Инновационные технологии в современном образовании


9 VSRR
VYSOKA SKOLA recionAlnIho ROZVO3E



Государственное бюджетное образовательное учреждение высшего образования Московской области «ТЕХНОЛОГИЧЕСКИЙ УНИВЕРСИТЕТ»




Колледж регионального развития (VSRR, s.r.o.), г. Прага, Чешская Республика








IV МЕЖДУНАРОДНАЯ НАУЧНО-ПРАКТИЧЕСКАЯ ИНТЕРНЕТ-КОНФЕРЕНЦИЯ «ИННОВАЦИОННЫЕ ТЕХНОЛОГИИ
В СОВРЕМЕННОМ ОБРАЗОВАНИИ»







Сборник материалов
IV Международной научно-практической инернет-конференции 16 декабря 2016 г., наукоград Королёв, Московская область

г.о. Королёв

2017

   УДК 372.8
   ББК 74.58 Ибб










             Инновационные технологии в современном образовании: сборник статей по материалам участников IV Международной научно-практической инернет-конференции Ибб (1б декабря 201б г., наукоград Королёв) - М.: Издательство «Научный консультант», 2017.- 454 с.
             ISBN 978-5-9500876-1-5








      Наукоград Королёв 15 декабря 201б г. стал местом проведения IV Международной научно-практической инернет-конференции «Инновационные технологии в современном образовании», прошедшей на базе Государственного бюджетного образовательного учреждения высшего образования Московской области «Технологический университет». В конференции приняли участие как российские, так и зарубежные преподаватели, студенты, аспиранты и их научные руководители.
      Сборник предназначен для научных работников, студентов, магистрантов, аспирантов и преподавателей высших учебных заведений.




УДК372.8
ББК 74.58






                                 Сборник, научных статей участников конференции подготовлен по материалам, представленным в электронном виде. Ответственность за содержание материалов несут авторы.







ISBN 978-5-9500876-1-5

      © ГБОУ ВО МО «Технологический университет», 2017
      © Оформление. «Научный консультант», 2017

СОДЕРЖАНИЕ


Гаврила-Павен И. УНИВЕРСИТЕТ ПРЕДПРИНИМАТЕЛЬСТВА В РАМКАХ УСТОЙЧИВОГО РАЗВИТИЯ....................10
Абрашкин М.С., ЗелькинаЯ.Л. ИННОВАЦИОННЫЕ ПОДХОДЫ К ФОРМИРОВАНИЮ ОБРАЗОВАТЕЛЬНОГО ПРОСТРАНСТВА В
УНИВЕРСИТЕТЕ.....................................16
Кучербаева Д. ФОНОЛОГИЧЕСКИЕ ОГРАНИЧЕНИЯ РЕАЛИЗАЦИИ АЛЛОФОНОВ/l/ ВАНГЛИЙСКОМ ЯЗЫКЕ...................19
Абрашкина Е.М. ЗАРУБЕЖНЫЙ ОПЫТ ОРГАНИЗАЦИИ УЧЕБНОГО ПРОЦЕССА НА ПРИМЕРЕ СКАНДИНАВСКИХ СТРАН..........22
Аверьянова Г.А. ПОДГОТОВКА СТУДЕНТОВ К РАЗВИТИЮ
ТВОРЧЕСКОЙ АКТИВНОСТИ ОБУЧАЮЩИХСЯ ЧЕРЕЗ ПРОЕКТНО-ИССЛЕДОВАТЕЛЬСКУЮ ДЕЯТЕЛЬНОСТЬ
В УСЛОВИЯХ ОБЩЕОБРАЗОВАТЕЛЬНОЙ ШКОЛЫ.............28
Адамович С.В. ИСПОЛЬЗОВАНИЕ ЭЛЕКТРОННЫХ РЕСУРСОВ
НЕМЕЦКОГО ЯЗЫКА В ЛИНГВИСТИЧЕСКИХ ИССЛЕДОВАНИЯХ СТУДЕНТОВ........................................33
Акимкина Э.Э., Аббасов Э.М. АНАЛИЗ ВОЗМОЖНОСТЕЙ
CASE-СРЕДСТВДЛЯ моделирования технологических ПРОЦЕССОВ........................................37
Аманкулова Д.Е., Усенко Л.И. РАЗВИТИЕ ФУНКЦИОНАЛЬНОЙ ГРАМОТНОСТИ УЧАЩИХСЯ ПОСРЕДСТВОМ ВНЕДРЕНИЯ
ИННОВАЦИОННЫХ ФОРМ И МЕТОДОВ ОБУЧЕНИЯ..............40
Аниол А.В., Гусарова Е.А. РАЗЛИЧИЯ ПОДХОДОВ К ВОСПИТАНИЮ И ОБРАЗОВАНИЮ В РОССИИ И ЗА РУБЕЖОМ..............44
Артюшенко В.М., Аббасова Т.С., Аббасов А.Э. ЭФФЕКТИВНОСТЬ МУЛЬТИМЕДИЙНЫХ СРЕДСТВ В КОМПЬЮТЕРНЫХ
ОБУЧАЮЩИХ ПРОГРАММАХ И ЭЛЕКТРОННЫХ ИНСТРУКЦИЯХ....48
Аршанская М.Г., Аниол А.В. КОМПЬЮТЕРНЫЕ ИГРОВЫЕ
ТЕХНОЛОГИИ В ОБУЧЕНИИ МЛАДШИХ ШКОЛЬНИКОВ И ДОШКОЛЬНИКОВ.....................................56
Асташева Н.П. ВНЕДРЕНИЕ АКТИВНЫХ МЕТОДОВ ОБУЧЕНИЯ В ПРЕПОДАВАНИЕ ДИСЦИПЛИНЫ «ОХРАНА ТРУДА».........60
Басманова Н.И., Бобкова Н.Ю. ОРГАНИЗАЦИЯ САМОСТОЯТЕЛЬНОЙ
РАБОТЫ СТУДЕНТОВ С ПРИМЕНЕНИЕМ ДИСТАНЦИОННЫХ ОБРАЗОВАТЕЛЬНЫХ ТЕХНОЛОГИЙ НА ПРИМЕРЕ ИЗУЧЕНИЯ
ДИСЦИПЛИНЫ «ИСТОРИЯ ПСИХОЛОГИИ»..................64
Басова М.М. ПРАКТИКО-ОРИЕНТИРОВАННЫЙ ПОДХОД
К ОБУЧЕНИЮ СТУДЕНТОВ ДЛЯ ПРЕДПРИЯТИЙ МЕТАЛЛУРГИЧЕСКОГО КОМПЛЕКСА......................68
Баширова С.В., Горелова Л.В. ИННОВАЦИОННЫЕ ТЕХНОЛОГИИ
ПРЕПОДАВАНИЯ В МОДЕЛИ ПОВЫШЕНИЯ ЭКОНОМИЧЕСКИХ
РЕЗУЛЬТАТОВДЕЯТЕЛЬНОСТИ СИСТЕМЫ ВЫСШЕГО ОБРАЗОВАНИЯ В РОССИИ.............................76

