FEATURES OF THE METHODS FOR IMPLEMENTING THE FORMATION OF ECONOMIC RESPONSIBILITY OF STUDENTS IN THE EDUCATIONAL PROCESS AT THE TECHNICAL UNIVERSITY

One of the problems of Russian economy is expansion of economic freedom without improvement in economic responsibility (non-payments of tax, excessive use of credit). Aim of the study: to identify the conditions and criteria for the effectiveness of forming students’ economic responsibility in professional educational institutions. Methodological basis: Makarenko A.S. responsible dependence theory, education of citizenship by Suhomlinsky V.A., the activity approach by Vygotsky L.S., Leontiev A.N., the concept of moral responsibility in the conditions of society technisation by G.Jonas, L.R. Brown, K.Hess; computer questioning using a map of interests and inclinations by E.A.Klimova
A three-stage experiment was conducted at University: 4 control and 4 experimental groups of students were chosen (260 people) who were typical for the level of academic achievement, age, sex and social composition.
The 1st stage (2013-2014) was developing an experiment to identify the level of economic responsibility of students. In the experimental groups, there were no significant gender differences in the ranking of qualities, and economic responsibility does not represent an independent value for students: girls - 11th rank, boys - 13th rank. In the control groups, such qualities as mind (1st rank), professionalism (2nd rank) and economic responsibility (6th rank) have a high rating: there are professional differences in the development of students' economic responsibility.
The 2nd stage (2015-2016) was a trial and performing experiments on the development of the main elements of the system of activities for the formation of economic responsibility using a diagnostic map and tables with a list of characteristics. The method of step-by-step formation of economic responsibility from the tentative to the control-correcting one was proposed. In experimental groups there was a transition of students who had a low level of economic responsibility into groups with medium and high levels. At the time of the first diagnostic cut, 52.1% of the total number of the students in the experimental groups had a low level of economic responsibility. By the fourth diagnostic cut, percentage dropped to 11.2%.
The 3rd stage (2016-2017) was a statistical processing, calculation of indicators of the economic responsibility formation dynamics level. The efficiency coefficient was determined as defined by the ratio of the level of development of the responsibility in the experimental and control groups, and verification of the effectiveness of the conditions using the Pearson criterion. Results: formation of students’ economic responsibility is a phased mastering of activities, based on the interaction of personalities of the student and the teacher, as well as the types, purpose, motive and content of activities. The content of educational and methodological support in the discipline "Economics" of different training areas is oriented to each professional sphere of activity and is carried out taking into account the specific features of the training profile. Criteria for the effectiveness of the developed set of pedagogical conditions and the formation of the economic individual responsibility: knowledge of economic standards and laws, conviction of the need to follow them, economically responsible behavior; character of personal professional orientation (professional interest, character and the level of the formation of value orientations); educational process effectiveness.