The ways to develop students’ self-organization and self-education competences in the process of studying further mathematics

The paper describes the way of pedagogical conditions implementation that ensures the development of self-organization and self-education competences among technical university students. The theoretical substantiation of the need to create an integral complex of such conditions at a technical university is presented, the definition of organizational, pedagogical, psychological and didactic conditions for the development of self-organization and self-education competences among students is given, and the means of their implementation developed by the authors are listed. The possibilities of the traditional subject content are shown on the example of the course «Further Mathematics» for the purposeful development of cognitive, personal and activity components of self-organization and self-education competences. Examples from the developed set of tasks for the course «Further Mathematics» are given, as well as tasks of a project and research nature. All these tasks are aimed at the development of such regulatory actions that are part of self-organization and self-education competences, as forecasting, goal setting, planning, control, reflection, as well as such qualities of thinking as flexibility (variability), rationality, speed. Some results of experimental verification of the developed tasks effectiveness (for the activity and personal components of self-organization and self-education competences) are presented, proving the expediency of using them in the educational process at the university. The methods described in the paper for the pedagogical conditions implementation that ensure the development of self-organization and self-education competences among students of a technical university are invariant with respect to the subject content and can be extended to teaching other disciplines.