Competency code ok 5 management. Codes and names of general competencies

OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

OK 2. Organize your own activities, choose standard methods and ways of performing professional tasks, evaluate their effectiveness and quality.

OK 3. Make decisions in standard and non-standard situations and take responsibility for them.

OK 4. Search and use information necessary for the effective performance of professional tasks, professional and personal development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team and in a team, communicate effectively with colleagues, management, and consumers.

OK 7. Take responsibility for the work of team members (subordinates) and for the results of completing tasks.

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.

OK 9. To navigate the conditions of frequent changes in technology in professional activities.

OK 10. Perform military duties, including using acquired professional knowledge (for young men).

Codes and names of professional competencies

PM 01. Development of software program modules for computer systems.

PC 1.1. Develop specifications for individual components.

PC 1.2. Develop software product code based on ready-made specifications at the module level.

PC 1.3. Debug software modules using specialized software tools.

PC 1.4. Perform testing of software modules.

PC 1.5. Optimize the module code.

PC 1.6. Develop design and technical documentation components using graphical specification languages.

PM 02. Development and administration of databases.

PC 2.1. Develop database objects.

PC 2.2. Implement a database in a specific database management system (DBMS).

PC 2.3. Solve database administration issues.

PC 2.4. Implement methods and technologies for protecting information in databases.

PM 03. Participation in the integration of software modules.

PC 3.1. Analyze design and technical documentation at the level of interaction of software components.

PC 3.2. Integrate modules into the software system.

PC 3.3. Debug a software product using specialized software tools.

PC 3.4. Develop test suites and test scripts.

PC 3.5. Inspect software product components for compliance with coding standards.

PC 3.6. Develop technological documentation.

PM 04. Performing work in one or more worker professions, employee positions.

Appendix 2.

Schedule

performing final qualifying work

for the 2014-2015 academic year

Specialty 230115 “Programming in computer systems”

Appendix 3.

Criteria for assessing VKR

Appendix 4.

Federal State Budgetary Educational Institution of Higher Professional Education

"Tyumen State Oil and Gas University"

Institute of Geology and Oil and Gas Production

Department of Cybernetic Systems

CALCULATION OF SYSTEMS STABILITY

AUTOMATIC CONTROL

guidelines for completing the test

in the discipline "Fundamentals of Process Automation"

for students of direction 131000.62 – Oil and gas engineering

correspondence courses

Smirnov V.I., Smirnov D.V., Andriyanov A.M. Calculation of stability of automatic control systems. [Text]: guidelines for completing the test in the discipline “Fundamentals of Automation of Technological Processes” for students in the direction 131000.62 – Oil and Gas Business by correspondence course / comp. IN AND. Smirnov; D.V. Smirnov; Andriyanov A.M. – Tyumen: TyumGNGU, 2014. – 16 p.

«_ 12 _» _ November _ 2014, protocol No. 3 .

annotation

Methodological instructions are intended for students studying in the direction 131000.62-Oil and Gas Business by correspondence course. The purpose of the test is for students to acquire skills in structural and logical analysis of the stability of automatic control systems.

The basic theoretical information necessary to complete the test is given, as well as options for tasks for individual tests. An example of performing a test is considered, and requirements for design are formulated.

1. Goals and objectives of the discipline: study of theoretical and practical provisions in the field of automatic control, regulation and management of technological processes in the oil and gas industry; formation of systems thinking in the field of automation of technological processes and production.

Tasks:

Studying the general principles of building automation systems;

Introduction to the classical theory of automatic control;

Study and research of technical means of automation;

Studying the methodological foundations of drawing up tasks for automation of the production process.

2. The place of discipline in the structure of OOP:

The discipline is included in the basic part of the professional cycle of the bachelor's educational program. The study of this discipline is based on the following courses: Mathematics, Physics, Computer Science, Electrical Engineering, Hydraulics and Oil and Gas Fluid Mechanics. As a result of mastering the discipline, the student must know standard system solutions and the main directions of development of control and management systems for technological processes in the oil and gas industry; be able to analyze the operation of the simplest installations and devices and draw up a task for their automation; master the methodological foundations of drawing up tasks for automation of the production process. The discipline is a prerequisite for writing a final qualifying thesis.

Requirements for the results of mastering the discipline.

The process of studying the discipline is aimed at developing the following competencies:

General cultural competencies (GC)

professional competencies (PC)

As a result of mastering the discipline, the student must:

Know:

Fundamentals of constructing automatic control systems (ACS);

Have an understanding of methods and means of monitoring the parameters of the construction process of oil production facilities;

Keep abreast of current trends in the development of automation tools.

