The origin of other institutions in the economy is facilitated by changes in the internal structure of national systems, a change in the nature of the interaction of elements of these systems, and the improvement of new functional relationships. Under the influence of factors of inaccuracy and danger, the speed of processes and the quality of communication between the elements of economic institutions change to a significant extent, and because of this, the classical system is not able to master the new functional requirements.

Important violations of the stability of socio-economic systems, changes in the main statements of the theory of systems, a decrease in the efficiency of their work arise as a result of the transfer of new systemic ties to old institutions. Thus, the progress of new functional ties in the economy is not possible without changing the directly system-forming principle of constructing socio-economic objects. In connection with these conditions, today the idea of ​​a new economy that increases the scope of social and economic institutions and allows the exploration of open systems with a high degree of holisticity has gained ground.

Over the past 10-15 years, new backbone directions have appeared in the economy. The appearance of such changes is explained by some reasons, the influence of which is constantly increasing and introducing new national systems into these processes. We can note the following reasons for the origin of the latest system-forming trends.

• - globalization of the world economy and connection of world capital markets
• - a change in the ways of business management and the creation of companies, and as a result, a change in the structure of large socio-economic systems
• - turning computer technologies into a "survival factor" for companies and all national socio-economic systems
• - the rise of e-business (particularly B2B and B2C)
• - strengthening competition and differentiation of companies and systems
• -creativity of the organizational system
• - the main capital of the company and the state economic system begins to be made up of "intangible assets"

The term “new economy” (metacapitalism) appeared in science under the influence of the above factors. It can be assumed that the most progressive companies are engaged in market sectors that are the creation of a new economy. Along with this, to this day there is no generally recognized definition of the new eco-economy, especially considering the penetration of this term into the sphere of socio-economic phenomena and processes. Apparently, the term new economy is difficult to bring to the most general and unified, since it has a connection with a set of functional and scientific areas. Perhaps bringing this phenomenon to a single definition will not be entirely correct, since in the course of formulating a limited descriptive opinion, the meaning of this category may be lost.

Let us analyze some frequently encountered formulations of this concept. technology innovation modern economy

The set of companies that have a direct connection with the Internet and the information technology market is the definition of a new economy. This description does not take into account either human capital or the innovative nature of the new economy, and is therefore considered to be rather superficial. However, many economists rely on it, claiming the fact that “the new economy is a soap bubble” and there is nothing relevant in it.

The new economy is also considered to be firms that operate in high-growth markets, where the main sign is the improvement of the company through competent and entrepreneurial actions of its management. Along with this, almost any company in a fast-growing market fits this formulation. It is worth saying that among the leaders of the new economy, older companies are also noticed. Therefore, this definition does not fit.

In the end, the new economy is called the economy, which has a connection only with the intellectual potential. But still, this formulation cannot be unconditionally accepted, because innovations in the IT sector are not the whole new economy.

However, with a greater degree of certainty, the only thing that can be said is that the new economy, as a subject of analysis and study, shows an open system with all systemic properties (holisticity, differentiation, cyclical events, etc.). One of the most significant properties is the possible nature of changes in the elements of the system in response to changes in any one parameter. This implies a continuous connection between all phenomena, facts occurring within the framework of this economic system. And it is precisely this that turns out to be a support in an attempt to study the new economy, interpret certain patterns, and establish appropriate dependencies.

At the present stage of the country's development, economic growth is impossible without the introduction of new equipment and technology, which leads to the transformation of science into a direct productive force, to fundamental changes in technology, a harmonious combination of mental, physical, mental efforts of a person, in its spiritual enrichment.

The set of principles and methods aimed at the formation and development of the scientific and technical potential of the country to achieve the strategic goals of society is called scientific and technical policy.

The objectives of science and technology policy are:

• 1. state support for national science;
• 2. stimulating the development of its priority areas of national importance;
• 3. formation of conditions for the introduction and effective use of scientific achievements in the manufacturing sector.

The implementation of the state scientific and technical policy is carried out by financing R&D, financing and improving the system of secondary and higher education, and implementing a number of organizational and institutional measures.

Russia has a powerful scientific and technical potential capable of solving the most urgent problems of economic restructuring, demilitarization of technologies, strengthening their social orientation, accelerating scientific and technological progress, strengthening intensification, and the like. At the present stage in Russia, there are objective conditions for the implementation of an active state scientific and technical policy. Our country has a strong potential of academic, university and sectoral science, scientific and technical potential of many enterprises, in particular high-tech industries in the industrial complex.

GDP growth in Russia, which was recorded by domestic statistics during 2009-2015, has become an indispensable element of the victorious reports of government officials who perceive this growth as evidence of the correct implementation of their economic policy. However, the winning figures, judging by the comments of experts, do not cause much enthusiasm. After all, it is impossible to talk about economic growth in general, without touching on the problems of its quality, ensuring progressive innovative changes.

According to the current state of the socio-economic development of Russia, it is possible to determine the following main strategic priorities that our state faces: increasing the competitiveness of the national economy; ensuring decent work and people's well-being; National security; regional policy; deep restructuring of the social sphere; energy security National economy and energy saving.

The path to economic prosperity that Europe has traveled for hundreds of years, Russia must go through in five to seven years, ten at most, and only if it makes an economic leap. It must accept this challenge and become a place for the formation of new models of economic development, only then Russia will take place as a full-fledged state.

To increase the competitiveness of the domestic industry, it is necessary to identify support mechanisms economic growth. At the present stage of economic development, when the search for ways to improve production efficiency is one of the key tasks, the role of innovation is not only of particular importance, but also of an exclusive role in concretizing the strategy for consuming resources, increasing the efficiency of their use.

This is due to two aspects: the peculiarities of the nature of scientific and technological progress at the present stage and the need to significantly increase the efficiency of use and save resources as one of the most important ways to intensify production.

Of particular importance are high-tech industries and the latest types of production, which are based on knowledge as the main production resource. Therefore, the state should stimulate the widespread introduction of new information technologies in the country. The result of the scientific and technical policy of the state should be the modernization of the industry in the direction of ensuring the country's competitiveness in the near future, as well as the creation and development of industries of the "new economy" that will ensure constant economic growth.

At present, the fifth, informational, technological mode has entered the growth phase in the world technological development. It is defined as a way of information and telecommunication technologies. Its driving sectors are the electronics industry, the production of computers, fiber optics, software, the carriers are the industries for the production of automation equipment, robotics, flexible automated production, telecommunications equipment, information services, gas processing.

The main vector of Russia's movement towards new technological paradigms - the growth of the 5th and the transition to the 6th technological paradigm - can actually be implemented if the forms of this movement correspond to the specifics of the country's technological and economic development. The technological development of Russia is influenced by two system-wide factors: its geo-economic position and the continuation of the monetarist (monetary) course of the reform. The geo-economic position (territory, skilled workforce, relatively cheap labor, availability of minerals) explains the existence of technological diversity in Russia.

Basic innovations, which play the role of a key factor in the structure of the technological order, arise, as a rule, in the course of fundamental research in academic and university science. Many discoveries and new technical principles originated in Russia, which were subsequently brought to practical use abroad. We also have encouraging cases of breakthroughs in technology due to the search for new ideas in theoretical research. An example is the development of the concept of hypersound based on new principles of the energy interaction of an aircraft with the environment. The Russian government has established a list of priority areas for the development of domestic science and technology, which are recognized as the most promising in terms of the economic and scientific and technological development of Russia in the 21st century and which the state undertakes to supervise and finance. To implement them, special federal programs.

For example, the last such program for the development of Russia from 2007 to 2012 includes the following priority areas for the development of science, technology and engineering:

• 1. Information and telecommunication systems
• 2. Industry of nanosystems and materials
• 3. Living systems
• 4. Rational nature management
• 5. Energy and energy saving
• 6. Security and counter-terrorism
• 7. Advanced weapons, military and special equipment

Federal State Educational Budgetary Institution of Higher Professional Education

"FINANCIAL UNIVERSITY

UNDER THE GOVERNMENT OF THE RUSSIAN FEDERATION»

(Financial University)

Department of Microeconomics

Course work

"New technologies and their role in the modern economy"

Completed:

student of group U1-2

Bakhshiyan P.K.

Scientific adviser:

Doctor of Economics, Professor

Nikolaeva I.P.

Moscow 2013

Introduction

1.1 New technologies in modern economic systems

1 Technological progress at the center of human progress and development

2.2 Third Industrial Revolution

2.3 Innovative enterprises of the future

3.1 Problems of development of new technologies in Russia

Conclusion

Bibliography

Applications

Introduction

The entire history of the development of mankind is the history of the development and improvement of technologies and tools (technology) used by man. A few thousand years ago, man started with an ordinary stick, and today he has reached incredible heights of technical and technological development. Technical and economic systems and structures have been continuously improved by man throughout the entire period of its existence. However, in previous millennia, this process did not have such an "explosive" character. The transition from one technical and economic mode to another could take centuries or even millennia, but the 20th and 21st centuries have shown us an unprecedented speed of change and improvement of technologies and technical means used by man. Such a success in introducing innovations and their impact on all spheres of public life could not but arouse the interest of economists. The economic science of the beginning of the 20th century began to study the processes of innovative development as such and to study their main features and patterns. Many well-known economists such as J. Schumpeter, J. Hicks, R. Solow have achieved significant success in this. However, the world is changing rapidly, and the exclusively scientific interest in technological development in the early to mid-20th century was replaced by interest from the state and, most importantly, from entrepreneurs. This happened as a result of the realization that innovative technologies and their implementation have become practically the only key to successful economic activity in the conditions of the modern economy, or, as it is commonly called, the “new economy”.

From the point of view of microeconomics, new technologies are a tool by which firms maintain their competitive position in the market by saving on costs and (or) differentiating their products. The development and implementation of innovative technologies and techniques is, in fact, the only effective way to retain or capture market positions.

This work is devoted to the analysis of the role of new technologies in the modern economy and their impact on it.

1. Place and role of new technologies in the modern economy

1 New technologies in modern economic systems

The driving force of socio-economic development has always been scientific and technological progress, the fundamental goal of which is to find new means of satisfying the public at the lowest cost in terms of costs and resources while preserving ecosystems. In order for economic growth to take place on the basis of technical or technological achievements, it is necessary to have a structure of a certain level of complexity, which is determined by the number of reproducible technologies, their energy potential, factors of scientific and technological progress, the properties of the self-development core that stimulates interconnections with economic sectors, economic development.

Technique is understood as the use of various physical, chemical, biological, as well as social patterns within the framework of any device, fixture, device to obtain or deploy a certain process in which there is a need (need), or to create products, technologies, services that have sufficient utility for humans.

Technical systems consist of objects of engineering and technology that are controlled and managed by a person. All spheres of public life today can be represented as the interaction of complex economic systems. Since the objects of technology, technical systems are created by man, the main goal is to get as many useful results as possible at minimal cost.

The development of technology today is impossible without the interaction of concentrated resources, including intellectual, and economic incentives that make inventive, scientific, and engineering activities. Creating economic incentives is a task of institutional planning and design.

Also, when studying new technologies, it is necessary to take into account such a parameter of innovative (and not only) technical systems as manufacturability. The manufacturability of a system is understood as a set of properties of the elements of this system that determine its ability to carry out the optimal costs of production, operation and repair with the necessary quality parameters, output volumes, consumption and development conditions. The manufacturability of a technical system has both quantitative and qualitative aspects of change. Manufacturability indicator economic system is a quantitative characteristic of the functioning of the system.

A very important concept is the concept of "ensuring the manufacturability" of the economic system, which, in the author's opinion, should be understood as a set of tools aimed at ensuring the necessary functions of the system, overcoming or reducing the degree of its inefficiency. In other words, we are talking about a set of measures to manage the system, one might even say, measures that increase the manageability of the system.

Summing up, we can say that the manufacturability of a technical (economic) system is one of the goals of introducing new technologies in an enterprise, since this indicator most reliably allows one to judge the effectiveness of this system. As mentioned earlier, the main goal of developing and implementing innovative technologies is to increase production volumes while increasing resource savings, i.e. while reducing production costs. In my opinion, enterprises that have achieved a high rate of manufacturability of the technical system of their production have the opportunity to use the following purpose of new technologies, namely: differentiation of their products.

1.2 Periodization of technological development

The study of new technologies in general would be incomplete without studying the history of the stages of technological development. Each stage of innovative development was accompanied by a radical change in technical and economic structures, which entailed irreversible consequences in all spheres of society. An analysis of the periodization of technological development is interesting in that it allows us to identify some general patterns in the change of technical and economic structures and the introduction of new, innovative technologies at that time. Of course, the 21st century is very different from all previous ones (much more than, say, the 19th century differs from the 18th), and many features and patterns of innovative development of the past are completely wrong in the present conditions, but a few of the most important ones are still of interest.

An economy based on a new technological order cannot function successfully if it does not directly or indirectly serve its natural purpose - the satisfaction of human needs, the growth of incomes and national welfare. Orientation to meet the needs becomes absolutely necessary when making strategic decisions in innovation, structural investment and other areas of production activity. An economy operating simultaneously on three technological modes also cannot function successfully, since it cannot reproduce three technological modes at once due to the resulting disproportions in the distribution of resources between them. The problem of reproduction of technological modes is a problem not only of the development of the technological structure of the economy, but also of the adaptation of economic entities, models of their behavior, existing institutions and institutional agreements. Types of energy carriers evolve, new ones appear, which makes it possible to associate technological development with their types, and GNP - with the total consumption of these energy carriers. The first stage of technological development is associated with the use of firewood as a primary energy carrier, the second - with the use of coal, the third - with oil, the fourth - with gas, the fifth - with nuclear fuel. It seems that the next stage will be characterized by the depletion of oil, the expansion of the use of gas (especially shale) and environmentally friendly natural energy sources, including wind, tidal, osmotic and solar energy. For human society, three potentially possible stages of economic evolution can be distinguished: pre-energy, energy and post-energy. At the first stage, energy does not act as a limiting factor due to the primitive state of the productive forces of societies; at the second stage, there are serious problems with energy supply for economic growth. At the post-energy stage, energy opportunities will be considered abundant and not limiting the standard of living and social satisfaction of the population, or this stage will be characterized by a general energy deficit due to an excessively increased consumption of both industries and the population, which cannot be satisfied with existing energy capacities. In any case, human society has so far evolved in terms of the energy available to it. However, circumstances are possible when there will not be enough energy for the further development of the economy, and such episodes in local economic systems, at the level of individual regions, are already occurring. Of course, taking into account the relative nature of economic knowledge, one cannot demand that the theory of technological development be valid at every stage of the evolution of the economy. The modern theory of development, most likely, corresponds to the energy phase and should proceed from resource limitations and the need to move to the post-energy stage of development of the world economy, when the acuteness of the energy problem will be removed. In addition, an important function of the theory of development is to answer the question about the potential possibility of a post-energy civilization in the given understanding and about the tasks facing the economy at the "energy" stage.

