The main features of key competencies. In modern pedagogical literature, a fairly large set of competencies is presented, which actualizes the problem of their selection and systematization according to certain criteria. For example, during the Council of Europe symposium on “Key competencies for Europe”, the following indicative list of key competencies was identified: study; search; think; cooperate; get down to business; adapt.
The problem of selecting basic (key, universal) competencies is one of the central ones for education. All core competencies are characterized by the following characteristics:
First, they are multifunctional, mastering them allows you to solve various problems in everyday professional or social life.
Secondly, the key competencies are supra-subject and interdisciplinary, they are generalized, which makes them easily transferable to various situations, not only at school, but also at work, in the family, in the political sphere, etc.
Thirdly, key competencies require significant intellectual development: abstract thinking, self-reflection, defining one's own position, self-esteem, critical thinking, etc.
Fourthly, the key competencies are multidimensional, that is, they include various mental processes and intellectual skills (analytical, critical, communicative, etc.), know-how, and common sense.
Key competencies are based on universal knowledge, skills, generalized experience of creative activity, emotional-value relationships. Universal, according to L.N. Bogolyubov, are fundamental knowledge, including broad theoretical generalizations, basic scientific categories. For example, in mathematics such concepts include the concept of "number", in physics - "energy", in history - "state", etc., and universal skills are generalized modes of activity.
Types of competencies and their structure.In accordance with the division of the content of education into general metasubject (for all subjects), interdisciplinary (for a cycle of subjects) and subject (for a specific subject) A.V. Khutorskoy offers a three-level hierarchy of competencies: 1) key competencies; 2) general subject competences; 3) subject competences. Key competencies relate to the general (metasubject) content of education. General subject competences relate to a specific cycle of subjects, and subject competencies are related to a specific subject. All groups of competencies are interconnected: key competencies are specified first at the level of the subject cycle, and then at the level of each individual subject for each stage of study.
Analysis of the component composition of key competencies in the framework of various pedagogical and psychological research allows us to turn to the definition of the structure of key competencies of students.
I.A. Winter and Yu.G. Tatura compulsory components of key competencies include: positive motivation (readiness) to demonstrate competence; value-semantic representations (relations) to the content and result of activity (value-semantic aspect); knowledge underlying the choice of the way to carry out the corresponding activity (cognitive basis of competence); ability, experience (skill) to successfully implement the necessary actions based on existing knowledge (behavioral aspect); emotional and volitional self-regulation.
G.K. Selevko presents key competence as a complex of components, including knowledge (cognitive), activity (behavioral) and relational (affective) components. A.V. Tikhonenko, in addition to the listed components of key competencies, includes a social component (ability and readiness to meet the requirements of a social order for a competent specialist).
Thus, the structure of key competencies is distinguished by an integrative nature and is a unity of its constituent components: motivational, cognitive, value-semantic, behavioral, which should be reflected in the content of general secondary education.
Key competencies classifications. The issue of classification of key competencies also does not have an unambiguous solution in the literature.
“In the field of independent cognitive activity, based on the assimilation of methods of acquiring knowledge from various sources of information, including extracurricular ones;
in the field of civil and social activities (fulfilling the roles of a citizen, voter, consumer);
in the field of social and labor activities (including the ability to analyze the situation on the labor market, assess their own professional capabilities, navigate the norms and ethics of relationships, skills of self-organization);
in the household sphere (including aspects of one's own health, family life, etc.);
in the field of cultural and leisure activities (including the choice of ways and means of using free time, culturally and spiritually enriching the individual). "
Based on the provisions formulated in Russian psychology regarding the fact that: a) a person is a subject of communication, cognition, labor (B.G. Ananiev);
b) a person manifests itself in the system of attitudes towards society, other people, towards himself, towards work (V.N. Myasishchev); c) human competence has a vector of acmeological development (N.V. Kuzmina, A.A. Derkach); d) professionalism includes competencies (A.K. Markova) I.A. Zimnyaya identified three main groups of competencies:
1. Competencies related to the person himself as a person, a subject of activity, communication:
Health preservation competencies: knowledge and adherence to the norms of a healthy lifestyle, knowledge of the dangers of smoking, alcoholism, drug addiction, AIDS; knowledge and observance of the rules of personal hygiene, everyday life; physical culture of a person, freedom and responsibility of choosing a lifestyle;
Competence of value-semantic orientation in the world: values \u200b\u200bof being, life; cultural values \u200b\u200b(painting, literature, art, music); science; production; history of civilizations, own country; religion;
Integration competencies: structuring knowledge, situationally adequate updating of knowledge, expanding, increasing accumulated knowledge;
Citizenship competences: knowledge and observance of the rights and obligations of a citizen; freedom and responsibility, self-confidence, self-dignity, civic duty; knowledge and pride in the symbols of the state (coat of arms, flag, anthem);
Competencies of self-improvement, self-regulation, self-development, personal and objective reflection: the meaning of life; Professional Development; language and speech development; mastering the culture of the native language, knowledge of a foreign language.
2. Competencies related to human social interaction and the social sphere:
Social interaction competencies: with society, community, collective, family, friends, partners; conflicts and their settlement; cooperation; tolerance, respect and acceptance of the other (race, nationality, religion, status, role, gender); social mobility;
Competence in communication (oral, written): dialogue, monologue, generation and perception of the text; knowledge and observance of traditions, ritual, etiquette; cross-cultural communication; business correspondence; office work, business language; foreign language communication, communication tasks, levels of impact on the recipient.
3. Competencies related to human activities:
Competence of cognitive activity: setting and solving cognitive tasks; non-standard solutions, problem situations - their creation and resolution; productive and reproductive cognition, research, intellectual activity;
Activity competencies: play, study, work; means and methods of activity: planning, design, modeling, forecasting, research activities, orientation in various activities;
Information technology competencies: receiving, processing, issuing information (reading, taking notes), mass media, multimedia technologies, computer literacy; possession of electronic, Internet technology.
Let us present one more point of view on the issue under consideration. Based on the main goals of general education, as well as the structure of social experience, personal experience, the main activities of the student, A.V. Khutorskoy identifies seven groups of key competencies for general education:
1. Value-semantic competencies... These are competencies in the field of worldview associated with the value orientations of the student, his ability to see and understand the world around him, navigate in it, realize his role and purpose, choose target and semantic attitudes for his actions and deeds, and make decisions. These competencies provide a mechanism for the student's self-determination in situations of educational and other activities. The individual educational trajectory of the student, the program of his life in general, depends on them.
2. General cultural competences... This is a range of issues in relation to which the student must be well informed, have knowledge and experience of activity. This includes - features of national and common human culture, spiritual and moral foundations of human life, individual peoples and humanity, culturological foundations of family, social and social phenomena and traditions, the role of science and religion in human life, their impact on the world, competence in everyday and cultural -the leisure sphere. This also includes the student's experience of mastering the scientific picture of the world.
3. Educational and cognitive competencies... This is a set of competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognizable objects. This includes knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activities. In relation to the studied objects, the student masters the skills of productive activity: the acquisition of knowledge directly from reality, the possession of methods of action in non-standard situations, heuristic methods of solving problems. Within the framework of these competencies, the requirements of the corresponding functional literacy are determined: the ability to distinguish facts from speculation, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.
4. Information competencies... This is a set of competencies in the field of information activities using a complex of modern information and computer technologies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier, scanner) and information technologies (audio, video, e-mail, media, Internet) skills are formed to independently search, analyze and select the necessary information, organize, transform, save and transmit it. These competencies provide the skills of the student's activity in relation to the information contained in academic subjects and educational areas, as well as in the surrounding world.
5. Communication competencies... This is a set of competencies in the field of communication. They include knowledge of the required languages, ways of interacting with people around and distant people and events, skills of working in a group, possession of various social roles in a team. The student must be able to introduce himself, write a letter, an application, fill out a questionnaire, ask a question, participate in a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are recorded for a student at each stage of education within each subject or educational area being studied.