Be able to:

To navigate the issues of optimal control of oil and gas production processes based on and use of computer technology;

Use the acquired knowledge in practice.

Own:

Principles for the formation of technical specifications for the design of automatic systems in the oil and gas industry;

Methods of analyzing proposed solutions in the field of automation;

Skills in determining the advantages and disadvantages of technical automation equipment.

In accordance with the requirements of the Federal State Educational Standard, students of educational institutions of primary and secondary vocational education must have general and professional competencies.

The layout of the standard (2008) defines the following lists of general graduate competencies

- primary vocational education:

OK 2. Organize your own activities based on the goal and methods of achieving it, determined by the manager.

OK 3. Analyze the work situation, carry out current and final control, evaluate and adjust one’s own activities, and be responsible for the results of one’s work.

OK 4. Search and use information necessary to effectively perform professional tasks

- secondary vocational education:

OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

OK 3. Solve problems, make decisions in standard and non-standard situations, take responsibility for them.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team, communicate effectively with colleagues, management and clients;

OK 7. Take responsibility for the work of team members (subordinates) and for the result of the task.

- secondary vocational education (advanced level):

OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

OK 2. Organize your own activities, choose methods and methods for performing professional tasks from those known, evaluate their effectiveness and quality.

OK 3. Solve problems, assess risks, make decisions in non-standard situations.

OK 4. Search and use the information necessary for the effective performance of professional tasks, professional and personal development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues.

OK 7. Set goals, motivate the activities of subordinates, organize and control their work, taking responsibility for the results of completing tasks.

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.

In accordance with the levels of formation of the subject of activity discussed above, the lists of general competencies that graduates who have mastered the basic professional program in the specialty of initial vocational, secondary vocational and secondary vocational (advanced level) should have, need to be supplemented from the list of competencies considered by Zeer E.F.

The most harmonious list of competencies of a secondary vocational education graduate (advanced level) has been compiled, aimed at developing such personality qualities as independence, mobility, and the ability to perform leadership activities.

However, this list of competencies, like the others, must be supplemented with competencies that contribute to the development of creative qualities of the individual, such as the ability to create a product that is distinguished by novelty, originality, uniqueness, as well as competencies that develop aesthetic sensitivity, a sense of beauty in reality, and the ability to assimilate standards beauty and design, to feel the beauty of the created product of professional activity..

Such competence as the ability to use regulatory and legal documentation for the profession, State Standards for the profession, to take into account safety standards and regulations is among the key regulatory competencies; it is necessary to supplement it with the lists of general competencies of graduates of both primary vocational education and secondary vocational education.

The list of competencies of a graduate of primary vocational education, whose professional activity is mainly related to manual labor, must be supplemented with competencies that develop sensorimotor abilities (coordination of actions, speed of reaction, manual dexterity, eye, color discrimination, etc.).

The list of competencies of a graduate of secondary vocational education, whose professional activity is related to the manifestation of creative abilities, must be supplemented with the ability to generate unusual, original ideas, deviate from traditional thinking patterns, and readiness to innovate.

Self-improvement competencies are most fully represented in the list of competencies of a graduate of secondary vocational education (advanced level). It is necessary to supplement the lists of general competencies of graduates of primary and secondary vocational education with the ability to enrich their professional competence and be ready for advanced training.

It is possible to combine the competencies OK 4 and OK 5 into one competency based on the similarity of the tasks solved by students in accordance with these requirements.

In accordance with the types of basic competencies, the lists of general competencies of graduates who have mastered the basic educational program in their specialty can be classified as follows:

Independently determine the tasks of professional and personal development, engage in self-education, and consciously plan professional development. (OK 8)

The layout of the standard is supposed to describe the lists of professional competencies developed by graduates who have mastered the basic educational program in their specialty based on the characteristics of the professions.

Analyzing the data on the classification of professional competencies, we can conclude that regulatory competencies predominate in the structure of a seamstress’s activity. When analyzing the professional competencies of a fashion designer, creative, social, analytical competencies, and self-improvement competencies come to the fore, while regulatory competencies play a less significant role. It is necessary to pay attention to this when developing basic (general) competencies among students in the educational and professional process.

This does not mean that in the training of a seamstress it is necessary to pay attention only to the formation of regulatory competencies. Personal development requires the harmonious development of all competencies, therefore, subject to the mandatory formation of regulatory competencies, it is necessary for students of the seamstress profession to develop other competencies, especially creative and self-improvement competencies, since these competencies are not sufficiently developed in further professional activities.

Thus, the classification of general and professional competencies allows us to identify the features of assessing the level of formation of the subject of a particular activity in the educational process of educational institutions of primary and secondary vocational education.

