The model of creation of energy-saving competence of students of high school

¹ Russian State Professional-Pedagogical University,, 620012, Yekaterinburg, Russia
² Ural Federal University named after the first President of Russia B.N Yeltsin, 620002, Yekaterinburg, Russia
³ Institute of Philosophy and Law, Ural Department of the Russian Academy of Sciences, 620144, Yekaterinburg, Russia

^a Corresponding author: stepanova.step@mail.ru

Abstract

This article considers the most important conditions for the creationof energy-saving competence of students – undergraduate training. The actualityof the problem is caused by low energy efficiency of industrial production, significantly reduces the competitiveness of the domestic economy and, consequently, the need to intensify activities on the rational use of energy resources. The definition of energy-saving expertise, marked its structural components (value-motivational, cognitive activity-reflexive). Stages of creationof energy-saving expertise in system of continuous vocational training: diagnosis, motivation, learning and reflective-evaluative. The possibilities of educational technology and psycho designed to work with the psychological barriers and resistance to the process of regulation of energy consumption, the production facilities at its energy efficiency and energy saving. In particular, it is recommended to use active learning methods (discussion, games, analysis of problem situations, etc.), Information and communication technologies for the implementation of educational and research projects in the field of energy conservation, the development and implementation of interactive multimedia learning environments.