A competency-based approach in education is the most important thing. Competence approach in pedagogy

Walls

02.12.202027.05.2017

Completed: 4th year student of group 402 KP Lyubimtseva A.I.

Checked by: Chumakov V.I.

Volgograd 2013

Introduction. 3

Competence-based approach: essence, principles, views, key competencies. 4

Competence-based approach in the education system. 8

Literature. 14

Introduction

The concept of "competence-based approach" became widespread at the beginning of the 21st century in connection with discussions about the problems and ways of modernizing Russian education. The competence-based approach presupposes not assimilation by the student of knowledge and skills separate from each other, but mastering them in a complex. In this regard, the system of teaching methods is defined differently. The selection and design of teaching methods is based on the structure of the relevant competencies and the functions they perform in education.

The modernization of education towards a competency-based approach proceeds from changes in society that affect the situation in the field of education - the acceleration of the pace of development of society. As a result, the school must prepare its students for a life that the school itself knows little about. “Children who entered first grade in 2004 will continue to work until about 2060. It is difficult to imagine what the world will be like in the middle of the 21st century not only for school teachers, but also for futurists. " Therefore, the school must prepare its students for change, developing in them such qualities as mobility, dynamism, constructiveness.

Another change in society, which also significantly affects the nature of social requirements for the education system, including school, is the development of informatization processes. One of the consequences of the development of these processes is the creation of conditions for unlimited access to information, which, in turn, leads to the complete loss of the school's position as a monopolist in the field of general education knowledge.

Competence approach: essence, principles, views, key competencies

The competence-based 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 meaning of education is to develop students 'ability to independently solve problems in various spheres and types of activity based on the use of social experience, an element of which is the students' own experience.

The meaning of the organization of the educational process is to create conditions for the formation of students' experience of independent solutions to 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.

The analysis of research has revealed different views on the competence approach. So, E. Ya. Kogan believes that this is a fundamentally new approach, which requires a revision of the attitude towards the position of the teacher, towards teaching students; this approach should lead to global changes from changing consciousness to changing the methodological base. A.G. Bermus emphasizes that the competence-based approach is seen as a modern correlate of many more traditional approaches (culturological, scientific and educational, didactocentric, functional and communicative, etc.); the competence-based approach, as applied to the Russian theory and practice of education, does not form its own concept and logic, but presupposes the support or borrowing of the conceptual and methodological apparatus from the already established scientific disciplines (including linguistics, jurisprudence, sociology, etc.).

The competence-based approach, according to O. E. Lebedev, is a set of general principles for determining the goals of education, selecting the content of education, organizing the educational process and evaluating educational results. These principles include the following:

· The meaning of education is to develop students 'ability to independently solve problems in various spheres and types of activity based on the use of social experience, an element of which is the students' own experience;

· The meaning of the organization of the educational process is to create conditions for the formation of students' experience of independent solutions to cognitive, communicative, organizational, moral and other problems that make up the content of education;

· The assessment of educational results is based on an analysis of the levels of education achieved by students at a certain stage of learning.

The competence-based approach is not equated with a knowledge-based component, but presupposes a holistic experience in solving life problems, performing professional and key functions, social roles, and competencies.

Within the competence-based approach, two basic concepts are distinguished: competence (a set of interrelated personality traits set in relation to a certain range of objects and processes) and competence (possession, possession of a person of the appropriate competence, including his personal attitude towards her and the subject of activity).

To the essential characteristics of competence researchers (L.P. Alekseeva, L.D.Davydov, N.V. Kuzmina, A.K. Markova, L.M. Mitina, L.A. Petrovskaya, N.S. Shablygina, etc. ) include the following:

· Competence expresses the meaning of the traditional triad of “knowledge, abilities, skills” and serves as a link between its components; competence in a broad sense can be defined as in-depth knowledge of a subject or mastered skill;

· Competence presupposes constant updating of knowledge, possession of new information for the successful solution of professional tasks at this time and in the given conditions;

· Competence includes both content (knowledge) and procedural (skill) components.

I.A.Zimnyaya identified three groups of key 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; the values \u200b\u200bof culture (painting, literature, art, music), science; production; history of civilizations, own country; religion;

Integration competencies: structuring knowledge, situationally adequate updating of knowledge, expanding the increment of 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);

Self-improvement, self-regulation, self-development, personal and
subject reflection; 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 the social interaction of a person and the social sphere:

Competencies of social interaction: 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 acceptance 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. Competences related to human activities:
- the 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 different types of activities;

Information technology competencies: receiving, processing, issuing information; transformation of information (reading, note-taking), mass media, multimedia technologies, computer literacy; possession of electronic, Internet technology.

