Cognitive-pragmatic technologies in the process of practice-oriented training of mining engineers.

The issue of rationalization of the learning process, taking into account academic mobility and formed, meeting the needs of production, practical skills of graduates, is becoming more and more relevant. Cognitive-pragmatic technologies within the framework of practice-oriented training allow optimizing the educational process without losing the quality of training of engineering specialists. With the advent and introduction of cognitive-pragmatic technologies in the educational process, the student has become an active subject of the educational process. The teacher-student relationship has reached a qualitatively different level, where the teacher is required to have managerial competence rather than didactic competence. Cognitive technologies simultaneously with the analysis of the current situation search for knowledge, skills and abilities acquired and formed by students in the process of theoretical and practical training. As a result of the introduction of these technologies in the training of engineering personnel, we get a qualitatively different specialist, excellent performance and efficiency in the performance of tasks. The article substantiates the principles of the implementation of cognitive technologies in the training of mining engineers in the specialty "Mining" of the orientation "Technological safety and mountain rescue". [ABSTRACT FROM AUTHOR]