PRINCIPLES OF FORMATION OF FUTURE BUILDERS` READINESS TO INDEPENDENT EDUCATIONAL ACTIVITY IN THE PROCESS OF PROFESSIONAL TRAINING

The article reveals the peculiarities of using the principles in the process of forming the readiness of future builders for independent learning and cognitive activity during vocational training in vocational education institutions. It has been established that, at present, the formulation of the principles of instruction seem ordinary, obvious, customary, and only a historical analysis of their appearance can prove how much time and effort it took for these provisions to be understood as necessary. Principles are closely related to learning patterns. They reflect didactic laws and regularities At the level of an epistemological phenomenon, the principles objectively reflect the essence of the laws and regularities of the educational process. The aim of the article is to disclose the peculiarities of the principles` use in the process of formation of future builders to the independent learning activity during the professional training in the professional technical establishments. Methodological basis is the analysis of the documents of pedagogical and technical literature and also systematization of the knowledge of future builders in the process of their training in the professional technical. Scientific novelty is in the theoretical proving of the process of future builders` readiness` formation to the independent educational activity during the special training in the educational establishments of Ukraine. It is proved that the formation of the readiness of future workers in the construction industry for independent learning and cognitive activity in the process of vocational training is based on the principles of cascade and taxonomy, structuring and problem-based learning content, and a conscious perspective. The author of the article notes that in modern conditions the competence approach focuses the attention of scientists and organizers of professional training of future workers in the construction industry on the results of education, which are considered not only a set of learned scientific and educational information, but also the ability of a future specialist to successfully operate in various standard and non-standard situations of professional activity. Solving problems, the future employee of the construction industry understands, assesses the level of his knowledge and skills, and having solved the problem, he acquires new knowledge and skills. From here, you should use tasks at the same time as a diagnostic tool, a tool for generating new knowledge; first, providing diagnostic requirements that set learning objectives. Training focused on the future professional competencies of a graduate is most effectively implemented in the form of programs, with the basic principle of training focused on the results necessary for the sphere of professional activity. If the efforts of students are aimed at mastering the general methods of action, then their activity becomes purposeful. Without the ability to set goals and achieve them, the needs and motives remain unfulfilled. It was established that at the initial stages of training, the future employee of the construction industry sets specific goals and tasks for himself, and then, as they carry out their training and cognitive activity