6. Social and labor competencies... This is a set of competencies in various spheres of human social and labor activity. This includes knowledge and experience in the field of civic activities (playing the role of a citizen, observer, voter, representative), social and labor sphere (roles of a consumer, buyer, client, manufacturer), in the field of family relations (filial and daughter roles, father or mother, grandfather or grandmother), in the field of economics and law (the ability to analyze the situation on the labor market, act in accordance with personal and social benefit, know and be able to use their rights, etc.), in the field of professional self-determination. Mastering social and labor competencies, the student masters the skills of social and labor activity that are minimally necessary for life in modern society.
7. Personal self-improvement competencies... This is a set of competencies aimed at mastering the methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the field of these competencies is the student himself. He masters the methods of activity in his own interests and opportunities, which is expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include the rules of personal hygiene, taking care of one's own health, sexual literacy, and internal ecological culture. This also includes a complex of qualities associated with the basics of a person's safe life.
This list of key competencies is presented in the most general form, it is concretized depending on the age characteristics of the student, the content of education in educational areas and individual academic subjects.
An interesting point of view on this issue is A.M. Novikov, who speaks of "basic qualifications". Introducing over-subject basic qualifications, he proceeds from the fact that between general and vocational education, an increasingly powerful layer of educational components begins to grow, which cannot be attributed to either general education or vocational education itself. They are necessary today in any work activity, these are the basic qualifications. These include possession of "end-to-end" skills: working on computers, using databases and data banks, this knowledge and understanding of ecology, economics and business, financial knowledge, commercial savvy, technology transfer skills (transfer of technology from one area to another), marketing skills and sales, legal knowledge, knowledge of the patent and licensing sphere, the ability to protect intellectual property, knowledge of the regulatory conditions for the functioning of enterprises of various forms of ownership, the ability to present technologies and products, knowledge of the professional terminology of foreign languages. In addition, this should add sanitary and medical knowledge, knowledge of the principles of existence in conditions of competition and possible unemployment, psychological readiness to change profession and field of activity, etc. ...
“Towards general education, writes A.M. Novikov, training in these basic qualifications cannot be attributed, since it is necessary to develop skills in using databases and data banks, transferring technologies, etc. it is possible only in the process of any specific professional (educational and professional) activity. At the same time, basic qualifications are “cross-cutting” knowledge and skills necessary to work everywhere and in any profession. Perhaps this is just the area of \u200b\u200bpolytechnic education, in a "new sound", in a "new edition". "
TECHNOLOGY OF FORMATION OF COMPETENCIES IN THE PROCESS OF IMPLEMENTATION OF THE DISCIPLINE TRAINING PROGRAM
A. N. Sklyarenko
The article considers the possibility of solving the urgent problem of the formation of competencies in the process of implementing the curriculum of the discipline, as a multi-aspect concept. In particular, the author proposes a new approach to organizing the educational process based on the Competence Formation Technology. The article briefly presents the main features of technology, structure, rules of organization and implementation of the Technology for the formation of competencies.
In article possibility of the decision of an actual problem of formation of the competence in the course of studying of the curriculum of discipline, as multidimensional concept is analyzed. In particular, the author offers the new approach to the organization of educational process on the basis of Technology of formation of the competence. In article the basic signs of technology, structure, rules of the organization and realization of Technology of formation of the competence are is short presented.
A feature of the new generation of discipline curricula (UPD) (modules, practices) as part of the main educational program implementing the FSES HPE is the implementation of the ideas of the competence-based approach, one of the characteristic features of which is the shift of emphasis from the teacher and the content of the discipline (the “teacher-centered” ) on the learner and expected learning outcomes (learner-centered approach).
Such a shift in emphasis from the content of education to its results presupposes a certain development of the Curriculum of Disciplines (UPD), which requires structural and procedural changes in the process of its design.
Designing curricula for disciplines (subject-disciplinary educational programs) based on the competence-based approach is currently a rather difficult and at the same time urgent task of modern education. And the presentation of the results of mastering the curriculum of disciplines (learning outcomes) in the format (in terms of) competencies is complicated by the multidimensionality of the very concept of competence.
There is still no generally accepted definition of the concept of competence, despite its ever-increasing popularity. Numerous attempts to resolve this issue are being made to this day, but the point of reference against which it is possible to assess various approaches in the definition and application of the concept of competence has been outlined only at the present time. It is the multidimensionality, which is a reflection of the very nature of the concept of competence, that formed the basis for the development of the Technology for the formation of competencies.
Technology for the formation of competencies (a brief description of the technology)
The technology for the formation of competencies (TFK) is considered by the author as a system of methods for organizing the activities of a teacher and a student, which forms a programmed (algorithmized) process of their interaction aimed at achieving the planned learning outcomes (in the format of competencies) by increasing the efficiency of the educational process due to its maximum optimization.
The purpose of creating and implementing the TFK is to ensure the conditions for achieving the planned learning outcomes in the format of competencies (as a standard of complete assimilation of the studied educational material (hereinafter referred to as the standard)) within the framework of a precisely established study time (classes)
The scientific idea of \u200b\u200bTFK is to develop such a programmed (algorithmic) system of interaction between a teacher and a student, in which the achievement of the planned learning outcomes in the format of competencies (as a standard of complete assimilation of the studied educational material) becomes potentially possible for all students.
1. The main features of technology for the formation of competencies.
According to the main methodological requirements for pedagogical technologies, the technology for the formation of competencies meets the following criteria of manufacturability.
Conceptuality (reliance on a certain scientific concept).
Consistency (possession of the logic of the process, the interconnection of all its parts, integrity).
Efficiency (guarantee of achievement of the established training standard).
Reproducibility (the ability to reproduce with a guarantee of a sufficiently high level of its effectiveness).
Controllability (possibility of preliminary planning, design and diagnostics of the learning process).
2. The structure of technology for the formation of competencies.
The listed criteria of manufacturability determine the structure of the pedagogical technology for the formation of competencies, which includes three parts.
1) Conceptual framework. The development of technology for the formation of competencies was based on the ideas of the following pedagogical technologies: traditional (reproductive) technology of teaching; technology of developing education (LS Vygodsky, LV Zankov, DB Elkonin, VV Davydov, etc.); distance learning technology; the theory of the gradual formation of mental actions (P.Ya. Galperin, D.B. Elkonin, N.F. Talyzina, etc.); technology of complete assimilation (J. Carroll. B. Bloom); technology of guaranteed education (V.M. Monakhov).
3) Procedural part (technological process). It is characterized as a continuous process, designed, but not initially set completely, but formed and developed in the process of systematized, pre-designed (algorithmic) sequential actions of the teacher that guarantee the achievement of the planned learning outcomes. The procedural part (technological process) is a set of the following elements (Fig. 2): forms of organization of the educational process, teaching methods, teaching aids, diagnostics of the educational process, educational technologies.
3. The essence of technology for the formation of competencies.
A typical pedagogical technology is built according to the formula (Fig. 1).
TFK \u003d Goals + Tasks + Content + Account. Types + Methods + | Forms +
technology technology discipline control 1 training
(general and (rules (logic (types, (techniques, T (simple,
specific) org-tion and the corresponding form, means) \\ composite,
implementation of TFK) fields of science) methods) complex)
Figure 1. Formula of technology
The specified sequence of elements of the structure of pedagogical technology (Fig. 1) is the most typical for many technologies. But it should be noted that, depending on the goals and specifics of a particular technology, its elements can either be included in the structure of the technology to a greater or lesser extent, or be completely absent. ...
It should be noted that all the indicated elements of the technology for the formation of competencies (Fig. 3) should be considered in a certain relationship arising from their natural dependence on each other. So: the goals of technology determine the structure and logic of the content of the studied discipline; technology objectives determine the way to achieve its goal; goals and content - determine the methods and forms of training, the choice of educational technologies, types of control and organization of training.
