquires a secondary character, so the time for introductory instruction is reduced. During the introductory briefing, the teacher focuses on the quality of work and meeting the time limit.
6. Point out typical errors, measures to prevent them, explain and show ways to control the quality of work.
7. Give the necessary safety instructions.
8. Check how students have mastered the introductory instruction material.

Current instruction on lesson materials on complex work.

Collective ongoing briefing on complex work.

It is carried out when students make the same mistake. Stop the work of the entire group, call them to their workplace, point out the error and analyze the causes of this error. Show in detail the work method or operation where the mistake was made. Question the students, if everyone understands, begin the task.

Individual ongoing instruction.

Most often it is carried out using a targeted walkthrough of workplaces.

When visiting workplaces, the teacher sets goals:

• Check the organization of the workplace, whether all students have started work;
• How students perform labor techniques and operations;
• How do students use control and measuring tools, do they perform labor techniques and operations correctly;
• How students use educational and technical documentation and observe safety precautions;
• Acceptance of completed work, checking the cleaning of the workplace and storage of tools.

Methodology for conducting ongoing instruction based on lesson materials on complex complex work.

When performing complex work, students have little production experience, therefore, when walking around workplaces, the teacher intervenes in the students’ work only in cases where safety precautions are violated and there is an obvious defect in the work.

The teacher pays attention to the quality of work, compliance with time standards, and the technological process, giving students more independence in using techniques and methods of work in their work.

Final instruction on lesson materials on complex complex work.

It is carried out using the conversation method. Students, under the guidance of a teacher, analyze mistakes made in their work, the reasons for their occurrence, and how to correct them. The best students are invited to describe technological processes, techniques and methods of processing products. Homework is given more difficult. Describe the technological process or complete the instructional and technological map on the topics of the following lessons.

Induction training on complex complex works (students perform different works in the same lesson).

The induction training scheme is exactly the same as for simple complex work.

The differences are that in these cases the introductory briefing is carried out in two stages:

1. At the beginning, a collective introductory briefing is held, where repetitive elements or work performed by several students, or the most complex work are discussed.

2. Then the students get to work, and the teacher goes to instruct those students who did not receive an explanation at the collective introductory briefing.

Often, when performing complex complex work, students encounter new devices and tools that they have not worked with, so the teacher needs to show how to work with these tools and warn students that the quality of the work performed may decrease at the beginning.

Educational and technical documentation.

For the consistent assimilation of knowledge, skills and abilities in an operationally complex training system, educational and technological documentation is required, constantly used in lessons. This documentation includes:

• blueprints,
• sketches,
• instructional and technological cards,
• technological.

Conclusion.

We can conclude that the chosen training system justified the set goal: in the process of labor training, schoolchildren are taught to be independent and persistent in solving work problems, equipped with the ability to plan and carry out complex work. Based on the results of the work, the hypothesis put forward was generally confirmed. That with a special organization of the educational process, it is possible to train students while taking into account the principles of labor training:

• connect students’ activities in the classroom not only with the acquisition of knowledge, the acquisition of practical skills, but also with the creation of material values ​​- socially useful, productive work;
• reveal the natural scientific foundations of technological processes, show their universal nature using specific examples;
• indicate areas of application of individual technological processes in various industries;
• compare technological methods carried out in training workshops and directly in production;
• to develop general labor skills in students.

To achieve the goal, the assigned tasks were solved. Students' cognitive activity has significantly increased. A picture emerges of a consistent systematic familiarization of students with the methods of manufacturing a product, which ultimately allows them to make a meaningful choice for use in specific conditions.

Bibliography.

1. Labor education teacher. Methodological recommendations./In the title: YARIUU, Yakut department of pedagogical education of the RSFSR. – 1990
2. Polyakov V.A., Stavrovsky A.E. General methods of labor training in high school. – 2nd ed., rev. – M.: Enlightenment. 1980
3. Fundamentals of labor and vocational training methods / V.A. Kalney, V.S. Kapralova, V.A. Polyakov; Ed. V.A. Polyakova. – M.: Education, 1987.
4. Maintenance work at school. Manual for teachers. M., "Enlightenment", 1972.
5. Kulko V.A., Tsekhmistrova T.D. Formation of students' learning skills. M., 1983.
6. Pospelov N.N. Formation of mental operations in high school students. M., 1989.
7. Platonov K.K. A brief dictionary of the system of psychological concepts. M., 1984.
8. Punsky V.O. ABC of educational work. M., 1988.
9. Talyzina N.F. Managing the process of knowledge acquisition. M.. 1975.
10. Yakiminskaya I.S. Formation of intellectual abilities and skills in the process of industrial training. M., 1979.

Nemchenko Olga Arkadyevna ,

teacher of information disciplines

GBPOU RM "Saransk College of Energy

and electronic technology named after. A. I. Polezhaeva"

INDUSTRIAL TRAINING SYSTEM

The system of industrial training refers to the initial provisions, principles, approaches that determine the order of formation of the content of industrial training, the grouping of its parts and the sequence of mastering them by students. Taking into account the adopted system of industrial training, the forms, methods and means of its implementation are determined. Thus, the industrial training system contains a general concept of the industrial training process.

The essence of industrial training is a comprehensive and complete study of labor techniques, operations and processes used for a given profession, included in the curriculum in order of increasing complexity.

The process of industrial training consists of three successive periods: the study of individual situations and the implementation of work techniques appropriate to these situations; studying the problem as a whole and performing the necessary exercises in troubleshooting, adjustment, setup, etc.; studying the entire technological process and independently performing tasks for its management, adjustment, and control. As they learn, the range of students’ intellectual actions expands.

There cannot be a unified system of industrial training that is equally suitable for training skilled workers in any profession characteristic of all periods of the training process. The main provisions of the industrial training system follow from the characteristics of the labor content of workers in certain groups of professions, the expected conditions of training and depend on what is taken as an independent initial part of training - an educational unit, the totality of which makes up the content of training.

The development of the industrial training system to a certain extent characterizes and illustrates the history of the development of vocational education.

Historically, the subject system was the first to emerge. According to this system, the student performed a set of typical jobs characteristic of the profession he was mastering. The main disadvantage of the system under consideration is that as a result of such training, students cannot use their knowledge and skills to perform new, unfamiliar work, and are forced to re-learn in the process of performing each new work.

When training in the operating system, students mastered labor operations that constituted the content of the profession they were mastering. Thanks to this, students received the idea that the process of manufacturing any product, performing any work consists mainly of a set of certain technological operations characteristic of the profession. However, the operating system also has significant disadvantages. Mastering operations occurred, as a rule, in the process of performing educational work, i.e., the work of students was not productive in nature. As a result, interest in learning decreased.

Subsequently, this led to the transformation of these systems into the so-called operational-subject system, when training is carried out first in the operational and then in the subject system.

At the end of the 20s. In the USSR, the motor training system of industrial training developed by the Central Labor Institute (CIT) became widespread. The basis of industrial training according to such a system is repeated training exercises aimed at teaching students to perform elements of labor movements at the beginning, then, based on the practiced labor movements, labor techniques and operations are practiced. It was assumed that through repeated mechanical repetition it was possible to “train” muscles to perform certain movements and develop corresponding skills without the direct participation of consciousness. This approach to training was not widely supported and was subsequently abandoned.

The advantage of the motor training system is that it is the first to develop and apply a didactically justified sequence of formation of labor skills that corresponds to psychophysiological laws: labor technique - labor operation - labor process. In the process of on-the-job training, written instructions for students were widely used. Many provisions of the CIT system are still applied today.

The advantages and advantages of the operational-subject and motor system were further developed in the operational-complex system of industrial training, which is currently one of the main ones.

Mastering labor operations and consolidating them in the process of performing work of a complex nature, when an integral technological process is mastered, is the main task of the first period of training. At the second stage, students learn while performing work in their profession in production conditions.

The main disadvantage of the operational-complex system is the difficulty of organizing the study of operations in the process of students' production work.

The indicated drawback of the operational-complex system led to the search for other industrial training systems. Characteristic in this regard is the subject-technological system.

The starting points of this system: modern production requires an employee to have developed skills to monitor the progress of the technological process, regulate the operation of machines, units, devices, and service a group of workplaces. The work of such a worker is universal in nature and requires serious technical knowledge; in his professional activity, intellectual activity comes to the fore.