A detailed study of the development and implementation of the most important technical innovations and technologies is not the purpose of this work. Such an analysis would be very complex and would take a lot of time even from recognized experts in this field. However, within the framework of the study of the periodization of technical and technological progress, an important conclusion can be drawn that a change in technological patterns through the use of new means of production occurs within a certain energy stage. It is the conditions and possibilities of the energy stage that determine the basis for the further development of engineering and technology. Of course, science plays a leading role in technical and technological progress. However, the possibilities of science in a particular period of time are always limited, and I believe that the scope of these limitations is determined by the conditions of the energy stage. As can be seen from Table 1, revolutionary changes in production have always been preceded by the discovery and use of new energy sources. This means that any change in the technical and economic structure occurs within the energy capabilities of a particular stage of economic development.

2. New technologies as an engine of industrial progress

1 Technological progress at the center of human progress and development

Central to understanding the role of technology is the recognition that technology and technological progress are relevant to a wide range of

range economic activity and not just to manufacturing and computers. For example, by some estimates, technological progress has increased the productivity of agriculture four times as fast as that of manufacturing. how in some countries the production of supposedly high-tech products such as computers is the result of relatively low technology. Finally, in many cases, technology is embodied in the production and management of production systems, rather than in physical goods or software algorithms. The computer that is loaded

the latest version of software that sits unused on a desk for most of the day is a different display of technology than the same computer that runs a manufacturing process or a payment system.

Technological advances can lead to lower costs,

improving quality, creating new products,

and help expand into new markets. Technological progress involves much more than doing the same thing, or doing it better with fewer resources. This concept is more dynamic, and it is associated both with the creation of new products and equipment for the market, and with the spread of these technologies between firms and throughout the economy as a whole. While many of the consequences of technological progress are in some ways obvious, the following deserve special mention:

Technological progress can spur development by lowering the cost of production and operation due to increasing returns to scale in production.

Technological advances in one sector can contribute to

creating new economic opportunities in other sectors. Reducing production costs can create completely new products, or even sectors of the economy. Technologies new to the market in one sector can lead to a flourishing of activity in other sectors, creating supply and demand for goods and services that did not exist.

The benefits of new technologies go far beyond the economic sector or product in which the technology exists. This is the case if the initial product is an important intermediate in the production of other goods, such as telecommunications systems or the reliable maintenance of electrical networks.

Technology can improve quality. Such improvements can enable a developing country to win over more demanding consumers and new markets. It can be as simple as using machinery and equipment to produce goods and services that meet the more demanding expectations and standards of consumers and business customers in high-income countries, in other words, premium market products.

2 Third industrial revolution

The first industrial revolution began in Great Britain at the end of the 18th century, with the mechanization of the textile industry. Tasks that were previously time-consuming and carried out by hand by hundreds of weavers were combined in one cotton mill - this is how the factory appeared. The second industrial revolution took place at the beginning of the 20th century, when Henry Ford built the first moving assembly line and the era of mass production of goods began. The first two industrial revolutions made people richer and the world more urbanized. Now the third revolution is in full swing. Manufacturing is going digital. A number of great technologies fall into the same realm: smart software, new materials, smarter robots, new manufacturing processes (3D printing in particular) and a range of web services. The factory of the past was based on making a huge number of identical products: Henry Ford's famous phrase was that Ford buyers could buy a car in any color, as long as that color was black. However, in the 21st century, the costs of producing fewer batches with a wide variety of products, tailored to the whim of each customer, are falling. The manufacturing of the future will focus on the mass production of customized goods and may look more like those weavers than the Ford assembly line.

The old method of production involves the use of a large number of parts for their subsequent connection or welding. The product can now be designed on a computer and "printed" on a 3D printer that creates a solid object by building up layers of material. The digital design can be changed with a few clicks of a computer mouse. A 3D printer can run unattended and can do many things that are too complex for traditional factories. Over time, these amazing machines will be able to do anything, anywhere, in a garage in an African village.

The applications of 3D printing are especially staggering. Already, hearing aids and high-tech parts of military aircraft are being printed in custom moulds. Serious changes will also affect the geography of deliveries. A hard-to-reach engineer who no longer has a particular tool should no longer buy it from the nearest large locality. He can simply download the design of this tool and "print" it. The days when projects stalled due to missing pieces of equipment, or when customers complained that they couldn't find parts for the things they bought, will one day be in the past.

Other changes associated with the use of 3D printers are almost as important. The new materials are lighter, stronger and more durable than the old ones. Carbon fiber is replacing steel and aluminum in products ranging from aircraft to mountain bikes. New material processing techniques allow engineers to shape objects into tiny shapes. Nanotechnology gives products enhanced features, such as bandages that help heal cuts, motors that run more efficiently, and dishes that clean more easily. And with the Internet enabling large numbers of designers and engineers to work collaboratively on new products, the barriers to entry by a new company are falling. Ford needed a huge amount of capital to set up his massive River Rouge factory, his modern day counterpart can start with a laptop and a desire to invent.

Like all revolutions, this one will be just as destructive. Digital technologies have already revolutionized the media and retail market by automating sales processes. Plants will also change forever. They won't be full of dirty cars driven by people. Many of them will be spotlessly clean and almost deserted. Some automakers are already producing twice as many cars per worker as they did just a decade ago. Most of the jobs will not be on the factory floor, but in the nearby offices, which will be full of designers, engineers, IT specialists, logistics specialists, marketing specialists, etc. The manufacturing jobs of the future will require more skills.

The revolution will affect not only how things are made, but also where. Factories were usually located in developing countries to reduce labor costs. But labor costs are less and less of an impact on product costs: out of $499 for the first generation iPad, labor costs were only $33, of which assembly costs in China were only $8. because Chinese wages are rising, but because companies now want to be closer to their customers so they can respond more quickly to changes in demand. And some products are so complex that it's more efficient to have the people who design them and the people who make them in the same place. The Boston Consulting Group estimates that in areas such as transportation, computers, metal structures, and manufacturing equipment, 10-30% of the goods America currently imports from China can be produced in America by 2020, which will boost GDP and by $20-55 billion a year.

Consumers will find little difficulty in adapting to the new era of manufacturing development. The authorities, however, may have a harder time. They are used to defending industries and companies that already exist, not upstarts that might force them out of the market. They are pumping up old factories with subsidies and putting people in charge who want to move production abroad to reduce labor costs. They spend billions to stop technical and technological progress. And they cling to the romantic belief that manufacturing is more important than services, not to mention finance.

All this makes no sense. The boundaries between production and services are blurring. Rolls-Royce no longer sells jet engines, it sells watches that fly planes on their engines. The authorities have always been wrong in choosing who should be supported, and they probably do not understand who the future belongs to. Thousands of entrepreneurs design new products online, produce them at home (using 3D printers) and sell them on the market. While the revolution is in full swing, the authorities must stick to the basics: create good schools for a skilled workforce, set clear rules for entrepreneurs in all fields. The "revolutionaries" will do the rest.

3 Innovative enterprises of the future

I believe that in the coming decades, the structure of innovative enterprises and the investment in new technologies themselves will undergo major changes. Today, the fact is more and more obvious that an enterprise that does not improve cannot adapt to a constantly changing market, as consumer demands increase more and more often, as innovative development flagship enterprises offer the consumer more and more new products in terms of technology. However, investments in R&D require significant financial investments from the enterprise, which only the largest market players can afford. At the same time, ever-increasing consumer demand for new products with improved features and properties will require large investments in R&D, which even large corporations spending billions of dollars annually on R&D will not be able to afford over time. It is at this point that corporations and simply innovative enterprises will be forced to pool investment in R&D. However, difficulties inevitably arise here on the basis of which of the enterprises to conduct research and this will cause a conflict of interest. It is this situation that will force enterprises to turn to another enterprise that is constantly engaged in innovative developments on a professional basis.

However, there is one serious flaw in the activities of such enterprises: since R&D is carried out with the money of several companies, the results of the research belong to everyone who invested in the activities of the “innovation boutique”. The question arises of how to share the results of research among themselves, and this is a very difficult problem due to the complexity of assessing the results of R&D. I offer several options for distributing the results of an innovative enterprise and their use by investors:

1.Distribution of research results among investors depending on the amount of investment. The R&D results themselves will be valued at a discounted cost, i.e. by the amount of potential profit that their use will bring. The company with the most investment will be entitled to the most expensive technology, and so on.

2.Investing companies may initially formalize agreements in writing regarding the division of rights to the results of the research enterprise. However, the vulnerability of this option lies in the fact that investment in R&D is a kind of “black box”, and no one knows what will come out of it. Therefore, written agreements regarding the division of rights to researched technologies represent a serious conflict of interest, since the results, their potential usefulness, cannot be known in advance.

.Sharing of rights to R&D results by several investors and pre-agreed rules for their use. For example, a certain technology can be used in completely different industries and investors representing several companies occupying completely different markets can agree on the use of this technology without prejudice to the interests of any of the investors. I believe that this strategy of separating the rights to the results of investing in an innovative technology company is optimal.

Thus, the main difficulty in the operation of an enterprise of this kind can be overcome through agreements between investors.

In conclusion of the story about this idea, I would like to say that the existence and activity of such a firm is possible only if the technical or technological demands of consumers increase so much that the costs of financing R&D increase so much that even large corporations alone cannot cover them. I believe that in practice, such innovative research enterprises can be formed in the leading universities of developed countries or simply in a large research center that can attract a sufficient number of highly.

3. Development of new technologies in the Russian Federation

1 Problems of development of new technologies in Russia

Russia has entered the 21st century, the century of innovative development of the economy, in a very distressed situation, which was caused by a number of reasons:

.The collapse of the USSR seriously undermined economic ties between the states of the post-Soviet space

.The absence of innovative enterprises in industry (except for defense ones) seriously complicated Russia's position in the world market.

.The massive outflow of highly qualified scientific personnel in the 90s of the XX century led to the deplorable state of Russian science as a whole, and also seriously hit the reproduction of the country's scientific potential.

.The final formation of Russia as an exclusively resource power led to the fact that all domestic and foreign investments went only to the resource sector of the economy. Such a “habit” has an extremely detrimental effect on the state of the Russian economy, since the state is directly interested in increasing the raw material sector of the economy, which is the main source of budget revenue and, in fact, the state itself creates such conditions under which investments fall only into the raw material sector, bypassing all the others.

.The lack of a detailed legal framework contributes to the deterioration of the business climate in the country, and the consequence of this is the low business activity of domestic entrepreneurs (compared to Western European countries and the United States).

Obviously, the problems of development of Russian enterprises along the path of introducing new technologies directly depend on the policy pursued by the state. Without a doubt, modern state policy can be aimed exclusively at the accelerated development of science-intensive, high-tech sectors of the economy, educational systems, information and transport infrastructure, which simplifies exchanges, reduces transaction costs, providing long-term national competitive advantages. The world experience of the state economic policy of the 20th century identified three vectors of its orientation: export, national (development of the domestic market) and strategic, associated with the targeted limitation of the use of its own non-renewable resources (oil, gas, forests, etc.). An example of the first vector is given by South Korea and modern China, which already today combines two directions, the second - by France and Japan of the last quarter of the 20th century, the third - by the USA and OPEC countries. At the same time, the differentiation of economic growth rates of individual states is increasing and, as a result, the gap between the levels of scientific and technological development of national economies. Thus, the top five countries - the United States, Japan, Germany, France and Great Britain - currently spend more on R&D than all other countries of the world combined, and the US share in this group exceeds 50%. By industrial policy we mean a set of legal, organizational, economic and managerial measures aimed at creating conditions for the effective functioning of production structures and ensuring productivity growth, output and employment, developed by federal and regional governments.

The description of the specific steps of the state in the implementation of its policy regarding the development of incentives for the creation of innovative industries was too complicated for this work. I can only describe the main directions in which steps should have been taken to develop new technologies in Russia. I believe that real support for science at all government levels should be the beginning of innovation support. The development of science should become the main priority of the state for the next decade, otherwise Russia will not regain its competitiveness in the markets of science-intensive products. It is also necessary to gain the confidence of foreign investors in Russian scientific centers. This can be achieved through state funding of important scientific projects with wide practical application. If such studies are successful, investors will understand the prospects of investing in R&D in Russia, as it has a huge, but completely unused scientific potential. At the first steps of the formation of an innovative economy in Russia, it would be advisable to pursue a policy of protectionism, since at the early stages of formation it will be extremely difficult for Russian innovative enterprises to compete with foreign firms even in the domestic market due to the lack of sufficient experience in working with innovative developments.

I believe that state assistance is simply necessary in the early stages of the formation of an innovative economy, but later, when the results of the policy being pursued are evident, it will be necessary to curtail state assistance, returning to the market the right to decide who will stay and who will not.

Conclusion

century can be safely called the century of innovative development. New technologies from the beginning of human economic activity have had an impact on the development of the economy. But it was this century that presented enterprises with a choice: to modernize or disappear under the pressure of more technically and technologically equipped competitors. From now on, new technologies have become the dominant factor in the development of the economy. The problem of innovative development of the economy is especially acute in Russia, whose economic system does not at all meet the standards of an innovative economy. Russia continues to live by selling its own non-renewable resources, every day losing more and more opportunities to regain its leading position in the world market. The funds that the country receives from the sale of resources must be invested in the development of science, promising innovative enterprises. Even in the short term, these investments will pay off, because I believe that the unrealized Russian potential will be able to make breakthrough achievements in all areas of science. This will certainly give a powerful impetus to the development of the economy as a whole. However, this requires political will and a detailed policy of the state, which so far can only be dreamed of. In the meantime, Russia continues to lag behind the developing countries, losing positions every year, which, perhaps, will never be able to return. The leadership of the Russian Federation must understand the obvious truth, which is applicable both to economic entities and to entire states: whoever does not modernize disappears.

