**2. The structure of a practice-oriented approach to teaching economic theory**

It consists of the fact that along with the consideration of questions of a theoretical nature, it is obligatory to consider concrete and real data on lectures and seminars on all the topics under study. At the same time, the main methodological principle is the maximum possible usage of examples corresponding to the streams of student training.

A practically oriented approach in teaching the subject "Economic theory" is implemented in the following streams:

	- Automotive market
	- Oil and gas market
	- Information engineering and technology market

The choice of the automotive market as a topic for practical application is justified by acknowledging the following circumstances: widespread use, a lot of information, the ability to historically analyze the evolution of the market and the structure of competition, tracking the effects of mass production, the availability of data on prices, production volumes, and technologies.

In addition, this topic correlates with the use of the business game "Formation of the automotive market" in practical classes.

The subject of the oil and gas market is related to the peculiarities of the Russian economy and is characterized by the possibility of obtaining various data for analysis, thus making it possible to analyze the activities of monopolies and oligopolies.

The choice of the information technology and technology market as a topic for practical application is due to its relevance, the widespread use of digital technologies, and their development. This topic corresponds to the areas of training of one of the faculties of the university and correlates with the business game "Digital Economy" developed within the department.

2.Change the methodology for conducting practical exercises.

As far as the change in the methodology of teaching is concerned, at first, the technology of preparing and presenting reports by students is introduced. The

#### *Development and Usage of Electronic Teaching Technologies for the Economic Training… DOI: http://dx.doi.org/10.5772/intechopen.105610*

structure of the report should contain a brief summary of the theoretical content of the key aspect of the topic (5–6 min), as well as bringing statistical and other data on the topic (4–5 min). The recommended subject of reports on all topics coincides with the directions chosen by the department.

In addition to this topic, students are offered other areas in accordance with their specialty.

3.Development and application of business games and specific situations for analysis in the educational process.

The department has developed a number of business games and specific situations for analysis [2].

Therefore, when studying the topic of supply and demand, the business game "Demand and Supply in the Automotive Market" is used. In a playful way, students analyze the formation of the automotive market in the United States, supply and demand factors, market structure, and the strategy of competing firms.

When reviewing the topic of the production factors market, the business game "Real estate: rent or buy" is used. The game deals with supply and demand in the labor market of engineers, wage dynamics, and housing market data. Students analyze the possibility of buying or renting an apartment depending on the level and dynamics of their future income, other life criteria, and factors of the real estate market.

The study of the topic "Cost theory of the firm" is also conducted using a business game. By imitating small businesses, students are divided into subgroups, creating small enterprises in the field of catering. In doing so, they analyze the main costs, their structure, and dynamics.

Studying the topics "Fiscal policy of the state" and "Monetary policy of the state," the business game "State regulation of the automotive market" is used. The actions of the "AvtoVAZ Bank" as well as the state policy on supporting the car industry and AvtoVAZ's efforts to attract investments and implement its production program are considered.

When studying the topic "Economic functions of the state," the business game "Digital Economy" is used. During the business game, four teams of students interact, representing the positions of the state, business, consumers, and experts, assessing the socioeconomic consequences of implementing programs for the development of the digital economy.

4.Attraction of students of technical faculties for participation in conferences with reports on economic theory of practical orientation.

In the context of the practical orientation of teaching, students of technical faculties are involved in terms of participating in conferences. They present reports on economic topics with the involvement of specific materials. Some of the students present their own reports, while others act in collaboration with the teachers of the department.

The experience of students participating in conferences held at the university showed that students readily present reports on specific topics.

It is worth noting at this point that at the Russian scientific and practical conference of students, that is, postgraduate students of the "Modern problems of management" (2019), 34 reports of students were presented by the department (which

accounted for more than 40% of all the reports presented by four departments of the Faculty of Economics and Management).

In particular, students presented reports on the following topics:


Electronic teaching technologies are considered in the context of a practice-oriented approach. The technology of electronic testing allows one to save time of class hours, increasing the possibilities for meaningful studying. It furthermore improves the quality of testing in assessing students' mastery of the main theoretical material.

Indeed, it may be stated that the electronic support of business games is an essential element of their conduct.

6.Development of online courses and use of other forms of distance learning.