The design and technological system is very original. The leading idea of ​​this system is the combination of performing and creative activities of students. Students are placed in conditions where the direct production of an object of labor must be preceded by the development of its design and processing and manufacturing technology. Thus, in the process of labor training, students not only perform certain practical labor actions, but also solve technical and technological problems that arise in connection with this. This is a very valuable aspect of the design and technological system; it is widely used in the practice of organizing industrial training for students in vocational schools.

Analyzing the essence of all the industrial training systems discussed above, it is necessary to pay attention to a unified analytical and synthetic approach to constructing the content and process of industrial training, characteristic of all these systems. It brings together all proposed and applied industrial training systems and is taken into account in the preparation of most industrial training programs.

When considering the issue of industrial training systems, it is necessary to emphasize that in real conditions industrial training for many professions is built using several different systems at its various stages.

The process of industrial training, as noted above, has specific features that determine the development of learning principles that are characteristic only of it. This system of specific principles of industrial training can be represented as follows:

Compliance with the requirements of modern production.

Connection between theory and practice.

Connecting learning to student productivity.

Professional and polytechnic orientation.

Independence.

Industrial practice is the final period of practical vocational training for students. It includes two stages of the educational process:

industrial training of students in production conditions (at enterprises), where they develop skills in performing labor operations and labor processes that are impossible or impractical to master in training workshops;

specialization of students in performing certain types of production work.

At these stages, further development, improvement and refinement of the qualities that characterize the basics of students’ professional skills take place, a qualified worker, a professional specialist is formed, capable of successfully performing work in accordance with the requirements of the professional characteristics of the State Standard.

Education must meet the interests and needs of society; therefore, professional training of specialists aimed at meeting the needs of society is one of the main tasks of vocational education.

Today, Russian enterprises are in dire need of highly qualified specialists who are not only well versed in theory, but also in practice.

According to many experts, the development of NGOs and open source software needs to be given particularly close attention for the following reasons:

1. It is obvious that solving problems in the socio-economic sphere of the state is directly related to the correct use of labor resources, structuring and development of the workforce. And for this it is necessary to provide the population with the opportunity to receive high-quality vocational education.

2. According to statistical data, qualified specialists who have received secondary vocational education occupy the largest segment of the production forces of society.

3. Level of training of specialistsNGO, SPO programslargely sets the pace of economic development of the Russian Federation. At the same time, the shortage of qualified workers in the foreseeable future may become the main problem of the economy of our country..

Formation of professional skills of students of the State Budgetary Educational Institution of the Republic of Moldova "Saransk College of Energy and Electronic Engineering named after. A. I. Polezhaev" takes place in the process of industrial training and practical training. The multi-stage process of industrial training in a technical school allows you to gradually move from simple unskilled labor to more complex labor, learn to work in a team and perform certain functions.

When meeting with employers, talking with students, and analyzing the situation, a contradiction is observed: enterprises want to immediately have a qualified, high-quality employee; students want to immediately receive real money (and qualifications are not enough). This contradiction can be resolved if industrial training and practical training are well organized, long-term connections with graduate employers are not lost, and employment clauses are specified in contracts in advance.

The entire educational process of the technical school is focused on the practical activities of graduates, on developing in them various key and professional competencies, including such as: the ability to work independently, be able to make decisions, take responsibility on their own initiative, and the ability to act in various problem situations. This is evidenced by the results of the technical school’s work: organization and holding of Olympiads and competitions at various levels; active participation of teachers and students in various events; gold, silver and bronze medalists of various professional skills competitions. In the current academic year, work in this direction is actively continuing, since the extent to which we can choose and ensure an innovative path for the country’s development depends on the preparedness and goals of students.

The socialization of technical school graduates is being monitored. The educational institution has information about the career and professional growth of individual graduates, and reviews from employer organizations about the quality of training of our students. The system of industrial training and practical training in a technical school allows you to develop the basic skills and abilities of a future specialist, and, therefore, helps solve one of the problems: meeting the needs of society for competent workers; formation of citizenship and hard work in students, development of responsibility, independence and creative activity.

Literature

Adamchuk, V.V. Ergonomics [Electronic resource]: Textbook. manual for universities / V. V. Adamchuk, T. P. Varna, V. V. Vorotnikova, etc.; edited by prof. V. V. Adamchuk. - M.: UNITY-DANA, 2012. - 254 p.

Zhukov, G.N. General and professional pedagogy: Textbook / G.N. Zhukov, P.G. Sailors. - M.: Alfa-M: NIC INFRA-M, 2013. - 448 p.: ill.

Markova, S.M. Theory and methodology of vocational education: theoretical foundations / Svetlana Mikhailovna Markova. Polunin Vadim Yurievich – Journal - Issue No. 4 / 2013

Matveeva, M.V. Professional training of children with intellectual disabilities in an educational institution: Educational and methodological pos. / Matveeva M.V., Stanpakova S.D. - M.: Forum, Scientific Research Center INFRA-M, 2016 - 192 p.

Sautov, R.P. INDUSTRIAL TRAINING OF STUDENTS IN PRODUCTION CONDITIONS AND PRODUCTION PRACTICE / Sautov R.P. - https://site/proizvodstvennoe_obuchenie_uchaschihsya_v_usloviyah_proizvodstva_i_proizvodstvennaya_praktika-348150.htm

Education system- a didactic category that presupposes the unity of content, methods and organization of training: the teaching system determines the structure and sequence of the material being studied in order to most effectively acquire by students the necessary knowledge, skills and abilities in a particular specialty. Historically, the first education system was subject(clothes). The essence of the subject system was that students mastered labor skills and abilities in the process of manufacturing a number of products typical for a given profession, arranged according to the principle of gradual increase in the complexity of labor processes. The main principle of training in the subject system is mastery of the labor process as a whole, without systematically dividing it into smaller, fractional parts (operations, techniques) and without performing any special exercises during training. The subject system does not allow equipping students with knowledge, skills and abilities in full accordance with certain qualifications. But its undoubted advantages are training in typical labor processes in the manufacture of useful products, the principle “from simple to complex,” as well as mastering labor techniques and operations not in isolation, but in combination - in all the diversity of their connections and relationships. operating room(D.K. Sovetkin). The first didactically based system of industrial training in metalworking, turning, carpentry and blacksmithing in world practice. In it, the most important and typical technological processes were selected as objects of study and were located in the curriculum in a certain sequence and combinations. A series of exercises for performing individual techniques and operations were also developed and included in the program. Unlike the subject system, where the main content of training was the labor process as a whole, in the operating system such components as reception and operation came to the fore. The authors of the operating system did not reduce it only to the content of training: questions were resolved about the most rational forms of organization and methods of industrial training, about educational and visual aids. Operational subject system(S.A. Vladimirsky). The content of workers' labor is determined not by individual technological operations, but by their combination in real products. Therefore, it was proposed that after studying the most important techniques and operations, special attention should be paid to students’ assimilation of the most typical combinations of techniques and operations for production activities in a given specialty. Motor training training system (A.K. Gastev). Each physical labor operation in it was divided into separate techniques and actions (and not operations, as with the operating system). The development of each element was carried out extremely clearly and at a high pace - in relation to the operating mode of the machine or mechanism. The advantage of the system was the short training time while achieving high labor productivity. The disadvantage of the system is the reduction of the requirements placed on the worker’s thinking ability and the reduction of his movements to the minimum limit. CIT system(Central Institute of Labor) established four periods in training: 1) exercises in performing labor actions and techniques using special devices (today called simulators); 2) exercises in performing labor operations (on parts); 3) training in the combination of studied labor operations in the process of manufacturing specially selected products; 4) an independent period, including training students in the manufacture of products typical for a given profession. Motor training system is included in the CIT system at the first stage of training, but takes little time. For the first time, it correctly outlined the sequence of studying labor processes: movement-action - operation - labor process. Operational-complex provides students with a sound and comprehensive mastery of the basic labor techniques and operations that make up work in a given profession, accustoms students to specific productive work, and provides an opportunity to develop the skills and qualities necessary for skilled workers.

