СВІТОГЛЯДНІ МАШИНОЗНАВЧІ ЗНАННЯ МАЙБУТНІХ УЧИТЕЛІВ ТЕХНОЛОГІЙ

Mechanical engineering competence is a basic component of the professional training of future technology teachers. It is implemented, as a rule, in the specialized education of high school students and directs their professional self-determination to the field of modern production, helps schoolchildren navigate different types of working machines, using as a support the ability to determine their methods of action, and also allows future technology teachers to competently organize extracurricular work and extracurricular education of schoolchildren. Currently, the actual content of mechanical science knowledge of future technology teachers is narrow and irrelevant to their professional activity, as it models the basics of the professional competence of future design engineers in the mechanical engineering industry. The article substantiates the need to replace the functional concept of the content of mechanical knowledge of future technology teachers with the concept of the user of working machines. Accordingly, the knowledge of the engineer-designer of the machine-building industry is being replaced by the basic worldview knowledge of the mechanical engineer as a reference qualified user of working machines or equipment in general. In the study, it was hypothesized that the level of cognitive interest of future technology teachers in machine science knowledge will increase if their content is global. The essence of the method of control questions, which allows modeling the machine science worldview of the user of working machines, is revealed. The pedagogical experiment was conducted at Mykhailo Kotsiubynskyi Vinnytsia State Pedagogical University during 2018–2024. It consisted of three series of ascertaining, formative and control stages. At the ascertaining stage of the pedagogical experiment, the actual level of students' interest in mechanical engineering knowledge was determined. At the formative stage, traditional machine learning competence was formed in the control groups and innovative machine learning competence in the experimental groups. At the end of the semesters, at the control stage, an assessment was made of the nature of the shift in the cognitive interests of the students of the control and experimental groups towards machine science knowledge. The theoretical value of the results lies in substantiating the concept of the user of working machines for determining the content of machine learning knowledge of future technology teachers. The practical value of the results lies in the use of technical problems as a didactic condition for the formation of students' machine science competence in the process of using the worldview of machine science knowledge they have learned to solve educational technical problem situations.