3

Бермус А.Г. К ПРОБЛЕМЕ ТЕХНОЛОГИЧЕСКОГО КОМПОНЕНТА ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЙПОДГОТОВКИ
ПЕДАГОГА В УНИВЕРСИТЕТЕ...........................82
Блинова Ю.С., Знай Г.О., Каширина А.О., Ластовенко Д.В., Смирнова З.Б. ОПЫТ РАЗРАБОТКИ И ПРОВЕДЕНИЯ ПРОФОРИЕНТАЦИОННЫХ
ТРЕНИНГОВ В РАМКАХ ФЕДЕРАЛЬНОГО ПРОЕКТА...........86
Брага К.А., Морозюк Ю.В. ЭМОЦИОНАЛЬНОЕ ВЫГОРАНИЕ СОТРУДНИКОВ МУНИЦИПАЛЬНОГО БЮДЖЕТНОГО УЧРЕЖДЕНИЯ ЩЕЛКОВСКОГО МУНИЦИПАЛЬНОГО РАЙОНА ПО РАБОТЕ С МОЛОДЕЖЬЮ «КОМПЛЕКСНЫЙ ДОСУГОВЫЙ ЦЕНТР «НАВИГАТОР»».......................................94
Букова А.А., Копытова Н.Е. ПРИМЕНЕНИЕ ТЕХНОЛОГИЙ МАРКЕТИНГА В ОБРАЗОВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ ВУЗА....98
Бунич Г.А. АКТУАЛЬНОСТЬ ВИЗУАЛИЗАЦИИ ПРЕПОДАВАНИЯ ДИСЦИПЛИН ПО НАПРАВЛЕНИЮ «БАНКОВСКОЕ ДЕЛО» (БАКАЛАВРИАТ)....................................102
Бураканова Г.М. ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ: МОДЕЛИРОВАНИЕ ЭФФЕКТИВНОГО ЛИДЕРСТВА.............104
Бурдун В.В., Чесноков А.В., Андреев В.Н. РАЗВИТИЕ
ИННОВАЦИОННОГО ТВОРЧЕСТВА КАК НЕОБХОДИМОЕ УСЛОВИЕ ПОДГОТОВКИ СОВРЕМЕННЫХ УЧИТЕЛЕЙ
ТЕХНОЛОГИЙ.......................................108
Бухаров М.Н. ИНДИВИДУАЛИЗАЦИЯ ОБУЧЕНИЯ КОМПЬЮТЕРНОМУ МОДЕЛИРОВАНИЮ СЛОЖНЫХ СИСТЕМ.....................114
Вайлунова Ю.Г., Яшева Г.А. МЕТОДЫ СЕТЕВОГО СОТРУДНИЧЕСТВА СТЕЙКХОЛДЕРОВ В НАУКЕ И ОБРАЗОВАНИИ..............120
Воеводина И.В., Виниченко Н.В. ОБУЧЕНИЕ АНГЛИЙСКОЙ ИНТОНАЦИИ С УЧЕТОМ ОСОБЕННОСТЕЙ ЕЕ РИТМА И РАССТАНОВКИ ЛОГИЧЕСКИХ УДАРЕНИЙ................124
Воронич В.Е., Шушкевич Г.Ч. РАСЧЕТ ПЕРЕХОДНЫХ ПРОЦЕССОВ C ИСПОЛЬЗОВАНИЕМ СИСТЕМЫ МАТНСАИ В КУРСЕ
ЭЛЕКТРОТЕХНИКИ.....................................127
Глазкова З.Ю. ТЕХНОЛОГИЯ РАБОТЫ ИННОВАЦИОННОЙ ПЛОЩАДКИ НА БАЗЕ МАУ ДО «ШКОЛА ИСКУССТВ».........130
Голушкова Т.А., Коровкина Т.Е. ТЕХНОЛОГИЯ ИСПОЛЬЗОВАНИЯ ХУДОЖЕСТВЕННЫХ ФИЛЬМОВ КАК СРЕДСТВА
ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ ПОДРОСТКОВ............136
Гринько С.Д. СОЗДАНИЕ ПРОСТРАНСТВА «ВУЗ - МУЗЕЙ» ПРИ ПОДГОТОВКЕ БУДУЩИХ ПЕДАГОГОВ.................140
Гурбанов Н.Г., Садыгова З.А. СОВЕРШЕНСТВОВАНИЕ УПРАВЛЕНИЯ КАЧЕСТВОМ ОБУЧЕНИЯ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИИ.143
Деменкова А.Б., Ковалев В.Г. ИСПОЛЬЗОВАНИЕ МЕТОДОВ ПРОЕКТИРОВАНИЯ В ПРЕПОДАВАНИИ КОМПЬЮТЕРНОЙ ГРАФИКИ ДЛЯ СТУДЕНТОВ ВУЗА.......................149

4

Демидова А.В. РОЛЬ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ
В ПОВЫШЕНИИ МОТИВАЦИИ УЧАЩИХСЯ НА УРОКАХ ИНСТРАННОГО ЯЗЫКА................................157
Донской А.Д., Сабо С.Е., Бобкова Н.Ю. ЭЛЕКТРОННЫЕ УЧЕБНОМЕТОДИЧЕСКИЕ КОМПЛЕКСЫ КАК ОСНОВА СОВРЕМЕННЫХ
ДИСТАНЦИОННЫХ ОБРАЗОВАТЕЛЬНЫХ ТЕХНОЛОГИЙ.........161
Драчёна И.П. ВИДЫ ЛЕКЦИЙ И МЕТОДИКА ИХ ПОДГОТОВКИ
И ПРОВЕДЕНИЯ В ВЫСШЕМ ПРОФЕССИОНАЛЬНОМ УЧЕБНОМ ЗАВЕДЕНИИ........................................166
Егорова В.К. К ВОПРОСУ О НЕПРЕРЫВНОМ ЭЛЕКТРОННОМ ОБРАЗОВАНИИ......................................171
Жарких Н.Г., Костыря С.С. ПРОЕКТНЫЕ ТЕХНОЛОГИИ В ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКЕ МАГИСТРОВ............174
Зайчикова И.В. ИЗ ОПЫТА ПРИМЕНЕНИЯ CASE-STUDY
ПРИ ОБУЧЕНИИ ЭКОНОМЕТРИКЕ БАКАЛАВРОВ ЭКОНОМИЧЕСКИХ ВУЗОВ..............................181
Зиновьев Ф.В. МЕТОДЫ ИСПОЛЬЗОВАНИЯ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ............185
Злотникова Л.М. СОЦИОЛОГИЧЕСКОЕ ОБРАЗОВАНИЕ - ОСНОВА ФОРМИРОВАНИЯ СИСТЕМНОГО МЫШЛЕНИЯ ПРОФЕССИОНАЛА...188
Измайлова М.А. ГЛОБАЛЬНАЯ ТРАНСФОРМАЦИЯ ОБРАЗОВАНИЯ В НОВОЙ ЭКОНОМИЧЕСКОЙ РЕАЛЬНОСТИ.................193
Исаев В.Г., Михалишина Е.В., Строков Н.Ю. ПРИМЕНЕНИЕ SMART-ТЕХНОЛОГИЙ В ОБРАЗОВАТЕЛЬНЫХ УЧРЕЖДЕНИЯХ...197
Ишутина И.Р. ВНЕДРЕНИЕ ПОЛИЯЗЫЧИЯ НА УРОКАХ
ИНФОРМАТИКИ ПРИ ОБУЧЕНИИ СТУДЕНТОВ СПЕЦИАЛЬНОСТИ ПЕРЕВОДЧЕСКОЕ ДЕЛО.................202
Кавтарадзе Д.Н., Васина Н.В. КАК НАУЧИТЬ ОСНОВАМ РЕШЕНИЯ СЛОЖНЫХ ЗАДАЧ - МЕЖДИСЦИПЛИНАРНЫЙ ПОДХОД.........206
Казарян А.С., Кучеренко Н.С. ОРГАНИЗАЦИЯ УЧЕБНОГО ПРОЦЕССА В ПРОЕКТНОМ ОБУЧЕНИИ МОСКОВСКОГО ПОЛИТЕХНИЧЕСКОГО
УНИВЕРСИТЕТА.......................................212
Канашевич Т.Н. ОСОБЕННОСТИ РЕАЛИЗАЦИИ ПРЕЕМСТВЕННОСТИ
В СИСТЕМЕ «ПРОФЕССИОНАЛЬНО-ТЕХНИЧЕСКОЕ - СРЕДНЕЕ СПЕЦИАЛЬНОЕ - ВЫСШЕЕ ТЕХНИЧЕСКОЕ ОБРАЗОВАНИЕ»....218
Ковалев В.Г., Деменкова А.Б., Христофорова И.В. РАЗВИТИЕ
ТВОРЧЕСКОГО ПОТЕНЦИАЛА СТУДЕНТОВ ВУЗА НА ЗАНЯТИЯХ ИЗОБРАЗИТЕЛЬНЫМ ИСКУССТВОМ...........222
Комарова Л.В. РАЗВИТИЕ КРЕАТИВНОСТИ. СКЕТЧБУК КАК ИННОВАЦИОННАЯ ПЕДАГОГИЧЕСКАЯ НАХОДКА ПРИ ОБУЧЕНИИ СТУДЕНТОВ-ДИЗАЙНЕРОВ.............................230
Косарева Т.А., Аниол А.В. ПРОБЛЕМЫ ИННОВАЦИОННОГО РАЗВИТИЯ ОБРАЗОВАНИЯ В СОВРЕМЕННЫХ УСЛОВИЯХ......233