Competence formation technology (TFK) is expressed by the following formula:
The standard of complete assimilation of the studied educational material *
TFK \u003d Objectives + technologies Objectives + technologies Content + uch. disciplines Types + control Methods + Forms + training
(general and specific) (rules for organizing and implementing TFK) (logic of the corresponding field of science) (types, forms, methods) (techniques, means) (simple, compound, complex)
formed
DISCIPLINARY COMPETENCE
Figure 2. Formula of technology for the formation of competencies
In other words, the organization and implementation of the technology for the formation of competencies is characterized by a special configuration of the elements of the structure of the FC technology in relation to each other, a certain way designed by the mechanism of their interaction, subject to rigid rules, the observance of which guarantees the achievement of the set goal (planned learning outcomes in the format of competencies). The technology for the formation of competencies, therefore, is faced with the task of formulating such rules for organizing and implementing the technology for forming competencies, which will become the basis for the mechanism of interaction between the elements of the structure of the TFK.
4. Rules for the organization and implementation of technology for the formation of competencies.
The structure of the technology for the formation of competencies as a whole, corresponding to the typical sequence of elements of the structure of pedagogical technologies (Fig. 2), has some features that significantly distinguish it from the currently existing pedagogical technologies (Fig. 2).
1. Conceptual basis of technology, which is based on the rules of organization and implementation of several pedagogical technologies.
2. The planned learning outcomes guaranteed by the technology of competence formation (in the format of competencies).
3. The standard of complete assimilation of the studied educational material (standard), which is, in fact, a control element of the structure of the technology for the formation of competencies, on the other hand, provides that very special configuration of the elements of the structure of the TFC in relation to each other
The planned learning outcomes guaranteed by the technology of competence formation (in the format of competencies)
As a rule, the goals and objectives of training are prescribed in the curriculum of disciplines. Objectives represent a broad general statement of the instructor's learning intent. Objectives are prescribed by the teacher in order to show the general content and focus of the program.
The objectives of the curriculum of the disciplines are, as a rule, the formulation of educational intentions, i.e. How is the goal of studying the program achieved.
Thus, the goal of the program shows the general content and focus of the program, while the goal of the program provides more and more specific information about what results the teacher of the program plans to achieve.
The advantage of prescribing learning outcomes is that they are clear statements of what the learner is expected to know, understand and / or be able to demonstrate upon completion of the learning process, and how they will demonstrate their achievement. Thus, learning outcomes are more accurate, easier to write, and much more palatable than tasks.
The learning outcomes approach forms the basis for developing a standard for complete assimilation of the learning material being studied. The standard is an element of the system for the formation of disciplinary competencies (tfc), which, in essence, does not violate the logic of the cognitive process, does not violate the structure of the process of assimilation of knowledge, and also, without “going against” the peculiarities of personality formation in the process of consistent assimilation of knowledge, the formation of skills, skills, abilities, assimilation of the experience of creative activity and the experience of emotional-value relations by organizing a programmed (algorithmized) process of interaction between a teacher and a student, which fits into the time frame of one lesson.
Formulations of knowledge and understanding of the learning material studied by the student, awareness of the possibility of demonstrating the achieved learning outcomes are described by "action verbs" or "unambiguous action verbs", according to other sources: verbs of action, quality, state.
A clear formulation of learning outcomes contributes, on the one hand, to the teacher's accurate understanding of the volume and form (and others) it is necessary to teach and evaluate the program material, and on the other hand, clarity for the student - what exactly he will study, what level of achievement he must achieve and how he must demonstrate his achievements.
Presentation of learning outcomes in the format of competencies
The multidimensionality of the concept of “competence” is a reflection of its very nature, which in itself allows the existence of several of its definitions. In this case, the criterion for the certainty of a concept is not its only definition, but the boundaries of that semantic, defining space for which it has been proven that this aspect of the concept makes sense in the context used. Therefore, we can say with confidence that the boundaries of the concept of competence are sufficiently definable.
In the technology of formation of competence, the concept of "competence" is considered as multidimensional (the interpretation of the concept of "competence" "A", "B", "C", according to the research of IA Zimnyaya). As a basis for constructing the TPA technology, the author (with some modifications) took the results of the analysis, according to the study of I.A. Zimnyaya, of three research directions.
the definition of the concept of "competence", the identification of the definition of the very concept of "competence" and the obvious possibility of differentiating the concepts of "competence" and "competence". Accordingly, according to the research of IA Zimnyaya: Competence "A" is the assigned content of education (ie, the same knowledge, skills and methods of their formation that were previously fixed by the teacher in the programs). Competence "B" - acts as the representation of the necessary human qualities (knowledge, skills) that ensure the effectiveness of the result of subsequent activity, ie. a tangible learning outcome that must be qualitatively and quantitatively assessed. Competence "B" is an internally hidden "mental phenomenon", it is an image of the result of an action, a program of action ... which is a prerequisite and basis for the formation of competence. Where "competence" is an actualized, integrative, knowledge-based, intellectually and socio-culturally determined personal quality, manifested in the activity, behavior of a person and his interaction with other people in the process of solving various problems.
According to the author of this article, the aspects of competence "A", "B", and "C" are components of one (single) concept - competence, which is formed, firstly, in the process of studying an academic discipline, and, secondly, in the process of the entire period of study at the university (Fig. 2), provided that the competence formation technology (TFC) is the basis of the competence formation process.
1 aspect. The pedagogical interpretation of competence itself.
In the interpretation of I.A. In winter, according to the first interpretation of the concept of "competence", competence is the set and subject of learning the content of learning.
"A given requirement (norm) for the educational training of a student" in the technology of competence formation (Fig. 3) is the content of the discipline. This is that pedagogically (didactically) adapted system of scientific knowledge, abilities, skills, methods of activity that the student must learn in the process of studying the discipline. But at the same time it should be noted that along with the content of the discipline, the student (albeit passively) also learns the ways of joint activity - the activities of the student and the teacher, aimed at achieving the established educational goals, i.e. indirectly through forms of teaching, teaching methods, educational technologies.
The standard of complete assimilation of the studied educational material
(methodological support of the content of the academic discipline)
EDUCATIONAL TECHNOLOGIES
Figure 3. Competence A
2 aspect. Psychological interpretation of competence.
In the interpretation of I.A. Winter psychological interpretation of competence (Fig. 4) is revealed as an important condition for the effectiveness of the result of activity.
Where efficiency is the ratio of the achieved level of mastering the standard to the maximum possible, pre-planned level of the standard of complete mastering of the studied educational material.
The result of the activity is what the student receives as a result of his educational activity.
ness. The result of the activity is always associated with the goal (corresponds / does not correspond)
Understanding this interpretation of the concept of competence is based on the most important problem of modern education - the formation of motivation for learning, in particular, the motivation for achievement-oriented activities (achievement motivation). Achievement motivation (as a striving for success (high results) in activity), manifested in active purposeful behavior, is an achievement activity, which is determined in situations where there is a task and a standard for its implementation.
The standard of complete assimilation of the studied educational material
(methodological support of the content of the academic discipline)
(logic of the relevant field of science) (types, forms, methods) (techniques, means) (simple, compound, complex)
ABOUT B R A Z O V A T E L T E N S
Figure 4. Competence B.
3 aspect. Linguistic and psychological interpretation of competence.
In the interpretation of I.A. Winter - the linguo-psychological interpretation of competence (based on N. Chomsky's position on linguistic competence) is interpreted as a kind of internal mental formation, a kind of action program (Fig. 5),.
This interpretation of competence originates from N. Chomsky's position on the "fundamental difference" between competence (the speaker's knowledge of his / her language) and the use (performance), i.e. real use of the language in specific situations. At the same time N. Chomsky emphasizes that "only in the idealized case ... the use is a direct reflection of competence." In reality, the use cannot directly reflect competence, which is associated with the opposition between knowledge of the language and proficiency in speech (language learner).