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III. Articles from periodicals:

Application No. 1

Table 1

Technological development stage number Term covered by the technological development stageIndustries that provide the basic technologies of the stage and energy supply of the technological development stageInfrastructure status of the technological development stageFirst1790-1840Textile industry, water, steam, coal energyUnpaved roads, horseback riding over land and sailing ships over the sea, postal couriersSecond1830-1890Railway transport, mechanization of production processes, the use of a steam engine. The emergence of the first joint-stock companies as new organizational and legal forms of entrepreneurshipRailways, world shippingThird 1880-1940 Development of heavy engineering, electrical and chemical industries. It is based on electricity, internal combustion engines and the development of oil fields. Competition has a monopolistic nature: trusts, cartels, etc. Telephone, telegraph, radio, electrical networks. Fourth 1930-1990 Development of mass production, gas and oil energy, nuclear power plants, communications, new materials, electronics, software, computers are developing. TNCs are being created, competition is oligopolistic High-speed highways, aviation, gas pipelines, television development FifthMid-1980s - present Microelectronics, informatics, high electronic technologies, biotechnology, genetic engineering, synthetic materials, commercial space exploration. Associations of large and small firms into single chains, technopolises, cities of science, technology parks, new quality management systems, investments, supplies, repairs and operation of technical facilitiesComputer networks, telecommunications, satellite communications, electronic media, new types of nuclear power plants, a large number of power plants generating "green energy".

FGOBU HPE "FINANCIAL UNIVERSITY UNDER THE GOVERNMENT OF THE RUSSIAN FEDERATION"

on coursework student

Faculty ______________________________ Group ______________

FULL NAME. student ______________________________________________

Subject ________________________________________________________

No. p / pQualitative characteristics of workMax. scoreFact. score I. Evaluation of the work according to formal criteria: 301. Compliance with the deadlines for the completion of the work by stages of writing 42. Appearance of the work and the correctness of the design of the work 23. The presence of a correctly designed plan 24. The presence of internal rubrication of sections and subsections 25. Indication of pages in the work plan and their numbering in the text 26. Availability in the text of footnotes and references27.Correctness of citing and formatting of quotations38.Clearness and quality of illustrative material39.Availability and quality of additional applications310.Correctness of the list of used materials511.Use of foreign literature in the text of the work and in the list of references2II.Evaluation of the work by content:701.Relevance of the problem42 .The logical structure of the work and its reflection in the plan 23. The depth of the heading and the balance of sections 24. The quality of the introduction 55. Indication of research objectives 36. Indication of research methods 27. Correspondence of the content of the work with the stated topic 68. Correspondence of the content of the sections with their title 29. Logical connection between sections 310. Degree of independence in presentation 1311. Availability elements of scientific novelty313.Connection of work with Russian problems514.The ability to draw conclusions1015.The quality of drawing up a conclusion516.Knowledge of the latest literature517.The presence of errors of a fundamental nature-35

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MINISTRY OF EDUCATION AND SCIENCE

Luhansk People's Republic

gu lnr "scientific and methodological center for the development of education lnr"

Department of Teaching Methods

academic disciplines

Modern technologies teaching economics.

graduation work

Guzhina Tatyana Anatolyevna,

student of advanced training courses for teachers of geography and

fundamentals of the economy,

teachers of State Institution "Lugansk

educational and educational association

"Academy of childhood"

LUGANSK

2017

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Introduction

Section 1. Theoretical foundations of formation economic concepts students……………………………………………………………………………6

1.2 The essence of economic education in secondary school

Economic education not only gives the student knowledge about the values ​​of society, but is also able to provide appropriate education, the development of a wide repertoire of social roles by schoolchildren through their inclusion in socio-economic activities at an accessible level for each age stage.

The content of socio-economic education can be implemented at three levels - basic, profile and specialized.

The basic level includes six main content areas (modules):

institutional structure of the economic system;

household in the economic system;

enterprise in the economic cycle;

state in market economy;

market as a form of organization of economic relations;

institutional environment for economic activity.

At the profile level, the emphasis is on the functional aspect of the economy, in connection with which modules are studied that reflect the patterns of micro-, macro- and world economy.

The specialized level is represented by a set of elective courses that deepen the content of the basic modules. At the same time, it is quite reasonable to offer schoolchildren such elective courses as "Fundamentals of Financial Literacy", "Fundamentals of Entrepreneurship", "Fundamentals of Consumer Knowledge", etc. However, the structure of the content of each of the proposed levels must be built on the basis of the principle of consistency. .

The priorities of the Fundamentals of Economics program are:

Explanation of the studied provisions on the proposed concrete examples;

Solving cognitive and practical problems that reflect typical economic situations;

Applying the acquired knowledge to determine economically rational behavior and procedures in specific situations;

Ability to substantiate judgments, give definitions, provide evidence;

The ability to organize the search for the necessary information on a given topic in sources of various types and extract the necessary information from sources created in various sign systems (text, table, graph, diagram, audiovisual series, etc.).

Independent creation of cognitive activity algorithms for solving creative and exploratory problems;

Participation in project activities, possession of research methods, elementary forecasting skills;

Ability to use multimedia resources and computer technologies for processing, transmitting, systematizing information, creating databases, presenting the results of cognitive and practical activities;

Possession of the main types of public speaking (statements, monologue, discussion, controversy), following ethical standards and rules for conducting a dialogue (dispute).

To achieve this goal, efforts were focused on solving the followingspecific tasks:

continuation of the formation of economic and legal thinking of students;

achieving high quality knowledge of students in economics and law;

preparing students for participation in competitions in economics, entrepreneurship, law and consumer knowledge at the city and regional levels;

the use of effective teaching methods that contribute to the optimization of the educational, psychological and physical load of students;

continuation of the formation of key competencies among schoolchildren that determine the modern quality of the content of education.

The main components of the program are the following types of classes:

basic - mandatory for all students of the economic and legal school;

profile - classes that determine the direction of each individual profile (economics or law);

Elective - obligatory for attending classes of the choice of students.

All classes in the main two areas (economics and law) are interconnected with each other in terms of subject matter and content. Profile and elective classes deepen the content of basic classes. The content of competitive events is also based on the knowledge gained during the classes.

It is the mastery of the basics of economic knowledge that leads students to realize the role of education as a resource for competitiveness in the labor market. The list of the most “valuable” knowledge, skills and abilities that a student receives in the process of studying economics can serve as proof of this.

1. Knowledge: features, advantages and disadvantages of the existing economic system; the market and the foundations of its existence (private property, pricing and competition systems); economic principles that influence decision-making by both the consumer and the producer; the role of government in the economy; the need to comply with ethical standards in the organization of business, production and consumption; environmental impacts of economic activity; economic rules of competent consumer behavior; the main situations that are created in the labor market; their opportunities in choosing a profession.

2. Skills: make informed decisions, realizing their consequences and bearing responsibility for them; competently perform economic actions in life; plan and control your work; work in a group, organizing the optimal interaction of its members; evaluate opinions based on economic interests; use in practice the possibilities of computer simulation.

3. Skills: conscious use of basic general educational skills; practical use and application of graphs, tables and mathematical models; research and analysis of the obtained data; critical thinking; project management; public speaking; practical skills that can be used in managing an enterprise, using banking services, managing your own budget, etc.

Thus, school education should initiate the formation of entrepreneurial competencies. Of particular value are:

independence;

ability to make decisions;

personal and group responsibility;

sociability;

ability to work in a team, take reasonable risks;

initiative;

ability to work with information;

striving to improve the level of education and self-education.

Section 2. Modern subject technologies in teaching economics

2.1 General characteristics and problems of modern subject technologies in education

The very concept of "subject technology" contains a certain universality: in contrast to a specific private methodology, technology can be applied to a variety of educational subjects. For example, when organizing problematic or modular, individual or differentiated, student-centered or interactive learning. At the same time, it is necessary to take into account age characteristics, optimal personification of the educational process, and the creation of an adaptive educational environment.

What is technology? The word "technology" itself has various interpretations. For example, in a general sense, it is a detailed way of carrying out a certain activity based on the chosen method. Regarding educational pedagogical technologies, we note that we are talking about building the teacher's activity in such a way that it includes actions performed in a strict sequence, with the obligatory promotion of a predictable result.

The very fact of introducing modern technological approaches into pedagogical subject practice is due not only and not so much to the availability of technical means, but to the whole course of development of progress.

It's no secret that the effectiveness of a particular technology largely depends on who specifically embodies certain approaches in pedagogical practice. Consider some modern technologies that are used in teaching economics.

2.2 Technologies and methods of using modern subject technologies in teaching economic disciplines

2.2.1 Technology for the development of critical thinking.

The idea of ​​developing critical thinking is quite new to Russian didactics. They started talking about a holistic technology for the development of critical thinking only in the mid-1990s. There are a lot of supporters of the development of critical thinking of students. So, M.O. Choshanov, developing the technology of problem-modular learning, came to the conclusion that it is productive only when students have critical thinking. Critical thinking does not mean negativity or criticism, but a reasonable consideration of a variety of approaches in order to make informed judgments and decisions. Orientation towards critical thinking assumes that nothing is taken for granted. Each student, regardless of authority, develops his own opinion in the context of the curriculum.

Critical thinking is the ability to analyze information from the standpoint of logic and a person-centered approach in order to apply the results to both standard and non-standard situations, questions and problems. Critical thinking is the ability to ask new questions, develop a variety of arguments, and make independent, thoughtful decisions.

The purpose of the technology is to ensure the development of critical thinking through the interactive inclusion of students in the educational process.

Promotes mutual respect of partners, understanding and productive interaction between people;

Encourages understanding of different "views of the world";

Allows students to use their knowledge to fill the meaning of situations with a high level of uncertainty, to create a basis for new types of human activity.

Criteria for evaluating the result in terms of technology for the development of students' critical thinking. The main criterion for evaluating the result is the criticality of thinking, which can be revealed through the following indicators:

Evaluation (Where is the mistake?)

Diagnosis (What is the reason?)

Self-control (What are the disadvantages?)

Criticism (Do you agree? Refute. Give counterarguments?)

Forecast (Build a forecast).

results: Critical thinking of schoolchildren about their subjective experience.

Restrictions:

Preparation of special content texts.

Not high level formation of students' skills of independent work.

2.2.2 Technology of project-based learning

In 1928, the American scientist John Dewey, having visited the Soviet Union, wrote the book Impressions of the Revolutionary World. In it, Dewey praised the philosophy of the school: its general focus on the child, the values ​​and principles of the activities of teachers and school leaders. He was delighted with the intellectual courage of secular teachers, who in those years solved problems in non-stereotypical ways: for each problem, a solution was sought that corresponded to its values. Teachers even then correctly believed that pedagogical technique was secondary, it was a tool. The main thing is the values ​​and ideals of the teacher and the school. This once again confirms that initial philosophical approaches are important for any reform. In the 1920s and early 1930s, the method of projects was widely used in Russian schools to implement the tasks put forward - the development of the student. However, this method did not allow students to master the system of knowledge in the field of specific training courses, so it was withdrawn from school, and at the same time, attention to the main philosophical idea of ​​education of that time, its focus on the child, sharply decreased.

At present, this idea has again become decisive in the activities of Russian schools, which explains the interest of practicing teachers in the technology of project-based learning. What is the essence of project-based learning? Most often you can hear not about project-based learning, but about the project method. The original slogan of the founders of the system of project-based learning: "Everything from life, everything for life."

The purpose of project-based learning: to create conditions under which students:

independently and willingly acquire the missing knowledge from different sources;

learn to use the acquired knowledge to solve cognitive and practical problems;

acquire communication skills by working in different groups;

develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize);

develop systems thinking.

Initial theoretical positions of project-based learning:

the focus is on the student, promoting the development of his creative abilities;

the educational process is built not in the logic of the subject, but in the logic of activities that have personal meaning for the student, which increases his motivation in learning;

the individual pace of work on the project ensures that each student reaches his own level of development;

an integrated approach to the development of educational projects contributes to the balanced development of the basic physiological and mental functions of the student; deep into phenomena, processes and the design of new objects.

deep, conscious assimilation of basic knowledge is ensured by their universal use in different situations.

Thus, the essence of project-based learning is that the student, in the process of working on a learning project, comprehends real processes, objects, etc. It involves the student living in specific situations, introducing him to penetration.

The project method is the most obvious way to form the core competencies of students. When working on projects, I widely use various methods of heuristic and creative orientation: brainstorming, trainings for collective cohesion, stimulation of creative thought. For example:

Business project development. Students are divided into groups and develop a business project for the chosen type of business: a beginner hairdresser, a computer repair company, a construction company or an artel, a private kindergarten, a pie cafe. Then there is a discussion of the developed business projects, identification of errors and selection of the best business project;

Project for calculating the cost of production and its price (culinary products), taking into account alternative types of raw materials;

Students are divided into groups in order to write a short advertisement (in 3-4 lines) on the selected object of study:

a) to attract foreign tourists to your "shop";

b) for sale: purebred and non-pedigreed puppies; seeds for a flower garden; food;

c) to promote services to the public (repair, tailoring, real estate activities, dental services);

d) for a self-selected object.

Then there is a discussion of the developed advertisements, identification of errors and selection of the best advertisement.

2.2.3 Information technology in teaching economic disciplines

The use of information technology makes it possible to implement a differentiated approach to students with different levels of readiness for learning. Interactive training programs based on hypertext structure and multimedia make it possible to organize simultaneous education of schoolchildren with different abilities and capabilities, to create an adaptive learning system.

An adaptive learning system using information technology has a number of advantages:

it allows to reduce the unproductive costs of the teacher's living labor;

gives students ample opportunities to freely choose their own trajectory of learning;

involves a differential approach to students;

increases the efficiency and objectivity of monitoring and evaluating learning outcomes;

guarantees continuous communication in the relationship "teacher - student";

contributes to the individualization of educational activities (differentiation of the pace of learning, difficulties in learning tasks, etc.);

increases learning motivation;

develops in students productive, creative functions of thinking, intellectual abilities, forms an operational style of thinking.

Forms and methods of conducting economics lessons using information technology.

Consider what methods, in addition to traditional forms and methods of conducting lessons, can be used in the study of economics:

Methods of working with Internet technologies (traveling on the Internet, visiting economic sites, searching for economic literature and necessary information);

Methodology for using the project method in economics lessons with the use of funds Microsoft office(creation of databases, spreadsheets).

The methodology for using creative tasks in economics lessons using Microsoft Office tools (creating brochures, business plans, etc.)

Methodology for organizing a computer workshop at economics lessons (business games, compiling crossword puzzles, test tasks).

Methodology for the use of teaching and control programs in economics lessons (electronic manual "Economics and Law", etc.).

Methodology for conducting network conferences at economics lessons (on a local network or on the Internet):.