5

Красикова Т.И. ЭЛЕКТРОННЫЕ СРЕДСТВА ОБУЧЕНИЯ СТУДЕНТОВ ТЕХНИЧЕСКИХ ВУЗОВ ПРИ РАБОТЕ С ИНОЯЗЫЧНЫМИ НАУЧНОТЕХНИЧЕСКИМИ ТЕКСТАМИ.............................238
Кривенко И.В., Испирян С.Р., Касерес М.О. ИССЛЕДОВАТЕЛЬСКИЕ
ПРОЕКТЫ ШКОЛЬНИКОВ ПО ФИЗИКЕ НА БАЗЕ УНИВЕРСИТЕТА КАК ФОРМА ЭФФЕКТИВНОЙ ПОДГОТОВКИ К УЧЕБЕ В ВУЗЕ...241
Криштопайтис В.В. МАСТЕР-КЛАСС КАК ТЕХНОЛОГИЯ АКТИВНОГО
ОБУЧЕНИЯ НА ПРИМЕРЕ ПРАКТИЧЕСКОГО ЗАДАНИЯ «ИЗОБРАЗИТЕЛЬНЫЙ ЗНАК»............................245
Кучеренко Н.С., Секерин В.Д. ОСОБЕННОСТИ ПРОФОРИЕНТАЦИОННОЙ ДЕЯТЕЛЬНОСТИ В УСЛОВИЯХ ПЕРЕХОДА ВУЗОВ НА ПРОЕКТНОЕ
ОБУЧЕНИЕ............................................250
Лапшина О.И. РАЗРАБОТКА ЭЛЕКТРОННЫХ ОБРАЗОВАТЕЛЬНЫХ РЕСУРСОВ И ПРИМЕНЕНИЕ ИХ В УЧЕБНОМ ПРОЦЕССЕ - ОСНОВА ТВОРЧЕСКОГО РАЗВИТИЯ ПЕДАГОГА И УЧАЩИХСЯ..........253
Лапшинова К.В., Захарова В.Е., Уражок Т.В. СТИМУЛИРОВАНИЕ ДЕЯТЕЛЬНОСТИ ПРОФЕССОРСКО-ПРЕПОДАВАТЕЛЬСКОГО СОСТАВА КАК ФАКТОР РАЗВИТИЯ ИННОВАЦИОННОГО
ПОТЕНЦИАЛА «МГОТУ»................................260
Лебедева Е.Н. ИСПОЛЬЗОВАНИЕ ИННОВАЦИОННЫХ ТЕХНОЛОГИЙ
В ПРОЦЕССЕ ПРЕПОДАВАНИЯ ДИСЦИПЛИНЫ
«ТЕОРИЯ ЭКОНОМИЧЕСКИХ СИСТЕМ» СТУДЕНТАМ НЕЭКОНОМИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ....................265
Лучкина В.В. ПЕРСПЕКТИВЫ РАЗВИТИЯ МЕНТАЛЬНОЙ АРИФМЕТИКИ В РОССИИ...............................268
Люханова С.В. ПРОБЛЕМЫ И НАПРАВЛЕНИЯ УЛУЧШЕНИЯ КАЧЕСТВА ОБРАЗОВАТЕЛЬНЫХ ПРОЦЕССОВ В ВУЗЕ.........271
Меньшикова М.А., Курдюкова Н.О. ИННОВАЦИОННОЕ РАЗВИТИЕ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ БАКАЛАВРОВ И МАГИСТРОВ В РАМКАХ МЕЖКАФЕДРАЛЬНОГО
ВЗАИМОДЕЙСТВИЯ......................................273
Миновская О.В., Павлова М.А., Шапошникова М.В. КВЕСТ В МУЗЕЙНОЙ ПЕДАГОГИКЕ........................................278
Моисеева Т.М., Ковальчук Е.В. МЕТОДИЧЕСКИЕ АСПЕКТЫ
ОРГАНИЗАЦИИ ДИСТАНЦИОННОГО ОБУЧЕНИЯ
ПО АВТОМАТИЗАЦИИ БУХГАЛТЕРСКОГО УЧЕТА В БЕЛОРУССКОМ ТОРГОВО-ЭКОНОМИЧЕСКОМ УНИВЕРСИТЕТЕ..283
Морковкин Д.Е., Синицына Д.Д., Барская П.В. ПРОБЛЕМА КАЧЕСТВА РОССИЙСКОЙ СИСТЕМЫ ОБРАЗОВАНИЯ В СОВРЕМЕННЫХ
ЭКОНОМИЧЕСКИХ УСЛОВИЯХ............................287
Морозюк Ю.В., Морозюк С.Н. ОСНОВЫ ТЕОРИИ САНОГЕННОГО МЫШЛЕНИЯ..........................................293
Ноздрякова Е.В. ИНТЕРАКТИВНЫЕ ОБРАЗОВАТЕЛЬНЫЕ ФОРМЫ КАК ЭФФЕКТИВНЫЙ СПОСОБ АКТИВИЗАЦИИ ОБУЧАЮЩЕГОСЯ...295