6. Documents defining the content of industrial training and their characteristics.

The content of training a skilled worker in a vocational school follows from the social order for his training. It determines what knowledge and skills a future skilled worker must have, what personality qualities must be formed in him in order to successfully perform work in his profession that corresponds in content, complexity, accuracy and other requirements to the projected level of qualification of such a worker,

The source document for determining the project content for the training of qualified workers in vocational schools is qualification characteristics for relevant professions. They indicate the exact name of the profession (specialty); level of qualification (grade, class, category) for this profession; requirements for knowledge and skills necessary for the qualified performance of work for a given tariff and qualification category. If necessary, the qualification characteristics also indicate the technical characteristics of the equipment (machines, mechanisms) that must be serviced by a worker of the appropriate skill level.

Qualification characteristics are compiled on the basis of the Unified Tariff and Qualification Directory (UTKS) of works and professions of workers employed in a certain sector of the national economy. The ETKS is developed centrally by the State Authority for Labor and Social Affairs with the participation of ministries and departments based on a study of the content and organization of workers’ labor at the country’s leading enterprises. In connection with the development of scientific and technological progress, changes in technology and production technology, labor content, and an increase in the level of general educational training of workers, tariff and qualification reference books by industry are periodically (approximately once every 5-7 years) revised and updated.

The requirements for knowledge and skills included in qualification characteristics also reflect emerging changes in the content of labor and the functions of workers. When training workers in combined professions (specializations), the requirements for knowledge and skills for each profession (main and combined) are reflected in various qualification characteristics. At the same time, the requirements for a combined profession are usually provided for the initial level of qualifications. The qualification characteristics for many professions reveal additional requirements for the knowledge and skills of future workers in order to certify them for an increased grade.

The qualification characteristics reflect only the general “output” requirements for knowledge and skills that the future worker must possess by the end of training. They are a guideline for the development of curricula in special subjects and industrial training, as well as the source document for final qualifying examinations.

Another document that is used to determine the content of industrial training is syllabus. It determines the general structure and content of the educational process in preparing a qualified worker by profession. The curriculum indicates all subjects studied and the number of hours allocated to them; number of hours on subjects per week; the general structure and mode of the educational process in relation to semesters and courses of study; time and duration of holidays; subjects submitted for examinations, examination times; the total amount of time allocated to train a skilled worker in a profession.

The curriculum provides for such a sequence of study of subjects that general educational knowledge is the basis for the study of general technical and special subjects; they, in turn, provide a theoretical basis for industrial training.

Industrial training is included in the curriculum as a subject. The number of hours per week for industrial training is a multiple of 6 hours. (or 7 hours), which allows it to be included in the class schedule, usually full-time.

Curricula are developed by schools on the basis of standard ones in relation to each profession (or group of related professions), as well as to the type of vocational educational institution: vocational school with secondary education for students (former secondary vocational school), school for training skilled workers from young people who have completed secondary education (formerly TU), vocational school, in which students receive only a profession.

Model curricula are approved in accordance with the established procedure.

The specific content and structure of the industrial training process are reflected in industrial training program.

The industrial training program structurally includes a thematic plan in the program itself. Thematically, the entire process of industrial training, depending on its specifics, is divided into periods: training in training workshops; training at the training ground; on-site training; Internship. The content of industrial training is divided into separate topics, arranged in a certain order, which is determined by the complexity of the educational material - from simpler to more complex. This also takes into account the typical process sequence

application of appropriate techniques, methods, operations, labor processes in real production activities. For each topic, the approximate amount of time in hours allocated for their study is indicated.

In cases where special theoretical training is represented by the subject “Special Technology” or 1-2 special subjects, the curriculum includes a consolidated thematic plan, which lists the topics of special technology (special subjects) and industrial training, indicating the number of hours and time ( current weeks) studying them. A summary thematic plan is developed with the aim of temporally linking the relevant educational material of special subjects and industrial training in such a way that theory is ahead of practice.

The curricula for each profession necessarily provide for on-the-job training of students at the enterprise. At the same time, it is indicated in which workplaces and what equipment students should be trained, what types of production work or job functions to perform, what indicators to achieve, what practical knowledge and skills to acquire.

The topics of the program related to the period of industrial training at enterprises also provide for the study of ways to increase productivity and quality of labor used by innovative workers, modern technical means and processes used in this branch of production, work on mechanized or automated equipment, the use of modern tools, mechanisms and devices, mastering new forms of labor organization. Which topics (depending on their content) include laboratory and practical work: study of the designs of machines, units, mechanisms; development of technological processes, practicing equipment maintenance techniques on simulators, performing technical calculations, choosing equipment operating modes, etc.

The industrial training program ends with a topic that reveals general recommendations for conducting practical training for students at the workplace of an enterprise (specialization). Only general information about the nature of the work that students must perform in their main or combined professions is presented here. It is also indicated that a detailed program of industrial practice, taking into account the specific conditions of the enterprise and the specialization of students, the students’ mastery of modern equipment and technology, techniques and methods of work of advanced workers and innovators of production, is developed directly at the school with the participation of specialists from the base enterprise and is approved by the management of the school.

PROFESSIONAL INSTITUTE OF MANAGEMENT

FACULTY Management

SPECIALITY Organisation management

DISCIPLINEEconomic fundamentals

technological development

ABSTRACT

ON THE TOPIC

BASICS OF PRODUCTION PROCESS TECHNOLOGY

Student Dolueva Gennady

Groups UMSHZ-51/5-SV-1

Scientific supervisor

MOSCOW 2011

Introduction..........................................................................................................3

1. Production and technological processes.....................................4

1.2.Basics of constructiontechnological process.....................................7

2. Economic efficiency and technical and economic

technological process indicators...................................................12

Conclusion...................................................................................................17

List of used literature........................................................18

Introduction

The role and importance of each country in the world economy and politics is determined by the extent to which this country owns high technologies.

A feature of modern technology development is the transition to technological and economic systems of high efficiency, covering the production process from the first to the last operation and equipped with advanced technical means.

Industry creates conditions for more efficient use of the country's material and labor resources, to achieve maximum results at optimal costs. The social division of labor has led to the emergence of a number of industries, each of which is specialized in the production of individual products and even their parts.

In the production process, all sectors of the economy interact, supplying each other with raw materials, materials, tools, and providing the non-production sphere and science with everything necessary.

The technical equipment of industry in all sectors of the national economy serves as the basis for a steady increase in labor productivity and a continuous increase in the scale of production.

The development of industry, especially heavy industry, contributes to a more rational distribution of productive forces, the comprehensive development of all economic regions of the country, and the appropriate use of natural resources.

Goal of the work– obtaining a clear understanding of the main

technological processes for the production of products, structures and structures and economic indicators of these processes.

1.Production and technological processes

Each enterprise unites a team of workers, at its disposal are machines, buildings and structures, as well as raw materials, materials, semi-finished products, fuel and other means of production in the quantities necessary for the production of certain types of products in a specified quantity within a specified time frame. At enterprises, a production process is carried out, during which workers, using tools, transform raw materials into finished products needed by society. Each industrial enterprise is a single production and technical organism. The production and technical unity of an enterprise is determined by the common purpose of the manufactured products or the processes of their production. Production and technical unity is the most important feature of the enterprise.

The basis of the activity of each enterprise is the production process - the process of reproduction of material goods and production relations, the production process is the basis of actions as a result of which raw materials and semi-finished products are transformed into finished products that meet their purpose.

Each production process includes main and auxiliary technological processes. Technological processes that ensure the transformation of raw materials into finished products are called basic. Auxiliary technological processes ensure the manufacture of products used to service the main production. For example, preparation of production, production of energy for own needs, production of tools, equipment, spare parts for repairing enterprise equipment.

By their nature, technological processes are synthetic, in which one type of product is made from various types of raw materials; analytical, when many types of products are made from one type of raw material; direct, when the production of one type of product is carried out from one type of raw material.

The variety of production products, types of raw materials, equipment, work methods, etc. also determines the variety of technological processes. Technological processes differ in the nature of the products manufactured, the materials used, the methods and methods of production used, organizational structure and other characteristics. But at the same time, they also have a number of characteristics that make it possible to combine various processes into groups.

It is generally accepted to divide technological processes into mechanical and physical, chemical and biological and combined.

