STRUCTURAL AND FUNCTIONAL MODEL OF FORMING INFORMATIONAL COMPETENCE OF TECHNICAL UNIVERSITY STUDENTS

The article elaborates and analyses the structural and functional model of formation of information competence of technical university students. The system and mutual relationships between its elements are revealed. It is found out that the presence of the target structure of the proposed model, process and result-evaluative blocks ensure its functioning and the opportunity to optimize the learning process for technical school students’ information training. It is established that the formation of technical university students’ information competence based on components such as motivational value, as well as operational activity, cognitive, and reflexive one. These criteria (motivation, operational and activity, cognitive, reflective), indexes and levels (reproductive, technologized, constructive) forming technical university students’ information competence are disclosed. Expediency of complex organizational and educational conditions in the stages of information competence is justified. The complex organizational and pedagogical conditions include: orientation in the organization and implementation of class work for technical university students’ positive value treatment; the issue of forming professionalism; informatization of educational and socio-cultural environment of higher technical educational institutions; orientation of technical university students’ training to the demands of European and international standards on information competence as a factor in the formation of competitiveness at the labor market; introducing a special course curriculum that will provide competence formation due to the use of information technology in professional activities. Forms (lecture, visualization, problem lecture, combined lecture, scientific online conference, recitals, excursions, etc.), tools (computer lab, multimedia projector, interactive whiteboard, multimedia technology (audio, video), the Internet technologies; social networks, etc.) and methods (project method, interactive games, brainstorming, web-quest, quest, and case-study, etc.) for each of these stages are concretized. It is determined that the formation of technical university students’ information competence requires preparation for their harmonious existence and professional work in modern information space in the development of the information society. Implementation of this concept can be effective only if the process provides their training with its integrity and continuity from setting goals to getting the final result