Parametric modeling of assessing the development level of economical thinking of students

Abstract

The formation of professional competence of future specialists is determined by the acuteness of social, cultural and economic problems that are forming in the world. Modern higher education is aimed at finding acceptable ways to train professionally competent specialists, with a new way of thinking, with comprehensive knowledge, ready to independently solve professional problems. This article discusses one of the tools for assessing the development of economic thinking among students of higher educational institutions, which serves as a criterion for the selection and application of the most effective teaching technologies. Existing valuation models are designed primarily to determine the level of mastery of economic knowledge. In this study, the authors propose using not only the cognitive component, but also such parameters as the psycho-emotional component and the level of stereotyping of thinking. The relevance of this study is to identify the indisputable relationship of the forms, methods and content of education with the prospects for the development of their economic thinking, allowing them to become full members of society. Mastering the fundamentals of economic literacy at the present stage of development of society to achieve this goal is insufficient, the authors propose using the parametric assessment model they developed, accumulating achievements in such fields as pedagogy, economics, economic sociology and economic psychology.