Competence approach to teaching.

I.K. Kravchuk, service labor teacher

GUO "Secondary School No. 9 of Pinsk".

Theme The essence of the competence-based approach in teaching

“The student will forgive his teachers and severity,

and dryness, and even pickiness,

but they will not forgive poor knowledge of the matter.

Most of all they value skill in the teacher,

qualifications, golden hands,

deep knowledge of the subject, clear thought. "

A.S. Makarenko

We are considering this issue in the light of solving state educational tasks and fulfilling the social order of society.

The new formulation of the social order requires new approaches to assessing the quality of education.

In the speech of the President of the Republic of Belarus when addressing the annual Address to the Belarusian people and the National Assembly, it was noted: “Competence, initiative, independence and, most importantly, social responsibility for the future of the country - these are the qualities that need to be formed in young citizens” .

In the era of the Internet and electronic means of storing information, formal knowledge of a person ceases to be a significant capital. The modern information society is forming a new system of values \u200b\u200bin which the possession of knowledge, skills and abilities is a necessary, but far from sufficient, result of education.

A person is required to be able to navigate information flows, master new technologies, self-study, search for and use missing knowledge, possess such qualities as universality of thinking, dynamism, and mobility.

From the Code of the Republic of Belarus on Education:

education - training and upbringing in the interests of the individual, societyand states aimed at assimilating knowledge, abilities, skills, the formation of a harmonious, diversified personality of the student

the goals of education are the formation of knowledge, abilities, skills and the intellectual, moral, creative and physical development of the student's personality

quality of education - compliance of education with the requirements of the educational standard, educational and program documentation of the corresponding educational program

training is a purposeful process of organizing and stimulating the educational activities of students to master their knowledge, skills and abilities, to develop their creative abilities;

The challenges of the information society, the globalization of educational processes, the growing importance of special educational needs of students, etc. require updating the content of training of pedagogical personnel, strengthening its practical orientation, continuity and continuity. The transition of general secondary education to the implementation of the competence-based approach necessitates the appropriate training of teachers.

This issue, of course, cannot be considered at one meeting, so today we will focus only on some key competencies.

Keywords : competence, competence, competence-based approach, educational competence, subject competence, teacher, teaching, upbringing, student, educational process, lesson, etc.

Analyzing the psychological and pedagogical literature on the topic, it must be admitted that, despite the rather frequent use of the categories in question in pedagogical practice, at the moment there is no unambiguous interpretation of the concepts of “competence” and “competence”. In addition, the opinions of scientists differ regarding the ratio of these categories, their classification and types. For example, according to the Merriam-Webster Dictionary, the term “competence” was first mentioned in 1605. At the same time, I. A. Zimnyaya believes that the concept of competence is associated with the name of Aristotle, who studied "the possibilities of a person's state, denoted by the Greek" atere "-" a force that developed and improved to such an extent that it became a characteristic feature of the personality ", etc. .d.

And yet, most authors tend to considercompetence an abstract set of knowledge, abilities, skills, personal qualities, experience in a certain field of activity, associated with the qualitative development of the content of education.

In other words, from the standpoint of the competence approach,competence there is a goal of education.

Competence - generalized personality abilities, the result of education. The same understanding of terms is reflected in the Dictionary of Foreign Words:competence - a range of issues in which a person has knowledge and experience;competence - possession of competence.

Can be characterized conceptcompetence as a generalized ability of a student to solve life and subsequently professional tasks, as a "quality of possession", the ability of a person to take active, responsible, life action based on value self-determination, the ability to actively interact with the world, to understand and change oneself and the world during interaction. This is awareness, the presence of a person with the necessary knowledge and abilities that allow him to analyze, draw conclusions and make active decisions, rationally and effectively to act on their implementation. This concept is related to the long-standing concept of readiness, and it can be said thatcompetence Is a very high level of readiness to carry out any activity.

Competence approach is a set of general principles for determining the goals of education, selecting the content of education, organizing the educational process and evaluating educational results.

