Siberian Federal University (Krasnoyarsk, Russia):

I. V. Dubova, Cand. Tech., Associate Prof., Institute of Non-ferrous Metals and Materials Science, Dept. of Fundamental Natural Science Education, E-mail: idubova@mail.ru
G. S. Sanacheva, Cand Eng., Associate Prof., Institute of Non-ferrous Metals and Materials Science, Dept. of Foundry
S. I. Osipova, Dr. Ped., Prof., Institute of Non-ferrous Metals and Materials Science Dept. of Fundamental Natural Science Education

The analysis of the role of interaction of university — production in the organization of project training of engineers on the basis of a competence approach has been given. It is shown that training through the project allows to develop project-implementation competence (PIC) in the professional activity, increases the personal signifi cance of specific disciplinary knowledge and education in general. The experience of organization of training through practice-oriented projects in the teaching of bachelors in the metallurgical field within the framework of the CDIO ideology is considered. It has been substantiated that the introduction of the CDIO ideology makes it possible to enhance the practical aspect of the educational program, contributes to the establishment of closer ties between participants of the educational process. Ways to establish interaction with an employer, approaches to select topics of practice-oriented projects and organization of cross-cutting interdisciplinary integrated projects (CIIP) were presented. Criteria for identifying topics of cross-cutting interdisciplinary projects were proposed. Using the example of solving a real issue of a metallurgical enterprise, a tree of tasks was presented, the definition of project levels and the formation of project teams were considered. The scheme of interactive interaction at the organization of project training in accordance with the issues and tasks of real production demonstrating the involvement of students, undergraduates, teachers and employees of industrial enterprises was proposed. It was noted that in the implementation of projects focused on production objectives, the linearity of training is disrupted, which requires the creation of a system of disciplines corresponding to the project objectives and requirements for learning outcomes. The results of PIC monitoring during seven semesters showed a positive trend, which confirms the eff ectiveness of project-based training, while all interested parties receive their advantages, which allow them to increase their competitiveness.

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