Main criteria and parameters of praxiological skills of students – future economists

This article defines the importance of forming the practical skills of students - future economists, taking into account the state of the national economy of Russia and the economic realities of the current day. The classification was carried out, followed by grouping into three main categories of currently existing scientific, pedagogical and practical research in terms of the interpretation of “skills”. The author identifies heterogeneous approaches to these interpretations in the educational and scientific literature, determines the debatable status of this issue at the moment. The paper reveals in detail the features of activity-based, personal and activity-personal approaches to the definition of the term “skills” in modern pedagogical literature, defines the basic skills considered and classified by praxiology. Based on the analysis of existing points of view on the construction of criteria characteristics of the formation of praxological skills of students - future economists, it is concluded that there is currently no unified approach to defining these criteria and the discussion of this issue. Based on the qualities, skills and knowledge necessary in the practical work of economists, criteria that take into account the quantity, quality and awareness of practical tasks performed are proposed as basic criteria for the formation of praxological ones. A methodology has been developed that allows empirically structuring and evaluating the skills necessary for the formation of practical skills of students-future economists, as well as allowing effective monitoring of the formation of these groups of skills according to the proposed criteria during the educational process. In addition, within the framework of this methodology, the author’s approach to quantitative processing of diagnostic results was proposed, which makes it easy to determine a quantitative indicator in relation to the degree of manifestation of each criterion of formation. Based on the results of the work, it was determined that the formation of praxological skills can be considered as a system consisting of several subsequent stages, each of which has its own algorithm for achieving intermediate goals and results.