Abstract

The design of modular training is based on the foundations of the theory of pedagogy and is actually used in pedagogical practice. The essence of this technology is to correctly and functionally divide the content of the original discipline into laconic and complete blocks in accordance with professional tasks and necessary modern requirements. The essence of the modular approach to academic disciplines is that the study of a given subject or discipline occurs more or less independently in accordance with the curriculum, which contains a target block of directed actions to master the selected material, a bank of necessary information and guidelines for achieving the necessary didactic goals. In this case, the functions of a teacher-tutor vary from consultative and informational to coordinating the learning process. The main term of this theory is the concept of a module. Despite the sufficient time of existence of the modular theory, there is still no strictly concept of "module". To this question, there are how many different variants of this concept, depending on the side of the approach to this problem. This concept is directly dependent on such areas of this issue as the process of structuring the content of training, forms and methods of training. V. Goldschmidt and M. Goldschmidt take as the basis of this term the creation of an autonomous, planned unit of the learning process aimed at achieving clearly defined goals. J. Russell considers this concept as an independent part of the academic discipline. In the works of Yu. K. Bashlov and V. A. Ryzhov, the module is considered as a certain amount of information required to perform a certain professional activity.