6

Павлова А.Н. ОСНОВНЫЕ АСПЕКТЫ РЕАЛИЗАЦИИ
ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА С ПОМОЩЬЮ ПРИМЕНЕНИЯ ДИСТАНЦИОННЫХ ОБРАЗОВАТЕЛЬНЫХ ТЕХНОЛОГИЙ.........301
Панова М.В. ВЕБ-САЙТ КАК ОБРАЗОВАТЕЛЬНЫЙ ИНСТРУМЕНТ
ПРЕПОДАВАТЕЛЯ......................................305
Пашковская Т.И., Мерчанская Е.В. ОСОБЕННОСТИ ИННОВАЦИОННОЙ
ДЕЯТЕЛЬНОСТИ ПЕДАГОГА, НАПРАВЛЕННОЙ НА ПОВЫШЕНИЕ КАЧЕСТВА ПОДГОТОВКИ СПЕЦИАЛИСТОВ СПО.............310
Пашковский И.Э., Кучерова Т.Б. НЕОБХОДИМОСТЬ ФОРМИРОВАНИЯ
СПЕЦИАЛИСТА НОВОГО КАЧЕСТВА С УЧЕТОМ
ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫХ И ДРУГИХ ИННОВАЦИОННЫХ ТЕХНОЛОГИЙ................313
Переяславский В.И., Самаров К.Л. ИСПОЛЬЗОВАНИЕ ТЕСТОВ
И ПАРАДОКСОВ ПРИ ПРОВЕДЕНИИ ЗАНЯТИЙ ПО ТЕОРИИ ВЕРОЯТНОСТЕЙ.....................................316
Полубелова Л.Г., Самусева К.Ю. НАУЧНАЯ БИБЛИОТЕКА В СТРУКТУРЕ ОБЪЕДИНЕННОГО ВУЗА...............................319
Прохорова Н.В., Грибенникова Е.В. ИСПОЛЬЗОВАНИЕ СОВРЕМЕННЫХ ОБРАЗОВАТЕЛЬНЫХ ТЕХНОЛОГИЙ В ПРОЦЕССЕ ФОРМИРОВАНИЯ
ЯЗЫКОВОЙ ЛИЧНОСТИ................................323
Ракицкий А.А. ИННОВАЦИОННЫЙ ПОДХОД К РАЗВИТИЮ
МЕНЕДЖМЕНТА КАЧЕСТВА В УЧРЕЖДЕНИЯХ ВЫСШЕГО ОБРАЗОВАНИЯ......................................327
РезниковаА.В., Смирнова П.В. ОРГАНИЗАЦИЯ ВНУТРИКЛАСТЕРНОГО ВЗАИМОДЕЙСТВИЯ НА ОСНОВЕ ЭЛЕКТРОННЫХ ОБРАЗОВАТЕЛЬНЫХ
РЕСУРСОВ...........................................333
Рыжкова Т. В. ОСНОВНЫЕ АСПЕКТЫ ИННОВАЦИОННОГО ЭКОНОМИЧЕСКОГО ОБРАЗОВАНИЯ.......................338
Салманова И.П., Молоканова А.А., Плаксиев А.Э. ТЕХНИЧЕСКАЯ
ОСНАЩЕННОСТЬ И КОМПЬЮТЕРИЗАЦИЯ ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА.........................................344
Самошкина М.В. ИНСТРУМЕНТЫ ПОВЫШЕНИЯ ФИНАНСОВОЙ ГРАМОТНОСТИ НАСЕЛЕНИЯ............................350
Свиридова Н.В. ЭЛЕКТРОННАЯ
ИНФОРМАЦИОННО-ОБРАЗОВАТЕЛЬНАЯ СРЕДА ВУЗА: ПРОБЛЕМЫ И ПУТИ ИХ РЕШЕНИЯ.......................353
Сергеев В.В. ИСТОРИЧЕСКИЙ АСПЕКТ ПРИ ОБУЧЕНИИ
ДАТЧИКОВЫХ ИЗМЕРИТЕЛЕЙ В РАКЕТНО-КОСМИЧЕСКОЙ ТЕХНИКЕ..........................................356
Смоляр Е.И. УЧЁНАЯ СТЕПЕНЬ ДОКТОРА НАУК
КАК ОПРЕДЕЛЯЮЩЕЕ УСЛОВИЕ РЕАЛИЗАЦИИ РЕЗУЛЬТАТИВНОГО
ПРОЦЕССА ОБУЧЕНИЯ СРЕДИ УЧАЩИХСЯ ВЫСШЕЙ ШКОЛЫ....359
Соляной В.Н., Сухотерин А.И. МЕТОДОЛОЛГИЧЕСКИЙ ПОДХОД
КОМПЛЕКСНОЙ ОЦЕНКИ СОТРУДНИЧЕСТВА ОБРАЗОВАТЕЛЬНЫХ СТРУКТУР В МЕЖДУНАРОДНОЙ ОБЛАСТИ.................361

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Таран Е.М., Бабина Н.В. СОВРЕМЕННЫЕ МЕТОДИКИ ОБРАЗОВАНИЯ В ВЫСШЕМ УЧЕБНОМ ЗАВЕДЕНИИ............364
Татаров В.Б. ЭВОЛЮЦИОНИРОВАНИЕ ДВИГАТЕЛЬНЫХ КАЧЕСТВ МОЛОДЕЖИ С ПРИМЕНЕНИЕМ ИННОВАЦИОННЫХ ТЕХНОЛОГИЙ...370
Тихвинский П.Н. СОВРЕМЕННЫЕ ТЕХНОЛОГИИ В ОБРАЗОВАНИИ.373
Трусевич И.В. ИНФОРМАЦИОННЫЕ ТЕХНОЛОГИИ
В ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММАХ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ ДЛЯ СОЦИАЛЬНО НЕЗАЩИЩЕННЫХ ГРУПП В БТЭУ 378
Фалей И.В., Секерин В.Д. ИННОВАЦИОННЫЕ ИНТЕРНЕТ-ТЕХНОЛОГИИ В СОВРЕМЕННОЙ СИСТЕМЕ ОБРАЗОВАНИЯ.................380
Федотов А.В. НОВЫЕ МЕТОДИЧЕСКИЕ ПОДХОДЫ К ПРОВЕДЕНИЮ УЧЕБНЫХ ЗАНЯТИЙ В ИНТЕРАКТИВНОЙ ФОРМЕ.............385
Хабарова Л.Н., Буцына Г.Г. ОБУЧЕНИЕ ЯЗЫКОВЫМ ДИСЦИПЛИНАМ - ПУТЬ К ГУМАНИЗАЦИИ ОБРАЗОВАНИЯ......388
Хаирова Д.Р., Сайфуллаева М.И. НЕКОТОРЫЕ ОСОБЕННОСТИ
ДИСТАНЦИОННОГО ОБУЧЕНИЯ В ПРОФЕССИОНАЛЬНОМ ОБРАЗОВАНИИ.......................................393
Холджанова Н.Б. РОЛЬ И МЕТОДЫ СОВЕРШЕНСТВОВАНИЯ ИННОВАЦИОННЫХ ТЕХНОЛОГИЙ В ДОПОЛНИТЕЛЬНОМ ОБРАЗОВАНИИ ВЗРОСЛЫХ..............................396
Хомчено В.В., Архипова Т.Н. АКТУАЛЬНОСТЬ АКТИВНЫХ МЕТОДОВ ОБУЧЕНИЯ ПРИ ПОДГОТОВКЕ ДИЗАЙНЕРОВ........399
Хомченко В.В., Храмцова Е.П. ФОРМИРОВАНИЕ
ДУХОВНО-ТВОРЧЕСКОГО ПОТЕНЦИАЛА СТУДЕНТОВ-ДИЗАЙНЕРОВ В ПРОЦЕССЕ ОБУЧЕНИЯ ДИСЦИПЛИНАМ «РИСУНОК С ОСНОВАМИ ПЕРСПЕКТИВЫ» И «ЖИВОПИСЬ С ОСНОВАМИ ЦВЕТОВЕДЕНИЯ».402
Христофорова И.В., Ковалев В.Г. ПЛАКАТ КАК СРЕДСТВО
КОММУНИКАЦИИ В ОБРАЗОВАНИИ: СПЕЦИФИКА МЕТОДИК ИССЛЕДОВАНИЯ И ПРЕПОДАВАНИЯ.......................405
Черников В.В. СИСТЕМНЫЙ АНАЛИЗ ОПЫТА РАБОТЫ С АБИТУРИЕНТАМИ И ПЕРВОКУРСНИКАМИ В ТУ ККМТ В ПРОЦЕССЕ ПРЕПОДАВАНИЯ ДИСЦИПЛИН
ЕСТЕСТВЕННО-НАУЧНОГО ЦИКЛА...........................413
Черников В.В. ПРОБЛЕМЫ ФОРМАЛИЗАЦИИ И МОДЕЛИРОВАНИЯ В ПРЕПОДАВАНИИ ЕСТЕСТВЕННО-НАУЧНЫХ ДИСЦИПЛИН
ВТУ ККМТ..........................................419
Шанаурова И.Ш. ИННОВАЦИОННЫЙ ПОДХОД К РАЗРАБОТКЕ ОЦЕНОЧНЫХ СРЕДСТВ ДЛЯ ПРОМЕЖУТОЧНОЙ АТТЕСТАЦИИ
ПО ДИСЦИПЛИНЕ «ОСНОВЫ ЭЛЕКТРОТЕХНИКИ»................424
ШафранковаЯ.М., Шикирж М. АКТИВНЫЕ МЕТОДЫ ОБУЧЕНИЯ ПЕРСОНАЛА КАК ИНСТРУМЕНТ РАЗВИТИЯ ЧЕЛОВЕЧЕСКОГО
КАПИТАЛА В ЧЕШСКИХ КОМПАНИЯХ......................429