Forms of organization of training sessions:

lecture, seminar, lecture and practical lesson, independent work, discussions, computer workshops, creative tasks, projects, business games, etc.

Forms of control in economics lessons:

written or oral work,

dedicated to the topic of the lesson,

dictations,

test tasks,

credits,

test papers,

front poll,

quiz,

self control,

laboratory works.

Under the condition of the systematic use of information technology in the educational process in combination with traditional teaching methods, it is possible to significantly increase the effectiveness of training.

Microsoft Office tools as a tool for preparing and conducting economics lessons.

The use of typical applications of the Microsoft Office package: Word, Excel, Power Point, Access, Publisher in the teacher's work provides rich opportunities for preparing for and conducting lessons.

The Word text editor provides rich opportunities for creating professionally executed documents, artistic design of texts: non-standard arrangement of text on the page, giving the impression of three-dimensionality to the text, the image of a shadow from the written text, painting letters with a pattern of arbitrary text, working with tables, diagrams, figures.

The use of presentation graphics (Power Point) allows you to supplement the textual parts of the work with visuals: drawings, photographs, pictures, animation effects. The search for consistency in the construction of a visual series is, of course, the creative components of a computer presentation of the material. The Power Point program allows you to prepare a presentation using slides that can be printed, demonstrated on computers individually or using a video projector, and also included in the abstract of the report or in a set of materials for distribution to students.

The Excel program allows you to embed in the textual part of the work: tables, numerical information, formulas, charts and graphs; is one of the most convenient methods for solving economic and mathematical problems.

The use of databases (Access) provides the ability to place in the work the necessary reference information, selected according to certain criteria, is a way to store large amounts of information: .

Information technology at different stages of the lesson.

1. Organizational stage. In the introductory part of the lesson, the students are explained the purpose and content of the subsequent work. At this stage, it is advisable to show a slide indicating the topic and the list of questions for study. Displaying this information on the screen speeds up note-taking.

2. Motivational-cognitive activity. The motivational-cognitive activity of the teacher forms the student's interest in the perception of information that will be told in the lesson or given for independent study. The formation of interest can occur in different ways:

Clarification of the meaning of the information for the future professional activity, demonstration of the problems of science that can be solved with the help of this information;

Story about production problems that have been resolved with this information.

The effect of applying any information can be shown in the form of graphs or charts showing the profitability, economic or other effect of its use.

The image on the screen is equivalent to the words of the teacher. In this case, the teacher explains what is shown on the screen.

The image on the screen complements the words of the teacher. When studying the general concepts of phenomena, laws, processes, the main source of knowledge is the words of the teacher, and the image on the screen allows you to demonstrate their conditional scheme.

3. Checking the assimilation of the previous material. With the help of control, the degree of assimilation of the material can be established: remembering what was read in the textbook, heard in the lesson, learned during independent work, in a practical lesson and the reproduction of knowledge during testing.

Teaching and educational function consists in the fact that the student not only answers the questions of the test, but also, receiving feedback on these answers, makes the necessary adjustments to them.

Educational function verification and assessment of knowledge when working with computer tests is due to the control itself, and even more so - self-control. The computer, as it were, “educates” users, teaches them to work, increases their responsibility, “forcing” them to make their own decisions about their own readiness for an answer, to realistically evaluate their learning opportunities.

Corrective function gives a lot of material to the teacher, since the frequency of repetition of errors in the answers of students, which can be fixed by a computer, orients the teacher to the need for additional analysis of the proposed material in order to determine its availability.

Information function computer allows the teacher to obtain valuable information about the efficiency of databases, the availability of diagrams and tables, the adequacy of the illustrative material to the teaching text, the integrity of ideas about the subject "Economics".

An even more significant function of control is fixing the level of mastering the material: the ability to creatively apply the acquired knowledge, give an adequate description of phenomena, even when they are outside the usual context, track their interconnections, interdependence when writing creative works, essays, etc.

4. Learning new material. When studying new material, a visual image is a visual support that helps to most fully assimilate the material presented. The relationship between the teacher's words and the information on the screen can vary, and this determines the explanations the teacher gives.

The image on the screen is the main source of information. For example, a real picture of the demand curve. In this case, the teacher must name the components of the graph, establish the relationship between them, the reasons for the curve shift, etc. As the preparation of the students increases, it is worth engaging them in the discussion and shortening the teacher's comments.

5. Systematization and consolidation of the material. Systematization and consolidation of the material is necessary for better memorization and clear structuring. To this end, at the end of the lesson, the teacher makes an overview of the studied material, emphasizing the main provisions and their relationship. At the same time, the repetition of the material occurs not only orally, but also with a demonstration of the most important visual aids on slides, and tests are performed on a computer. In the literature on testing and organization of control, two main groups of tasks are distinguished by form: with related answers (alternative questions, multiple choice questions) and with free answers (an independent answer without any restrictions and prompts). Tasks with related answers contain a hint, which increases their learning function, but reduces the objectivity of control. As for the tasks “with free answers”, they imply an independent response of students without any restrictions and prompts. These are well-known traditional questions used in oral and written surveys. They allow you to check any level of knowledge, but they are difficult to assess unambiguously. Due to this circumstance, their use in computer testing is almost impossible.

When planning a lesson using new information technologies, the teacher must comply with the didactic requirements, according to which:

clearly define the pedagogical goal of using information technologies in the educational process;

clarify where and when he will use information technology in the classroom in the context of the logic of the disclosure of educational material and the timeliness of the presentation of specific educational information;

coordinate the chosen information technology tool with other technical training tools;

take into account the specifics of the educational material, the characteristics of the class, the nature of the explanation of new information;

analyze and discuss with the class the fundamental, key issues of the material being studied:

2.2.4 Integrated learning technology

Integration is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.

The need for the emergence of integrated lessons is explained by a number of reasons.

The world surrounding children is known by them in all its diversity and unity, and often the subjects of the school cycle, aimed at studying individual phenomena, split it into separate fragments.

Integrated lessons develop the potential of the students themselves, encourage active knowledge of the surrounding reality, to comprehend and find cause-and-effect relationships, to develop logic, thinking, and communication skills.

The form of conducting integrated lessons is non-standard, interesting. The use of various types of work during the lesson maintains the attention of students at a high level, which allows us to speak about the sufficient effectiveness of the lessons. Integrated lessons reveal significant pedagogical possibilities.

Integration in modern society explains the need for integration in education. Modern society needs highly qualified, well-trained specialists.

Integration provides an opportunity for self-realization, self-expression, creativity of the teacher, promotes the disclosure of abilities.

Advantages of integrated lessons.

They contribute to increasing the motivation of learning, the formation of the cognitive interest of students, a holistic scientific picture of the world and consideration of the phenomenon from several sides;

To a greater extent than ordinary lessons contribute to the development of speech, the formation of students' ability to compare, generalize, draw conclusions;

They not only deepen the idea of ​​the subject, but broaden their horizons. But they also contribute to the formation of a diversified, harmoniously and intellectually developed personality.

Integration is a source of finding new connections between facts that confirm or deepen certain conclusions of students.

Patterns of integrated lessons:

the lesson is united by the main idea (the core of the lesson),

the lesson is a single whole, the stages of the lesson are fragments of the whole,

the stages and components of the lesson are in a logical and structural relationship,

the didactic material selected for the lesson corresponds to the plan, the chain of information is organized as “given” and “new”.

Interaction between teachers can be built in different ways. It can be:

parity, with equal share participation of each of them,

one of the teachers can act as a leader, and the other as an assistant or consultant;

the whole lesson can be conducted by one teacher in the presence of another as an active observer and guest.

Methods of the integrated lesson. The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages.

The first stage of work is preparatory. It includes the following elements: 1. planning, 2. organization of the creative team, 3. designing the content of the lesson, 3. rehearsals.

The second stage of preparing and conducting the lesson is the performing one. In modern didactics, this stage of the lesson is called the challenge phase. The purpose of this stage is to arouse the interest of students in the topic of the lesson, in its content. Ways to arouse the interest of students can be different, for example, a description of a problem situation or an interesting case. It may be in the form of an overture.

In the final part of the lesson, it is necessary to 1. summarize everything said in the lesson, 2. sum up the students' reasoning, 3. formulate clear conclusions.

Like the beginning of the lesson, the ending should have a strong emotional impact on the students.

The third stage is reflective. At this stage, the analysis of the lesson is carried out. It is necessary to take into account all its advantages and disadvantages.

2.2.5. Game in economics lessons .

The most obvious aspect of the active form economy is the active involvement of students in the delivery of lessons. They participate in various simulation exercises, make group decisions, solve problems, demonstrate their ideas in class, act out plays, and make group presentations. Students do, not just listen and watch. I consider business games to be one of the forms of improving theoretical knowledge and practical skills. The purpose of the business game is to simulate certain managerial, economic, psychological, pedagogical situations and form the ability to analyze them and make optimal decisions.

A business game is an action. An action that activates mental activity and forms practical and business qualities. Scenarios of business games have already been sufficiently developed in the methodological literature. But I optimize each game for a specific learning situation, class level, etc. In particular, I use games such as Wheat Market, Book Company, Invention Convention, Econoland, Auction: Exchange Rates , "Rich Man, Poor Man", etc. For example, the game "Wheat Market" allows students to act as sellers and buyers, shows the work of a competitive market. Students during the game determine the individual profits or losses received as a result of market transactions. The data obtained during the game is used by the students to construct and explain the supply and demand graph.

The business game "Convention on Inventions" is very interesting. Working in small groups, students take part in an exercise that simulates the development and production of a new product. Using budget constraints, they must decide what resources they will acquire. They can buy resources from me. I prepare in advance a whole set of items with which you can make something (for example, such as glue, scissors, colored paper, disposable cups, foil, markers, fabrics of various colors, etc.) They calculate their production costs, and then demonstrate their products to the whole class to see how many units they can "sell". They then calculate their firm's profit or loss and compare the results to other firms in the class.

For example, on the topic "Management", I use the business game "Job Fair", developed by MBOU DOD TsVR "Winged".

The goal of the game is:

a) in terms of acquiring practical skills: for qualified assessment and professional training of potential employees, the ability to make optimal management decisions;

b) in terms of the ability to correctly declare one's candidacy as an employee: correctly draw up a resume and form a portfolio folder.

The game plan includes:

Game preparation (divide the team into two groups - employers and applicants for vacancies, prepare a package of documents about the company, questionnaires for applicants to fill out, a pack of announced vacancies, vacancy announcements, etc.; preparation of the "roles" of employers: interview-survey, interview "hide and seek", interview - "song", interview - test, interview "partner negotiations"; selection of leadership during the course of the game, determination of the functions of the leader);

Conducting the game;

Summing up the business game;

The program also uses games: "I am a banker - you are a borrower", "Let's conduct marketing of the activities of a private kindergarten", "Your own director", "Suppliers-consumers", etc.

The program includes the use of a rating form of control, which activates the quality of knowledge assimilation.

None of the considered classifications of methods is free from shortcomings. Practice is richer and more complex than any, the most skillful, constructions and abstract schemes. Therefore, the search for more advanced classifications that would clarify the controversial theory of methods and help teachers improve their practice continues.

The game has the following features:

psychological, relieving stress and contributing to emotional relaxation; psychotherapeutic, helping the student to change his attitude towards himself and others, change the way of communication, mental well-being; technological, allowing to partially withdraw thinking from the rational sphere into the sphere of fantasy, transforming reality.

In the game, the student feels safe, comfortable, feels the psychological freedom necessary for his development:

2.2.6. Verbal methods - conversations, discussions, debates, lectures

Topics are formulated in the form of problem questions. When working in this way, students are constantly puzzled by questions like: Why? For what? How? For what purpose? How? Those. the actual modern principle of teaching is being implemented - “to students not with an answer, but with a question”. The teacher in such a situation is the arbiter when students express different opinions and at the end of the lesson gives the correct answer to the questions posed with an explanation of the theoretical provisions.

For example:

On the topic "Basic concepts of economics", questions for discussion are proposed:

“Is economic activity economic?”;

“What, in your opinion, are the advantages and disadvantages of a market economy?”;

"Who usually succeeds in business";

a debate is announced on the question: “What is the most reliable way to get rich: work hard; take risks, invest all your money in your business; wait for a big win in the lottery or in the casino; not to show haste and make a career gradually, step by step?

On the topic of the lesson, chosen by the students for discussion, related to the manifestation of such economic phenomenon like inflation, the question is formulated as follows: “How do you think inflation will affect your family budget?”.

On the topic “The World of Money”, to the problem of “excess”, free money, a discussion is proposed on the question: “How do you understand Shakespeare’s saying: “Buried treasure rusts and rots, only gold grows in circulation” - that is, money should work. This problem can also be posed, for example, in the study of joint-stock companies.

On the topic “Currency”, it is proposed to discuss students’ questions: “Why and when did the American dollar become the equivalent of exchange in international payments? How relevant is this at the present stage? Why is Russia, together with China and other countries, looking for alternative currencies in mutual settlements?

On the topic "Taxation" it is proposed to discuss students' questions: "Why do we need taxes. How is the taxation system in other countries. Why is the problem of collecting taxes in full in Russia so acute? What can the government do to improve tax collection?

On the topic “Advertising”, a discussion is proposed: “What are the most effective television advertisements of recent times - the best, why? What purchases did your family make, "succumbing" to advertising. Using ads for toothpaste (or laundry detergent) as an example, show how the ad focuses on one or more of the main factors that affect consumer behavior?

At the end of the topic “Fundamentals of Entrepreneurship”, it is proposed to hold a debate: “What can you say about the sayings that are most directly related to the problems of entrepreneurial success”:

a) “If someone is lucky, do not envy him, but rejoice with him, his luck will be yours; and whoever envies makes himself worse” (Aesop);

b) “The main thing everywhere is to start; the beginning is the most important part of affairs ”(Avsonius);

c) “Only one can be said to have achieved success who has managed to take advantage of its fruits” (Luc de Clapier Vauvenargues);

d) “I have always noticed that in order to be successful in the world one must have a foolish look and be smart” (C. Montesquieu);

e) “If I work 14 hours a day, 7 days a week, then I definitely start to get lucky” (A. Hammer), etc.

2.2.7. Visual Methods

“It is better to see once than hear ten times”, which I use in the program, include demonstration of samples of financial statements of specific firms, business plans of individual firms and farms, sample contracts, brochures of well-known companies, marketing reports, organizing an excursion to an advertising agency (for the purpose of getting acquainted with the advertising business); excursions to the grocery market and the supermarket (in order to get acquainted with the pricing policy and the organization of directly trading pavilions, as well as to get acquainted with merchandising - the work of laying out goods, visual design of shop windows to achieve the greatest clarity, readability of shop windows and attracting consumers to brands).