During mechanical and physical processes, only the appearance and physical properties of the material change. Chemical and biological processes lead to deeper transformations of the material, causing a change in its original properties. Combined processes are a combination of these processes and are the most common in practice.

Depending on the type of prevailing costs, technological processes are distinguished: material-intensive, labor-intensive, energy-intensive, capital-intensive, etc.

Depending on the type of labor used, technological processes can be manual, machine-manual, automatic and hardware.

In any technological process, it is easy to identify a part of it that is repeated with each unit of the same product, called the technological process cycle. The cyclic part of the process can be carried out periodically or continuously; accordingly, periodic and continuous technological processes are distinguished. Processes are called periodic, the cyclic part of which is interrupted after the inclusion of a (new) object of labor in these processes. Continuous technological processes are those that are suspended not after the production of each unit of product, but only when the supply of processed or processed raw materials stops.

The main elements that determine the technological process are purposeful human activity or labor itself, objects of labor and means of labor.

Purposeful activity or work itself is carried out by a person who expends neuromuscular energy to perform various movements, observe and control the impact of tools on objects of labor.

The object of labor is what human labor is directed towards. The objects of labor transformed during the processing process into finished products include: raw materials, basic and auxiliary materials, semi-finished products.

The means of labor are what a person uses to influence the object of labor. Means of labor include buildings and structures, equipment, vehicles and tools. In the composition of the means of labor, the decisive role belongs to the instruments of production, i.e., equipment (especially working machines).

1.1.Types of production, their technical and economic characteristics

The type of production, as the most general organizational and technical characteristic of production, is determined mainly by the degree of specialization of workplaces, the size and constancy of the range of production objects, as well as the form of movement of products through workplaces.

The degree of specialization of workplaces is characterized by the serialization coefficient, which refers to the number of different operations performed at one workplace.

Nomenclature refers to the variety of production objects. The range of products manufactured at the workplace can be constant or variable. The permanent range includes products the production of which continues for a relatively long time - a year or more. With a constant nomenclature, the production and release of products can be continuous and periodic, repeated at certain intervals; with variable nomenclature, the production and release of products changes and may be repeated at indefinite intervals or not repeated.

There are three types of production: single, serial and mass.

Unit production is characterized by a wide range of manufactured products and a small volume of their output. Single production is characterized by the following features: the use of universal equipment, universal devices and tools, placement of equipment in groups by type, the longest cycle for manufacturing parts. Experimental, repair and other production workshops are organized according to the principle of unit production.

Serial production is characterized by a limited range of products manufactured in periodically repeating production batches (series) for a given output volume.

A production batch is a group of products of the same name and standard size, launched into processing simultaneously or continuously over a certain time interval.

Serial production is conventionally divided into small-scale, medium-scale and large-scale. Serial production is characterized by the serial coefficient (K) of assigning operations to one workplace. If one workplace is assigned from 2 to 5 operations, i.e. coefficient K = 2/5, then such production is considered large-scale, with K = 6/10 - medium-scale, with K > 10 - small-scale.

Serial production is characterized by the following features: the need to re-adjust machines from operation to operation, since several operations are assigned to one workplace, the arrangement of equipment along the flow (in large-scale production) or on a group basis (in small-scale production), the presence of interoperational storage of products, a long production cycle of products .

Mass production is characterized by a narrow range and large volume of products produced continuously over a long period of time. In mass production, one invariably repeating operation is performed at each workplace. Mass production is characterized by the following features: the arrangement of equipment in the sequence of operations, the use of high-performance equipment, special devices and tools, the widespread use of transport devices for transferring products along the production line, mechanization and automation of technical control, short cargo flows on the processing line, the shortest production cycle duration.

As the degree of specialization of workplaces increases, the continuity and direct flow of products through workplaces, i.e., during the transition from single to serial and from serial to mass production, the possibility of using special equipment and technological equipment, more productive technological processes, advanced methods of labor organization, as well as mechanization and automation of production processes. All this leads to increased labor productivity and reduced production costs.

The main factors contributing to the transition to serial and mass types of production are an increase in the level of specialization and cooperation in industry, the widespread introduction of standardization, normalization and unification of products, as well as the unification of technological processes.

1.2.Basics of constructiontechnological process

Organization of the technological process. The organization of a technological process is understood as a rational combination of living labor with material elements of production (means and objects of labor) in space and time, ensuring the most efficient implementation of the production plan.

The organization of the technological process is based on the division of labor (unit form) and its specialization in individual jobs. As a result of specialization, the manufacture of products and their parts occurs in designated areas of the enterprise with the sequential transfer of the subject of labor from one workplace to another. Thus, the total technological process is divided into separate parts, separated in space and time, but interconnected by the purpose of production.

The division of labor necessarily presupposes its combination, since each partial work acquires a certain meaning only in combination with other partial works. Therefore, the specialization of labor receives its complement in its cooperation. Consequently, the objective need to organize the technological process arises from the internal division of production into separate but interconnected parts.

Composition of the technological process. The technological process includes a number of stages, each of which consists of production operations. An operation is a technologically and technically homogeneous part of the process completed at a given stage, which is a complex of elementary work performed by a worker (or workers) when processing a specific object of labor at one workplace,

An operation is the main part of the technological process, the main element of production planning and accounting. The need to divide the process into operations is generated by technical and economic reasons. For example, it is technically impossible to simultaneously process all surfaces of a workpiece on one machine. And for economic reasons, it is more profitable to divide the technological process into parts.

An operation consists of a number of techniques, each of which represents a completed elementary work (or a set of completed actions). Techniques are divided into individual movements. Movement is a part of a technique characterized by a single movement of the worker’s body or limbs.

Structure of the technological process. The structure of a technological process is understood as the composition and combination of elements that determine the design of the process, i.e., the types, quantity and order of production operations. The process flow diagram may be simple or complex. It depends on the type and nature of the products being manufactured, the quantity and nomenclature, the requirements for them, the type and quality of source materials, the level of technology development, cooperation conditions and many other factors.

Simple processes consist of a small number of operations, their raw materials are a homogeneous mass or include a small number of components. The products of such processes are generally homogeneous. Their technological scheme is relatively simple. These include the processes of brick, glass, spinning production, mining enterprises, etc.

Processes of the second type are distinguished by the complexity of their construction scheme, multi-operation, and a wide variety of materials used and equipment used. Complex processes have a developed form of organization and require significant space. Examples of these can be processes in mechanical engineering, metallurgy, chemical industry, etc.

Development of technological process. The basis of any industrial production, as noted, is the production process, which includes a number of technological processes.

Before starting the manufacture of a production object (machines, devices, mechanisms, etc.), it is necessary to design the technological process.

Process design is difficult work. All technical and economic indicators of the developed process depend on how carefully it is performed. The technological process must be planned so that equipment, tools, fixtures, raw materials, production areas are used most fully and correctly, subject to maximum ease and safety of work.

To compile a technological process, it is necessary to have a number of initial data. These include:

type and nature of production facilities;

product release program;

the requirements it must satisfy;

production capabilities of the enterprise (availability of equipment, energy capacity, etc.).

For this purpose, drawings, diagrams, technical specifications, GOSTs, volume and production plan, equipment lists and passports, tool catalogs, instructions for testing, acceptance, as well as other regulatory and reference data are used.

The main technical document of production is a working drawing, which is a graphic representation of the parts and products being manufactured, the requirements for them in terms of shape, size, types of processing, control methods, brands of materials used, weight of workpieces and parts, and, consequently, material consumption standards. In production, diagrams are also widely used to help one understand the sequence of work.

When developing a technological process, the volume of product output is also taken into account. With a large production plan, for example in large-scale and mass production, it is beneficial to use special types of tools and devices, specialized equipment and automatic lines. In conditions of single (individual) production, they focus on universal equipment and devices and a highly qualified workforce.

The formation of technology is significantly influenced by the conditions in which it should be implemented. If a technological process is developed for an existing enterprise, then when choosing its options it is necessary to focus on the available equipment, take into account the capabilities of procurement and tool shops, and the energy base. In some cases, this limits the choice of processing methods. When developing technology for a newly designed enterprise, these restrictions disappear.

The developed technological process is documented in a number of documents, technological maps, which regulate all the provisions, modes and indicators of the technology used.