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Швандерова А.Р. МЕЖПРЕДМЕТНЫЕ ОБРАЗОВАТЕЛЬНЫЕ
ТЕХНОЛОГИИ В ПРЕПОДАВАНИИ ДИСЦИПЛИН ОБЩЕОБРАЗОВАТЕЛЬНОГО ЦИКЛА КАК УСЛОВИЕ КОМПЛЕКСНОГО ПОДХОДА В ОБУЧЕНИИ СТУДЕНТОВ
ФАКУЛЬТЕТА НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ..............434
Шейко А.В., Скоробогатова Т.Н. РАЗВИТИЕ ОБРАЗОВАТЕЛЬНОЙ ЛОГИСТИКИ В СИСТЕМЕ ВЫСШЕЙ ШКОЛЫ: ПРОБЛЕМЫ И
ПЕРСПЕКТИВЫ......................................438
Щурин К.В., Панин И.Г. АНАЛИЗ ОПЫТА ПРИМЕНЕНИЯ ПРИКЛАДНЫХ ПРОГРАММ ТЕХНИКО-ТЕХНОЛОГИЧЕСКОЙ
ПОДГОТОВКИ СТУДЕНТОВ...............................444
Яковлев Е.А., Аниол А.В. ПЕРСПЕКТИВЫ ИСПОЛЬЗОВАНИЯ ИСКУССТВЕННЫХ НЕЙРОННЫХ СЕТЕЙ В ОБРАЗОВАНИИ......450

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УНИВЕРСИТЕТ ПРЕДПРИНИМАТЕЛЬСТВА В РАМКАХ УСТОЙЧИВОГО РАЗВИТИЯ

Гаврила-Павен И.
           Университет «Имени 1 декабря 1918 года» Альба Юлии, Альба Юлия, Румыния

      Предпринимательская ориентация становится одной из целей стратегии развития Европейского Союза. Эта альтернатива очень важна для молодых людей, особенно если учесть высокий уровень безработицы в нынешней ситуации для большинства стран. Мы должны также учитывать, что население не имеет альтернативы и рассматривает предпринимательство как возможность обеспечения их доходов, а также как возможность поддержать сообщество, к которому они принадлежат. В этой статье мы попытаемся представить общие характеристики предпринимателей, которые действуют в Румынии, их мотивации и общий обзор доли предпринимателей в численности занятого населения, рассматриваемого на секторах экономики. Во второй части статьи мы попытаемся представить три модели предпринимателей в различных сферах деятельности и с другим подходом с учетом характеристик предпринимательства.
      Растущий потенциал экономики и успешная конкуренция зависит от наличия оптимального числа компаний. Этот оптимум может быть достигнут только путем поощрения и стимулирования процесса стартапов и эффективного управления динамикой бизнеса. Исследования показывают существование положительной связи между развитием предпринимательской деятельности и экономическим ростом. Экономический рост на основе инноваций и передового опыта требует большое количество стартапов, которые будут генерировать все больше рабочих мест. Страны с высоким уровнем предпринимательской активности имею рекордно низкие показатели уровня безработицы. Кроме того, социальные системы сталкиваются в настоящее время с тенденцией сокращения числа занятых лиц. Европейский Союз нуждается в устойчивом экономическом росте; в большем количестве новых компаний, предпринимателей, которые будут способствовать развитию инноваций для малых и средних предприятий.
      Предпринимательство будет способствовать также повышению социальной интеграции для тех регионов, которые являются менее развитыми, путем применения и внедрения в систему труда безработных и лиц с ограниченными возможностями. Кроме того, он может внести свой вклад в развитие женского предпринимательства, поскольку потенциал, который представляет собой этот важный ресурс, недостаточно используется. Увеличение динамики и интернационализации румынской предпринимательской базы является способом, благодаря которому экономика может работать таким образом, чтобы иметь адекватную реакцию к запросам и возможностям предлагаемого уникального рынка.
      Ключевые слова: предпринимательство, предпринимательский потенциал, старт-апы

ENTREPRENEURIAL UNIVERSITY IN THE FRAMEWORK OF SUSTAINABLE DEVELOPMENT

Gavrila-Paven I.
«1 Decembrie 1918» University of Alba Iulia, Alba Iulia, Romania

      Abstract: Entrepreneurial orientation is becoming one of the objectives of the development strategy of the European Union. This alternative is very important for young people especially considering the high unemployment rates of the present situation for majority of the countries. We have to consider also the population that has no alternative and sees entrepreneurship as a possibility of assuring their incomes and also as an opportunity to support the community to which they belong. In this article we try to present general characteristics of the entrepreneurs that are acting in Romania, their motivations and a general overview upon the entrepreneurs’ weight in the