The whole point of education is to develop students 'ability to independently solve problems in different types and fields of activity, using social experience, which includes the students' own experience. The content of education is a didactically adapted social experience of solving worldview, cognitive, political, moral and other problems. The meaning of organizing the learning process is to create the necessary conditions for the formation of students' experience necessary for the independent solution of communicative, cognitive, moral, organizational and other problems that make up the content of education. When assessing educational results, an analysis of the levels of education achieved by students at a certain stage of learning is needed

Hence, competence approach puts forward in the first place not the student's awareness, but the ability to solve problems that arise in the following situations:

in the knowledge and explanation of the phenomena of reality;

when mastering modern technology and technology;

in relationships between people, in ethical norms, in assessing their own actions;

in practical life when fulfilling the social roles of a citizen;

in legal norms and administrative structures, in consumer and aesthetic evaluations;

if necessary, resolve problems when resolving conflicts.

Formation of competencies occurs by means of educational content. As a result, the student develops abilities and becomes able to solve real problems in everyday life - from everyday problems to production and social problems.

Concept introductioneducational competencies into the normative and practical component of education allows solving a problem typical for a school, when students can master a set of theoretical knowledge well, but experience significant difficulties in activities requiring the use of this knowledge to solve specific problems or problem situations.Educational competence presupposes the mastery by the student not of knowledge and skills separate from each other, but the mastery of a complex procedure, in which for each selected direction there is a corresponding set of educational components that have a personality-activity character.

General educational competencies do not apply to all activities in which a person participates, but only to those that cover the main educational areas and academic subjects. Such competencies reflect the subject-activity component of general education and are designed to ensure the comprehensive achievement of its goals.

Educational competencies are conditioned by the personal-activity approach to education, since they relate exclusively to the student's personality and are manifested, and also verified only in the process of performing a set of actions in a certain way.

Educational competence Is a set of semantic orientations, knowledge, abilities, skills and experience of the student's activity in relation to a certain range of objects of reality, necessary for the implementation of personally and socially significant productive activity.
Having defined the concepteducational competencies , you should find out their hierarchy. In accordance with the division of the content of education into general metasubject (for all subjects), interdisciplinary (for a cycle of subjects or educational areas) and subject (for each academic subject), one can

highlight a three-level hierarchy of competencies:
1) key competencies - refer to the general (meta-subject) content of education;
2) general subject competences - relate to a certain range of academic subjects and educational areas;
3) subject competences - specific in relation to the two previous levels of competence, which have a specific description and the possibility of formation within the framework of academic subjects.
Thus, key educational competencies are concretized at the level of educational areas and academic subjects for each stage of study.
List of key educational competencies is determined on the basis of the main goals of general education, the structural presentation of social experience and the experience of the individual, as well as the main types of student activities that allow him to master social experience, gain life skills and practical activities in modern society.

Key competencies

1. Value-semantic competences. These are competencies related to the value orientations of the student, his ability to see and understand the world around him, to navigate in it, to be aware of his role and purpose, to be able to choose target and semantic settings 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 and the program of his life in general depend on them.

2. General cultural competences. Knowledge and experience of activities in the field of national and common human culture; spiritual and moral foundations of the life of man and mankind, individual peoples; culturological foundations of family, social, social phenomena and traditions; the role of science and religion in human life; competence in the household and cultural and leisure spheres, for example, possession of effective ways of organizing free time. This also includes the student's experience of mastering the picture of the world, expanding to a cultural and universal understanding of the world.

3. Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity. This includes ways of organizing goal setting, planning, analysis, reflection, self-assessment. In relation to the studied objects, the student masters creative skills: obtaining knowledge directly from the surrounding reality, mastering the techniques of educational and cognitive problems, actions in non-standard situations. Within the framework of these competencies, the requirements of functional literacy are determined: the ability to distinguish facts from speculation, possession of measuring skills, the use of probabilistic, statistical and other methods of cognition.

4. Information competencies ... Skills of action in relation to information in academic subjects and educational areas, as well as in the world around. Possession of modern media (TV, tape recorder, telephone, fax, computer, printer, modem, copier, etc.) and information technology (audio-video recording, e-mail, media, Internet). Search, analysis and selection of the necessary information, its transformation, storage and transmission.

5. Communication competencies. Knowledge of languages, ways of interacting with surrounding and distant events and people; skills of work in a group, team, possession of various social roles. A student must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, lead 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 the student of each stage of education within each studied subject or educational area.

6. Social and labor competencies. Acting as a citizen, observer, voter, representative, consumer, buyer, client, manufacturer, family member. Rights and obligations in matters of economics and law, in the field of professional self-determination. These competencies include, for example, the ability to analyze the situation on the labor market, act in accordance with personal and social benefit, and master the ethics of labor and civil relations.

