<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202020000200312</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The students 'educational process in the process of chemistry education]]></article-title>
<article-title xml:lang="es"><![CDATA[Los métodos de organización de los estudiantes en el proceso educativo de la enseñanza de la química]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shepelyuk]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tyumen Industrial University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Russian Federation</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>312</fpage>
<lpage>317</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202020000200312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202020000200312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202020000200312&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The modern strategy of higher education is aimed at training a competent specialist, which involves a shift in emphasis on the interests of the student, on the maximum possible realization of his abilities, on his activity in learning. The key principle of competency-based training is focusing on results that are significant for future professional activities. It is impossible to effectively solve these problems with a standard approach to training. It is necessary to reorganize the educational process from the passive assimilation of knowledge and skills, which the traditional lecture-seminar system teaches, into an active process of their acquisition and further application using intensive teaching technologies. Many university teachers do not have enough teaching methods in their subject. The bulk of professional chemistry teachers are trained at pedagogical universities, so there is no urgent need for another university to train a qualified teacher and teacher. The article discusses the main specific features of teaching chemistry in higher education. Practical recommendations for higher education teachers are given.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La estrategia moderna de la educación superior está dirigida a capacitar a un especialista competente, lo que implica un cambio en el énfasis en los intereses del estudiante, en la máxima realización posible de sus habilidades, en su actividad en el aprendizaje. El principio clave de la formación basada en competencias se centra en los resultados que son significativos para futuras actividades profesionales. Es imposible resolver eficazmente estos problemas con un enfoque estándar de capacitación. Es necesario reorganizar el proceso educativo a partir de la asimilación pasiva de conocimientos y habilidades, que enseña el sistema tradicional de conferencias y seminarios, en un proceso activo de su adquisición y posterior aplicación utilizando tecnologías de enseñanza intensiva. Muchos profesores universitarios no tienen suficientes métodos de enseñanza en su materia. La mayoría de los maestros profesionales de química están capacitados en universidades pedagógicas, por lo que no hay necesidad urgente de que otra universidad capacite a un maestro y maestro calificado. El artículo analiza las principales características específicas de la enseñanza de la química en la educación superior. Se dan recomendaciones prácticas para maestros de educación superior.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teaching methods]]></kwd>
<kwd lng="en"><![CDATA[organization of chemistry training]]></kwd>
<kwd lng="en"><![CDATA[chemical education]]></kwd>
<kwd lng="en"><![CDATA[modernization of higher education]]></kwd>
<kwd lng="en"><![CDATA[higher school]]></kwd>
<kwd lng="es"><![CDATA[Métodos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[organización de capacitación en química]]></kwd>
<kwd lng="es"><![CDATA[educación química]]></kwd>
<kwd lng="es"><![CDATA[modernización de la educación superior]]></kwd>
<kwd lng="es"><![CDATA[escuela superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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