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occupied population considered on economy’s sectors. In the second part of the article we try to present three models of entrepreneurs in different areas of activity and with different approach considering the entrepreneurship characteristics.
        An economy’s growing capacity and successful competing depends of the existence of optimum number of companies. This optimum can be reached only through encouraging and stimulating the process of start-ups and the efficient administration of the businesses dynamics. Researches demonstrate the existence of a positive relation between the evolution of the entrepreneurial activity and the economic growth. An economic growth based on innovation and excellence needs a high number of start-ups that will generate more and better working places. The countries with high rates of the entrepreneurial activity record low rates of unemployment. Furthermore, social systems are confronting nowadays with the tendency of reducing the number of employed persons. European Union needs a sustained economic growth for its recovery; it needs more new companies, more entrepreneurs that will contribute to innovation development for small and medium enterprises.
        Entrepreneurship will contribute also to the increase of social inclusion for those regions that are less developed, by using and introducing in labor system the unemployed and persons with disabilities. Moreover, it can contribute to the development of women entrepreneurship potential that represents an important resource but is, however, insufficiently exploited. The increase of the dynamics and the internationalization of the Romanian entrepreneurial base is the way in which economy can be developed in order to have a proper to the requests and opportunities offered by the unique market.
        Keywords: entrepreneurship, entrepreneurship potential, start-ups.
        JEL codes: D01, D03

        Introduction

        One economy’s capability of growing and successful competing with other national economies is strongly depending on the existence of an optimum number of companies. This optimum number of companies can be obtained through start-up encouragement and an efficient management of the business dynamics. Profile researches have proven a positive correlation between entrepreneurship and economic growth. An economic growth supported by innovation and excellence needs a high number of start-up companies that will generate more and well-paid working-places. The countries that are recording high number of start-up companies are recording also low unemployment rates. More, social systems are being pressed by the diminishing tendency of the working persons. European Union needs for the next years a sustained economic growth supported by new companies, more entrepreneurs that can contribute innovation development and more developing small and medium enterprises.
        Entrepreneurship can also contribute to the increase of social cohesion for less developed regions by valorizing the disadvantage and unemployed persons. More, it can contribute to the capitalization of the women entrepreneurship potential, insufficiently exploited. In Romania, the economic growth should be supported by economic activities with large added value. As a necessity, the Romanian economy should reduce the export of raw materials or primarily processed and should support the economic activities that can assure a superior level of processed goods able to generate high added value. As a condition for supporting this sector there are absolutely necessary the entrepreneurial abilities.
        In this, Romania should develop a new generation of entrepreneurs with characteristic abilities such as responsibility, spontaneity, adaptability, clairvoyance, initiative and managerial spirit that will allow them to identify and to implement proper strategies to penetrate and maintain on the market. These personal abilities should be cultivated through the educational system, starting with primary school and high school and continuing with university and even more with different specialized courses and trainings depending on the business needs of development.
        At European level, the interest for supporting and stimulating the entrepreneurship development is being a major challenge in the strategic documents, starting with the Lisbon

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Strategy and continuing with the Partnership Agreement for Economic Growth or the Action Plan for Entrepreneurship. The main ideas promoted at European level are referring to: (1) seeing entrepreneurship as a carrier opportunity; (2) hesitating in trying to put into practice their own valuable ideas, a big entrepreneurial potential remaining unused because of the fear of trying; (3) entrepreneurship as representing the key for a high living standard, for better and more working places. So, entrepreneurship should not be seen only as a way of making money, but, its essence is to develop the community to which the entrepreneur belongs by putting their ideas into practice, by determining the desired standard of living accomplished by being responsible for their own and also for their employees.
       Societal Values About Entrepreneurship
       Across 60 economies around the world (according to the Global Entrepreneurship Monitor -2015-2016 Global Report), 68% of working persons, on average, perceive high status for entrepreneurs in their societies, and 61% believe they receive positive media attention. According to the same Report, in the factor-driven and efficiency-driven economies, two-thirds of adults, on average, think entrepreneurship is a good career choice. In the innovation driven economies, 53% have this belief.
       Forty-five economies participated in the Global Entrepreneurship Monitor survey for 2013, 2014 and 2015. Among these, several economies show upward trends in both Total Early-Stage Entrepreneurial Activity and established business ownership. Most notable is Mexico, with Botswana, Romania, Finland, Canada and Brazil also showing year-on-year growth in both indicators. This group of economies span all development levels and four regions.
       Motivation for Early-Stage Entrepreneurial Activity
       Most entrepreneurs around the world are opportunity-motivated. In the factor and efficiency-driven economies, 69% of entrepreneurs stated they chose to pursue an opportunity as a basis for their entrepreneurial motivations, rather than starting out of necessity.

GEM

ROMANIA


    1-highly insufficient, 9- highly sufficient


Cultural and social norms
4.75 (31/62)

Internal market dynamics
4.71 (36/62)

Government policies: support and relevance 3.65 (48/62)

Physical infrastructure
6.48 (27/62)

Entrepreneurial finance
3.95 (38/62)

Internal market burdens or entry regulation 4.68 (12/62)

Government entrepreneurship programs 4 00 (32/62)

R&D transfer 3.65 (38/62)

Entrepreneurship education at school stage 3.70(19/62)

Commercial and Ie infrastructure 5.06 (25/62)

Government policies: taxes and bureaucracy 4.21 (25/62)

Entrepreneurship education at post school stage 4 20 (42/62)


    Figure no. 1. Entrepreneurship Influence Factors for Romania

Source: Global Entrepreneurship Monitor, 2015-2016 Global Report.

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       The innovation-driven economies show a higher proportion of opportunity motivated entrepreneurs, at 78%. Among entrepreneurs with opportunity driven motives, a portion of these seek to improve their situation, either through increased independence or through increased income (versus maintaining their income). Global Entrepreneurship Monitor calls these improvement-driven opportunity (IDO) entrepreneurs. To assess the relative prevalence of improvement driven opportunity entrepreneurs versus those motivated by necessity, Global Entrepreneurship Monitor has created the Motivational Index. This index reveals that there are one and a half times as many improvement-driven opportunity entrepreneurs as necessity-driven ones, on average, in the factordriven economies, and twice as many in the efficiency-driven economies. In the innovation-driven economies, there are 3.4 times as many improvement-driven opportunity entrepreneurs as necessity-motivated entrepreneurs.
       Naturally, the young people, especially students’ future job expectations do vary very much. It happens quite frequently that, immediately after graduation, the first job is not exactly the preferred choice of the student. However, respecting labour market conditions, the prospect of further training and of the acquisition of new skills, some form of compromise could be rationalized (Laszlo Szerb).
       The role of entrepreneurship courses on students’ carrier expectations
       There is a wide range of studies examining the why and how people become entrepreneurs. Some experts emphasize the personal characteristics of the individual including McClelland’ (1961) idea about the need for achievement and Rotter’ (1990) locus of control or Schumpeter’s (1934) innovativeness. The personal entrepreneurial traits like risk taking, creativity, quick decision making are well-known entrepreneurial traits and integral part of entrepreneurship and small business textbooks. The longer and shorter list of entrepreneurial traits can be found in many publications (Herbert and Link 1989, Timmons 1999, Chell et al 1991, Hisrisch et al 2005, Szerb 2000, 2004). The demographic characteristics of entrepreneurs like age, gender, level of education or family background have also been widely investigated. According to the Global Entrepreneurship Monitor studies, a typical parson who starts his own business is a middle aged (35-45) male, generally possessing a college or a university degree. The Hungarian typology fits to this general picture (Reynolds et al 2001, Reynolds et al 2004, Szerb et al 2004, Szerb 2005).
       From the beginning of the 1990s the focus of analysis from entrepreneurial traits has moved to investigate entrepreneurial attitudes. While attitudes are less stable than traits, it is assumed that a learnt attitude is the basis of adoption to over time changing conditions (Schwarz et al 2006). Learning and education play a key role in the adoption process. Of course, positive entrepreneurial attitudes do not necessary mean that the individual is really starts his/her own business. However, several studies have reported a positive correlation between positive entrepreneurial attitudes and actual entrepreneurship (Autio et al 2001, Krueger and Reilly 2000).
       By examining the influential factors of entrepreneurial attitudes, it is agreed that besides personal traits environmental factors are also important. However, empirical studies have presented contradictory results (Schwartz 2006). Cultural embeddings, believes, values, institutions, family as well as education influences the entrepreneurial attitudes (Morrison 2000). The recently developed configurationally theory examines the entrepreneurial traits as a result of several dimensions such as resources, environment and start-ups (Korunka et al 2003). One of the most important obstacle of own business start up is the limited amount of resources, mostly the lack of capital. (Blanchflower es Oswald 1998). Social factors, family background, previous entrepreneurial experiences can influence the timing of start-up in the carrier of an individual (Carrol es Mosakowski 1987).
       In the framework of the programs that are naturally leading to the start-up and management of a small enterprise (for example hairdresser, pastry shop, auto workshop, electricity services and so on) can be essential and appropriate to offer specific training regarding the way in which there are accomplishing. It is important to assure the fact that entrepreneurship is being developed during the entire professional training and that the entrepreneurial skills are cultivated during the entire educational period. This aspect is very important to be included in the educational system, not just to be isolated cases during specialty courses.