12. Personality of the teacher, basic competencies of the teacher

13. Universal learning activities

Concept, functions, composition and characteristics of universal educational activities at the level of primary general education
Consistent implementation of the activity approach is aimed at increasing the effectiveness of education, more flexible and durable learning by students, the possibility of their independent movement in the field of study, and a significant increase in their motivation and interest in learning.
Within the framework of the activity approach, the main structural components of educational activities are considered as general educational actions - motives, features of goal setting (educational goals and objectives), educational actions, control and evaluation, the formation of which is one of the components of the success of learning in an educational institution.
When assessing the formation of educational activities, age specifics are taken into account: a gradual transition from joint activities of the teacher and student to jointly shared activities and to independent activities with elements of self-education and self-education (in early adolescence and older adolescence).
The concept of “universal learning activities”
The term “universal educational actions” means the ability to learn, i.e., the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.
Universal learning activities as generalized actions open up the opportunity for students to have a broad orientation both in various subject areas and in the structure of the learning activity itself, including awareness of its target orientation, value-semantic and operational characteristics. Thus, achieving the ability to learn requires students to fully master all components of educational activity, which include:

• cognitive and educational motives,
• educational goal, educational task, educational actions and operations (orientation, transformation of material, control and evaluation).

Functions of universal educational actions:

• ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;
• creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Universal educational activities are supra-subject, meta-subject in nature; ensure the integrity of general cultural, personal and cognitive development and self-development of the individual; ensure continuity at all stages of the educational process; are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content.
Universal educational activities provide the stages of mastering educational content and the formation of the student’s psychological abilities.
Types of universal learning activities
The main types of universal educational activities can be divided into four blocks: personal, regulatory(including also self-regulation actions), informative And communicative.

14. Personal, regulatory and communicative UUD

Personal universal learning activities provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of personal actions should be distinguished:

• personal, professional, life self-determination;
• meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out;
• moral and ethical orientation, including assessment of the acquired content, ensuring personal moral choice.

Regulatory universal learning activities provide students with the organization of their educational activities. These include:

• goal setting as setting an educational task based on the correlation of what is already known and learned by students and what is still unknown;
• planning - determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions;
• forecasting - anticipation of the result and level of knowledge acquisition;
• control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard;
• correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result, taking into account the assessment of this result by the student, teacher, and comrades;
• assessment - identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation; performance evaluation;
• self-regulation as the ability to mobilize strength and energy, to exert volition and overcome obstacles.

Communicative universal learning activities ensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.
Communicative actions include:

• planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, methods of interaction;
• asking questions - proactive cooperation in searching and collecting information;
• conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;
• managing your partner’s behavior;
• the ability to express one’s thoughts with sufficient completeness and accuracy; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language and modern means of communication.

15. Cognitive UUD

Cognitive universal learning activities include: general educational, logical educational activities, as well as formulation and solution of problems.
General educational universal actions:

• independent identification and formulation of a cognitive goal;
• search and selection of necessary information;
• structuring knowledge;
• conscious and voluntary construction of a speech utterance in oral and written form;
• choosing the most effective ways to solve problems depending on specific conditions;
• reflection on methods and conditions of action, control and evaluation of the process and results of activity;
• semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;
• formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

16. Knowledge, abilities, skills

17. Training and development

18. Basic principles of research in educational psychology

19. Problems of educational psychology

20. The problem of a child’s psychological readiness for learning

21. History of educational psychology

22. Theories of learning in Ancient Greece (Plato, Aristotle)

Plato
Plato (c. 427-347 BC) was Socrates' most famous student. In fact, Socrates never wrote a single word about his philosophy; Plato did. This is extremely important, since Plato's early dialogues were created by him mainly to show Socrates' approach to knowledge, and were memoirs of the great teacher. However, later dialogues represent the philosophy of Plato himself and have practically nothing to do with Socrates. Plato was so depressed by the execution of Socrates that he went into voluntary exile in southern Italy, where he came under the influence of the Pythagoreans. This fact was important for the Western world and has direct implications for all areas of epistemology, including learning theory, that have emerged since then.
The Pythagoreans believed that numerical relations govern the Universe and influence the world of things. They believed that numbers and their various combinations were the cause of events in the physical world. And both events, both the number itself and the physical phenomenon caused by it, were really existing. Therefore, for the Pythagoreans, the abstract objectively existed and had the ability to influence physical objects. Moreover, physical phenomena were considered only as manifestations of the abstract. Although numbers and matter interact, it is matter, not numbers, that we perceive with the help of our senses. From this follows a dualistic view of the Universe, in which one aspect of it can be known empirically and another cannot. Following these ideas, the Pythagoreans achieved great success in mathematics, medicine and music. However, over time, this trend turned into a mystical cult, and only a select few could become its members and join its wisdom. Plato was one of these people. Plato's later dialogues reflect a complete acceptance of the dualistic universe that the Pythagoreans believed in. He developed a theory of knowledge based on the Pythagorean idea that the existence of the abstract is objective and meaningful.

