DIDACTICAL FOUNDATIONS OF RESEARCHING THE CONTENT OF PROFESSIONAL EDUCATION

The main goal of vocational education is the preparation of highly skilled workers for the country's economy. The training of a skilled worker predetermines his productive activities. This article is devoted to the study of the content of professional education, the establishment of the relationship between the content of education, theoretical training, production training and production process. The peculiarities of the content of vocational education have been singled out, related to the requirements of the federal state educational and professional standards of the scientific and technological revolution and social progress, highlighting the general scientific, professional and special cycles of the academic disciplines, highlighting the integrative and differentiated parts of the content of education, and analyzing the content of labor activity of workers. The article establishes the relationship between the analysis of work activity and the professional and qualification characteristics of the work profession, which includes the following elements (the socio-economic importance of the profession, the production and technical conditions of work, the content of labor, the requirements of production for vocational training, the level of qualifications, and the psychophysiological characteristics of the profession). A qualitative change in the content of vocational education is an increase in its scientific and theoretical level, the role of industrial training in the system of polytechnical education, the importance of theoretical and industrial training, and improved communication between education and training in general. Also, the article outlines the principles of researching the content of vocational education: the relationship between general professional and vocational training; communication theory and practice; the relationship between education and work, the principles of integration and differentiation of the content of training, the establishment of intersubject communications, the continuity of labor, polytechnical production training; the principle of mobility; the principle of communication between education and upbringing, which determine the structure of curricula and curriculum programs.

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