The article deals with contemporary approaches to the creation of personalized learning environments (PLE) participants in the educational process on the financial and fiscal discipline through the use of information and communications technology (ICT) resources and Internet services. Subject of research — the definition, content, structure and filling of the teacher’s and student’s PLE in the context of the technology development. Topics of the article covered include the analysis of the personal environment as a self-organizing forms of training for financial and tax spheres. Purpose this work — to identify the main problems of the PLE development considering the requirements of the information society, global trends in the formation of advanced technological structures. The paper reflects the promising areas of ICT in Russian education until 2030, marked the challenges of the modern world in the subject area. In this regard it outlined the scientific and practical approach to the development of personalized learning environments: the definition given in the narrow and broad sense; the structure of the PLE on tax courses. The study was conducted on the basis of a systematic approach, using structural analysis and synthesis techniques. As a result the conclusion about importance of the PLE construction by members of the educational process, the need to incorporate potential of Web 2.0, cloud, mobile and other technologies, as well as massive open online courses. In this case, the PLE can be considered as an instrument of continuing professional education in the field of finance and taxation. A training of creative personnel is the basis of the transition Russian economy, and its part — the tax system — in a new progressive technological way.
technological way, educational activities, financial and tax sphere, personalized learning environment, taxcourses, training of creative personnel.
ТЕХНОЛОГИЧЕСКИЕ УКЛАДЫ И ОБРАЗОВАНИЕ
Ход научно-технического прогресса предопределяет смена господствующих в мировой экономике технико-экономических парадигм (англ. techno-economicparadigm). В отечественной науке аналогом этого понятия является термин «технологический уклад» (ТУ), предложенный в 1986 г. Д. С. Львовым и С. Ю. Глазьевым и рассматриваемый ими как совокупность технологий, характерных для определенного уровня развития производства. Искомое понятие также определяется как совокупность сопряженных производств, имеющих единый технический уровень и развивающихся синхронно; как неравномерный процесс последовательного замещения целостных комплексов технологически сопряженных производств; как несколько взаимосвязанных и последовательно сменяющих друг друга поколений техники, эволюционно реализующих общий технологический принцип.
1. Kablov E. Shestoy tekhnologicheskiy uklad [Sixth technological way]. Available at: https://www.nkj.ru/archive/articles/17800/.
2. Agamirzyan I.R. Materialy kruglogo stola «Natsional’nye prioritety v tekhnologicheskoy sfere». TEKhNOPROM-2013 [Materials of the round table “National priorities in the field of technol TECHNOPROM 2013]. Available at: http://forumtechnoprom. com/data/files/2.%20Natsional’nye%20prioritety%20v%20 tekhnologicheskoy%20sfere.doc.
3. Evstigneev E.N., Viktorova N.G. Informatsionnye, tekhnologicheskie i kadrovye aspekty nalogovogo menedzhmenta [Information, technology and human resources aspects of tax manage-ment]. Ekonomika. Nalogi. Pravo [Economy. Taxes. Right]. 2014, I. 6, pp. 95-100.
4. O’Reilly T. What Is Web 2.0? DesignPatternsandBusiness Models for the Next Generation of Software. [Elektronnyy resurs]. Available at: www.oreilly.de/artikel/web20.html.
5. Starodubtsev V.A. Sozdanie personal’noy obrazovatel’noy sredy prepodavatelya vuza [Creating a personalized educational environment of high school teacher]. Tomsk, Tomskii politekhnicheskii universitet Publ., 2012. 124 p.
6. Measuring the Information Society Report. [Elektronnyy resurs]. Available at: http://www.itu.int/pub/D-IND-ICTOI-2015.
7. The Global Information Technology Report 2015. [Elektronnyy resurs]. Available at: http://reports.weforum.org/.
8. Slepukhin A.V. Ispol’zovanie personal’noy obrazovatel’noy sredy v protsesse individualizatsii smeshannogo obucheniya studentov [Using personalized educational environment in the process of individualization of training of students of mixed]. Pedagogicheskoe obrazovanie v Rossii [Teacher education in Russia]. 2014, I. 11, pp. 195-205.
9. Vylkova E.S. Sotsopros v ramkakh novogo metoda obucheniya «Variativnoe igrovoe reshenie trudnykh uchebno-obrazovatel’nykh zadach» (VIRTUOZ) [Opinion poll in the new teaching method “Variability gaming solution difficult of educational objectives” (VIRTUOSO)]. Almamater (Vestnik vysshey shkoly) [Almamater (Journal of the Higher School)]. 2016, I. 4, pp. 21-30.
10. Egorova Yu.A. Uchebno-poznavatel’naya deyatel’nost’ studenta vuza kak ob”ekt sistemnogo analiza [Educational and informative activity of students of high school as a system analysis of the object]. Molodoy uchenyy [Young scientist]. 2014, I. 19, pp. 533-538.
11. Raitskaya L.K. Didakticheskaya kontseptsiya samostoyatel’noy uchebno-poznavatel’noy deyatel’nosti studentov v internet-srede. Doct. Diss [Didactic concept of self-learning and cognitive activity of students in the online environment: the dissertation thesis for the degree of Doctor of Pedagogical Sciences. Doct. Diss]. Available at: http://eco-anthropology.com/data/documents/ 9.-Raickaya-2013.pdf.