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        The objective specific to the entrepreneurial education that are attracting and influencing the young people are: (1) opportunity valorization; (2) transforming an idea into a product; (3) courage to confront and solve the problems; (4) creating networks with students and young people; (5) accepting the implications of their own decisions; (6) perceiving the independent activities as a valuable professional choice; (7) responsible management of their resources (money, time, labor force and other assets); (8) understanding the way in which the organizations are functioning for society.
        For the students that are interested in starting up their own businesses after graduation, there will be necessary specific abilities, such as: (1) capacity of elaborating a business plan; (2) understanding the administrative procedures for recording a business; (3) understanding the accounting, commercial and fiscal law principles; (4) understanding the commercial ethic and social responsibility; (5) clear understanding of the market mechanism; (6) learning the selling techniques.
        Teaching methods used for entrepreneurial skills
        The common methods used in teaching entrepreneurship are: (1) classic courses; (2) computer simulating and business games; (3) simulated enterprises created by the students; (4) activity in projects and team works; (5) enterprises’ visits; (6) practice stages. Less mentioned methods of teaching but with goods practical results are guiding and counseling, role games, debates and brainstorming, as well as study cases.
        One of the main difficulties declared by the experts is the involvement of small and medium enterprises in the educational activities. Small and medium enterprises do not have an infrastructure able to face the needs for practical stages and also are not aware by the benefits of the cooperation with the educational institutions. So, with all interest and good willing of some teachers and entrepreneurs in participating in practical activities with the students, there are still some obstacles that needs to be over passed, such as: (1) big number of different attributions that needs to be accomplished by the personal of the small enterprises, leaving just a little time to be dedicated to the cooperation with educational institutions; (2) lack of the knowledge and understanding of the priorities and daily activities for each partner; (3) a possible lack of trust due to the aspects mentioned above; (4) differences regarding the working hours; (5) the absence of a contact point in the educational system. In some cases, a major obstacle is the fact that the professors are not allowed to work in spaces outside of the education institutions. In order to solve this discrepancy, the professors should be allowed to combine the education activity with practice stages in enterprises.
        There could be done an analyze of the risks and obstacles related to educations systems and their possibilities of developing strongly related with the real economic activity. These risks and obstacles can be grouped on three major categories:
        Political framework: (1) there is no dialog and cooperation between different departments of the public administration that should be responsible with the politics and actions regarding the entrepreneurial education; (2) there is no national strategy or action plan for introducing the entrepreneurial education that should include all interested parties (public and private); (3) there is no legitimate and coherent institutional system; the initiative belongs to individuals and are not generalized in all educational system, often changes of the ministries and key persons in education management making difficult the implementation of educational programs; (4) entrepreneurship is not a fundamental discipline in the professional education institutions; (5) there is a week cooperation between interested parties at regional level; (6) there are legal and bureaucracy barriers that make it difficult to implement entrepreneurial education at national level.
        Support for education institutions: (1) the lack of coordination doubled by the inexistence of an unique support structure and by the fragmented financial resources; (2) resources are missing or do not have continuity; (3) information is not adequate for educational institutions; (4) institutional cooperation between national educational system and labor market is insufficient.
        Obstacles and risks for education institutions and professors: (1) the weak support of the educational institutions management and of the local communities; (2) professors and institutions management are reticent related to the introduction of the new entrepreneurial programs; (3)

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entrepreneurship programs and confounded with the management programs; (4) sometimes the professor do not succeed in transforming the entrepreneurial education into a relevant element for the students; (5) sometimes the knowledge of the professors are just theoretical and the education process is oriented only on the theoretical knowledge; (6) there is enough professional orientation and counseling; (7) the educational environment there is not an entrepreneurial one; (8) it is difficult to measure the result of the entrepreneurial education and there no experience in measuring and evaluating these results; (9) the education environment is isolated and has no connections with local entrepreneurs; (10) entrepreneurship is a distinct area and is not integrated in educational system nor in the professional training; (11) entrepreneurship is perceived as a simple course that is finalizing only with a mark and it is not considered as a carrier option or a thinking way or an attitude; (12) business men are not available for making voluntary activities and to present entrepreneurial options to the students.
       Conclusions
       In most countries universities offer courses linked to entrepreneurship to students of economics and business, but not all the specialties have this option. Though not every university can offer independent courses, at least the students of Economics can acquire entrepreneurial knowledge within the scope of other related courses such as Business economics. Attending entrepreneurship courses is also important since students taking such courses strongly prefer entrepreneurship position.
       The Lisbon Strategy of 2000 states that the education of entrepreneurs and the broadening of entrepreneurial education are among the most important goals to be achieved. A recently published report on the implementation of the European Union’s Lisbon Program emphasizes the importance of small and medium enterprises in economic growth, employment and self-realization. Education has a significant role to play in developing the entrepreneurial skills and knowledge which are the basis of the successful start-up process. The document sets out other recommendations in the fields of spin-off companies, the better utilisation of interactive educational opportunities and also in the field of PhD and MBA programmes. The elements of starting a business and self-employment simply do not appear in the Bologna education documentations - not even at Bachelor level. Bachelor level education only prepares students for an employee carrier (Laszlo 2006).