Therefore, if competence is an assimilated and mastered structured and didactically organized content, which is some kind of internal, mental education, an image of the content of knowledge, programs for its implementation, methods and algorithms of activity, then "use" is an actual motivated manifestation of competence as a hidden, potential in activities and behavior. Thus, we can say that the use reveals the psychological makeup of a person, his personality traits, and in our logic the use of perfomence is interpreted as competence. "
According to the linguistic and psychological interpretation of competence (as interpreted by I.A.Zimnyaya) within the TFK, competence (this fact requires further detailed additional research and refinement) is understood as simultaneously: firstly, the content of learning that is set and to be mastered, and secondly , as a condition for the effectiveness of the result of an activity, and, thirdly, as a program of action for the design, provision, implementation and motivation, under predetermined conditions, of a given and subject to mastering the content of training.
The content of learning mastered in this way and representing the “image of the content of knowledge, programs for their implementation, methods and algorithms of actions, actualized in activities and behavior, is the competence of the student, as a personality and intellectually determined, motivated manifestation of the competencies of the subject of educational
process ".
The educational environment of the university
The standard of complete assimilation of the studied educational material
(methodological support of the content of the academic discipline)
Objectives + technologies
Challenges + technologies
Types + controls
Forms + learning
(general and specific)
(rules of organization and implementation of TFK)
(the logic of the relevant field of science)
(techniques, means)
(simple, compound, complex)
EDUCATIONAL TECHNOLOGY AND
formed DISCIPLINARY COMPETENCE
The content of the academic discipline being mastered (the image of the content of knowledge, abilities, skills, experience, future knowledge; programs for their implementation; methods and algorithms of actions)
Figure 5. Competence B
This means that the linguo-psychological interpretation of competence goes beyond the curriculum of the discipline, and the formation and development of the declared competence to the level of the student's competence occurs already at the level of the educational environment of the university (Fig. 5).
Due to the fact that at this stage of development of higher professional education, the specificity of competence-based training is just beginning to form, it is not yet possible to measure and assess the competence of the student, since competence, formed on the basis and foundation of competence, is a complex, heterogeneous, diverse, multifaceted, personal education proper, approaches to the measurement and assessment of which have yet to be formulated in the future.
Now, according to the author, we can only talk about the correspondence of the level of the student's competencies declared to be formed in the FSES HPE and the ability of the university to provide a mechanism for their formation, a system for measuring and assessing the formation of established competencies at one level or another from those declared in the FSES HPE.
The formation of competencies based on technology, as, perhaps, one of the first, but quite realistic approaches to solving the issue of the transition to competence-based education, also determines a new understanding of the quality of education. The widespread system for assessing the quality of education that has developed over many years by the level of knowledge, skills, and abilities mastered by students in the learning process is complemented by the task of developing and implementing mechanisms for ensuring the quality of competence-based education.
The quality of education can and does depend on many factors, and in particular on the quality of the pedagogical activity of the educational institution in which the student receives education, on its educational and material base and scientific and methodological, organizational and administrative, financial and economic, technical and personnel support, professional ethics university. Therefore, we can say with confidence that (according to the linguo-psychological interpretation of competence) the competence being formed can only then be considered
be considered as a prerequisite and basis for the formation of competence (as a student's personal quality, manifested in activity), when the student is placed in the so-called "language environment", i.e. such a "scientific school of the university", passing through which, in it (the student) will be formed "integrative, knowledge-based and socio-culturally conditioned personal qualities, manifested in his activities and behavior, interaction with other people in the process of solving various problems in learning, life and future professional activity ”, in fact, competence. This means that such a "scientific school of the university", its professional educational environment should be formed now, thereby ensuring the guaranteed quality of education in the future, as the degree of compliance of the results of education with its stated goals.
Thus, the combination of the above (three) approaches to the interpretation of the concept of “competence” was the basis for the development of a formula, according to which the technology of forming competencies is built and implemented (Fig. 2). The technology makes it possible to form competencies (disciplinary competences) as a multi-aspect concept, as a system of its three essential foundations: pedagogical, psychological, linguistic
psychological, causing its manifestation in activity.
One of the features of the technology for the formation of competencies is the introduction of the concept of "disciplinary competence" (DC), i.e. this is the competence, the formation of which is aimed at studying a particular discipline of the educational program.
Disciplinary competencies, formulated in narrower, more specific terms of knowledge, skills, skill, experience, ability, allow:
Detail the requirements for the level of mastering the curriculum of the discipline (by topic, section, type of occupation);
To plan and rationally allocate the time required for the student to master the studied material;
Implement intra- and interdisciplinary communications, coordinate the content of the competencies being formed, avoid duplication of the studied material;
Determine the contribution of each discipline to the formation of general professional and general cultural competencies, i.e. contribution to the final learning outcomes;
To rank the importance of each discipline of the educational program and to more reasonably approach the definition of its labor intensity in credit units.
Disciplinary competencies are the result of detailing the competencies (professional and general cultural) defined in the Federal State Educational Standard of Higher Professional Education in the section Requirements for the results of mastering basic educational programs.
The organization of the educational process on the basis of the systemic formation of competencies (based on the technology of the formation of competencies) will allow, according to the author, to take the first real steps in the transition from theoretically grounded ideas of competence-based learning to their implementation in practice.
Thus, the task of the study, which was to develop an algorithmized mechanism of interaction between a teacher and a student, aimed at achieving the planned learning outcomes (in the format of competencies) by optimizing the educational process, i.e. the development of a mechanism for the formation of competencies in the process of studying an academic discipline is generally resolved.
The developed technology for the formation of competencies uses the mechanism for the formation of competencies (disciplinary competencies) within the curriculum of the discipline. And here
it seems possible to talk about how the formation of disciplinary competence in the process of studying an academic discipline occurs only after identifying the structure of disciplinary competencies. This allows us to answer the question: what is formed in detail in the process of studying the discipline?
The choice of means, forms and methods of forming the disciplinary competence itself will depend on what components the structure of disciplinary competencies is composed of, i.e. an answer was obtained to the question: how does the process of forming disciplinary competence take place? These questions and answers will be presented in the following articles of the cycle "Technology for the formation of competencies".
Bibliographic list:
1. Bogdanov I.V., Lazarev S.V., Anufrienko S.S., Chmykhova E.V., Usoltseva I.V., Kalinina N.V. Psychology and pedagogy // Methodical recommendations. [Electronic resource]. Access mode:
- (http://imp.rudn.ru/ffec/ psych-index.html - August 2010)
2. Bologna Process: Learning Outcomes and Competence-Based Approach (book - Appendix 1) / Under scientific. ed. Dr. ped. Sciences, Professor V.I. Baidenko - M .: Research Center for the Problems of the Quality of Training of Specialists, 2009. - 5З6 p.
3. Fry H., Ketteridge S., Marshall A. Handbook for Teaching and Learning in Higher Education. London: Kogan Page, 2000
4. Report on the project "Scientific and methodological support for the design of basic educational programs of higher professional education, implementing the new generation FSES HPE on the basis of a competency-based approach" of the analytical departmental target program (scientific supervisor of the project - Selezneva N.A., co-director - Borisova N.V. , project coordinator - Azarova R.N.), - M .: 2008
5. Zimnyaya I.A. Formation and assessment of the formation of social competencies among university students in the development of a new generation of OOP HPE: Educational module. For the advanced training program for university teachers in the field of OOP design, implementing the Federal State Educational Standard of Higher Professional Education. - M .: Research Center for the Problems of the Quality of Training of Specialists, 2010. - 42 p.
6. Klepko S.F. "Philosophy of education in the European context" - Poltava: POIPSO, 2006. -Z28 p. (Translated by Borova O.A.).
7. Khurum S.Kh. Formation of achievement motivation in adolescents / Bulletin of the Adyghe city
state University № З, 2008, registered on 01.12.2008 under the number 042080005З / 0111 in the Register of Electronic Scientific Publications. [Electronic resource]. Access mode: (http: // vashabnp. Info / _ld / 4 / 467_s.khurum2008_3.pdf) or
(http://db.inforeg.ru/eni/artUst.asp?j\u003d10&id\u003d0220611340&idfull\u003d0421000053).
