Moscow, Russian Federation
System international educational comparative studies in the field of specialized tourism education, based on material from several countries, are not yet available. One of the reasons for this is the lack of scientific and methodological apparatus, the difficulties of the subject-object identification studies and the identification of the levels and comparison options. However, the rapidly growing global tourism presents quite effective innovative training models which would be particularly interesting in the present period, when the Russian education system in the field of tourism is in the process of change associated with the transition to the next generation standards, and search for the best forms and methods of organization of the pedagogical process in professional education. The relevance of comparative studies of the experience of foreign models of education in the field of tourism is determined by the following factors: the need of Russian pedagogics in the formulation of the theory of adequately solutions of problems of conceptual approaches and mechanisms to improve the structure and content of vocational education in order to adapt them to the needs of the developing field of domestic and international tourism; the lack of consistent industry international comparative research based on the study of different models of tourism training, allowing to identify the invariant set of organizational-pedagogical conditions of formation of the structure and the content of the most effective models of training for tourism; the lack of methodological basis of system industry international comparative research in the field of tourism. The article explains the structure of the model of education in the sphere of tourism as an invariant set of organizational-pedagogical conditions and principles.
model of education in the field of tourism, comparative international pedagogical research, the system of tourism education
С целью интерпретации модели образования в сфере туризма необходимо определиться с сущностью системной организации образования в сфере туризма, для достижения этой цели уточним исходные допущения. Мы исходим из представления о туризме как о социальном институте, целостном в пространстве и во времени, выделенном из окружающей среды и взаимодействующем с ней динамичном объекте, эмерджентные свойства которого обе- спечиваются достаточными организованными связями и отношениями элементов, воздействием факторов и условий, а функционирование направленно на решение определенных профессиональных задач.
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