2.2.8 . Essay writing method.

In order to teach a clear and competent formulation of thoughts, the ability to arrange thoughts in a strict logical sequence, to be fluent in the language of economic terms and concepts - I useessay writing method . Essay topics are selected for specific economic topics. For example:

On the topic "Marketing" in the program, it is proposed to write an essay: "What, in your opinion, is marketing for the owner of a gas station?", "What are the challenges facing the marketing research of a start-up travel company?" Ice Cream, computer repair services; apartment renovation services, private kindergarten, etc. at the choice of the students. Further debates are held to consider opinions, identify errors, and most importantly, find common features of marketing for all firms.

On the topic “History of Entrepreneurship”, it is proposed to write an essay: “Do you agree with Aristotle that“ the ability to make a fortune ”is an art? Why?".

On the topic "Intermediary activity" it is proposed to write an essay:

“As an entrepreneur, how do you explain Karel Čapek's statement: “There are several ways to plant gardens, the best of them is to entrust this work to a gardener”?

On the topic "Advertising" it is proposed to write an essay: "What is a" trademark "? Why do well-known firms value their trademark so much and fight against fakes? “Pirated” audio and video products are characterized by low quality and low prices, doesn’t its popularity disprove the thesis that an entrepreneur needs to constantly fight for the quality of his products? Why?" .

Much attention is paid to the research work of students. . At their own choice, students prepare mini-reports on economic topics. The program includes individual lessons with students. Students are expected to make public presentations based on abstracts.

2.2.9. Analysis of specific situations (case method)

One of the new forms of effective learning technologies is problem-based learning using case studies.

Case method is a method of situation analysis. Its essence is that students are offered to comprehend a real life situation. The structure of the method is based on the fact that students are faced with a case from practice. They discuss this case, look for alternatives to solve it, justify this decision, and then compare it with the decision that was taken in practice.

The purpose of the method is to develop the ability of students to make decisions.

It is advisable to apply this method when studying such topics as: "Consumer in the economy", "Competition and market structure", "Entrepreneurship", "Economic growth and development", "Labor market and unemployment", "International trade" and others.

The useful side of the case is also that it introduces a variety of techniques and methods of state regulation of the economy, allows them to expand the scope of their ideas about the functioning of the economy.

I choose the situation used in the classroom according to the following requirements:

The situation should be close to life and reality and framed in such a way as to make it possible to establish a direct connection with the accumulated life experience.

The situation should allow interpretation from the participants' point of view.

The situation should contain problems and conflicts.

The situation must be observable and solvable in terms of time frames and individual knowledge, skills and abilities of students.

The situation should allow for various solutions.

The most complex type of specific situations are analytical cases. . They are designed to enable students to analyze, systematize information and make decisions. By studying cases, they learn to diagnose the problems that the economy is facing, establish the sources of their occurrence, analyze the causes of problems, and find ways to solve them.

Case studies containing detailed information about the development of the economy are used by me for discussion in small groups. Traditionally, work on a case is carried out in several stages.

Depending on the current situation, students get acquainted with the content of the case either in advance or directly in class. At the first stage, students study the content of the case on their own individually. They themselves are trying to identify and understand the problem presented in the case and find a way to solve it.

At the next stage, the class is divided into small groups of 5-6 people. Students in small groups without my participation discuss the questions posed in the case, exchange views on the analyzed situation. The group develops a consensus on what knowledge should be used to solve the problem. Also, the group must choose one of the proposed solutions to the problem, or propose their own. Thus, the group should come to a common understanding of the problem and options for solving it.

At the third, final stage, after group work, a general discussion of the situation follows, already under my leadership. During the discussion in the group, the content of a specific practical situation is analyzed, diagnostics, a clear identification of the problem, and the search for ways to solve it. Each group presents an argument for the chosen alternative. The effectiveness of a group discussion largely depends on the degree of involvement in it, as well as on the diversity of points of view on the problem and approaches to solving it. My task as a teacher in this case is to properly organize the discussion. The main thing that students should bear in the process of discussing the case is that there is no single solution.

The developed specific practical situations are integrated into the educational process in various ways. Traditionally, I use cases in the process of consolidating educational material.

Problem-searching analysis allows students, based on their own experience, to formulate conclusions, apply the acquired knowledge in practice, and offer their own (group) view of the problem. The problem is presented in an implicit, hidden form, and, as a rule, the problem does not have an unambiguous solution. Materials for analysis contain small texts.

Student work includes the following steps:

1) critical understanding of information, isolating the problem for solution;

2) an analysis that focuses on identifying the causes of the problem;

3) search for ideas aimed at solving the problem, or developing an action plan.

The method of analysis of specific situations (case method) provides more opportunities for working with information, evaluating alternative solutions, which is very important at the present time, when the volume of information flows increases daily, different points of view on the same event are covered.

The applied case must meet the following requirements.

1. The case should be close to life and reality.

2. The possibility of changing the situation from the point of view of the participants.

3. Should contain problems and conflicts.

4. Must be solvable within the existing time frame and individual knowledge, skills and abilities of students.

5. Allow different solutions.

During case processing, students do not play the role of passive recipients of knowledge, but are at the center of the problem-solving process.

The method described above can be applied to the study of almost any school discipline, but its application is most effective in the study of economics. The use of active teaching methods, and the case method in particular, will help achieve the main goal of economic education: the socio-economic adaptation of students to life in modern society.

Summing up, it can be noted that the effectiveness of the application of innovative methods of teaching economics is obvious. These methods help to increase the level of knowledge assimilation, teach to think creatively, apply theory in practice, develop independent thinking, the ability to make decisions that are optimal in a certain situation, arouse students' interest in the educational and cognitive activity itself, which allows you to create an atmosphere of motivated, creative learning and learning. simultaneously solve a whole range of educational, educational, developmental tasks .

Gubatyuk I.V. The field and the role of the economy in the system of intersubject communications / I.V. Gubatyuk, N.S. Gubatyuk // Economics in Ukrainian schools. - 2008. - No. 7 (44). – P. 2–7.

Economic education of a schoolboy / order: M. Golubenko] - K .: Shkilniy svit, 2006. - 128 p.

Kalinska A.V. Vocational education of high school students in the minds of specialized economic education / Kalinska A.V. // Geography and economics in modern schools. - 2013. - No. 5. - P.38.

Kartavykh M.A. Content integration - an innovative direction in the development of geographical education / Kartavykh M.A. // Geography at school. - 2011. - No. 5. - P. 31–33.

“Lessons in Economics at School: Active Forms of Teaching” edited by Azimov L.B., Zhuravskaya E.V. - M .: Aspect Press, 1995.

Martinets L. Methods of molding the business skills of high school students with the help of project activities /L. Martinets // Ridna school. - 2010. - No. 3. - P.15.

Selevko G.K. Modern educational technologies / Selevko G.K. - M.: National education, 1998. - 256 p.

Solom "yana O.P. Method of projects at the lessons of economics and after school hours / Solom"yana O.P. // Geography and economics in modern schools. - 2013. - No. 5. – S.6.

Trofimova Z.V. Formation in learning to accept management decisions in the sphere of administrative activity / Trofimova Z.V. // Geography and economics in modern schools. - 2013. - No. 3. – S.6.

Yukhimovich O.A. Vykoristannya Internet resource pіd h vyvchennya ekonomіki / Yukhimovich O.A. // Geography and economics in modern schools. - 2013. - No. 9. - P.32.

Stages of the game

Structure

Content

Preparation stage

Game development

Scenario Development

Business game plan

General description of the game

Content of the briefing

Preparation of material support

Entering the game

Statement of the problem, goals

Conditions, instruction

Regulations, rules

Distribution of roles

Group formation

Consultations

Implementation stage

Group work on a task

Working with sources

training

Brainstorm

Working with a game technician

Intergroup discussion

Group performances

Protection of results

Discussion Rules

Expert work

Stage of analysis and generalization

Withdrawal from the game

Analysis, reflection

Evaluation and self-assessment of work

Conclusions and generalizations

Appendix 2

Methodological development of the lesson

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Federal State Educational Budgetary Institution of Higher Professional Education

"FINANCIAL UNIVERSITY

UNDER THE GOVERNMENT OF THE RUSSIAN FEDERATION»

(Financial University)

Department of Microeconomics

Course work

"New technologies and their role in the modern economy"

Completed:

student of group U1-2

Bakhshiyan P.K.

Scientific adviser:

Doctor of Economics, Professor

Nikolaeva I.P.

Moscow 2013

• Introduction
• 1. Place and role of new technologies in the modern economy
• 1.2 Periodization of technological development
• 2. New technologies as an engine of industrial progress
• 2.2 Third Industrial Revolution
• 2.3 Innovative enterprises of the future
• 3. Development of new technologies in the Russian Federation
• 3.1 Problems of development of new technologies in Russia
• Conclusion
• Bibliography
• Applications
• Introduction
• The entire history of the development of mankind is the history of the development and improvement of technologies and tools (technology) used by man. A few thousand years ago, man started with an ordinary stick, and today he has reached incredible heights of technical and technological development. Technical and economic systems and structures have been continuously improved by man throughout the entire period of its existence. However, in previous millennia, this process did not have such an "explosive" character. The transition from one technical and economic mode to another could take centuries or even millennia, but the 20th and 21st centuries have shown us an unprecedented speed of change and improvement of technologies and technical means used by man. Such a success in introducing innovations and their impact on all spheres of public life could not but arouse the interest of economists. The economic science of the beginning of the 20th century began to study the processes of innovative development as such and to study their main features and patterns. Many well-known economists such as J. Schumpeter, J. Hicks, R. Solow have achieved significant success in this. However, the world is changing rapidly, and the exclusively scientific interest in technological development in the early to mid-20th century was replaced by interest from the state and, most importantly, from entrepreneurs. This happened as a result of the realization that innovative technologies and their implementation have become practically the only key to successful economic activity in the conditions of the modern economy, or, as it is commonly called, the “new economy”.
• From the point of view of microeconomics, new technologies are a tool by which firms maintain their competitive position in the market by saving on costs and (or) differentiating their products. The development and implementation of innovative technologies and techniques is, in fact, the only effective way to retain or capture market positions.
• This work is devoted to the analysis of the role of new technologies in the modern economy and their impact on it.

1. Place and role of new technologies in the modern economy

1.1 New technologies in modern economic systems

The driving force of socio-economic development has always been scientific and technological progress, the fundamental goal of which is to find new means of satisfying the public at the lowest cost in terms of costs and resources while preserving ecosystems. In order for economic growth to take place on the basis of technical or technological achievements, it is necessary to have a structure of a certain level of complexity, which is determined by the number of reproducible technologies, their energy potential, factors of scientific and technological progress, the properties of the self-development core that stimulates interconnections with economic sectors, economic development.

Technique is understood as the use of various physical, chemical, biological, as well as social patterns within the framework of any device, fixture, device to obtain or deploy a certain process in which there is a need (need), or to create products, technologies, services that have sufficient utility for humans.

Technical systems consist of objects of engineering and technology that are controlled and managed by a person. All spheres of public life today can be represented as the interaction of complex economic systems. Since the objects of technology, technical systems are created by man, the main goal is to get as many useful results as possible at minimal cost.

The development of technology today is impossible without the interaction of concentrated resources, including intellectual, and economic incentives that make inventive, scientific, and engineering activities. Creating economic incentives is a task of institutional planning and design.

Also, when studying new technologies, it is necessary to take into account such a parameter of innovative (and not only) technical systems as manufacturability. The manufacturability of a system is understood as a set of properties of the elements of this system that determine its ability to carry out the optimal costs of production, operation and repair with the necessary quality parameters, output volumes, consumption and development conditions. The manufacturability of a technical system has both quantitative and qualitative aspects of change. The indicator of manufacturability of the economic system is a quantitative characteristic of the functioning of the system.

A very important concept is the concept of "ensuring the manufacturability" of the economic system, which, in the author's opinion, should be understood as a set of tools aimed at ensuring the necessary functions of the system, overcoming or reducing the degree of its inefficiency. In other words, we are talking about a set of measures to manage the system, one might even say, measures that increase the manageability of the system.

Summing up, we can say that the manufacturability of a technical (economic) system is one of the goals of introducing new technologies in an enterprise, since this indicator most reliably allows one to judge the effectiveness of this system. As mentioned earlier, the main goal of developing and implementing innovative technologies is to increase production volumes while increasing resource savings, i.e. while reducing production costs. In my opinion, enterprises that have achieved a high rate of manufacturability of the technical system of their production have the opportunity to use the following purpose of new technologies, namely: differentiation of their products.

1.2 Periodization of technological development

The study of new technologies in general would be incomplete without studying the history of the stages of technological development. Each stage of innovative development was accompanied by a radical change in technical and economic structures, which entailed irreversible consequences in all spheres of society. An analysis of the periodization of technological development is interesting in that it allows us to identify some general patterns in the change of technical and economic structures and the introduction of new, innovative technologies at that time. Of course, the 21st century is very different from all previous ones (much more than, say, the 19th century differs from the 18th), and many features and patterns of innovative development of the past are completely wrong in the present conditions, but a few of the most important ones are still of interest.

An economy based on a new technological order cannot function successfully if it does not directly or indirectly serve its natural purpose - the satisfaction of human needs, the growth of incomes and national welfare. Orientation to meet the needs becomes absolutely necessary when making strategic decisions in innovation, structural investment and other areas of production activity. An economy operating simultaneously on three technological modes also cannot function successfully, since it cannot reproduce three technological modes at once due to the resulting disproportions in the distribution of resources between them. The problem of reproduction of technological modes is a problem not only of the development of the technological structure of the economy, but also of the adaptation of economic entities, models of their behavior, existing institutions and institutional agreements. Types of energy carriers evolve, new ones appear, which makes it possible to associate technological development with their types, and GNP - with the total consumption of these energy carriers. The first stage of technological development is associated with the use of firewood as a primary energy carrier, the second - with the use of coal, the third - with oil, the fourth - with gas, the fifth - with nuclear fuel. It seems that the next stage will be characterized by the depletion of oil, the expansion of the use of gas (especially shale) and environmentally friendly natural energy sources, including wind, tidal, osmotic and solar energy. For human society, three potentially possible stages of economic evolution can be distinguished: pre-energy, energy and post-energy. At the first stage, energy does not act as a limiting factor due to the primitive state of the productive forces of societies; at the second stage, there are serious problems with energy supply for economic growth. At the post-energy stage, energy opportunities will be considered abundant and not limiting the standard of living and social satisfaction of the population, or this stage will be characterized by a general energy deficit due to an excessively increased consumption of both industries and the population, which cannot be satisfied with existing energy capacities. In any case, human society has so far evolved in terms of the energy available to it. However, circumstances are possible when there will not be enough energy for the further development of the economy, and such episodes in local economic systems, at the level of individual regions, are already occurring. Of course, taking into account the relative nature of economic knowledge, one cannot demand that the theory of technological development be valid at every stage of the evolution of the economy. The modern theory of development, most likely, corresponds to the energy phase and should proceed from resource limitations and the need to move to the post-energy stage of development of the world economy, when the acuteness of the energy problem will be removed. In addition, an important function of the theory of development is to answer the question about the potential possibility of a post-energy civilization in the given understanding and about the tasks facing the economy at the "energy" stage.