8. Devisilov V.A. Journal of Higher Education Today, No. 9, 2008. - P. 18-22.
9. Verbitsky A.A., Larionova O.G. Personal and competence-based approaches in education. Integration problems. - M .: Logos, 2009 .-- ЗЗ6 p.
10. Sklyarenko A.N. Innovative technologies in teaching. Guidelines. // M .: Publishing house of the International Law Institute, 2011. - p. 225.
Key words: technology of formation of competencies, pedagogical technology, disciplinary competence, curriculum of disciplines.
Keywords: technology of formation of the competence, pedagogical technology, the disciplinary competence, the curriculum of disciplines.
Competence approach: implementation technologies
Deputy Director for SD Voitovich T.S.
The tasks of the modern system of general secondary education are due to the many changes taking place in all spheres of our society. The democratic educational paradigm orients the pedagogical community towards the development of the child's personality, the upbringing of a free and self-sufficient person who knows his rights and responsibilities, who knows how to make decisions, be responsible for their implementation and positively influence social processes. In this regard, the importance of the process of forming certain competencies in students that will allow them to be successful in life is of particular relevance.
Change of educational paradigm
Paradigm - the whole set of beliefs, values, technical means, etc., which is characteristic of the members of this scientific community.
« Paradigm Is the mental window (mentalwindow) through which the researcher examines the world "K. Bailey
Pedagogical paradigm Is a well-established, customary point of view, a certain standard, a model in solving educational and research problems.
"ZUN-paradigm of the result of education" includes a theoretical basis, definition of the nomenclature, hierarchy of knowledge, skills, skills, methods of their formation, control and assessment.
"Key competencies - a new paradigm of educational outcomes"
In contrast to the qualification approach, which is focused on the formation of a specialist's system of knowledge, skills and abilities to perform, as a rule, typical types of professional activity, the competence-based approach involves the formation of a teacher's social and professional competence (integrated educational result) , which contributes to a more effective solution of professional, social, personal problems in a rapidly developing society.
The crisis of the knowledge and educational paradigm
The reasons:
1. Changing the very phenomenon of knowledge and its relationship with social practice: the acquisition of information is becoming a priority sphere of human professional activity and a condition for the existence of any modern production in general, the rate of knowledge renewal is commensurate with the rate of restructuring of production production lines.
The reasons:
2. There is no need to overload the child's memory with truths "in reserve" , because there are repositories of information of a different nature. You just need to teach schoolchildren to use them.
Change of priorities
The priority of the independence and subjectivity of the individual requires strengthening the general cultural foundation of education, developing the ability to mobilize one's personal potential for solving various kinds of social, environmental and other tasks and a reasonable moral and expedient transformation of reality.
A specialist is in demand who does not expect instructions , but enters into life with an already established creative, design-constructive and spiritual-personal experience.
Factors that determine the importance of the competence-based approach:
Integration of Belarus into global processes that sharply increase the requirements for the competitiveness of national systems, including educational, in almost all areas;
Modernization of national education;
Changing lifestyles at all levels;
Strengthening the factor of dynamism of life and its uncertainty;
The crisis of the competence of modern people;
Change in attitudes towards the direction, goals and results of education, both in its individual parts and in general;
Expansion of the professional functions of the teacher and, accordingly, the requirements imposed on him by the state, society, family, school.
Social order
« developing society needs modern educated, moral, enterprising people who can independently make decisions of choice, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, and have a sense of responsibility for the fate of the country, for its socio-economic prosperity "
The development of a teacher's professional activity appears as a process of development of his personality. Personal development stimulates the transformation of professional activity, deepening of ideas about it. Transformation of professional activity, its qualitatively new level, in turn, leads to further personal growth of the teacher, i.e. there is a process of mutual influence and mutual enrichment.
Therefore, in modern conditions, a competitive resource for a teacher's activity is his personal and professional competence. As you know, the higher the teacher's competence, the more productive his activity will be with a small expenditure of personal, time, material resources.
Competence and competence
A. V. Khutorskoy
Competence - a set of interrelated personality traits (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes and necessary in order to efficiently and productively act in relation to them
Competence - possession, possession by a person of the appropriate competence, including his personal attitude towards her and the subject of activity
Competence and competence
activity approach
Competence - a form of combination of knowledge, skills and abilities that allows a person to set and achieve goals to transform the environment
Competence - the totality of a person's internal means that allow him to solve problems and solve problems in conditions of developing activities (in situations of uncertainty, when there is no clear regulatory prescription)
Professional competence - the level of professional skill of the teacher. You can master a specialty with varying degrees of skill, those at different qualification levels. But there is only one way to go to the heights of mastery: “from the bottom up”, from small to large, from inability to skill.
In the structure of professional competence of teachers, methodological and pedagogical competencies are distinguished.
Pedagogical competence includes the ability to plan a lesson, draw up a thematic plan using educational material, the ability to organize the educational process using effective modern methods, forms of work, to ensure interaction "teacher - student", "student - teacher".
Methodological competence - this is a free orientation of the teacher in modern concepts of teaching and upbringing, who is fluent in various education technologies, varies ready-made methods, complements them and makes his own adjustments to them.
Competence structure
Motivational aspect -willingness to the manifestation of competence.
Cognitive aspect - ownershipknowledge content of competence.
Behavioral aspect -experience demonstration of competence in a variety of standard and non-standard situations.
Axiological aspect -value-semantic relation to the content of competence and the object of its application.
Emotional-volitional regulation the process and result of the manifestation of competence.
The main signs of a teacher's competence are:
the availability of subject knowledge for effective activity, the teacher's understanding of the significance of this knowledge for practical activity;
a set of operational skills;
possession of algorithms (techniques, methods, methods) for solving professional problems;
the ability to be creative in teaching.
Elements of pedagogical competence:
special competence in the field of the taught subject;
methodological competence in the field of methods of forming knowledge, skills and abilities of students;
psychological and pedagogical competence in the field of motives, abilities, orientation of trainees;
reflection of pedagogical activity.
4 types of professional competence:
functional, characterized by the presence of a certain level of professional knowledge of the teacher and the ability to implement them;
intellectual, expressed in the teacher's ability to think analytically, predict, design, model various types of professional activity and its result, as well as implement an integrated approach to fulfilling their duties;
social, assuming the presence of communicative and integrative abilities;
situational, giving the opportunity to effectively act in accordance with the emerging situation.
The process of "cultivation" of professional competence largely depends on the level of its formation in the teacher: basic, private, specific. Taking into account these levels will contribute to the provision in practice of content and building a system in working with pedagogical personnel to form or develop their professional competence.
On basic level the teacher develops universal (key) competencies, which will be the basis for acquiring other competencies that are significant for him: social and personal, functional, legal, psychological and pedagogical, general cultural, organizational, communicative, etc.
Private level will be represented by those competencies, formation, which the school requires from the teacher: intellectual-pedagogical, methodological, analytical, situational, system-modeling, predictive, design, research, innovation, etc.
On specific level the teacher's individual competencies are developed: adaptive, experimental and research, reflexive, technological, subject, innovative, etc.
Education content
Basis of content education becomes not knowledge, butholistic competence .
It is impossible to teach a student to be competent.
He can become such only himself, having found and tested various models of behavior in a certain subject area, choosing from them those that are most consistent with his style, aspirations, aesthetic taste and moral orientations.
According toV.A. Bolotova, V.V. Serikova , nature of competence is such that it, being a product of learning, does not directly follow from it, but rather is a consequence of the self-development of the individual, his personal growth rather than technological, a consequence of self-organization and generalization of activity and personal experience.
Competence - this is a way of existence of knowledge, skills, education, contributing to personal self-realization, finding a place for students in the world, as a result of which education appears as highly motivated and, in the true sense, personality-oriented, ensuring the demand for personal potential, recognition of the personality by others and awareness of its very own significance.
Competence Thus, it appears as a complex synthesis of cognitive, subject-practical and personal experience.
Method , providing the formation of competence - project.
The result of competence training - material or ideal, socially and personally significant product created by the student himself.