7. Personal self-improvement competencies aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The student masters the methods of activity in his own interests and opportunities, which are 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, internal ecological culture, and ways of safe life.

In the training systemteacher carries out the process of upbringing and education of the emerging personality. Ultimately, we can observe the result of his labor in the process of students' activities.

For the successful organization of educational activitiesthe teacher needs have both professional qualities: knowledge in the field of the subject taught, and personal qualities: professionalism, hard work, empathy, responsibility, exactingness and others.

The personality of the teacher takes the leading place in the educational process. Exactlyteacher is engaged in the upbringing and education of students,creates conditions for a safe course of the learning process,forms the student's personality and much more.

The pedagogical dictionary gives the following definition of the concept of a teacher: “This is a person who "carries out a set of measures for the upbringing, education and development of the personality of children in educational institutions" .

Therefore, in the process of educationthe teacher is the bearer of the content of education and upbringing , organizes the educational process , transfers knowledge, chooses and uses a variety of teaching aids, generally develops students.

We can distinguish two main functional responsibilities of a teacher in the educational process -this is education and training .

Thus, on the basis of the two functional and professional duties of the teacher identified above, the educational process is built.

For the successful organization of educational activities, a teacher must have both professional qualities of knowledge in the field of the subject being taught, the technique of organizing the educational process, and personal qualities: professionalism, hard work, contact, creativity, dedication, empathy, observation, responsibility, exactingness.

The profession of a teacher presupposes the presence of the necessary ZUNs within the framework of their subject, wisdom and boundless love for children .

Thus, we can equate the activities of the teacherto art .

Now we will take a closer look atsubject competence ... The teacher, at his discretion, can adjust the volume and sequence of presentation of educational material. In the process of studyingteaching methods and techniques are chosen by them independently.

The subject competence of a teacher is understood as the level of mastery of the material in the field of the taught subject.Subject competence is considered as the basis that passes through all educational stages and permeates all subjects. A.V. Khutorskoy gives its own definition of subject competence. He argues that subject competence - "has a specific description and the possibility of formation within a specific academic subject."

Undersubject competence of students we will understand the abilityapplication by students of various knowledge, skills and abilities in the field of the subject and the application of this knowledge in practice and in further education and in life.

Subject competence is the leading one in determining the quality of the student's educational activity.Formation of subject competence only if it is successful when it is constantly implemented in educational and practical activities. Only in this case, the competence of students reaches a high level of formation, when the teacher pays maximum attention to all the necessary actions with the educational material and the implementation of practical tasks.The very process of forming subject competence assumes that the student is willing and ready to learn, and the teacher knows how to help him with this. , i.e. it is assumed that he himself owns various methods, techniques and methods of teaching ... It is clear that it will not be possible to "add up" a competent student from a simple sum of knowledge and skills. He can become competentonly myself , having found and tested various models of behavior in a given subject area, choosing from them those that best match his style, aspirations, aesthetic taste and moral orientations.

The lesson of labor training is the best possible way, is the field of activity in which both the teacher and the student can reveal themselves and show their abilities. We can talk about the implementation of the following subject competencies:

activities (cognition, play, learning, labor, design, planning, modeling, forecasting, research, orientation in various activities, reflection, knowledge integration);

citizenship (preservation and development of folk traditions and crafts, economical and rational use of materials and natural resources);

communication, social interaction (work in a group, the ability to present oneself, empathy, tolerance, charity);

health preservation (nutrition, clothing, body care);

self-regulation, self-development, performance of various social roles.

solving a problem situation by a student independently. Thus, he develops his professional knowledge, skills and abilities, which he can then apply in various life situations.

Successful work awakens the desire to achieve more, which stimulates the process of developing competencies.

About the activities of the teacher L.N. Tolstoy wrote:“If he only has a love for business, he will be a good teacher. If a teacher has only love for a student, like a father, a mother, he will be better than the teacher who has read all the books, but has no love either for the work or for the students. If a teacher combines love for work and for students, he is a perfect teacher. "

Memo for teachers

on the implementation of a competence-based approach in education

The main thing is not the subject you teach, but the personality that you form. It is not the subject that forms the personality, but the teacher with his activities related to the study of the subject.

Spare neither time nor effort on nurturing activity. Today's active student is tomorrow's active member of society.

Help students master the most productive methods of educational and cognitive activity, teach them to learn.

It is necessary to use the question “why?” More often to teach how to think causally: an understanding of cause and effect relationships is a prerequisite for developmental learning.

