Development of engineering students’ analytical skills in Olympiad movement on theoretical mechanics

Volume 5, Number 4, 2020, P. 505–518


Article (file: pdf, size: 876 KB, downloads: 309)


The article analyzes the problematic aspects in the organization of engineering personnel training in modern socio-economic conditions, shows the need to develop analytical skills and professionally directed creativity, readiness to comprehensively analyze technical systems and determine the directions of their improvement. The role of the Olympiad movement in theoretical mechanics in the development of innovative readiness of an engineer is investigated and the need for the development of the Olympiad movement and its reaching a new level in the context of improving the creative qualities and analytical abilities of students is justified. The main methodological approaches for developing analytical skills and creativity in the Olympiad movement are axiological, competence-based, contextual, and activity-based. Based on a comprehensive analysis, a model of a competitive engineer who is ready to actively engage in innovative activities has been developed. The main qualities of an engineer are the ability to analyze information, the ability to determine the need to use a new physical principle of action, and psychological readiness to implement a creative process to improve technical systems under stress. Psychological and pedagogical conditions for organizing the educational process based on the implementation of the principles of impulse pedagogy and the use of the potential of digitalization are determined. The main pedagogical means are creative tasks. The principles of developing creative problems are considered and their application is shown through the example of constructing problems in theoretical mechanics. The developed theoretical foundations for the development of analytical skills are the basis for the methodology of organizing the Olympiad movement in modern conditions. It includes the stages of initiation of creative thinking, creative development, reflection and relaxation, and creative entry into the profession. The implementation of each stage presupposes a harmonious combination of face-to-face interaction between participants in the educational process and activities in the digital educational space. The organization of personal and professional development within the framework of the Olympiad movement in theoretical mechanics according to the proposed methodology will allow students to form analytical abilities, their universal competencies and readiness to actively participate in the engineering preparation of innovative projects at a higher level.


higher technical education, readiness for innovation, Olympiad movement of students, teaching theoretical mechanics


Andrei I. Popov, Cand. Sci. (Pedagogical sciences), Associate Professor, Tambov State Technical University, Tambov, Russia


I would like to express my very great appreciation to Kukushkina Valentina Andreevna, a specialist in teaching methods, honorable person in national education, for her support and valuable comments throughout the article preparation.

For citation:

Popov A.I. (2020) Development of engineering students’ analytical skills in Olympiad movement on theoretical mechanics. Sotsial’naya kompetentnost’ = Social Competence. Vol. 5. No. 4. P. 505–518. (In Russ.)


  1. Avdeyuk O.A., Lemeshkina I.G., Pavlova E.S., Prikhod’kova I.V. (2016) Subject Olympiads as a form of revealing gifted students. Innovatsionnye, informatsionnye i kommunikatsionnye tekhnologii = Innovative, information and communication technologies. No. 1. P. 29–30. (In Russ.)
  2. Babushkina G.F., Shestakova Z.R. (2012) Competition and Olympiad movement as a means of increasing professionalism. Obrazovanie. Kar’era. Obshchestvo = Education. Career. Society. No. 2 (34). P. 21–22. (In Russ.)
  3. Grakhov V.P., Mokhnachev S.A., Kislyakova Yu.G., Anisimova N.V. (2014) Organization of student participation in the Olympiad movement: experience and prospects. Sovremennye problemy nauki i obrazovaniya = Modern problems of science and education. No. 6. P. 365. (In Russ.)
  4. Nazarova L.P., Fal’kova E.V., Klimovskii D.A. (2017) Development of students’ creative abilities and building professional competencies at Olympiads in theoretical mechanics ]. Mekhanika. Issledovaniya i innovatsii = Mechanics. Research and innovation. No. 10. P. 265–268. (In Russ.)
  5. Keldibekova A.O., Avazova E.T. (2018) Distance and heuristic Olympiads as modern forms of subject Olympiads]. Voprosy pedagogici = Pedagogics issues. No. 9. P. 34–37. (In Russ.)
  6. Naumkin N.I., Shekshaeva N.N., Kvitko S.I., Lomatkina M.V., Kupryashkin V.F., Korovina I.V. (2019) Development of a pedagogical model of students’ multi-level and stage-by-stage preparation for innovative engineering activities. Integratsiya obrazovaniy = Integration of Education. Vol. 23. No. 4. P. 568–586. (In Russ.)
  7. Rakhmankulova G.A., Mustafina D.A., Surkaev A.L. i dr. (2020) Intra-university students’ physics and mathematics Olympiads as a means of developing technical university students’ competencies. Sovremennye naukoemkie tekhnologii = Modern high technologies. No. 9. P. 209–214. (In Russ.)
  8. Savchenko E.A. (2017) Professional education and upbringing of students in the course of organizing and conducting Olympiads, competitions, round tables. Pedagogicheskoe obrazovanie i nauka = Pedagogical education and science. No. 2. P. 43–45. (In Russ.)
  9. Popov A.I. (2010) History of formation and development trends of the Olympiad movement in theoretical mechanics. Tambov: Tambov State Technical University. 136 p. (In Russ.)
  10. Popov A.I., Rakitina E.A. (2016) Olympiads as a tool for formation of creative universal cultural competences of professionals, as well as for evaluation of the level of formation of such. Alma mater: Vestnik vysshei shkoly = Alma mater: Bulletin of higher school. No. 1. P. 71–75. (In Russ.)
  11. Popov A.I. (2012) Intellectually demanding tasks of dynamics. Tambov: Tambov State Technical University. 80 p. (In Russ.)
  12. Popov A.I. (2010) Theoretical Mechanics. Collection of tasks for creative self-development of the student. Tambov: Tambov State Technical University. 188 p. (In Russ.)
  13. Chistyakov V.V. (2017) Olympiad on theoretical mechanics at ITMO University as a feedback in improving the natural science education. Fizicheskoe obrazovanie v vuzakh = Physical education in higher Education. Vol. 23. No. 3. P. 135–149. (In Russ.)
  14. Shelud’ko V.N., Demina E.A., Lysenko N.V., Sevast’yanov V.V. (2019) Regional students’ Olympiads — an important factor in formation of future specialists. Sovremennoe obrazovanie: soderzhanie, tekhnologii, kachestvo = Modern education: content, technology, quality. Vol. 1. P. 474–476. (In Russ.)
  15. Shimanovskii A.O., Krakova I.E. (2018) The XIV international Olympiad in theoretical mechanics. Mekhanika. Issledovaniya i innovatsii = Mechanics. Research and innovation. No. 11. P. 290–314. (In Russ.)
  16. Yudin V.A., Popov A.I. (2018) Formation of innovative readiness of specialists in the Olympiad movement in theoretical mechanics. Alma mater: Vestnik vysshei shkoly = Alma mater: Bulletin of higher school. No. 3. P. 60–66. (In Russ.)
  17. Evnin A.Yu. (2020) Problems in calculus at student Olympiads. Matematicheskoe obrazovanie =Mathematical education. No. 2 (94). P. 55–76. (In Russ.)