Competence approach
Determination of a graduate who owns competencies, that is, what he can do, what method of activity he mastered, what he is ready for. The competence-based approach puts forward in the first place not the awareness of the student, butthe ability to solve problems that arise in the following situations :
1) in the knowledge and explanation of the phenomena of reality;
2) when mastering modern equipment and technology;
3) in the relationship of people, in ethical standards when assessing their own
actions;
4) in practical life when fulfilling the social roles of a citizen, family member, buyer, client, spectator, city dweller, voter;
5) in legal norms and administrative structures, in consumer and aesthetic assessments;
6) when choosing a profession and assessing their readiness to study in a vocational educational institution, when it is necessary to focus on the labor market;
7) if necessary, resolve their own problems: life self-determination, choice of style and way of life, ways of resolving conflicts.
Graduate model
Activity
National
Religious
The political
Civil
the breadth and depth of the formation of the picture of the physical, organic, social world
the breadth and depth of the "I" image
the formation of the value of self-development and self-realization as the main life values
maturity of value orientation
maturity of self-determination:
the subject of life has:
communicative culture
the ability to build your life strategy, to meaningful analysis, planning and reflection on your life
the ability of self-control (the ability to ensure the compliance of their actions and deeds with the accepted rules, plans, norms)
owns :
the full range of implemented activities
an arsenal of tools for the implementation of the implemented activities
Competence approach is a set of general principles for determining the goals of education, selecting the content of education, organizing the educational process and assessing educational results. These principles include the following:
The principles of the competence approach
The meaning of education is the development of students 'ability to independently solve problems in various spheres and types of activities based on the use of social experience, an element of which is the students' own experience.
Education content is a didactically adapted social experience in solving cognitive, ideological, moral, political and other problems.
The meaning of the organization of the educational process consists in creating conditions for the formation of students' experience of independent solution of cognitive, communicative, organizational, moral and other problems that make up the content of education.
Assessment of educational results is based on an analysis of the levels of education achieved by students at a certain stage of learning.
From the standpoint of the competence approach, the level of education is determined ability to solve problems of varying complexity based on existing knowledge.
From the standpoint of the competence-based approach, the main direct result of educational activity is the formation key competencies .
Competencies / Competence
When distinguishing concepts
Competencies - Latincompetentia means a range of issues in which a person is well aware, has knowledge and experience.
Activity Attribute
Competence is knowledge-based, intellectually and personally-determined social and professional human activity.
Human Attribute
Skills possession -
"know how"
(solution algorithm)
Possession of competence -
"I know that"
(decision making methods)
Key competencies
General educational and cognitive skills
A basic level of
High level
Ability to identify and formulate a cognitive problem
Formulation of the contradiction between the existing and the ideal situation underlying the cognitive problem
Analysis of the reasons for the existence of a cognitive problem, assessment of the problem as being solvable or not solvable for oneself, establishing the degree of its social relevance and personal significance for the student
Ability to formulate goals aimed at solving an established and formulated cognitive problem
Determination of goals that are complete in composition, allowing to resolve the established causes of the existing problem
Determination of a fan of possible, sometimes alternative directions for solving an established and formulated problem
Ability to determine the resources (temporary, logistical, informational, financial, etc.) necessary and sufficient to fulfill the intended goals to resolve a cognitive problem
Determination of resources complete in composition, allowing to fulfill the goals of resolving the existing cognitive problem
Determination of the degree of necessity and sufficiency, the possibility of procedural discreteness (intermediate results of current control) of attracting resources that ensure the fulfillment of goals to resolve the existing cognitive problem
Ability to identify sources of information necessary and sufficient to fulfill the intended goals for solving a cognitive problem
Determination of sources that are diverse in nature (written, oral, real objects or their models) and complete in composition, allowing to fulfill the goals of resolving the existing cognitive problem
Assessment of information sources from the point of view of importance and secondary importance, reliability and likelihood (hypotheticalness) for the fulfillment of the intended goals to resolve a cognitive problem
Ability to search for information necessary and sufficient to fulfill the intended goals to resolve a cognitive problem
Implementation of primary information processing, which leads to the creation of a secondary information source for students (notes, plan, synopsis, etc.), aimed at fulfilling the goal of resolving an existing cognitive problem
Establishing, as a result of information search, existing alternative approaches to resolving a cognitive problem and forming one's own point of view on this
Ability to formulate a solution to a cognitive problem
Generalization and argumentation of solutions, borrowed from various studied sources of information, allowing to solve the problem
Building a set of conclusions and arguments based on a critical analysis of existing different points of view, comparison of primary and secondary information, allowing to resolve a cognitive problem
Ability to evaluate the course and result of solving a cognitive problem
Determination of difficulties and situations of success in implementing a solution to a cognitive problem
Determination of the causes of difficulties and situations of success in the implementation of the solution to the problem, the establishment of a fan of prospects for the further development of the solution to this problem
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english language in Moscow
Ledovsky Andrey Nikolaevich
Design technology for key and subject competencies
Relevance of the problem . Recently, the idea has been increasingly expressed that a student should not receive education at all, but achieve a certain level of competence in the ways of life in human society in order to justify the social expectations of our state about the formation of a new employee who has the need to creatively solve complex professional problems. The Concept for the Modernization of Russian Education and the National Educational Initiative “Our New School” designates the transition to new educational standards as priorities, which, in turn, imply, instead of a simple transfer of knowledge, skills and abilities from teacher to student, the development of the student's ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, work with different sources of information, evaluate them and, on this basis, formulate their own opinion, judgment, assessment. One of the conditions for solving modern educational problems is the formation of key educational competencies of students. Mathematics plays an important role in this.
A school mathematics teacher is faced with the problem of the need to use such models of teaching a subject that will allow a school graduate to receive a system of knowledge that meets modern Russian and international requirements. To date, technologies for transforming knowledge, skills and abilities, problem-based, programmed, multi-level, adaptive, modular education, have been developed and are used in educational practice.
In science, the term "competence" today does not have a strict definition. Most modern scientists understand competencies as a complex of generalized methods of action that ensures the productive performance of activities, the ability of a person to realize his competence in practice. Competencies a wide range of uses, with a certain versatility, are called key... The formation of key competencies occurs in the subject in the process of conscious activity.
In determining the composition of key competencies, the classification of key educational competencies by A.V. Khutorsky.
Khutorskiy A.V. the following key educational competencies are distinguished: Value-semantic competence, general cultural competence, educational
cognitive competence, information competence, communicative competence, social and labor competence, competence of personal self-improvement.
When forming value-semantic competence
When conducting the lesson, I strive to ensure that the student clearly understands what and how he is studying today, in the next lesson, and how he can use the knowledge gained in his future life.
Before studying a new topic, I tell the students about it, and the students formulate questions on this topic that begin with the words: “why”, “why”, “how”, “what”, “what”, then together with the students the most interesting, while striving to ensure that not one of the questions remains unanswered. If the schedule of the lesson does not allow answering all the questions, the students are encouraged to reflect on the questions at home and subsequently, in the classroom or after school hours, we will definitely return to them. This technique allows students to understand not only the purpose of studying this topic as a whole, but also to comprehend the place of the lesson in the system of lessons, and, consequently, the place of the material of this lesson in the whole topic.
Sometimes I let the students study a paragraph of the textbook on their own and write a short synopsis of that paragraph as homework. The task for the students is to determine the main thing in the paragraph, write out new properties, establish which of the previously studied properties they rely on. ... As a result, students not only understand the material being studied more deeply, but also learn to choose the main thing, justify its importance not only for others, but, most importantly, for yourself.
I use test constructs containing problems with missing units of measurement; test constructs containing tasks with redundant data.
I involve students in subject Olympiads, which include non-standard tasks that require the student to use subject logic, and not material from the school course.
I offer students tasks that are encountered in a specific professional environment. Some of the tasks of this kind require not only knowledge of mathematics and arithmetic, but also practical ingenuity, the ability to navigate in a specific situation.
