SUCCESSFUL EXPERIENCE OF IMPLEMENTING THE CASE METHOD IN THE PROCESS OF STUDYING PROFESSIONAL DISCIPLINES

The article discusses the current problems of modernizing the system of secondary vocational education (SPE) in the context of modern labor market requirements. It is noted that the competitiveness of graduates depends not only on professional knowledge, but also on personal qualities: initiative, mobility, and the ability to reflect. However, practice shows that young people are not ready for real professional activity in a changing environment. The introduction of case technology is proposed as an effective pedagogical means of solving this problem.

The author reveals the essence of the active-problem learning method based on the analysis of specific situations. The various modifications of the cases (Case Method, Incident Method, Project Method, etc.) and the key requirements for their organization are described in detail: realistic plots, group work, discussions, mandatory reflection. Six main modifications of the technology are considered, from finding a solution to consulting. Special attention is paid to the competencies being formed: analytical, practical, communicative and social skills necessary for a successful career.

At the same time, the risks and limitations of the method are analyzed: the need for basic normative knowledge, the complexity of group dynamics, and high demands on the methodological training of the teacher. It is emphasized that the method cannot be implemented in isolation from the traditional base. It is concluded that case technology is an effective tool for improving the quality of the educational process in the vocational education system and developing students' personal results, but it requires an organic combination with other teaching methods, careful training of participants and consideration of the socio-psychological characteristics of groups to achieve maximum effect in the training of mid-level specialists.