Remember that it is not the one who retells who knows, but the one who uses it in practice.

Train students to think and act for themselves.

Develop creative thinking with comprehensive problem analysis; solve cognitive tasks in several ways, practice creative tasks more often.

It is necessary to show students the prospects for their learning more often.

Use diagrams, plans to ensure the assimilation of the knowledge system.

In the learning process, be sure to take into account the individual characteristics of each student, combine students with the same level of knowledge into differentiated subgroups.

Study and take into account the life experience of students, their interests, developmental features.

Be informed about the latest scientific advances in your subject.

Encourage student research. Find an opportunity to familiarize them with experimental techniques, problem-solving algorithms, processing of primary sources and reference materials.

Teach so that the student understands that knowledge is vital for him.

Explain to students that each person will find their place in life if they learn everything that is necessary to implement life plans.

From the speech of the President of the Republic of Belarus A.G. Lukashenko on42-o m congress e Belarusian Republican Youth UnionJanuary 20, 2015

UDC 378.014

* Nazmutdinov V.Ya. - Ph.D., associate professor; Yusupova G.R. - Doctor of Biological Sciences, Associate Professor * Kazan (Volga Region) Federal University Institute of Pedagogy and

psychology, tel .: 8 937 285 92 70 Kazan State Academy of Veterinary Medicine named after N.E. Bauman

Key words: competence, be competent, have competence, training, approach, education, cognitive activity.

Keyword: competency, be competence, have competency, instraction approach, education, cognitive action.

Among the many reasons hindering the renewal of education, one can name its well-known one-sidedness, disharmony, when, instead of a holistic socio-cultural experience, students actually master only a part of it, primarily the knowledge component.

The consequence of profound social changes is a change in educational paradigms as a shift in emphasis in education from information-subject positions to personality-oriented, creative and developmental ones.

The new paradigm has actualized the problem of educating independent, proactive and responsible members of modern society who are able to interact in solving social and professional tasks, that is, the training of competent members of society makes new demands on the education system. The competence-based approach manifests itself as a renewal of the content of education in response to the changing socio-economic reality.

The nature of competence is such that, being a product of learning, it does not directly follow from it, but 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.

The competence-based approach is a reflection of the perceived need of society in training people who are not only knowledgeable, but also able to apply their knowledge. Competencies are considered as a person's conscious ability (opportunity) to implement knowledge and skills for effective activity in a specific situation. Competence is a fusion of traditional knowledge, skills and abilities with the personality traits of a student, with his self-awareness, reflection

in the course of cognitive activity.

The ideas of the competence-based approach as a principle of education are considered in the works of A.M. Aronov, A.V. Barannikov, A.G. Bermus, V.A. Bolotov, I.A. Zimney, G.B. Golub, V.V. Kraevsky, O.E. Lebedeva, M.V. Ryzhakova, Y. G. Tatura, I. D. Frumin, A. V. Khutorsky, O. V. Churakova, M. A. Choshanov, P.G. Shchedrovitsky, etc.

The implementation of the competence-based approach puts forward serious requirements for the teaching methodology, which should be transformed from “learning to do something” into “helping to learn to do something”. The specificity of competence-based learning is that it is not “ready knowledge” that someone suggested for assimilation is acquired, but “the conditions of the origin of this knowledge are traced”. The proposed methodology is based on learning through activities.

It is necessary to use this approach in teaching so that there is no gap between theory and practice, that is, teachers need to learn to trust students and allow them to learn by themselves through their own practice and mistakes. When organizing the educational process, it is necessary to ensure the integration of theory and practice.

The ability to “learn how to learn” means developing learning skills in a variety of situations and using different learning styles. Students must learn to be aware of how they have learned something and how they can intensify their own learning.

Let's note the essential features of the learning process, built in accordance with the basic ideas of the competence-based approach.

The first group of conditions, which determines the characteristics of the content of education, include: reliance on the subject experience of students in the selection of tasks; the use of open (with a pre-determined result) and closed (with a pre-planned response) educational assignments; the use of practice-oriented situations - both for posing a problem (introduction to the task) and for its direct solution; the use of redundant information (educational environment) to develop skills for working in conditions of uncertainty.