A detailed study of the development and implementation of the most important technical innovations and technologies is not the purpose of this work. Such an analysis would be very complex and would take a lot of time even from recognized experts in this field. However, within the framework of the study of the periodization of technical and technological progress, an important conclusion can be drawn that a change in technological patterns through the use of new means of production occurs within a certain energy stage. It is the conditions and possibilities of the energy stage that determine the basis for the further development of engineering and technology. Of course, science plays a leading role in technical and technological progress. However, the possibilities of science in a particular period of time are always limited, and I believe that the scope of these limitations is determined by the conditions of the energy stage. As can be seen from Table 1, revolutionary changes in production have always been preceded by the discovery and use of new energy sources. This means that any change in the technical and economic structure occurs within the energy capabilities of a particular stage of economic development.

2. New technologies as an engine of industrial progress

2.1 Technological progress at the center of human progress and development

Central to understanding the role of technology is the recognition that technology and technological progress are relevant to a wide range of

range of economic activity, not just manufacturing and computers. For example, by some estimates, technological progress has increased the productivity of agriculture four times as fast as that of manufacturing. how in some countries the production of supposedly high-tech products such as computers is the result of relatively low technology. Finally, in many cases, technology is embodied in the production and management of production systems, rather than in physical goods or software algorithms. The computer that is loaded

the latest version of software that sits unused on a desk for most of the day is a different display of technology than the same computer that runs a manufacturing process or a payment system.

Technological advances can lead to lower costs,

improving quality, creating new products,

and help expand into new markets. Technological progress involves much more than doing the same thing, or doing it better with fewer resources. This concept is more dynamic, and it is associated both with the creation of new products and equipment for the market, and with the spread of these technologies between firms and throughout the economy as a whole. While many of the consequences of technological progress are in some ways obvious, the following deserve special mention:

* Technological progress can spur development by lowering the cost of production and operation due to increasing returns to scale in production.

* Technological advances in one sector can contribute to

creating new economic opportunities in other sectors. Reducing production costs can create completely new products, or even sectors of the economy. Technologies new to the market in one sector can lead to a flourishing of activity in other sectors, creating supply and demand for goods and services that did not exist.

* The benefits of new technologies go far beyond the economic sector or product in which the technology exists. This is the case if the initial product is an important intermediate in the production of other goods, such as telecommunications systems or the reliable maintenance of electrical networks.

* Technology can improve quality. Such improvements can enable a developing country to win over more demanding consumers and new markets. It can be as simple as using machinery and equipment to produce goods and services that meet the more demanding expectations and standards of consumers and business customers in high-income countries, in other words, premium market products.

2.2 Third Industrial Revolution

The first industrial revolution began in Great Britain at the end of the 18th century, with the mechanization of the textile industry. Tasks that were previously time-consuming and carried out by hand by hundreds of weavers were combined in one cotton mill - this is how the factory appeared. The second industrial revolution took place at the beginning of the 20th century, when Henry Ford built the first moving assembly line and the era of mass production of goods began. The first two industrial revolutions made people richer and the world more urbanized. Now the third revolution is in full swing. Manufacturing is going digital. A number of great technologies fall into the same realm: smart software, new materials, smarter robots, new manufacturing processes (3D printing in particular) and a range of web services. The factory of the past was based on making a huge number of identical products: Henry Ford's famous phrase was that Ford buyers could buy a car in any color, as long as that color was black. However, in the 21st century, the costs of producing fewer batches with a wide variety of products, tailored to the whim of each customer, are falling. The manufacturing of the future will focus on the mass production of customized goods and may look more like those weavers than the Ford assembly line.

The old method of production involves the use of a large number of parts for their subsequent connection or welding. The product can now be designed on a computer and "printed" on a 3D printer that creates a solid object by building up layers of material. The digital design can be changed with a few clicks of a computer mouse. A 3D printer can run unattended and can do many things that are too complex for traditional factories. Over time, these amazing machines will be able to do anything, anywhere, in a garage in an African village.

The applications of 3D printing are especially staggering. Already, hearing aids and high-tech parts of military aircraft are being printed in custom moulds. Serious changes will also affect the geography of deliveries. A hard-to-reach engineer who doesn't have a particular tool no longer needs to buy it from the nearest major community. He can simply download the design of this tool and "print" it. The days when projects stalled due to missing pieces of equipment, or when customers complained that they couldn't find parts for the things they bought, will one day be in the past.

Other changes associated with the use of 3D printers are almost as important. The new materials are lighter, stronger and more durable than the old ones. Carbon fiber is replacing steel and aluminum in products ranging from aircraft to mountain bikes. New material processing techniques allow engineers to shape objects into tiny shapes. Nanotechnology gives products enhanced features, such as bandages that help heal cuts, motors that run more efficiently, and dishes that clean more easily. And with the Internet enabling large numbers of designers and engineers to work collaboratively on new products, the barriers to entry by a new company are falling. Ford needed a huge amount of capital to set up his massive River Rouge factory, his modern day counterpart can start with a laptop and a desire to invent.

Like all revolutions, this one will be just as destructive. Digital technologies have already revolutionized the media and retail market by automating sales processes. Plants will also change forever. They won't be full of dirty cars driven by people. Many of them will be spotlessly clean and almost deserted. Some automakers are already producing twice as many cars per worker as they did just a decade ago. Most of the jobs will not be on the factory floor, but in the nearby offices, which will be full of designers, engineers, IT specialists, logistics specialists, marketing specialists, etc. The manufacturing jobs of the future will require more skills.

The revolution will affect not only how things are made, but also where. Factories were usually located in developing countries to reduce labor costs. But labor costs are less and less of an impact on product costs: out of $499 for the first generation iPad, labor costs were only $33, of which assembly costs in China were only $8. because Chinese wages are rising, but because companies now want to be closer to their customers so they can respond more quickly to changes in demand. And some products are so complex that it's more efficient to have the people who design them and the people who make them in the same place. The Boston Consulting Group estimates that in areas such as transportation, computers, metal structures, and manufacturing equipment, 10-30% of the goods America currently imports from China can be produced in America by 2020, which will boost GDP and by $20-55 billion a year.

Consumers will find little difficulty in adapting to the new era of manufacturing development. The authorities, however, may have a harder time. They are used to defending industries and companies that already exist, not upstarts that might force them out of the market. They are pumping up old factories with subsidies and putting people in charge who want to move production abroad to reduce labor costs. They spend billions to stop technical and technological progress. And they cling to the romantic belief that manufacturing is more important than services, not to mention finance.

All this makes no sense. The boundaries between production and services are blurring. Rolls-Royce no longer sells jet engines, it sells watches that fly planes on their engines. The authorities have always been wrong in choosing who should be supported, and they probably do not understand who the future belongs to. Thousands of entrepreneurs design new products online, produce them at home (using 3D printers) and sell them on the market. While the revolution is in full swing, the authorities must stick to the basics: create good schools for a skilled workforce, set clear rules for entrepreneurs in all fields. The "revolutionaries" will do the rest.

2.3 Innovative enterprises of the future

I believe that in the coming decades, the structure of innovative enterprises and the investment in new technologies themselves will undergo major changes. Today, the fact is more and more obvious that an enterprise that does not improve cannot adapt to a constantly changing market, as consumer demands increase more and more often, as innovative development flagship enterprises offer the consumer more and more new products in terms of technology. However, investments in R&D require significant financial investments from the enterprise, which only the largest market players can afford. At the same time, ever-increasing consumer demand for new products with improved features and properties will require large investments in R&D, which even large corporations spending billions of dollars annually on R&D will not be able to afford over time. It is at this point that corporations and simply innovative enterprises will be forced to pool investment in R&D. However, difficulties inevitably arise here on the basis of which of the enterprises to conduct research and this will cause a conflict of interest. It is this situation that will force enterprises to turn to another enterprise that is constantly engaged in innovative developments on a professional basis.

The proposed model of an innovative enterprise is a kind of boutique, which has a rather narrow specialization and a circle of clients. The advantages of such an enterprise model are obvious: a high concentration of capital and scientific personnel will make it possible to achieve a high rate of efficiency of investments in R&D. In this case, economies of scale play a role, since with a large number of visible studies, the failures of several projects will pay off at the expense of the success of the rest.

However, there is one serious flaw in the activities of such enterprises: since R&D is carried out with the money of several companies, the results of the research belong to everyone who invested in the activities of the “innovation boutique”. The question arises of how to share the results of research among themselves, and this is a very difficult problem due to the complexity of assessing the results of R&D. I offer several options for distributing the results of an innovative enterprise and their use by investors:

1. Distribution of research results among investors depending on the amount of investment. The R&D results themselves will be valued at a discounted cost, i.e. by the amount of potential profit that their use will bring. The company with the most investment will be entitled to the most expensive technology, and so on.

2. Investor companies may initially formalize agreements in writing regarding the division of rights to the results of the research enterprise. However, the vulnerability of this option lies in the fact that investment in R&D is a kind of “black box”, and no one knows what will come out of it. Therefore, written agreements regarding the division of rights to researched technologies represent a serious conflict of interest, since the results, their potential usefulness, cannot be known in advance.

3. Sharing rights to R&D results by several investors and pre-agreed rules for their use. For example, a certain technology can be used in completely different industries and investors representing several companies occupying completely different markets can agree on the use of this technology without prejudice to the interests of any of the investors. I believe that this strategy of separating the rights to the results of investing in an innovative technology company is optimal.

Thus, the main difficulty in the operation of an enterprise of this kind can be overcome through agreements between investors.

In conclusion of the story about this idea, I would like to say that the existence and activity of such a firm is possible only if the technical or technological demands of consumers increase so much that the costs of financing R&D increase so much that even large corporations alone cannot cover them. I believe that in practice, such innovative research enterprises can be formed in the leading universities of developed countries or simply in a large research center that can attract a sufficient number of highly.

3. Development of new technologies In Russian federation

3.1 Problems development of new technologies in Russia

Russia has entered the 21st century, the century of innovative development of the economy, in a very distressed situation, which was caused by a number of reasons:

1. The collapse of the USSR seriously undermined economic ties between the states of the post-Soviet space

2. The absence of innovative enterprises in industry (except for defense ones) seriously complicated Russia's position in the world market.

3. The massive outflow of highly qualified scientific personnel in the 90s of the XX century led to the deplorable state of Russian science as a whole, and also seriously hit the reproduction of the country's scientific potential.

4. The final formation of Russia as an exclusively resource power has led to the fact that all internal and external investments went only to the resource sector of the economy. Such a “habit” has an extremely detrimental effect on the state of the Russian economy, since the state is directly interested in increasing the raw material sector of the economy, which is the main source of budget revenue and, in fact, the state itself creates such conditions under which investments fall only into the raw material sector, bypassing all the others.

5. The lack of a detailed legal framework contributes to the deterioration of the business climate in the country, and the consequence of this is the low business activity of domestic entrepreneurs (compared to the countries of Western Europe and the USA).

Obviously, the problems of development of Russian enterprises along the path of introducing new technologies directly depend on the policy pursued by the state. Without a doubt, modern state policy can be aimed exclusively at the accelerated development of science-intensive, high-tech sectors of the economy, educational systems, information and transport infrastructure, which simplifies exchanges, reduces transaction costs, providing long-term national competitive advantages. The world experience of the state economic policy of the 20th century identified three vectors of its orientation: export, national (development of the domestic market) and strategic, associated with the targeted limitation of the use of its own non-renewable resources (oil, gas, forests, etc.). An example of the first vector is given by South Korea and modern China, which already today combines two directions, the second - by France and Japan of the last quarter of the 20th century, the third - by the USA and OPEC countries. At the same time, the differentiation of economic growth rates of individual states is increasing and, as a result, the gap between the levels of scientific and technological development of national economies. Thus, the top five countries - the United States, Japan, Germany, France and Great Britain - currently spend more on R&D than all other countries of the world combined, and the US share in this group exceeds 50%. By industrial policy we mean a set of legal, organizational, economic and managerial measures aimed at creating conditions for the effective functioning of production structures and ensuring productivity growth, output and employment, developed by federal and regional governments.

The description of the specific steps of the state in the implementation of its policy regarding the development of incentives for the creation of innovative industries was too complicated for this work. I can only describe the main directions in which steps should have been taken to develop new technologies in Russia. I believe that real support for science at all government levels should be the beginning of innovation support. The development of science should become the main priority of the state for the next decade, otherwise Russia will not regain its competitiveness in the markets of science-intensive products. It is also necessary to gain the confidence of foreign investors in Russian scientific centers. This can be achieved through state funding of important scientific projects with wide practical application. If such studies are successful, investors will understand the prospects of investing in R&D in Russia, as it has a huge, but completely unused scientific potential. At the first steps of the formation of an innovative economy in Russia, it would be advisable to pursue a policy of protectionism, since at the early stages of formation it will be extremely difficult for Russian innovative enterprises to compete with foreign firms even in the domestic market due to the lack of sufficient experience in working with innovative developments.

I believe that state assistance is simply necessary in the early stages of the formation of an innovative economy, but later, when the results of the policy being pursued are evident, it will be necessary to curtail state assistance, returning to the market the right to decide who will stay and who will not.