The most important of these documents is the technological map, which contains all the data and information on the manufacturing technology of any part or product, a complete description of the production process by operation, indicating the equipment used, tools, devices, operating modes, time standards, qualifications and category worker.

Modern technology makes it possible to produce the same product or perform the same work using different methods. Therefore, during technological design there are wide possibilities for choosing technological processes.

With the existing variety of methods and means of production, several technological process options are often developed and, when calculating the cost, the most effective option from an economic point of view is selected.

To reduce the number of compared options, it is important to use standard solutions, recommendations of regulatory and guidance materials and not consider those options from the implementation of which it is not expected to obtain tangible positive results.

Process products. The end result of the technological process is the finished product, i.e. such products and materials, the work process on which at this enterprise is completely completed, and they are completed, packaged, accepted by the technical control department and can be sent to the consumer. Products not completed by production are called unfinished.

Carrying out a technological process, a person sets himself two tasks:

1) get a product that meets his needs;

2) spend less labor, materials, energy, etc. on its production.

Each product can satisfy one or another human need only if it has a quality that determines its purpose. Without proper quality, a product becomes unnecessary to a person and the labor and natural objects spent on it are wasted.

Product quality should be understood as compliance of its features and properties with the requirements of technical progress and reasonable demands of the national economy, resulting from the conditions of practical use of products.

The quality of a product is not its constant property. It changes with the production process and increasing demands placed on finished products by consumers.

Improving production technologies allows us to continuously improve the quality of products. The higher its level, the more effective and productive social labor. The use of more advanced products in the national economy leads to a reduction in operating and repair costs, extends service life and therefore, as it were, increases the volume of production of products. But improving the quality characteristics of goods often introduces significant changes into the production process, increases the complexity of the technology, and lengthens the work cycle. The number of operations and equipment increases, and the complexity of processing increases. All this can lead to an increase in costs, a decrease in capital productivity, and additional capital investments. Therefore, improving product quality should pursue strictly defined, economically justified objectives. But even if improving the quality of products requires additional costs, the value of the products usually increases in a greater proportion than the costs increase. Product quality is closely linked to profitability.

2. Economic efficiency and technical and economic indicators of technological processes

Using all the achievements of technological progress, old ones are improved and new, more efficient technological processes are introduced. It is very difficult to express economic efficiency with any unambiguous, generalized indicator. Technical progress usually produces a complex effect, which is expressed in saving living labor, i.e. increasing its productivity, saving materialized labor - raw materials, materials, fuel, electricity, tools, saving capital costs, improving the use of fixed assets, and improving quality products, making work easier and increasing safety.

Thus, the economic efficiency of the technology used is determined by a number of indicators that are directly related to technical improvement and economic development of production. Such technical and economic indicators represent a system of values ​​characterizing the material and production base of an enterprise, the organization of production, the use of fixed and working capital, and labor in the manufacture of products. These indicators reflect the degree of technical equipment of the enterprise, equipment load, rational use of material and raw materials, fuel and energy resources, human labor in the production process, economic efficiency of the technology used, etc. Their use makes it possible to analyze technological processes, determine features, progressiveness the latter, identify bottlenecks, find and use production reserves. The solution to the listed problems is achieved by studying and comparing these indicators based on an analysis of the elements of the technological process in their interrelation, taking into account all interacting factors.

All technical and economic indicators are divided into quantitative and qualitative. The former determine the quantitative side of the technological process (the volume of products produced, the number of pieces of equipment, the number of employees), the latter determine its qualitative side (the efficiency of the use of labor, raw materials, materials, fixed assets, financial resources).

Technical and economic indicators can be natural and cost. Natural ones give one-sided characteristics (labor intensity, raw material consumption, process or operation time, etc.). Therefore, when addressing issues of economic efficiency of technology, cost indicators are also needed - cost, profit, capital productivity, etc.

In connection with the material objects of the production process, all technical and economic indicators can be combined into the following groups:

1. Technological indicators, i.e. indicators characterizing the properties of the subject of labor. These include, first of all, those indicators whose value affects the progress of the production process. For example, technological indicators characterizing wood pulp used in the pulp and paper industry include fiber length, moisture content, resin content, etc.; The properties of metal parts processed by cutting are determined, first of all, by the composition of the metal (alloy), its tensile strength (or hardness), and geometric dimensions. Although the total number of technological indicators is quite large, for each production process their number is quite limited.

Structural indicators, i.e. indicators characterizing tools. These include the properties of tools that influence the production process - the power of working machines, their passport data.

Labor indicators are indicators characterizing the industrial production personnel of an enterprise. These indicators include the number of workers by profession, category, as well as indicators characterizing qualifications, etc.

Production indicators characterize the progress of the production process and its results. These include the applied operating modes of the equipment (pressure, temperature, speed, etc.), the productivity of the equipment, site, workshop, consumption coefficients, indicators characterizing product quality, and many others.

Economic indicators influence the efficiency of the production process and characterize this efficiency. These include prices, tariffs, wage conditions, standard efficiency ratio of capital investments, production costs, etc.

From the entire set of indicators that make it possible to determine and compare the level of a technological process and its operations, it is necessary to highlight the following: cost, labor intensity, labor productivity, specific costs of raw materials and materials, energy and fuel costs, intensity of use of equipment and production space, capital productivity, value capital investments and their payback period. In some cases, other, private indicators are used that additionally characterize production processes: power supply, mechanization and automation ratio, amount of power consumed, etc.

The most important and general indicator is cost. It is formed from costs that differ in their purpose.

3. Scientific and technological progress in industry and its economic efficiency

Scientific and technological progress in content represents the progressive development of the productive forces of society in all their diversity and unity, which is reflected in the improvement of means and objects of labor, management systems and production technology, in the accumulation of knowledge, improved use of national wealth and natural resources, and increased efficiency social production.

The main task of technical progress is to save social labor in every possible way and ensure high rates of production growth. Its main directions are electrification, mechanization, automation, chemicalization, intensification, gasification.

Electrification means the maximum use of electrical energy as a motive force and for technological purposes (electrometallurgy, electric welding, electric heating, electrolysis, electric spark processing, etc.). The use of electrification speeds up production processes, increases productivity and labor standards, and creates the prerequisites for the introduction of mechanization and automation.

Mechanization is the replacement of manual labor with machine work.

Until now, manual labor still predominates in a number of production processes. Their mechanization continues to be an important direction of technical progress.

Automation is the highest form of mechanization, in which the technological process is carried out by automatic machines operating without the direct participation of workers, whose functions are reduced only to observation, control and adjustment. As a result of automation, work is made easier and productivity increases dramatically.

Chemicalization is the introduction into production of high-performance chemical processing methods and the maximum use of chemical industry products. It promotes the introduction of hardware processes that are easily automated, helping to increase labor productivity and reduce production costs.

Intensification consists of improving the use of labor tools per unit of time through the use of increased (intensive) operating modes (high speeds, high pressures, temperatures, special catalysts, oxygen, etc.); it dramatically speeds up production processes and increases their productivity.

Scientific and technological progress, generating new technology, new materials, technological processes, methods of management and organization of production, making changes in the structure of production, represents the material basis for society’s constant achievement of saving living labor and embodied in the means of production. And this, in turn, serves as a source of expanded reproduction of the social product, growth of national income, accumulation of the public consumption fund, and a systematic rise in the material and cultural standard of living of the people.

The development of science causes qualitative changes in production technology. Technology is a form of influence of the means of labor on the subject of labor; the method of its transformation changes mainly as a result of changes in the means of labor. But there is a feedback when the requirements of technology necessitate the creation of new means of labor. Thus, the use of chemical materials in industry leads to the replacement of mechanical processing with shaping.

The main direction of technology improvement is expressed in the transition from discontinuous, multi-operational machining processes to progressive processes based on chemical, electrical, electrophysical and biological technology (plasma metallurgy, volumetric stamping, spindleless spinning and shuttleless weaving).

An important area of ​​technology improvement is ensuring the most rational use of natural resources and environmental protection. Technological processes are being developed and introduced into production to ensure waste reduction and maximum recycling, as well as closed-cycle water use systems. New effective methods and systems for the development of mineral deposits, progressive technological processes for their extraction, enrichment and processing are being widely introduced, which make it possible to increase the degree of extraction of minerals from the subsoil and to sharply reduce losses as a result of the harmful effects of waste on the environment.