The second group of conditions is associated with the procedural characteristics of education. They are relevant only if the conditions of the first group are met: the predominance of independent cognitive

student activities; the use of individual, group and collective cognitive activities in various combinations; the opportunity for students to create their own individual educational product. This can be your own way of solving, your own vision of the problem, etc. The student must have the right to make mistakes; purposeful development of cognitive, social, psychological

reflection of students: cognitive - how I worked, what methods I used, which of them led to the result, which were wrong and why, how I would now solve the problem ...; social - how we worked in a group, how roles were assigned, how we coped with them, what mistakes we made in organizing work ...; psychological - how I felt, whether I liked the work (in a group, with a task) or not, why, how (with whom) I would like to work and why ...; the use of technologies that allow organizing an authentic, subjective assessment of students' activities; organization of presentations and protection of their cognitive achievements.

The teaching methods and technologies used in the competence-based approach must correspond to the activity part of the competencies, that is, allow one to gain experience with knowledge of their appropriate application. As a result, the likelihood of manifestation and development of personality traits necessary for effective activity within the framework of a particular competence increases. The predominant methods should be those that ensure self-development, self-actualization of a person, allow him to seek and realize the ways of solving life situations that are suitable for him.

In the competence-based approach, one of the first places is given to personal qualities that allow a person to be successful in society. From this point of view, the advantages of active, as well as group and collective teaching methods are: the development of positive self-esteem, tolerance and empathy, understanding of other people and their needs; priority attention to the development of skills of cooperation, rather than competition; providing opportunities for group members and their teachers to recognize and value the skills of others, thereby gaining validation of self-esteem; development of listening and communication skills; encouraging innovation and creativity.

The greatest opportunities for the implementation of the selected didactic conditions, and, therefore, for solving the problems of the competence approach, as almost all researchers recognize, are possessed by: the project method, situational analysis, portfolio and CSR.

The use of research and search learning technologies helps students to meaningfully set their own goals, plan the progress of assignments, complete practical tasks, evaluate and explain the results obtained. The use of these technologies makes it possible to realize the essential features of the competence-based approach, to achieve the optimal result for each student.

Of greatest interest is the case when the student lacks the available knowledge to solve the situation. It is in this case that the student's perceived need and opportunity to supplement existing knowledge becomes relevant. But before doing this, he

you have to understand your difficulty, to determine what kind of information you will have to receive, where, how it can be done.

The following sequence of steps is assumed when faced with the unknown: analysis of the situation with available means, using available knowledge. Awareness of knowledge as a means of solving a situation. Determination of possible ways of applying knowledge and their implementation; reflection of difficulty. Awareness of "ignorance" as the need to acquire new "knowledge". Determination of the content of "ignorance" - what kind of information is missing to solve a specific situation; obtaining new information in order to translate “ignorance” into “knowledge”; using new knowledge to solve a situation; reflection of the knowledge gained, the acquisition of "knowledge" about "knowledge".

The educational process should ensure the entry of each person into the culture. The vector of movement towards the "education society", consisting of individual educated individuals, is set. Throughout his life, a person can develop existing competencies and acquire new ones that provide him with cultural (in a broad sense) development.

REFERENCES: 1. Bermus A.G. Problems and prospects for the implementation of the competence-based approach in education / A.G. Bermus // Higher education in Russia.-2010.-№5.-С.9-15. 2. Bidenko V.I. Competences in vocational education (to the development of a competence-based approach) // Higher education in Russia. No. 11, 2010. - S. 17-22. 3. Filatova L.O. Competence-based approach to building the content of education as a factor in the development of the continuity of school and university education / L.O. Filatova // Supplement. education.-2005.-№7.-С.9-11.

COMPETENCE APPROACH IN TRAINING

Nazmutdinov V.Ya., Yusupova G.R.

A competency-based approach to teaching allows you to be an educated person. Competence is a consequence of the self-development of the individual, based on cognitive activity.

Nazmutdinov V.Y., Yusupova G.R.

Competency approach of instruction afford get educated man. Have competency appear is following individual development, fundamental of cognitive action.

UDC 636.03: 615.038

GROWTH, DEVELOPMENT AND NON-SPECIFIC

RESISTANCE OF CALVES WHEN USING NEW IMMUNOMODULATORS

Nikitin D.A. - graduate student, Semenov V.G. - Doctor of Biological Sciences, Professor Chuvash State Agricultural Academy e-mail: [email protected]

Key words: calves, immunomodulators, nonspecific resistance.

Keywords: calfs, immunomodulator, nonspecific resistance.