Conclusion

The 21st century can be safely called the century of innovative development. New technologies from the beginning of human economic activity have had an impact on the development of the economy. But it was this century that presented enterprises with a choice: to modernize or disappear under the pressure of more technically and technologically equipped competitors. From now on, new technologies have become the dominant factor in the development of the economy. The problem of innovative development of the economy is especially acute in Russia, whose economic system does not at all meet the standards of an innovative economy. Russia continues to live by selling its own non-renewable resources, every day losing more and more opportunities to regain its leading position in the world market. The funds that the country receives from the sale of resources must be invested in the development of science, promising innovative enterprises. Even in the short term, these investments will pay off, because I believe that the unrealized Russian potential will be able to make breakthrough achievements in all areas of science. This will certainly give a powerful impetus to the development of the economy as a whole. However, this requires political will and a detailed policy of the state, which so far can only be dreamed of. In the meantime, Russia continues to lag behind the developing countries, losing positions every year, which, perhaps, will never be able to return. The leadership of the Russian Federation must understand the obvious truth, which is applicable both to economic entities and to entire states: whoever does not modernize disappears.

Bibliography

economics technological industrial

II. Monographs, collective works, collections of scientific papers:

Sukharev O.S. Economics of technological development - M.: Finance and statistics, 2008 - 480 p.; ill.

Makarov V.L. Knowledge Economy: Lessons for Russia // Russia and the Modern World. - 2004.

Schumpeter J. Theory of economic development.

Glazyev S.Yu. Theory of long-term technical and economic development. - M.: VlaDar, 1993

III. Articles from periodicals:

Third industrial revolution// Economist. - 2012 - 21 April№ 4

Application No. 1

Table 1

Technological development stage number	Term covered by the stage of technological development	Industries providing basic technologies of the stage and energy supply of the stage of technological development	The state of the infrastructure of the stage of technological development
		Textile industry, water, steam, coal energy	Dirt roads, horseback riding by land and sailing ships by sea, postal couriers
		Railway transport, mechanization of production processes, the use of a steam engine. The emergence of the first joint-stock companies as new organizational and legal forms of entrepreneurship	Railways, worldwide shipping
		Development of heavy engineering, electrical and chemical industries. It is based on electricity, internal combustion engines and the development of oil fields. Competition is monopolistic: trusts, cartels, etc.	Telephone, telegraph, radio, electrical networks.
Fourth		The development of mass production, gas and oil energy, nuclear power plants, communications, new materials, electronics, software, computers are developing. TNCs are created, competition is oligopolistic	High-speed highways, aviation communication, gas pipelines, development of television
	Mid 1980s - Until now	Microelectronics, computer science, high electronic technologies, biotechnology, genetic engineering, synthetic materials, commercial space exploration. Association of large and small firms into single chains, technopolises, cities of science, technology parks, new quality management systems, investments, supplies, repairs and operation of technical facilities	Computer networks, telecommunications, satellite communications, electronic media, new types of nuclear power plants, a large number of power plants that produce "green energy".

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Introduction3

Chapter 1. Theoretical approaches to the concept of new technologies and their role in the global economy 4

1.1. Tech culture 4

1.2. New technological revolution5

1.3. General patterns of scientific and technological progress 6

Chapter 2. The place of new technologies in the modern economy 9

2.1. The process of influence of new technologies on economic relations 9

2.2. Distinctive features of the "new economy" 11

Conclusion 23

References 25

Introduction

The position of the economy of any country depends largely on the entry of the latest achievements of science and technology into all spheres of life. Therefore, it is important to find out what are a) the essence, b) stages and c) types of scientific and technological revolution.

The scientific and technological revolution (STR) is a radical high-quality transformation of the productive forces based on the transformation of science into the leading factor of production.

Everyone knows that the era of scientific and technological revolution began in the 1940s and 1950s. When its key areas were born and developed: automation of production, control and management on the basis of electronics; creation and use of the latest structural materials, etc. With the advent of rocket and space technology, the assimilation of near-Earth space by people began.

The progress of modern science and technology is characterized by a complex combination of their revolutionary and evolutionary innovations. It should be noted that over a number of decades (2-3), almost all the initial directions of scientific and technological revolution from radical ones gradually turned into ordinary evolutionary forms of improving production factors and manufactured products. The latest great scientific discoveries and inventions of the 1970s and 1980s gave rise to the second, current, stage of scientific and technological revolution. There are a number of leading areas for it: electronization, integrated automation, the latest types of energy, production development latest materials, biotechnology. Their formation predetermines the type of manufacture in the late 20th and early 21st centuries.

Chapter 1. Theoretical approaches to the concept of new technologies and their role in the global economy

1. 1. Technological culture

The word "technology" has a number of meanings: it is used in industry, science, art and other areas of human activity. Technology means the intellectual processing of technically important properties and abilities. In essence, this is a cultural opinion, which is connected with the thinking and activity of a person. It describes the role of man in nature, his ability to invade natural processes.

Technological civilization is the 4th universal culture. It describes the worldview and self-understanding of a person at the present stage of his development.

The mythological civilization is the first, the features of which were restored during the study of archaeological finds of written evidence. . People of this culture explained the phenomena of nature, emphasizing the data of their own observations. They used functionally adapted natural products and materials. The structure of such a culture was reduced to the idea of ​​some strong forces that are characteristic of all objects of the surrounding world and determine their existence.

The 2nd universal culture - cosmological - arose during the period of the average natural civilization. Its design boiled down to the fact that in various phenomena the action of the forces of nature is noticed in a certain pattern.

The structure of the third anthropological culture is characteristic of a developed natural civilization. According to this culture, all phenomena and patterns of the surrounding world are achieved by human consciousness.

1. 2. New technological revolution

At the present stage, the scientific and technological revolution has grown into a technological revolution. Instead of the traditional one for the machine industry, a new technological method of manufacturing is being formed - a completely different set of methods for producing the necessary things. In other words, scientific and technological development generates “perfect technologies”, which provide a higher degree of efficiency.

Current technologies are extremely difficult, which indicates their highest scientific and informational capacity, the impossibility of their development without a capital scientific base. . These technologies are traditionally created on the basis of the latest discoveries in the basic sciences. Sometimes they pose difficult tasks for science, which can be solved only on the basis of the integration of a number of natural, mathematical, technical and social sciences. During their formation, the newest links between sciences and technology are formed. In essence, for the first time, the humanities (psychology, sociology) entered into complex relations with technology.

First, machineless technology was formed - completely new methods of processing products and obtaining finished goods: electron beam, plasma, pulsed, radiation, membrane, chemical, etc. Machineless technology increases labor productivity several times, raises the efficiency of resource use, reduces energy and material costs to create new products.

Another area of ​​technology improvement is resource saving. For such purposes, economical types of metal products are used, technical and economic features of structural materials are being improved. A more perfect introduction of raw materials and technological waste makes it possible to form waste-free production.

1. 3. General patterns of scientific and technological progress

The system “technology-materials-machines” (TMM) is, in essence, a technological reflection of the process of constant reproduction of technology, including its modernization and the creation of new technical means. The initial product of the process of reproduction of technology is always materials, and the final product is finished products, including new materials and machines. The scheme for the transformation of the initial product is determined by technology, and the machine is the main means by which the transformation of the initial product into the final product is performed. Thus, the TMM system is dynamic.

Since the process of reproduction of technology, including the creation of new technology, is the core of scientific and technological progress (STP), the trends and patterns of STP either coincide with the trends and patterns of the functioning of the TMM system, or correlate with them in accordance with the “general-specific” principle. Some individualities, tendencies and patterns of scientific and technical progress are considered below, which describe the TMP system and its individual components in the same way.

The general scheme of cycles describing STP as a whole can be represented as a four-level system.

1. The first, highest level is made up of general (global) technical (scientific and technical) revolutions, any of which radically transforms society in all its elements: and in productive forces, both in political forms and in ideology. Any of the general revolutions significantly accelerates the pace of scientific and technological progress. These revolutions include:

1) the industrial revolution associated with the transition to the "Iron Age" in the 1st millennium AD. e. and consisting in the use of iron tools in agriculture and crafts and iron tools;

2) the industrial revolution of the late 18-19 centuries. associated with the widespread use in various fields of the universal steam engine by the spread of working machines and the formation of mechanical engineering (starting with the invention of the caliper);

3) the scientific and technological revolution (serina of the 20th century), associated primarily with the spread of devices and systems for controlling and processing information based on computers (computerization) and other electronics (electronization), including control devices for robotic systems (robotics). These three revolutions were preceded by an even more significant one, which had special consequences for the fate of life on earth, a revolution that had a connection with the manufacture of stone tools and the development of fire. This revolution defined a clear boundary between humanity and the animal world, and since then the development of human society and the following technical and scientific and technological revolutions have begun.

2. Cycles of the second level are represented by long waves of innovations. The rise phase of each wave is associated with scientific and technological revolutions of the smallest scale in comparison with global ones, leading to structural changes in the economy as a whole and significant shifts in the qualifications of the workforce.

Without exhausting the list of such revolutions, one can pay attention to the Neolithic revolution, the transition from the Neolithic to the “Bronze Age”, the formation of craft on the basis of the guild form of its organization, the formation of manufacturing on the basis of the manufactory form of its organization, the technological revolution of the late 19th and early 20th centuries. (based on electrification), the microprocessor revolution of the 70s.

3. The 3rd level of cycles is formed by the classical cycles of capitalist production - medium-term cycles (7-11 years), characterized by a massive renewal of production assets and time frames associated with the average life of equipment.

In the 20th century the shape of the cycles changes evenly in connection with the creation (after the crisis of 1929) of the system of municipal regulation of the economy. The cycles become less pronounced as a result of the country's attempts to completely exclude the recession phase and control the rise. But modifying the shape of the cycles does not cancel the patterns of their change.

4. Small STP cycles associated with fluctuations in innovation activity. It can help to refer to the statistics of publications in the scientific and technical field, which, although it can only be an indirect confirmation, but despite all of the above, is much easier to form and process than innovation statistics. The statistics of publications indicate the presence in different fields of science and technology of not only large-scale and duration waves of interest in certain problems, but also short-term fluctuations within these waves, reflecting cyclical fluctuations.

People have always sought to look into the future. In different historical periods, this desire was fueled by a play of imagination, a sense of healthy curiosity, faith in various religious teachings, faith in a brighter future and the triumph of social justice.

Now pragmatic judgments are the first in this series. On the one hand, such difficulties as the rapid growth of the world's population and the limitation of population growth have become aggravated as never before and acquired a global character.

Chapter 2. The space of the latest technologies in the modern economy

2. 1. The process of impact of the latest technologies on economic relations

The origin of other institutions in the economy is facilitated by changes in the internal structure of national systems, a change in the nature of the interaction of elements of these systems, and the improvement of new functional relationships. Under the influence of factors of inaccuracy and danger, the speed of processes and the quality of communication between the elements of economic institutions change to a significant extent, and because of this, the classical system is not able to master the new functional requirements.

Important violations of the stability of socio-economic systems, changes in the main statements of the theory of systems, a decrease in the efficiency of their work arise as a result of the transfer of new systemic ties to old institutions. Thus, the progress of new functional ties in the economy is not possible without changing the directly system-forming principle of constructing socio-economic objects. In connection with these conditions, today the idea of ​​a new economy, increasing the scope of social and economic institutions and allowing the exploration of open systems with a high degree of holisticity, has gained ground.

Over the past 10-15 years, new backbone directions have appeared in the economy. The appearance of such changes is explained by some reasons, the influence of which is constantly increasing and introducing new national systems into these processes. We can note the following reasons for the origin of the latest system-forming trends.

The globalization of the world economy and the interconnection of world capital markets

Changing the ways of managing business and creating companies, and as a result, changing the structure of large socio-economic systems

Turning computer technology into a "survival factor" for companies and all national socio-economic systems

The rise of e-business (particularly B2B and B2C)

Strengthening competition and differentiation of companies and systems

Creativity of the organizational system

The fixed capital of the company and the state economic system begins to be made up of "intangible assets"

The term “new economy” (metacapitalism) appeared in science under the influence of the above factors. It can be assumed that the most progressive companies (following the Fortune 500 list) are engaged in market sectors that are the creation of a new economy. Along with this, to this day there is no generally recognized definition of the new eco-economy, especially considering the penetration of this term into the sphere of socio-economic phenomena and processes. Apparently, the term new economy is difficult to bring to the most general and unified, since it has a connection with a set of functional and scientific areas. Perhaps bringing this phenomenon to a single definition will not be entirely correct, since in the course of formulating a limited descriptive opinion, the meaning of this category may be lost.

Let us analyze some frequently encountered formulations of this concept.

The set of companies that have a direct connection with the Internet and the information technology market is the definition of a new economy. This description does not take into account either human capital or the innovative nature of the new economy, and is therefore considered very superficial. However, many economists rely on it, claiming the fact that “the new economy is a soap bubble” and there is nothing relevant in it.

The new economy is also considered to be firms that operate in high-growth markets, where the main sign is the improvement of the company through competent and entrepreneurial actions of its management. Along with this, almost any company in a fast-growing market fits this formulation. It is worth saying that among the leaders of the new economy, older companies are also noticed. Therefore, this definition does not fit.

In the end, the new economy is called the economy, which has a connection only with the intellectual potential. But still, this formulation cannot be unconditionally accepted, because innovations in the IT sector are not the whole new economy.

However, with a greater degree of confidence, the only thing that can be said is that the new economy, as a subject of analysis and study, shows an open system with all systemic properties (holisticity, differentiation, cyclical events, etc.). One of the most significant properties is the possible nature of changes in the elements of the system in response to changes in any one parameter. This implies a continuous connection between all phenomena, facts occurring within the framework of this economic system. And it is precisely this that turns out to be a support in an attempt to study the new economy, interpret certain patterns, and establish appropriate dependencies.

2.2. Distinctive features of the "new economy"

The innovative type of thinking is called the basis of the new economy. The innovative type of thinking is aimed at making changes to the main factor of success: it can also be said that competition is intensifying in developed markets and the innovation process is turning into a necessary (critical) element of success. Companies are increasingly valued intangible assets(ideas, technologies and strategies for combining and using the main information resources of the company). Those firms that have every chance to quickly adapt to new conditions in the present have a big “plus”. Intellectual capital has become a major factor in the development of the new economy, since huge profits can be made from original ideas, as well as technologies and

business models.

So, we list the main features of the new economy:

1. The new economy is based on knowledge and advanced technologies, and the intellectual component of goods and services comes to the fore, since huge incomes can be obtained from original ideas, technologies and business models. Science-intensive products (services) have become the determining cause of economic growth, which applies not only directly to innovators, but also to imitators. A steady trend is being formed to endow the product with an intellectual image, which is also a distinctive feature of the product and the market in the new economy.