Conclusion

In the practical work of an economist and financier, technology is the main object for investment. It is through the profit received from timely and wisely invested funds in technology that an effective socio-economic policy is ensured and an appropriate standard of living of the population is achieved.

Studying the patterns of development of technological production processes, the formation and development of technological systems, and methods for assessing their qualitative state will allow general economists to master the skills of analyzing scientific and technological development of both individual industries and industries, and the national economy of a region or country as a whole.

Improvement of technological processes is the core, the core of the entire development of modern production. Improving production technology has been and remains one of the decisive directions of a unified technical policy, the material basis for the technical reconstruction of the national economy.

Since technology is a way of transforming the original subject of labor into a finished product, the relationship between costs and results depends on it. Limited labor and fuel and raw material resources mean that technology must become more economical and help reduce costs per unit of final product. Moreover, the more limited a particular type of resource is, the faster and on a larger scale the improvement of technology should ensure their savings.

Industry supplies individual industries with means of production, and above all tools, extracts minerals, processes various raw materials, and produces industrial and food products.

Industry is the basis for the restructuring of agricultural production. It processes agricultural raw materials and produces the bulk of consumer goods. Consequently, the satisfaction of the immediate needs of the people largely depends on the development of industry.

List of used literature

Avrashkov L.Ya. Adamchuk V.V., Antonova O.V., et al. Enterprise Economics. - M., UNITI, 2001.

William J. Stevenson Production Management. - M., ZAO “Publishing House BINOM”, 2000.

Gruzinov V.P., Gribov V.D. Enterprise economy. Textbook.-M.:IEP, 2004.

Kalacheva A.P.Organization of enterprise work.-M.: PRIOR, 2000.- 431 p.

Sergeev I.V. Enterprise Economics: Textbook. allowance. – 2nd ed., revised. and additional – M.: Finance and Statistics, 2004. – 304 p.

Vasilyeva I. N. Economic foundations of technological

development. Banks and exchanges. – M.: UNITY, 1995.

Karpenkov S. Kh. Concepts of modern natural science.

Textbook for universities - M.: Higher School, 2003.

Traditionally, exercises are called the main method of industrial training.

At the same time, in many manuals that discuss the organization and methodology of industrial training, there are certain contradictions when interpreting the essence of exercises as a teaching method. On the one hand, the exercises are declared as “the main method of industrial training,” on the other hand, when revealing the system of exercises, it is recommended to correctly set their number, it is advisable to distribute them over time, it is noted that continuous exercises can continue until the skill improves and does not occur. fatigue.

This means that exercises, with this interpretation, mean only practical development of the initial skills to perform the studied labor techniques and operations, i.e. "training exercises". The same thing that happens in the process of industrial training after mastering the basics of the profession, i.e. after conducting training exercises, it is assigned to another method - “independent work” of students, where the main goal is not so much the solution of educational problems, but the implementation of educational and production work.

Thus, the statement that exercises are the main method of industrial training does not correspond to the disclosure of their essence.

In this regard, we will consider the place and role of exercises in the process of industrial training, based on the fact that they really are the main method of industrial training.

The basis of the system of exercises (and the whole variety of exercises makes up a harmonious system) should be based on their didactic goals. Above, when characterizing the logic of the industrial training process, its main didactic goals were highlighted, which are in hierarchical interdependence: practicing the correctness and accuracy of performing labor actions; development of speed indicators of labor actions; formation of professional independence; education (formation) of a creative attitude to work. Moreover, each subsequent goal necessarily includes the previous one; Each previous exercise prepares the next one. This ensures consistency in the construction of exercise systems, ensures their continuity, and ensures consistent progressive progress of students in mastering the fundamentals of professional skills.

To consider the features of a rational organization and methodology for guiding the implementation of exercises (namely, the success of industrial training as a whole depends on this), it is necessary to classify them in a certain way. It is inappropriate to distinguish types of exercises according to their didactic goals, i.e., to practice the correct execution of work actions, accuracy, speed, independence of execution, education (formation) of a creative attitude towards work, since the achievement of these goals in the educational process occurs constantly, at every stage of learning, is not “tied” to any specific time period of the educational process, and such “tying” is very important for the effective organization of the process of lifelong learning.

The most acceptable basis for classifying types of exercises is their content at certain periods of the learning process. On this basis, we can distinguish exercises: on practicing elements of labor actions - labor techniques and methods; By

mastering labor operations; on mastering the implementation of integral labor processes; on control of automated technological processes.

As you can see, with this classification, these types of exercises “cover” the entire process of industrial training, since industrial training is the mastery of techniques and methods of the labor process, and the mastery of the basic labor operations and types of work characteristic of the profession, and the improvement and development of professional skills and skills in the course of mastering (performing) a variety of integral labor processes characteristic of a profession, specialty, and mastering methods of managing technological processes (when teaching mainly equipment labor professions).

Thus, the classification of exercises based on their content, taking into account the time (period) of execution once again confirms the didactic statement that exercises are the main method of industrial training. Moreover, based on this classification, it can be argued that the entire process of industrial training is a consistent chain of gradually and constantly becoming more complex exercises, during which more and more new educational and labor tasks are solved, new didactic goals are achieved.

First, when studying labor techniques and operations, the correctness of labor actions is developed, then - the achievement of speed of action, accuracy, speed, professional,

"dexterity"; when performing educational and industrial work typical for the profession being mastered (exercises in mastering labor processes, exercises in managing technological processes), new tasks of the industrial training process, i.e. system of exercises, is to achieve a given labor productivity, pace, rhythm of work, mastering various options for combining technological operations in a real technological process, various typical and specific ways of using tools, fixtures, devices, mechanisms, etc. Constant, cross-cutting, increasingly complex goals and objectives are the achievement of labor independence, the formation of a technical culture, and the mastery of professional creativity, which has an unlimited number of manifestations and levels. Even without a specially formulated educational goal, it is always present in the process of industrial training - the accumulation and improvement of industrial experience in its various manifestations.

Thus, the concept of the process of industrial training as a sequential chain of exercises is not a logical conclusion, but a real pedagogical phenomenon.

When considering the method of exercises, it is necessary to have a clear understanding of the relationship between the concepts of “exercises” and “independent work of students,” bearing in mind that these terms are often used side by side, and that independent work of students is in some cases referred to as an independent method of industrial training. Based on the statement that industrial training is a sequential chain of exercises, the term “independent work of students” in the understanding of the independent method of industrial training is invalid. Independent work of students should also be considered as exercises characteristic of periods of industrial training, when the educational activity of students is largely independent, that is, independent of the master, in nature. The leading didactic goal in this case is the development and formation of professional independence of students in its various manifestations. Thus, "exercises" and

“independent work” of students are correlated as a whole and a part.

Why is there such an emphasis on substantiating the statement that industrial training is a chain, a system of increasingly complex interconnected exercises? Because exercises are a teaching method, moreover, industrial training itself. Such an understanding of the process of industrial training inevitably leads the master to the priority of solving educational problems over solving problems of purely industrial ones, to approach the entire process of industrial training primarily as an educational process. Reducing the process of industrial training to “independent work” of students, voluntarily or involuntarily

“pedagogically demobilizes” the master, turning him more into an organizer of students’ productive labor than into a teacher of their professional skills. As we see, such purely theoretical reasoning leads to important practical conclusions.

Let's consider the features of each type of exercise of this classification.

Exercises in mastering labor techniques and methods

These are mainly training, preliminary exercises for mastering the elements and techniques of performing labor operations.

The approximate basis for performing such exercises is the theoretical knowledge of students; demonstration by the master of appropriate work techniques and methods and the necessary explanations; descriptions and instructions and explanations in the instruction card; image of the method of performing a technique, type of work on a visual aid - a poster, slide, film or video clip. The main goal of these exercises is to develop the initial skills of students to correctly perform the main elements of the labor process - work techniques and methods of action corresponding to the sample shown by the master and the description in the instruction card. Such exercises are, as a rule, the initial stage of mastering a new operation or type of work. They are usually carried out over a short period of time - no more than 1-2 hours are carried out by performing purely educational work that has no production value (tiles, training rollers, plates, fabric scraps, wire waste, etc.) and consist of multiple repetitions learned labor actions (labor movements, installation, rearrangement, tuning, adjustment, filling, trial processing, assembly and disassembly, etc.).