As a result of the impact of negative environmental factors and the deterioration of the ecological situation, the state of animal health has significantly changed. In addition, their prolonged stay in closed rooms in the absence of insolation and ultraviolet irradiation leads to violations of the optimal microclimate parameters, affecting the body by numerous stress factors that negatively affect the physiological state of animals, especially calves. At the same time, the level of nonspecific resistance of the organism decreases, secondary immunodeficiencies arise, and as a result, massive gastrointestinal and respiratory diseases. There are profound changes in physiological processes, such as blood circulation, respiration, gas exchange, metabolism, thermoregulation, food and water consumption, and all this ultimately affects the productivity of animals. Therefore, ensuring effective protection of animals from diseases has been and remains one of the main tasks of veterinary science and practice. Only from healthy animals can you get more and better sanitary quality of animal products.

In the context of increasing environmental and technological pressure on the body, the relevance of pharmacological correction

As a result of studying the chapter, the student must:

know

main interpretations of the concepts of "competence", "competence";
the essence and characteristics of the competence-based approach in education;
core competencies for UNESCO educational standards;
the role and interpretation of key competencies for the education sector;
psychological foundations for the development of competencies in the educational process;
main characteristics and types of educational competencies;

be able to

distinguish between the competence-based approach and the ZUN education system;
highlight the main focus of the competent approach in education;
describe the structure of key competencies in education;

own

The idea of \u200b\u200bthe competence-based essence of the educational process from the point of view of personality development.

The changes taking place in the world and in Russia in the field of the goals of education make it necessary to raise the issue of providing education with a more complete, personally and socially integrated result. The real prospect of solving this issue opens up in connection with the assertion of a new competence approach to the construction of educational systems.

This approach emerged as an actual alternative to the existing ZUNovskaya, informative and illustrative paradigm of education in response to the demands of the time regarding increasing the efficiency and quality of training of secondary and higher school graduates. This approach is aimed at strengthening the practical orientation and instrumental orientation of education, it seeks to prepare a skilled and mobile person who does not own a set of facts, but the methods and technologies for obtaining them.

As IA Zimnyaya notes, modern education focuses more on "free human development", on creative initiative, student independence, competitiveness, and mobility of future specialists.

As an integral social-personal-behavioral learning outcome (instead of knowledge, skills and abilities - ZUNs) in this approach, the concept of "competence / competence".

The Concise Dictionary of Foreign Words (Moscow, 1952) provides the following definition: "Competent (lat. competens, competentis - proper, capable) - knowledgeable, versed in a certain area; who has the right to do or decide something, to judge something according to his knowledge or authority. "

Competence translated from Latin ( competentia) also means a range of issues in which a person is well aware, has knowledge and experience. A person who is competent in a particular field has the appropriate knowledge and abilities that allow him to reasonably judge this field and act effectively in it.

Competence-oriented education ( competence-based-education – CBE) was born in the 70s of the last century in the United States in the general context of the concept of "competence" proposed by N. Chomsky in 1965 (University of Massachusetts) (as applied to the theory of language) as a knowledge-based, intellectually and personally conditioned experience of a person's social and professional life ...

As A. V. Khutorskoy notes, the transition of education to the foundations of the competence-based approach will help overcome the negative phenomenon widespread in schools, when the study of reality is replaced by the study of ready-made knowledge, or rather, information about it. For example, instead of observing a real natural object or doing a real experience, students study a picture of it in a textbook. As a result, they do not form the modes of activity and competence conditioned by real practice. The informational type of education makes school graduates incapable of performing elementary functions related to the subjects studied: observing, conducting an experiment, creating the simplest product of activity.

In turn, as A. V. Khutorskoy states, the transition to the formation of competencies will allow in practice to implement the personality-activity approach in education, since they relate exclusively to the student's personality and are manifested, and are also checked only in the process of performing a set of actions composed in a certain way. ...

In the scientific and pedagogical literature, there are currently various approaches to understanding the terms "competence", "competence"... And although the term "competence" is considered the most well-established, it is necessary to separate these concepts, meaning under competence some already established, predetermined requirement (norm) for educational training, and under competence - his already held personal quality (set of qualities) and minimal experience in relation to activities in a given area.

Logical Dictionary-Reference (Moscow, 1975) defines competence as "a field of knowledge or practice in which a given (competent) person has extensive, accurate knowledge and practical experience." In the Dictionary of the Russian language by S. I. Ozhegov, the concept of "competent" is defined as a knowledgeable, well-informed, authoritative specialist in some area, and the concept of "competence" is defined as a range of issues in which someone is well informed. The Soviet Encyclopedic Dictionary defines the concept of "competence" as knowledge and experience in a particular area. The Pedagogical Dictionary also points to general cultural competence - "the level of education sufficient for self-education and independent solution of the cognitive problems arising in this case and determination of one's position."