In the formation of general cultural competence
Many teachers know that students who confidently use a certain skill in one subject will not always be able to apply it in another discipline. To overcome this barrier, special work is needed, in which the teacher helps the child to clarify the task, to highlight the subject component, to show the use of known methods in a new situation, new designations.
The following ways of solving this problem are possible:
To form competent, logically correct speech, oral mathematical dictations are used, including tasks for correct pronunciation and the use of names of numbers, mathematical terms, etc.;
During oral work, always monitor the literacy of the students' speech and ask the students themselves, if a mistake is made in oral speech, then I ask the students to point out it first, and only if they find it difficult to do this, I provide assistance;
I propose to students to solve a problem in the condition of which units of measurement may be deliberately omitted;
I use tasks with a hidden informative part;
I use tasks with informational and cognitive orientation;
I use historical material in preparation for lessons;
I practice to ask for homework the compilation of word problems according to an equation, a diagram. The analysis of the compiled problems occurs in the lesson by the students using the words: compared to ..., as opposed to ..., suppose, probably, in my opinion ..., it has to do with ..., I conclude ... I do not agree with ..., I prefer ... , my task is ...
In the formation of educational and cognitive competence
This type of competence develops especially effectively when solving non-standard, entertaining, historical problems, as well as with a problematic way of presenting a new topic, conducting mini-research based on the study of material.
Creation of problem situations, the essence of which is reduced to the upbringing and development of the creative abilities of students, to teaching them a system of active mental actions. This activity is manifested in the fact that the student, analyzing, comparing, synthesizing, generalizing, concretizing factual material, himself receives new information from it. When acquainting students with new mathematical concepts, when defining new concepts, knowledge is not communicated in a finished form. The teacher encourages students to compare, contrast and contrast facts, as a result of which a search situation arises.
When forming this type of competence, test constructions with an informational and cognitive focus, test constructions compiled by students, test constructions containing tasks with unnecessary data are used.
When developing information competence
To develop this type of competence, he uses the following techniques:
When learning new terms, students, using an explanatory dictionary, give various definitions of a mathematical concept, for example: in mathematics, a module is ..., in construction, a module is ..., in astronautics, a module is ... and so on.
Preparing your own presentations, using material from various sources, including the Internet
School mathematics textbooks offer tasks with mostly textual content. Therefore, in preparation for the lesson, I use tasks from other sources, in which data is presented in the form of tables, charts, graphs, sounds, video sources, etc.
Uses test constructions with informational and cognitive orientation, test constructions containing problems with missing units of measurement of quantities, test constructions containing tasks with unnecessary data;
Provides students with the opportunity to compose all kinds of test constructs themselves;
Use of applied tasks. As a result, students not only develop information competence, but also accumulate life experience. Thanks to such tasks, students see that mathematics finds application in any field of activity.
In the formation of communicative competence
The following methods and techniques are used to develop this competence:
Solving problems, examples with commentary, oral solution of tasks, with a detailed explanation;
Oral review of homework answers by students;
Use of mathematical sophisms in the classroom;
Use of test constructs of free presentation of the answer and oral test constructions;
Use of work in groups, for example: tell the neighbor on the desk the rule, the definition, listen to the answer, discuss the correct definition in the group;
Delivery of various oral tests.
In the formation of social and labor competence
The following techniques contribute to the best development of this competence:
Control works of various kinds, for example, using electronic test structures;
Verbal Counting Improvement Tests
(oral test constructs);
Tasks of a social and labor nature;
Conducting various studies;
Writing tests by the students themselves.
When forming the competence of personal self-improvement
In order to form this competence, such an activity is used in mathematics lessons as solving problems with "extra data".
In order to develop this type of competence, the teacher uses tasks for the development of self-control skills. One of the methods of developing self-control is to check the solution of mathematical exercises. Verification of the decision requires perseverance and certain volitional efforts. As a result, students are taught the most valuable qualities - independence and decisiveness in actions, a sense of responsibility for them.
In order to develop this type of competence, he applies the solution of the problem in various ways.
In order to form this competence, students are invited to compose a test themselves, finding options for erroneous and correct answers.
LIST OF REFERENCES
Zimnyaya I. A. Key competencies - a new paradigm of the result of modern education [Electronic resource] / I. A. Zimnyaya // Internet magazine "Eidos". - [Access mode: http://www.eidos.ru/journal/]
Dakhin, A. Competences and competence: how many of them a Russian schoolchild has [Text] / A. Dakhin // Public education. - 2004. - No. 4. - S. 136-144.
Ivanova T. V. Competence-based approach to the development of standards for an 11-year school: analysis, problems, conclusions [Text] / T. V. Ivanova //
Lebedev OE Competence approach in education [Text] / OE Lebedev // School technologies. - 2004. - No. 5. - P. 3.
Strategy for modernization of the content of general education [Text]: materials for the development of documents for the renewal of general education. - M .: Ministry of Education, 2001 .-- 72 p.
Fishman I.S. Key competencies as a result of education [Electronic resource] / IS Fishman. - [Access mode: http://www.conf.univers.krasu.ru/conf_9/docl_s.html].
Khutorskoy A.V. Key competencies and educational standards [Electronic resource] / A. V. Khutorskoy // Internet magazine "Eidos". - 2002 .-- April 23. - [Access mode: http://www.eidos.ru/journal/2002/0423.htm].
Khutorskoy A. Key competencies as a component of the personality-oriented paradigm [Text] / A. V. Khutorskoy // Public education. - 2003. - No. 2. - P. 58–64.
Khutorskoy A.V. Key competencies. Construction technology [Text] / A. V. Khutorskoy // Public education. - 2003. - No. - 5. - S. 55-61.
Khutorskoy, A. V. Technology of design of key and subject competences [Electronic resource] / A. V. Khutorskoy // Eidos: Internet-journal. - 2005. - Art. 1212. - Access mode:.
After working through and reviewing the scientific and methodological literature, I chose a methodological topic for work in the mode ED "Formation and development of basic competencies of students in mathematics lessons "
The personality is formed in a team, in practical activities, in interaction with other people and that the educational team itself is created in such interaction.
The developmental reserves of mathematics as a means of forming the basic competencies of students are most fully disclosed if:
a) the student becomes not an object, but a subject of educational activity;
b) students independently put forward educational goals that are meaningful to them, and the situations of success created in the classroom help them achieve the goals set.
c) students perform educational tasks that have a clear, personal meaning;
d) in the classroom, equal communicative interaction with the teacher is carried out;
e) creative learning tasks simulate various aspects of human activity.
Technologies for the formation of basic competencies of students in mathematics lessons in a secondary school.
In my professional activity, for the formation of basic competencies in mathematics lessons, I use various problem-search and creative-reproducing teaching technologies. They encourage students to independently acquire knowledge, intensify their cognitive activity, develop thinking, form practical skills and abilities, and foster an interest in the subject in schoolchildren. Only the combination of the technologies used, aimed at the formation of basic competencies, gives a full-fledged result, since each of them solves its own set of methodological and didactic tasks.
I use math games in my math lessons.
Game technology
A person is formed in activity, the more diverse it is, the more versatile his personality. Play is a way for a child to learn the very abilities. In no other activity does the child show so much perseverance, purposefulness, and tirelessness. The game reinforces useful skills and habits in children. Here the child feels to some extent independent. For this reason alone, he makes high demands on himself, those demands that adults make on him in non-play activities.
“What a child is like in play, so in many ways he will be in work when he grows up. Therefore, the upbringing of the future doer takes place primarily in the game. And the whole history of an individual as a doer and worker can be represented in the development of the game and in its gradual transition into work ... " Makarenko, an outstanding teacher. In mathematics lessons, the game acquires special significance, as Ya.I. Perelman, not so much for the friends of mathematics, so much for its "enemies", whom it is important not to be forced, but to inspire learning. The purpose of didactic games is the development of cognitive processes in schoolchildren (perception, attention, memory, observation, intelligence, etc.). However, they cannot become a source of systematic and accurate knowledge. Didactic games work well with other forms of learning.