       References:

       1.            Bosma, N., Levie, J., „Global Entrepreneurship Monitor. 2009 Executive Report”, Babson College, Universidad del Desarrollo, Reykjavik University, London Business School and Global Entrepreneurship Research Consortium (GERA), 2010.
       2.            Bosma, N., Acs, Z.J., Autio, E., Coduras, A., Levie, J., „Global Entrepreneurship Monitor. 2008 Executive Report”, Babson College, Universidad del Desarrollo, London Business School and Global Entrepreneurship Research Consortium (GERA), 2009.
       3.            Bosma, N., Jones, K., Autio, E. & Levie, J., Global Entrepreneurship Monitor 2007. Executive Report, Babson College, London Business School and Global Entrepreneurship Research Consortium (GERA), 2009.
       4.            Kelley, D., Bosma, N. & Amoros, J. E., Global Entrepreneurship Monitor. 2010 Global Report, Babson College, Universidad del Desarrollo and Global Entrepreneurship Research Consortium (GERA), 2011.
       5.     §tefan Pete, Agnes Nagy, Lehel-Zoltan Gyorfy, Annamaria Benyovszki, Tunde Petra
Petru, Evolufia factorilor de influenza ai aclivilalii antreprenoriale in stadiu incipient din Romania, Economie teoretica si aplicata, Volumul XVII (2010), No. 7(548), pp. 3-12.
       6.            Global Entrepreneurship Monitor (GEM), Anchetele populatiei adulte din Romania 2007, 2008, 2009, 2010.
       7.            Institutul National de Statistica, Bucuresti, Inlormatii privind statutul ocupajional al populajiei ocupate din Romaniarn perioada2007 -2010.

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ИННОВАЦИОННЫЕ ПОДХОДЫ К ФОРМИРОВАНИЮ ОБРАЗОВАТЕЛЬНОГО ПРОСТРАНСТВА В УНИВЕРСИТЕТЕ

Абрашкин М.С., Зелькина Я.Л.
Технологический университет, г. Королев, Россия

      В данной статье рассматриваются вопросы инноваций в образовании, выявляются проблемы и даются рекомендации по совершенствованию ФГОС, обосновывается необходимость трансформации подходов к инновационной системе.
      Ключевые слова: инновации, инновационная деятельность, ФГОС, образование

INNOVATIVE APPROACHES TO FORMING OF EDUCATIONAL SPACE IN UNIVERSITY

Abrashkin M., Zelkina Y.
University of Technology, Korolev, Russia

      This article discusses the issues of innovation in education, issues are identified and recommendations for improvement of the federal educational standards, the necessity of transformation of approaches to the innovation system.
      Keywords: innovation, innovative activity, the federal state educational standards, education.

      At this conjuncture to the Russian society there is a need of more accelerated integration into the world community. The education system of the Russian Federation can't stand aside. Need of innovative development and enhancement of tools of management for education are caused by challenges of economy, policy and a competitive environment. Innovations are the main tool capable to remove a domestic education system on qualitatively new level, and also will allow to optimize management of network of the organizations and departments located in the territory of Russia.
      Innovative educational development, active enhancement of technologies and instruments of innovative management and marketing, enhancement and animation of technologies of training became the integral attributes of educational and educational technologies of many leading countries. Development of innovations in an education system is basis of innovative and technological policy of the state .
      Now there are deep and dynamic transformations in society, in technologies and, as a result, in an education system. Promptly changing society in the conditions of the increasing cultural, social diversity, in a different way perceives and interprets the world. Innovative education is the education which is realizing the most modern educational technologies, left a paradigm of knowledge to forming of skills and competences of the 21st century, on the basis of transdisciplinary approach, directed to forming of the identity of the child in the conditions of a variety of types and forms of its activities. It assumes all flared use of digital tools and resources and acts as a trend of modern education. In a basis of strategy the most current trends in world education are pledged. Often they are created not in the scientific organizations, and on the basis of the cumulative potential and practice of teachers, its programs. The educational program which, on the one hand, realizes requests of a family of education, societies and the states, on the other hand, completely conforms to requirements of FGOS. Developing FGOS of the higher education, created conditions for development of innovative formation of Russia. Because for the first time were not knowledge, but forming of competences the basis for development of the standard. According to article 7 of the Law «About Education» the standard is an obligatory minimum of content of education and the requirement to level of training of the graduate. Thus, there is a certain minimum which the pedagogical community determined somehow that everyone shall know. It is a minimum

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which, literally reading the Law, it isn't really possible and to expand. And the second, it requirements to level of training of the graduate. That is, it is assessment of as far as the graduate mastered and remembered that minimum of education. Here one more very serious problem which our society painfully endures today is pledged. In this determination there is no personality, requirements to personal qualities of the person, to his education, socialization, to satisfaction of its requests and requirements. Assessment of activities goes only on the basis of level of training of the graduate. In general, FGOS - is set of requirements to results of development of the main educational program, to structure of the main educational program and sales terms of the main educational program. In a basis of the standard set of requirements of a family, society and state to results of education were pledged. For the first time in our country the Institute of sociology of RAS conducted large social research about requests of a family, society and state to results of education. Results of a research following: children shall be smart, beautiful, healthy, educated, well mannered, and cultural. New matrixes - tables of polls of the population were as a result created. Society and the state, family are interested in that the child was a personality, respected seniors and cared for younger, was able to rally in collective, was able to avoid the conflicts, etc. The employer for the first time to us formulated requirements that we call today universal educational actions or competences, which are necessary for the modern worker.
       FGOS includes the obligatory part and a part formed by participants of the educational relations. FGOS is developed taking into account regional, national and ethnocultural needs of the people of the Russian Federation. So, for example, students of the Mordovian state university can study history of the Republic of Mordovia, literature of Mordovia, Mordovian (Moksha, Erzyans) language. Students, who study, let us assume, in the natural science directions have had an opportunity as open classrooms to be engaged in art, sport, etc. Also it should be noted requirements to structure of the main educational program. Naturally, the program was formed proceeding from requirements to educational results and conditions of implementation of the main educational program. Therefore if in higher education institution there is no modern equipment, qualitative textbooks, the qualified research and educational personnel, the sufficient areas, then it is difficult to speak about good results of education. Therefore have entered balance between requirements to educational results and conditions of their achievement into FGOS.
       Now a basis of actions of innovative HIGHER EDUCATION INSTITUTIONS is work on optimization of training programs, development of the system of awarding and encouragement of PPS and students, creation of federal national universities, business of schools, distance training. In spite of the fact that the priority is given to considerable investments into equipment of educational institutions by fixed asset objects and enhancement of system of material work incentives of teachers of institutions of higher professional education, the base of this idea isn't oriented to development, approbation, implementation and replication of innovative techniques and instruments of implementation of educational process. However there is a basis for opening of the innovative centers, increase in efficiency of research and innovative activities of educational institutions and teachers. Because in system of implementation of these priorities are insufficiently determined and criteria of innovative development, instruments of monitoring and assessment of innovative activities cause brisk discussions. Implementable actions belonged to innovative process only from the linguistic point of view. The analysis of the competitive developments represented on tenders of the innovative ideas of teachers showed that authors of innovations could not often describe essence of the offered innovative developments; do not represent a scientific and practical sense of innovations, their economic and practical potential. However, to speak about a complete cycle of innovative process which provides determination of needs for implementation of innovative technologies, collection of information, carrying out researches and monitoring, selective selection or development of innovations, decision making about implementation of innovations, approbation of technologies based on basic experimental platforms, a stage of implementation of innovative technologies and models, replication of experience of implementation in educational.
       The main difficulties of passing of innovative technologies for the chain stated above arise at a stage of approbation and direct implementation of an innovation in educational process. Before

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