As students master the profession and gain experience when moving on to studying a new labor operation provided for by the curriculum, exercises for the initial development of techniques and methods of its implementation are carried out selectively - only for practicing more complex techniques and methods that are new in content. Simpler and easier-to-learn elements of a labor operation are practiced when performing the operation as a whole.

A special type of exercise in mastering labor techniques and methods consists of exercises to practice the correct sequence of labor actions. Such exercises are most typical when mastering the techniques of turning on and off and controlling a machine, setting up, setting up, adjusting, entering data, taking readings and results, etc. technological operations, where an algorithmically clear sequence of actions is required to obtain a positive result. When they are carried out, introductory instruction in a growing profession is usually combined with the actual exercises. At the same time, with repeated repetition of an already mastered sequence of actions, each time adding a new element of a holistic action, a certain stereotype of the corresponding work activity is created, which is consolidated during the exercises.

Exercises in mastering the initial techniques and methods of performing some complex operations (mainly manual labor) are performed using training devices that have devices that indicate the correctness of working movements.

Exercises in mastering labor operations and types of work

The goals of such exercises are more complex compared to exercises for mastering labor techniques and methods. They include developing students’ skills to perform correctly and efficiently all the tricks and methods the operation being studied in various combinations in accordance with the sample shown by the master and the recommendations of the instruction card; expansion and improvement of students’ special knowledge. In industrial training curricula, a relatively small amount of time is allocated for performing such exercises ("operational" topics of the program), sufficient only for the initial mastery of the operation as a whole, bearing in mind that consolidation and improvement of previously mastered operations and types of work, the formation of strong professional skills and skills will be carried out at later stages of industrial training, when the main means of industrial training (and, consequently, subsequent exercises) will be work of a complex nature, including previously mastered basics of the profession.

The success of the exercises depends crucially on their guidance from the industrial training master. In relation to exercises on mastering labor operations and types of work, the goals of such guidance can be formulated as follows:

• 1) ensure that students perform the work actions being learned with the least number of errors;
• 2) ensure that students’ mistakes and shortcomings are eliminated persistently and completely; Students' misbehavior should never be allowed to become entrenched;
• 3) ensure such a process of conducting exercises so that students constantly advance from lesson to lesson in mastering a profession - this is one of the main features of exercises as a teaching method.

Methodological techniques and rules of rational guidance at this stage of training can be very diverse, depending on the place of the operation in the overall process of industrial training, on the content of the exercises, on the actual level of preparedness of students, on the pedagogical qualifications of the industrial training master, etc. The main thing here is that that the master must show special “pedagogical attentiveness” and even

“pedagogical vigilance” to prevent pedagogical marriage, when not all students have mastered the basics of the profession well enough. It is very difficult, and sometimes impossible, to catch up later, when the master is faced with new tasks of a technical and technological nature, voluntarily or involuntarily distracting him from solving the problems of industrial training itself. It is at the stage of students mastering the basics of the profession that the true pedagogical skill of a master of industrial training should be manifested.

Exercises in mastering labor processes

This is the most widely used type of exercise. In fact, after mastering the basic techniques and operations that form the basis of the profession, the further process of industrial training consists of exercises in mastering labor processes, because the practical part of the content of the profession is the implementation of certain labor processes - the manufacture of parts and products, repair, maintenance, adjustment, adjustment of equipment, assembly, installation, tailoring, customer service, etc.

An important didactic question: why does the content of students’ educational and industrial activities during this period of industrial training consist of exercises? After all, exercises as a method of industrial training are repeated repetitions of certain work actions in order to improve them. When it came to exercises in mastering labor techniques and operations, such a question could not arise. Repeated repetitions of techniques and operations were carried out in order to master and improve them; a certain time was allotted for this. What then is repeated many times when performing exercises to master labor processes, what is improved, what is the essence of the students’ exercises?

It has already been emphasized above that the process of industrial training is, first of all, a process training, and everything that students do as part of this process must be considered from the standpoint of solving educational problems. What are these tasks during the period when students perform a variety of educational and industrial work of a complex nature (that is, combining all previously mastered work techniques, methods, operations, types of work) of a complex nature, typical for the corresponding profession, specialty?

Firstly, it happens further development, improving the methods of performing previously mastered work techniques and operations, bringing the initial skills formed in this case to the level of skills, automated components of skillful activity, which is achieved through repeated execution (repetition). Secondly, typical methods of rationally combining previously worked out labor operations into an integral process of performing work of a complex (completed) nature are mastered. Moreover, mastering does not happen on its own; it must be taught. Thirdly, it is formed and developed professional independence of students. This also cannot happen spontaneously; this process must be managed. Fourthly, the professional skills of students - the main goal of industrial training - is a certain level productivity

labor. It (labor productivity) is not formed spontaneously, during the performance of work; it also needs to be specially formed, using special methodological techniques. Fifthly, the student - a future skilled worker, specialist, naturally, cannot and should not perform work using only those labor techniques and operations and in their content (design, execution sequence, combinations and relationships) in which they were mastered them in the initial stages of education. Methods of performing work are improved as they master technical skills, students master new, advanced, highly productive methods of performing work. As they gain experience, they master new technologies, special types of work, etc. And they need to be trained in all this. Therefore, classifying the entire process of students performing increasingly complex production work as exercises is quite justified.

In addition, during this period of industrial training, students develop such important qualities that characterize their professional skills, such as work culture, creative attitude to work, and the economic feasibility of their educational and production work. The process of their formation, as well as purely professional qualities, requires special attention and special dedication on the part of both the master and students.

The organization of guidance in students’ mastery of labor processes is largely determined by the specifics of the educational tasks disclosed above, as well as the content of the educational and production work performed. The general approaches and rules of such guidance are generally the same as when guiding exercises to practice labor operations. However, it should be emphasized that the nature of the master’s instructions to students in the process of ongoing instruction changes significantly as they gain experience - now they are increasingly required to make their own decisions, independently check the correctness of the work performed and evaluate its results.

Particular attention should be paid to the importance of monitoring the correct implementation by students of previously learned techniques, the organization of workplaces, and labor safety. These indicators of professionalism have a “end-to-end” nature, and these elements must be worked out constantly, throughout the entire period of industrial training, at each stage. Correct execution of techniques and application of working methods ensures accuracy, speed, quality and productivity of work and is the basis of students’ professional skills.

Exercises in process control

These exercises occupy a special place, since to a certain extent they “absorb” exercises in mastering labor techniques and methods, as well as exercises in mastering labor operations. Such exercises are most typical in the training of skilled workers and specialists, the content of whose work greatly complicates or completely eliminates the allocation of “training units” for their systematic study and practical training in an educational institution (operators and apparatchiks of chemical (petrochemical) production, apparatchiks and operators food industry equipment and other specialists whose work involves the functions of monitoring and regulating production processes associated with the analysis of data obtained on the state of the process and making the necessary decisions, as well as the motor skills necessary for the quick and correct implementation of the decision made; to a certain extent, transport drivers means, drivers of road-building machines, cranes, etc.), allows you to immediately use existing production equipment for educational purposes. A specific feature of the training of such workers and specialists is that in the conditions of an educational institution it is almost impossible to have the appropriate material base for their full-fledged industrial training - industrial devices, installations, units, etc. Therefore, practical vocational training of such workers and specialists is carried out as as a rule, in production conditions, first through observation exercises, and then understudy.

Of great importance for mastering methods of controlling technological processes is preliminary theoretical training of students, knowledge of the essence of technological processes occurring in devices, installations, units, machines. However, to control the technological process, even on the basis of a detailed understanding of phenomena and processes,

occurring in the apparatus, knowledge acquired in special subjects alone is not enough. While studying at the workplace diagrams of technological processes, the design and operating rules of equipment, students simultaneously become familiar with the basic methods of controlling the technological process: how to start and stop devices, how deviations from the normal course of the process are regulated, how individual technological operations are performed, how their results are recorded and etc.

A significant place in teaching students how to control technological processes is occupied by special exercises using simulators(issues of organization and methodology of exercises using simulators will be discussed in a separate section of the chapter).

