SOME FEATURES OF MEASURING THE INDICATORS OF THE ACTIVITY COMPONENT FORMED WITHIN THE STRUCTURE OF UNDERGRADUATE STUDENTS’ READINESS FOR INNOVATIVE ACTIVITIES

Abstract

The article justifies the importance of building the innovative potential of a future specialist in the context of the need to radically improve the quality of human capital and the rapid transformation of the economic and social foundations of activity as a whole. In this regard, the determining role of higher education in training of personnel of a qualitatively different level is updated. The need to form the readiness of undergraduate students for innovative activities by means of disciplines of the general block, including within the framework of studying foreign languages, is understood, which resonates with the essence of an interdisciplinary approach, which provides the possibility of setting specific practical tasks, the solution of which can go beyond the scope of a specific discipline. The relationship between the need to introduce effective methodological technologies into the educational process to form the readiness of undergraduate students for innovative activities in the process of their professional training in higher education and insufficient theoretical justification of the complex structure of innovative activities, which implies four components – motivational, cognitive, activity, reflexive-axiological is noted. The urgent need to choose diagnostic methods by a higher school teacher that allow to objectively assess the effectiveness of the formation of readiness for innovative activities using the example of an activity component in the structure of innovative activities is justified. Additional elements of preparation for innovative activity are described – formation of innovative consciousness, thinking, innovative potential, innovative behavior and innovative personality orientation. An attempt is made to present the ranking of elements of the innovative potential of the individual and their correlation with the components of the structure of readiness for innovative activities. Some results of diagnostics of indicators of the formation of the activity component in the structure of readiness of undergraduate students for innovative activities are analyzed.