Aristotle (348-322 BC), one of Plato’s students, was the first to follow Plato’s teachings and later almost completely abandoned it. The main difference between the two thinkers was their attitude towards sensory information. For Plato it was an unworthy hindrance, but for Aristotle it was the basis of knowledge. Because of his favorable attitude toward empirical observation, Aristotle amassed a vast collection of facts about physical and biological phenomena.
However, Aristotle did not reject reason in any way. He assumed that sensory perceptions were only the beginning of knowledge, then the mind needs to reflect on these perceptions in order to find the logical connections hidden in them. The laws that govern the empirical world cannot be known through sensory information alone, but must be discovered through active reflection. Consequently, Aristotle believed that knowledge is acquired from sensory experience and reflection.
There are two main differences between Aristotle's and Plato's theories of knowledge. First, the laws, forms or universals that Aristotle sought did not exist separately from their empirical embodiment, as was the case with Plato. They were simply observable relationships in the natural environment. Secondly, according to Aristotle, all knowledge is based on sensory experience. For Plato, of course, this was not the case. It is precisely because Aristotle argued that the source of knowledge is sensory experience that he is classified as an empiricist.
While developing his empirical views on knowledge, Aristotle formulated the laws of associations. He said that an experience or memory of an object will evoke memories of similar things (law of similarity), memories of opposite things (law of contrast), or memories of things that were originally associated with that object (law of contiguity). Aristotle also noted that the more often two events are part of the same experience, the more likely it is that interaction or memory of one of these events will trigger a memory of the other. Later in history, this pattern became known as the law of repetition. Therefore, according to Aristotle, sensory experience gives rise to ideas. Ideas stimulated by sense experience will stimulate other ideas according to the laws of similarity, contrast, contiguity and the principle of repetition. In philosophy, the position that the relationships between ideas can be explained by the laws of associations is called associationism. An example of how ideas are related through the law of contiguity.
In addition to raising the status of empirical research, Aristotle contributed greatly to the development of psychology. He wrote the first history of psychology, entitled “On the Soul” (De Anima). He wrote many works devoted to the human senses, which he included vision, hearing, smell, taste and touch. He made significant contributions to the further development of the concepts of memory, thinking and learning. As we noted, his associative principles of similarity, contrast, contiguity, and repetition later became the basis of the doctrine of associationism, which is still part of modern learning theory. Given his enormous contribution to the development of science, one can forgive him for placing the mind in the heart and considering the brain as a cooling system for the blood. Of Aristotle's enormous influence on learning theory, Weimer (1973) said:
Even with a moment's reflection... it will be obvious that Aristotle's doctrines are the core of modern epistemology and learning psychology. The centrality of associationism as a mechanism of the mind is so generally accepted, if only as an observation, that no theory of learning proposed for discussion in the present century has failed to base its arguments on associative principles (p. 18).
With the death of Aristotle, the development of empirical science stopped. In the following centuries, scientific research, the direction of which was set by the philosophical teachings of Aristotle, was not continued. The fall of the ancient Greek city-states, barbarian raids on Europe (the spread of Christianity stopped the development of scientific research in the early Middle Ages were based on the teachings of ancient authorities, instead of looking for new ideas. Plato's philosophy had a great influence on early Christianity. The concept of man that prevailed at that time is described by Marx and Cronan-Hillix (1987): Human beings were viewed as creatures with a soul and free will. , which alienated them from simple natural laws and subordinated them only to their own willfulness and, possibly, to the power of God. Such a being, possessing free will, could not be the object of scientific research.

Concept of information. Subject, goals and objectives of the discipline. Information technologies in the activities of an economist. General information about computers and the history of the development of computer technology. Problems and prospects of informatization of Russian society. General characteristics of the processes of collecting, transmitting, processing and storing information. Application of a personal computer in solving socio-economic problems.

Software tools for implementing information processes. Software classification. Basic operating programs for a personal computer. Structure and forms of presentation of algorithms. General rules for compiling algorithms. Models for solving functional and computational problems. Software and programming technologies. Application development software. Stages and technologies of program development. High level programming languages. Classification of programming languages. High-level algorithmic languages.

As a result of mastering this discipline, the graduate must have the following competencies: