POL as means of differentiation and an individualization of training allowing due to changes in structure, the contents and the organization of educational process interests, tendencies and abilities of pupils are more fully considered, to create conditions for learning of seniors according to their professional interests and intentions concerning to continue education. The profile university is an institutional form of realization of this purpose. It is the main form, however other forms of the organization of PL, including, removing implementation of the corresponding educational standards and programs for walls of separate educational institution in some cases can become perspective. POL is directed on realization of the personal focused educational process. Thus possibilities of forming by the pupil of an individual educational trajectory significantly extend.
№ 20 1.The Project method in profile training The notion “project” for the basis for the project activities; it means “a timelimited activity (event), aimed at creation of unique products and services or obtaining completely new results”. The project activities by their category can be referred as innovative creative type of activities, as they imply reality transformation and are built on the basis of an appropriate technology that can be unified, mastered and improved. The project training of the students is based on the project method, applied on all levels of professional education. The project method is not a new one in the international pedagogics. It came into being away back in the 1920s in USA. It was also related to the problem method, and associated with the ideas of humanistic approaches in philosophy and education, developed by an American philosopher and teacher J. Dewey, and also by his follower Kilpatrick W.C.. J. Dewey proposed to build a training system upon the active basis through goal-oriented activities of students in coherence with their own interests in this knowledge.
2. Cooperative learning in profile training Cooperative Learning, sometimes called small-group learning, is an instructional strategy in which small groups of students work together on a common task. The task can be as simple as solving a multi-step math problem together, or as complex as developing a design for a new kind of school. In some cases, each group member is individually accountable for part of the task; in other cases, group members work together without formal role assignments. According to David Johnson and Roger Johnson (1999), there are five basic elements that allow successful small-group learning: Positive interdependence: Students feel responsible for their own and the group's effort. Face-to-face interaction: Students encourage and support one another; the environment encourages discussion and eye contact. Individual and group accountability: Each student is responsible for doing their part; the group is accountable for meeting its goal. Group behaviors: Group members gain direct instruction in the interpersonal, social, and collaborative skills needed to work with others occurs. Group processing: Group members analyze their own and the group's ability to work together. Researchers report that cooperation typically results in higher group and individual achievement, healthier relationships with peers, more metacognition, and greater psychological health and self-esteem
3. The concept of educational space From the point of view of phenomenological interpretation, educational space can be viewed as the space of the subject’s involvement in the total educational space, which is a systemic set of real human interactions with reality and given to the subject through perception and action. The world is given to the subject in the aggregate of perceptual and cognitive images, ordered by a system of concepts. In a generalized form, the term “educational space” is understood as the set of objects between which relations are established. The educational space is organized as a cluster, an aggregate, a multitude of educational systems, each of which is assigned a specific place, due not only to the composition and functions of the educational system itself, but also to other reasons. In the works of L.A. Bodenko, S.D. Deriabo, V.I. Panov, V.A. Yasvina and others. The educational environment acts as an object of influence of the educational system. A common feature of these authors is the idea of the existence in the educational environment of a complex of opportunities for the development of a given sample, the isolation and analysis of the component composition of the environment, its heterogeneity and the theoretical justification for the possibility of typologizing educational environments. In the educational environment, informational, spatial-subject, and psychological-pedagogical components are distinguished.