An important task solved during process control exercises is the development of students’ abilities to make rational decisions in current production situations. One of the effective methodological techniques for implementing these tasks is the solution of so-called technological problems, organized by a master in the form of business games. Technological tasks provide a verbal description of production situations that characterize both normal operation and various violations of the technological process, including emergency ones.

Students are required to determine both the method of maintaining the normal operation of the equipment being serviced and the method of detecting a given violation, its possible causes, outline a solution and describe actions to eliminate the violations and bring the system back to normal in each specific case.

Technological tasks can be offered in two versions: with answers to the questions posed and without answers. In the first case, the essence of the exercises is the analysis of specific situations and the study of standard technological solutions. Such variants of the problem are offered to students at the initial stage of training (for example, in a training laboratory of chemical production processes and apparatus) and are a good addition to instructions for servicing a device, installation, or unit.

As students gain experience, they need to be involved in independent decision-making, first in simple and then in more complex production situations. Therefore, at this stage they are offered technological tasks compiled according to the second option.

As a rule, workers and specialists in the specified professions (chemist operators, operators of various installations, operators of various units, etc.) receive information about the operation of the apparatus or installation based on instrument readings. Therefore, along with verbal descriptions of certain situations in such tasks, instrument readings are given. These can be drawings or photographs of instruments with instrument readings corresponding to a given situation. For the same purposes, they practice the production of mock-ups of unit control panels with mock-ups of instruments, on which arrows and indicators are set in the position provided for by the conditions of the technological task. When working with such models, visual information (instrument readings) can be supplemented by corresponding auditory information (reproduction of sound recordings of noises, alarms, etc.).

Exercises using simulators

Simulators that simulate the conditions and content of human production activity make it possible to create optimal conditions for the effective formation of professional knowledge, skills and abilities necessary to perform this activity. Using simulators in the process of on-the-job training, students perform exercises to develop labor skills in cases where the conditions of the learning process do not allow such exercises to be effectively organized in a real production environment.

The use of simulators has the following advantages:

promotes better orientation of students during the transition from theory studied in classes in special subjects to mastery of practical actions, activates the learning process;

creates the opportunity to bring students closer to the production environment, while at the same time eliminating the risk of accidents and equipment breakdowns;

allows students to set, repeat and vary the required operating modes of equipment and production situations at any time, which is often impossible in production conditions;

models (simulates) difficult working conditions, even emergency situations, which students cannot become familiar with when working on operating equipment;

allows you to repeatedly simulate and predict interference and malfunctions until they are completely eliminated;

helps to consolidate self-control techniques in students - a decisive factor in the formation of many skills, especially when equipping simulators with special tools and feedback devices.

A significant advantage of the simulators is the use of an accelerated time scale. In production conditions, changes in the parameters of real technological processes, for example, chemical and petrochemical production, occur relatively slowly, and in order to perform all actions to control units at the usual scale of processes, considerable time is required. The accelerated flow of the technological process on the simulator model of the unit or installation allows you to master the control process in a much shorter time.

The simulator, as a means of simulating technical objects, the production environment and, accordingly, the activities of students, must meet pedagogical and ergonomic requirements, providing for an optimal combination of technical, psychological, physiological and didactic parameters. In the classification system of teaching aids, simulators refer to models of controlled technical objects that reproduce or imitate their characteristics with varying degrees of accuracy.

An important factor in the use of simulators is the simplification and division of work activities mastered by students so that training can be continued in real production conditions. Therefore, for educational purposes, not the entire production environment, not all work activities mastered by students, and not all operations are modeled, but only the most difficult to learn and the most significant in real conditions of the labor process, on which the success of students’ future independent work depends. However, the closer the model is to the real conditions of performing the corresponding technological operation, the higher its effectiveness as a training tool.

Based on their design and purpose, the simulators used can be divided into the following groups.

1. Simulators that simulate the structure and functions of technical objects. They are designed to practice techniques, methods of servicing and managing real objects. These include, for example, automotive simulators, simulators simulating technological installations of chemical production, etc. Simulators that simulate devices and functions of technical objects can be built on the principles of physical and mathematical modeling based on electronic computer technology. In most cases, such simulators are physical models, which mean an object, process, situation, etc., which have a number of physical properties similar to the original, but differ in size, weight and the absence of secondary phenomena and details. A large number of simulators - physical models - have been created for preliminary practical training of operators of lifting machines, drivers of vehicles, etc. All these devices, to a greater or lesser degree of approximation, reproduce the driver's cabin, the driver's cabin and the main controls with which the system of light and sound is connected and other signals. With such simulators, it is usually possible to develop initial skills in performing sequential actions in basic elementary situations, while providing immediate notification of all incorrect actions and completely eliminating accidents and breakdowns.

Simulators for training operators and adjusters of automatic machines and lines, as well as specialists servicing control panels of power plants and systems, have also become widespread. Usually they are simplified models of the control panel for monitoring and controlling the corresponding technological process in production. They reproduce process alarm systems, handles, buttons and other remote controls.

• 2. Simulators designed to develop intellectual skills. These include, for example, simulators that record malfunctions of equipment and equipment and are intended for training in troubleshooting; simulators for training adjusters of automatic machines and automatic lines to find the causes of defects, etc. In this case, the task of modeling, copying the device and functions of technical objects is not set. The purpose of such simulators is to teach students algorithms and rules for performing certain mental actions (for example, rules for analyzing the causes of marriage, etc.).
• 3. Training devices designed to facilitate the formation of any motor skill. As a rule, training devices do not model the structure and functions of technical objects. An example of such training devices is a simulator for practicing coordination of hand movements when filing metal with a file, cutting with a hacksaw, coordination of hand movements when shaping parts on a lathe, etc. In recent years, due to the widespread introduction of electronic computer technology into the educational process is increasingly used computer modelling technological and other production processes using specially created pedagogical software (PPS). In this case, the main affinity for simulating the technological process and feedback is the computer itself. In this case, the operator activity simulator is built on the basis of a visual image of a real object, which coincides with it so much that working with a computer imitates a real performing

activity.

As experimental studies and advanced pedagogical experience have shown, all private simulator training technologies for controlling automated equipment are based on a general exercise algorithm, which includes the following main stages: the master sets a certain situation, a training mode on the simulator > students analyze the content of the task > determine the state of the system simulated on the simulator , identifying deviations from the norm, their magnitude and nature > making decisions by students and determining an algorithm for bringing the system back to normal > students working with the controls of the simulator to bring the system back to normal > practicing methods of activity > current monitoring of the state of the system based on data from the information part of the simulator > analysis master and students of the success of training exercises according to the indications of the control panel of the simulator > justification by the students of the results obtained.

When organizing exercises on the simulator, it is necessary to familiarize students with a special visual language and methods of encoding information; shape, size, spatial orientation, letters, numbers, color, brightness, flickering frequency, logograms, image signs used in simulator displays, various kinds of indicators, screens, scoreboards. This is especially important when training skilled workers and specialists of various profiles, for example, for equipment operators (operators) of chemical and petrochemical plants. The simulator, designed to train such specialists, simulates normal technological conditions and typical deviations and malfunctions, including emergency situations. When process parameters go beyond acceptable limits, sound and light alarms are triggered. Students, receiving information from the readings of control and measuring instruments about the violation of one or another parameter, make a certain decision and return the process to normal mode, which is carried out using manual or remote controls. The simulator also allows you to demonstrate the operation of the installation in automatic mode. The master monitors the correctness of the students’ actions using the readings of control and measuring instruments, as well as sound and light alarms. In addition, students’ actions are recorded on recording devices, which allows for monitoring and self-control.

The use of simulators in vocational education is not an end in itself or a tribute to fashion, but an urgent necessity. This is a reasonable creation of artificial conditions that have great didactic advantages and potential reserves. Such artificial conditions create real opportunities, firstly, for planning all stages of the learning process (presentation of educational information, assimilation of it, implementation of educational activities, analysis of the nature and quality of this activity, corrective influences on it, etc.), secondly, for their optimal functioning, thirdly, to manage the cognitive activity of students. Exactly

the presence of opportunities to manage the cognitive activity of students ensures the effectiveness of exercises using simulators.