Methodological principles for ensuring high-quality training of technical specialists in higher education institutions

The acquisition of competencies by higher education students faces problems of deterioration of basic school knowledge, as well as the unstructured and fragmented nature of higher mathematics teaching, which hinders the assimilation of professional disciplines. The aim of the study was to improve the methodological tools for forming a comprehensive system of quality knowledge and its conscious assimilation. The main directions for creating methodological and organisational conditions for ensuring the continuity of learning and building interdisciplinary links were developed. Methodologically, the study relied on the use of methods of analysis and generalisation in the creation of visual basic material. Statistical methods were used in the systematisation and processing of the results of testing students’ residual knowledge and evaluating the results of testing as small samples. Testing the knowledge of the school course in mathematics and physics of students majoring in electrical engineering revealed shortcomings in their training that must be taken into account when teaching sections of higher mathematics. The correspondence between the volume of material in the discipline and the time required to master it was analysed, which made it possible to identify basic knowledge from the entire course of higher mathematics to ensure a differentiated approach to the acquisition of professional knowledge. The specifics of distance learning were considered, which led to the creation of visual reference notes with enhanced explanatory functions. In accordance with professional competencies, a classification of material was proposed, which ensured interdisciplinary links and expanded propaedeutic opportunities. The methodological approach created made it possible to systematise the teaching material in higher mathematics, which can be used by teaching staff, applicants and other participants in the educational process, as well as in the development of curricula and the compilation of working teaching programmes