Types of games used in the lessons .
By the number of participants : individual, pair, group, classroom.
For educational tasks: games that study new material, form skills and abilities, games of generalizing repetition and control of knowledge.
Type : these are cognitive, role-playing, business, complex games.
By the form of holding : games - auctions, defense, competitions for the best quality, speed, quantity, travel through stations with alternating game situations, imitation of events, press conference, games - dramatization, dramatization, search for solutions to problems, games - research, discoveries.
Basic techniques for implementing gaming technology :
a didactic goal is set for students in the form of a game task;
educational activity is subject to the rules of the game;
educational material is used as a means of play;
an element of competition is introduced into educational activities, which translates a didactic task into a game one;
the success of the didactic task is associated with the game result.
Structural components of a didactic game :
1) Game design - the first structural component of the game - is expressed, as a rule, in the name of the game. It is embedded in the didactic task that must be solved in the educational process. Game intent often appears as a question, as it were, projecting the course of the game, or as a riddle. In any case, he will come to the game of a cognitive nature, makes certain requirements for the participants in the game with respect to knowledge.
2) rules - determine the order of actions and behavior of students during the game, contribute to the creation of a working environment in the lesson. Therefore, the rules of didactic games should be developed taking into account the purpose of the lesson and the individual capabilities of students. This creates the conditions for the manifestation of independence, perseverance, mental activity, for the possibility of each student's feeling of satisfaction and success. In addition, the rules educate the ability to manage their behavior, obey the requirements of the team.
3) Game actions are regulated by the rules of the game, contribute to the cognitive activity of students, give them the opportunity to show their abilities, apply existing knowledge, skills and abilities to achieve the goals of the game. Very often game actions are preceded by a verbal solution of the problem.
4) Cognitive content is the assimilation of the knowledge and skills that are used in solving the educational problem posed by the game.
5) Equipment didactic game largely includes lesson equipment. These are technical teaching aids, tables, models, didactic handouts, prizes for the winners.
6) Result is the finale of the game, gives the game completeness. It acts primarily in the form of solving the set educational problem and gives students moral and mental satisfaction. For a teacher, the result of the game is always an indicator of the level of development of the basic competencies of students.
All structural elements of didactic play are interconnected, and the absence of the main ones destroys the game. Without a game concept and game actions, without rules organizing the game, a didactic game is either impossible, or loses its specific form, turns into the execution of instructions, exercises. Therefore, when preparing for a lesson containing a didactic game, it is necessary to draw up a brief description of the course of the game (scenario), indicate the time frame of the game, take into account the level of knowledge and age characteristics of students, and implement intersubject connections.
Value of didactic games is that in the process of playing children to a large extent independently acquire new knowledge, actively help each other in this.
The teacher himself must, to a certain extent, be included in the game, otherwise his leadership and influence will not be natural enough. The ability to get involved in the game is also one of the indicators of pedagogical skill.
Questions of methods of organizing didactic games in mathematics lessons :
1.Purpose of the game ... What skills and abilities in the field of mathematics will schoolchildren master in the course of the game? What part of the game should you pay special attention to? What other educational goals are pursued during the game?
2. The number of players. Each game requires a specific or maximum number of players. This has to be taken into account when organizing games.
3. What kinddidactic materials and manuals are needed for the game?
4. How to introduce children with the least amount of timerules of the game ?
5. Whattime should the game be timed? Will it be entertaining, exciting? Will the students want to return to it again?
6 .How to provideparticipation of all schoolchildren in the game?
7. How to organizeobservation after the children to find out if everyone is involved in the work?
8. What kindchanges can be brought into play to increase children's interest and activity?
9. What kindconclusions should the students be informed in conclusion, after the game (the best moments of the game, shortcomings in the game, the result of the assimilation of mathematical knowledge, assessment of the game by individual students, comments on violation of discipline, etc.)?
The expediency of using didactic games and game moments at different stages of the lesson is different. Game forms of classes are often used when checking the results of the formation of basic competencies of students.
Application of ICT technologies.
Lesson is the main form of educational activity of schoolchildren. IT - technologies make it interesting and colorful, dynamic and information rich. With their help, control and assessment of basic competencies is more efficiently carried out.
Types of lessons using IT technologies.
The computer is used only in preparation for the lesson or for analyzing it.
The computer is used at all stages of the lesson.
The computer is used by students to solve applied problems.
Stages of lessons using IT - technologies.
Preparation for the lesson. At this stage, the computer is used as a universal source of information. Its capabilities help to create didactic materials, presentations.
Conducting a lesson. In mathematics lessons, a computer is a way of diagnosing the basic competencies of students, a teaching tool, a source of information, a training device, or a means of monitoring and assessing the quality of teaching. It can be connected at any stage of the lesson, to the solution of many didactic problems, both collectively and individually.
Lesson analysis. This stage is the stage of diagnosing the level of formation of basic competencies of students, in order to plan the content and technologies of the following lessons.
Schoolchildren actively use the possibilities of IT - technologies to prepare for the Unified State Exam and the OGE. With their help, they perform diagnostic and training work, having the opportunity to immediately check themselves and get an assessment of the formation of basic competencies.
Pedagogical conditions for the successful implementation of active forms of education technologies.
For the successful formation of the basic competencies of students, it is necessary to create conditions:
–for the development and self-realization of students;
–for the assimilation of productive knowledge, skills;
–to develop the need to replenish their knowledge throughout life.
The formation of the basic competencies of schoolchildren is a complex and multifaceted process in which an important role belongs to pedagogical conditions (a set of measures aimed at step-by-step modeling and effective functioning of the process of forming basic competencies).
The complex of pedagogical conditions for the effective formation of basic competencies of students includes:
a) the organization of training, taking into account creative activities that stimulate the process of studying mathematics;
b) creating a situation of success in the classroom, relying on the help and control of the teacher;
c) organization of the lesson taking into account the collective and communicative activities of students.
The effectiveness of work on the formation of basic competencies of students .
Any activity is interesting not only by the process of implementation, but also by its result, therefore it is important to understand how effective the work on developing the basic competencies of students is. It is necessary to investigate the effectiveness of work in this direction.
Work plan in experiment mode (approximate)
Result presentation form
Timing responsible
Review of scientific and methodological literature on the topic "Formation and development of basic competencies among students in mathematics lessons"
Explanatory note, work plan
September October
Formation of creative groups of students, writing a clip script for an open lesson
November December
Participation in the thematic teachers' council "Pedagogical competence of a teacher as a factor in obtaining a new quality of education and professional growth of a teacher"
According to the OU plan
Week of the natural and mathematical cycle
Classroom performance.
Presentation of student work "Numbers rule the world"
Collecting material and creating a presentation for an open lesson on the topic: “Interest. Solving problems. The problem "Live or smoke?"
Presentation,
lesson outline
December - January
Open lesson on the topic: “Interest. Solving problems. The problem "Live or smoke?"
Participation in the school scientific and practical conference:
"Research activities of students as a means of improving the quality of education"
Presentation on ED, lesson materials and student design work
According to the OU plan
School exhibition of innovations: "From the creativity of the teacher to the creativity of the student"
Lesson materials and student design work
Preparation of reporting materials
April May
Final pedagogical advice
Publication of materials of open lessons on a personal website
certificate
In tech. of the year
A long time ago, a Master lived in an ancient city surrounded by disciples. The most capable of them once thought: "Is there a question that our Master could not answer?" He went to a flowering meadow, caught the most beautiful butterfly and hid it between his palms. The butterfly clung to his hands with its paws, and the student was tickled. Smiling, he approached the Master and asked:
- Tell me, what kind of butterfly is in my hands: alive or dead? He firmly held the butterfly in his closed palms and was ready to squeeze them at any moment for the sake of his truth. Without looking at the hands of the disciple, the Master replied: -
Everything in yours hands .
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Founder and publisher of the magazine: Center for Distance Education "Eidos".
Editor in Chief: doct. ped. Sciences, prof., Corresponding Member of RAO Khutorskoy A.
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