2. The processing and exchange of information have become more powerful backbone factors. There are practically no barriers to the exchange of information. Providing such companies human capital directly depends on the effectiveness of innovative socio-economic processes, in the effectiveness of which the exchange of information is also becoming increasingly important.

3. The focus is shifted from the manufacture of goods to the provision of services. The majority of the workforce is employed today in the service sector.

4. In the criteria provided, it is not the physical component of capital that acquires special meaning, but fixed capital.

5. In developed markets, competition is intensifying and the innovation process is turning into not only sufficient.

Due to the fact that the share of the information component in the cost of goods and services for the manufacturer is large, the knowledge of their specific consumers, the reproduction of these consumers (best extended), the transformation of one's own organization to suit their interests and needs are of particular importance.

In the new economy, features such as risk, uncertainty and constant change are common.

New economic institutions are distinguished by their striving for the growth of holisticity (the acquisition of new system-forming links that directly affect the speed of information exchange in the system) and the search for new equifinal states (stable states of a qualitatively different level). To achieve a multiplier innovation effect in the economy, it is necessary to increase holisticity (while maintaining the equifinality of the system), and therefore, continuous improvement of the information structure. Moreover, even a local decrease in the speed of information

processes can lead to accelerated systemic decay. Thus, in the formation of the systems of the new economy, multiplier effects can have both a constructive and a destructive aspect.

The sustainability of innovations in new economic systems largely depends on the effectiveness of their information structure, because innovative dissemination occurs in conditions of completeness of information. The effectiveness of reforming socio-economic systems depends on the quality and speed of consolidation of system-forming ties.

Thus, the sustainable development of innovations in the socio-economic sphere occurs according to the information type. According to experts, this type of development is anti-entropic in nature and leads to a jump in the growth of the efficiency of communications and processes in economic systems. The informational type of economic growth has nothing to do with the input-output problem, it is predominantly endogenous growth. Secondary signs of the information nature of development are a high level of education of the population and high degree availability of information. And these are the main priorities that are put forward by innovative reforms in the socio-economic sphere.

Consequently, in order to achieve a constructive effect of innovative reforming, it is necessary to build such a structure of the reforming object that would be able to provide the greatest completeness of information and the highest speed of information processes.

The most important condition for the accelerated progress of socio-economic development is activity, the ultimate goal of which is the introduction of new, more advanced forms of labor organization and management based on the achievements of scientific and technological progress (priority fundamental and applied research and development work, inventions).

In a broad sense, innovation (innovation) is the introduction and application of innovations that provide strategic gains in the economic and social spheres. The technological factor is key, but far from the only one. Often, innovations emerge from new combinations of already familiar elements in exchanges, comparisons, interactions, and connections.

For some countries, the dynamic socio-economic development of most countries is based on the introduction of innovations that are indeed of strategic importance.

The Russian Federation has no other choice but to accept the innovation challenge. Today the question is as follows: either the limitation of the economic, industrial and production potential of the country will be compensated at the advanced scientific, technical, technological level, which will require a sharp increase in innovation activity, or the country will be thrown back not only in terms of output, but also in terms of its technological opportunities, will lag forever behind in all types of its development from highly developed countries.

Abroad, the production of science-intensive products is provided by only 50-55 macrotechnologies. The seven most developed countries, possessing 46 macrotechnologies, hold 80% of this market. The United States annually receives about 700 billion dollars from the export of science-intensive products, Germany - 530, Japan - 400 billion dollars.

Scientists have proven that the contribution of scientific achievements to GDP growth can exceed 50%. The volume of the world market of science-intensive products today is 2 trillion. 300 billion dollars USA. Of this amount, 39% are products of the USA, 30% - Japan, 16% - Germany. The share of Russia is only 0.3%.

Foreign countries with high development, where the market economy is flourishing, have managed to work out various effective innovative administrative and economic mechanisms based on the following principles:

active, adequate to the current situation, the sectoral and subject-thematic approach of the state to determining what is considered innovation, what types of achievements in scientific, technical, technological progress must be considered as key for this period;

exceptionally weighty and legislatively fixed economic and political support for innovations from the authorities;

automatic "switching on" of measures of state support for innovation on formal grounds and regardless of the will of government officials.

Direct methods of economic regulation include:

Financing of target, subject-oriented, problem-oriented, lending, leasing, stock transactions; planning and programming, and public enterprise.

The most important role in the system of direct economic measures of state influence on more modern processes is occupied by measures that stimulate the cooperation of industrial corporations in the field of scientific research, and the cooperation of universities with industry.

In Canada, direct government incentives for R&D consist of government credit guarantees from commercial banks and government funding of R&D. In Japan, the state is engaged in budget subsidies and concessional lending to research institutes subordinate to various ministries, state corporations, and research centers that carry out R&D jointly with private companies. In Germany, the government provides financial support in the development of long-term and risky research in the most important areas of scientific, technical, industrial and economic activities.

Secondary methods of regulating innovation activity abroad are mainly aimed at stimulating innovation processes, creating favorable economic conditions and a socio-political climate for scientific and technological development.

Their essence lies in the fact that the state does not directly limit the independence of enterprises in making economic decisions.

The impact of such methods can be called successful when they contribute to the formation of social, but not individual, economic conditions. Among the secondary management methods, tax and depreciation regulation, credit and financial policy, price regulation, protectionism policy, liberalization of tax and depreciation legislation are traditionally distinguished.

The most important role is played by tax incentives that are used to encourage those areas of corporate activity that are desirable from the point of view of the state, including benefits that are aimed at stimulating scientific and technological progress, exports and business activity of innovative businesses.

There are five main types of tax incentives:

1. discounts on profits in the amount of capital investments in new equipment and construction;

2.discounts from income tax in the amount of R&D expenses;

3. attributing to current costs the costs of certain types of equipment commonly used in scientific research;

4. creation at the expense of the profit fund of special purpose funds that are not taxed;

5. profit taxation at reduced rates (for small businesses).

Tax incentives for investments in capital sometimes appear in the form of an "investment tax credit". It is believed that this benefit is given to companies that invest in the introduction of new machinery, equipment, technologies, etc. This benefit is deducted from the amount accrued in the form of company income tax. The investment tax rebate is granted only after the commissioning of new equipment. The right to receive a tax rebate comes automatically for the company: it does not need to be proved and substantiated, because it is enshrined in law.

The size of the discount, as usual, is set as a percentage of the cost of the introduced equipment and is: 5.3% in Japan (for electronic equipment and equipment), 50% in the UK (for the 1st year of operation of new equipment, technology, materials, etc.). etc.), 10 - 15% in Canada (depending on the development of the territory of the company's location - developed or undeveloped areas of the country) and 100% in Ireland. In America, the investment tax credit applies only to power equipment.

Benefits for R&D abroad are often given in the form of discounts on companies' expenses for this purpose. There are two types of tax credits - volume and incremental.

A volume discount gives a benefit in proportion to the size of the costs. For example, in America, Great Britain, Canada, Belgium, Sweden, Italy, 100% of R&D expenses are deducted from the taxable income of companies. In Australia (private companies) - 150%. In a number of countries, such as the Netherlands, Norway, Austria, Malaysia, energy enterprises completely remove R&D expenses from profit before tax.

An incremental allowance can be determined by reference to the increase in R&D costs achieved by the company compared to the level of the original year or the average for any period. This discount is valid after the above expenses have been incurred. The maximum discount is 50% and it is valid in France, but it cannot exceed 5 million francs per year. In Canada, America, Japan and Taiwan - only 20%. Even here, however, there are many limitations. So, for example, in America, the tax credit for the increase in R&D is applied only to those R&D expenses that are aimed at creating new products or developing new technological processes (does not apply to costs associated with changing the type or type of product, cosmetic, seasonal and other modifications). In addition, a limit is set on benefits - additional R&D expenses (which are subject to the exemption) should not exceed 50% of the amount of basic costs for a certain period. In Canada, the amount of the benefit increases to 30% for the conditions of hard-to-reach and economically undeveloped areas. In Japan and Taiwan, a 20% discount is charged on the amount of the increase in R&D spending compared to the highest achieved level R&D expenses, there is a limitation - this benefit should not exceed 10% of the company's total tax liabilities.

Some foreign countries simultaneously use both types of tax credits - both volumetric and incremental, but in relation to different types of expenses.

Thus, in America, a general incremental discount is supplemented by a volume discount of 20% for private sector spending on basic research funding.

There is also a practice of setting a ceiling on the amount of tax write-offs in accordance with discounts on R&D. In the Land of the Rising Sun and South Korea, it should not exceed 10% of the amount of corporate tax. And in Canada, Spain and Taiwan, the ceiling is significantly higher - respectively 75, 35 and 50%. Australia, France, Italy and the Netherlands have an ad valorem limit on the tax credit.

"Tax holidays", that is, a temporary exemption from paying tax on earnings or its incomplete reduction is valid in France and applies to newly created small and medium-sized firms with a reduction in the first 5 years of their activity by 50% of the income tax they pay.

In England, for start-up innovative companies, the income tax has been reduced from 20% to 1%. The cap on non-taxable investments by such companies has been raised by 50% to £150,000. The tax on cash gains from long-term investments in start-up innovative companies has been reduced and the tax has been removed when investing in such companies. Removed the £1m taxable cap on funds raised by eligible campaigns for companies with capital assets of less than £10m. Allocated £50 million in government grants to start-up innovative firms.

In 1997, £295 million was invested in 690 high-tech companies in England. in Europe in 1996 - 500 million dollars, in 1997 - 1 billion dollars; In the US in 1997, $9 billion was invested in start-up companies.

For small and medium enterprises tax incentives allow to reduce taxable income by 20% if the previous maximum level of R&D spending is exceeded, or to reduce tax payments by 6% of the amount of research and development expenses, but in this case the reduction should not be more than 15% of the company's tax liability.

Expenses that firms incur in payments to research institutions in connection with scientific and technological development can be deducted from taxable income.

Tax incentives associated with the depreciation write-off system come into force.

They are used to stimulate the accelerated development of specific industries, encourage R&D, or for a general investment revival.

In countries with high progress, accelerated smoothing of equipment is widely used as an incentive to upgrade production assets. Thus, in the USA, a smoothing period of 5 years is established for equipment and instruments used for R&D with a service life of more than 4 and less than 10 years. In Japan, the same system has been introduced for companies that use either energy-saving equipment or equipment that supports efficient use of resources and is not harmful to the environment.

Various rates of accelerated smoothing are also applied - from 10 to 50%. However, the most well-known rate is 15-18% on average. In the UK, companies are allowed to write off the full cost of technical equipment in the first year of its operation. In Germany, 40 percent of the cost of purchasing equipment and instruments used for R&D can be written off in the first year. In Sweden, the depreciation system allowed equipment with a service life of up to 3 years and with negligible value to write off expenses in the year of purchase, and in general for machinery and equipment - within 4-5 years. In France, for the most important types of equipment: energy-saving, environmental, information, there is the possibility of using accelerated depreciation.

For example, a computer can be depreciated in 1 year. The depreciation coefficient for the service life of equipment up to 4 years is 1.5; 5-6 years old - 2; more than 6 years - 2-2.5.

The US Tax Reform Act of 1986 gave the state's tax policy a much greater focus, although it curtailed the use of previously permitted tax breaks. Following from this, the time required for depreciation was increased, but in general only for the passive part of fixed assets - for structures and buildings: up to 31.5 years (previously it was 10-15 years) for non-residential buildings and 27.5 for residential buildings . The depreciation write-off for the active part was more accelerated - when written off within a five-year period, it was allowed to write off up to 64% of the cost of equipment in the first 2 years. The tax credit for investments was retained only for power equipment.

Very often, when innovation activity is activated abroad, some states also stimulate personnel training. For example, in France, 25% of the increase in training costs is exempt from taxes (and where there is a high level of unemployment, these costs are not taxed at all).

In addition, abroad it is customary to provoke R&D with government guarantees by providing promising areas of research long-term loans(In official government documents, US investment in science and technology is even referred to as "investing in the future," and R&D is seen as one of the most effective mechanisms for achieving strategic national goals).

The policy of protectionism in the face of trade and currency regulation belongs to the secondary economic measures of the municipal regulation of innovations; it is aimed at protecting and implementing innovations within the country. The Reagan administration in 1987, under pressure from the US Electronics Industries Association, introduced a 100% tax on certain types of electronics manufactured in Japan and delivered to the American market, the reason for this was the excess of imports of electrical products from Japan over American exports of similar goods by 16%.

France, on the other hand, uses methods that encourage export promotion.

The risky costs of firms establishing subsidiaries abroad can lead to tax cuts over six years

The state plays an important role in creating social infrastructure, which includes the formation of an information system within the country and all this happens in the interests of enhancing innovation activity in foreign economically developed countries.

The new economy is also considered to be firms that

Conclusion

A special feature of current technologies is that they are the main specific gravity affects scientific research, for example, fundamental, and such studies are being included in practice at a very rapid pace. A radical revision of the policy of scientific and technological progress is being made in the global community. There prevailed the attitude to technology as to the beginning of the beginnings of the modern scientific and technological revolution. During the energy crisis, it became even stronger; then the strategic goal of creating and using resource-saving technologies became the main one. Complexity and focus on the final result characterize the priority of the technological approach to the scientific and technical development of production and the social sphere, based on the experience of developed countries. This attitude significantly changes the formation of production and the service sector. Due to the fact that the Western market is loaded with goods, highly developed countries are changing their goals from the production of mass products to the production of small series of a large set of goods. It turns out that the need for conventional types of products is decreasing, the variety of goods is increasing, which prompts fundamental changes both in management and in the structure of production and its technologies. The need for smaller enterprises that are better able to adapt to the requirements of buyers. As a result, the primacy of the consumer over the manufacturer appears, the demands for goods, their quality, and the difference between goods and services increase. This attitude led to the emergence of new types of technologies, as well as the acceleration of their renewal. It is likely that this path of technology development will not remain aloof in our country either. Research in the field of science requires high costs, and the cost of these costs is included in the price of the final product. Abroad, commercial structures finance many of the main studies. These commercial structures are engaged in the latest technologies, and the direction of research, their tasks are determined by the requirements of technology. Many scientists are wary of this situation, because along with a positive effect - an increase in funding for science - there may also be a negative one - distortions in the development of science, the incorrectness of the internal logic of its development. Persecution of close research in the future can leave an imprint on science (science stagnation) and since the creation of new technologies requires considerable royalties, they will often be beyond the means of countries that do not have the opportunity to subsidize this research.

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