ACMEOLOGICAL APPROACH TO THE FORMATION OF PROFESSIONAL-CREATIVE ABILITIES OF FUTURE ENGINEERS

After analyzing the current state of higher education, the author of the article came to a conclusion that in the conditions of modern scientific and technological revolution a gap between the historical tradition of teaching in higher education and the needs of society has emerged. The education system and professional education in particular are inextricably linked with the socio-economic system within which it was formed and exists. Therefore, the author has developed this research, whose purpose was a scientific justification for the formation of professional and creative abilities of future engineers and implementation of an acmeological approach as a prerequisite to ensuring the continuity of the process of education in the modern socio-economic situation of the Crimea. Theoretical analysis of the personality model and the key model allowed to create a model of the personality of an engineer with professional and creative abilities. In its center is a new complex personal formation which includes the interaction of additive, creative, moral-spiritual and socio-cultural components, and each component has a projection on the moral-spiritual component. This paper investigated ways of formation of professional-creative abilities of future engineers. The urgency of the implementation of the acmeological approach in order to provide the pedagogical conditions for the effective professional-creative abilities formation during the educational process at a university is presented. The acmeological approach to training provides a transition to the use of modern methods and technologies of education aimed at the continuous development and further improvement of creative thinking skills and motivation, identification and formulation of problems, creation of new knowledge aimed at their solution, search and processing of information. Stages of the development of professional and creative abilities of the engineer based on the acmeological theory of maturity are developed. They are the reproductive-regulatory stage, aimed at the mastery of instructor-led algorithm of creative problem solving, the formation of reproductive skills of using this algorithm in solving specific tasks in standard conditions; the normative-creative phase, which focuses on the development of independence and evidence of thinking and development of creative imagination, the acquisition of skills of independent educational-cognitive activity, and conscious use of the algorithm of creative solutions of problems with elements of innovation; the actual creative phase involving the formation of students' skills of independent determination of a problem, analysis and solutions; skills of independent professional and creative activities; the development of independence and nonconformity thinking when performing professional creative tasks. In conclusion it is noted that the application of the acmeological approach is a means and condition for the formation of the personality of a competent engineer and professional.