Abstract

This article reveals questions about the criteria and indicators of the level of professional readiness of students in the humanities to implement a differentiated approach in the educational process. The main directions of its formation in the process of professional training of students in universities are established. Based on the understanding of readiness for professional activity in the studies of modern scientists, a working definition of this concept is given, which is presented as a methodological approach that includes a number of interrelated components (goalmotivational, personality-oriented, cognitive, operational-activity and evaluative-reflexive) in the process teaching activities of the teacher

Keywords

differentiated approach, criteria, components, preparation, readiness, humanitarian disciplines

References

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