In the project "Federal State Educational Standard (FSES) of the third generation" (2008), the graduate's competencies are interpreted as a single form of describing universal, academic and professional profiles, levels of higher education and characteristics of the "personal result" of the educational process.

From a didactic point of view, A. V. Khutorskoy proposes to distinguish the concepts " competence"and" competence"according to the principle of distinction between the general and the individual, and in this logic he puts forward their following definitions. Competence includes 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 for high-quality productive activity 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.

The main focus of the competence approach in education is to strengthen the activity-personal aspect in learning, to ensure the growth of the student's personal experience, i.e. this approach is more capacious, multifaceted, variable, since it includes not only knowledge in any area, but is substantively determined by the value orientations of the individual. B. D. Elkonin asserts that “the very social factor of talking about competencies, and not about knowledge, skills and abilities, is evidence that knowledge itself has ceased to be“ symbolic capital ”, that is, the fact of having knowledge does not set the space for the life path does not set prospects. " Variability, flexible requirements for everyone, taking into account the individual "rhythm" of learning, educational goals that have an open space for solving meaningful and methodological problems, according to V.I.Baydenko, characterize the competence-based approach in modern education. Its practical focus was given by the materials of the Council of Europe Symposium (1996), where it is emphasized that for educational results it is important to know not only what, but also as make.

The UNESCO materials outline a range of competencies that should already be considered by all subjects of education as the desired result of training. In the report of the International Commission on Education for the XXI century "Education: a hidden treasure" J. Delors, having formulated "the" four pillars "on which education is based: learning to cognize, learning to do, learning to live together, learning to live," core global competencies. According to J. Delors, one of them says - "to learn how to do in order to acquire not only professional qualifications, but also, in a broader sense, competence, which makes it possible to cope with various numerous situations and work in a group." In the same year, at a symposium in Bern (27-30 March 1996) on the program of the Council of Europe, the question was raised that the definition of key competencies, which students should acquire both for successful work and for further higher education. In the summary report by Walo Hutmacher, it was noted that the very concept of "competence", being included in a number of such concepts as skills, competence, ability, mastery, is still not precisely defined in terms of content. Nevertheless, all researchers agree that the concept of "competence" is closer to the conceptual field "know how", than to the field "I know that".

Along with the concept of "competence", and sometimes as its synonym, the category "basic skill". Thus, B. Oskarsson gives a list of basic skills that can be meaningfully interpreted as competence. Such key competencies-skills include the ability to work effectively in a team, planning, problem solving, creativity, leadership, entrepreneurial behavior, organizational vision, and communication skills. B. Oskarsson's interpretation of basic skills was as follows: "These are personal and interpersonal qualities, abilities, skills and knowledge that are expressed in various forms and diverse situations of work and social life."

In 1998, following B. Oscarsson, S. Shaw classified the basic skills as: "basic skills" (for example, literacy, counting); "life skills" (eg, self-management, relationships with others); "key skills" (eg communication, problem solving); “social and civic skills” (eg social engagement, values); “skills for employment” (eg information processing); "entrepreneurial skills" (eg, business opportunity research); "management skills" (eg consulting, analytical thinking); "broad skills" (eg analysis, planning, control). In addition, in the literature, competencies are related not only to basic skills, but also to such a concept as "key qualifications", but this is a narrower professional use of the term "competence".

The results of research by domestic scientists Yu. V. Vardanyan, V. S. Gorchakova, E. F. Zeer, I. A. Zimnyaya, L. A. Petrovskaya, N. V. Kuzmina, A. K. Markova, A. A. Mayer, L. M. Mitina, A. V. Khutorskiy and others reveal different approaches to the understanding of competence. According to many authors, the competence-based approach is a way to achieve a new quality of education. It determines the direction of changes in the educational process, priorities, meaningful development resource. And this is not accidental, because we are talking about a new unit of measurement of a person's education, since knowledge, skills and abilities do not completely satisfy, they do not allow showing, measuring the level of education quality.

FROM psychological positions the concept of "competence" is considered as an important internal property of the individual, acquired by him as a firmly fixed result of the direct manifestation of behavior and activity in the environment, as well as interaction with the surrounding world of people.

In psychological teachings, the category of competence occupies one of the leading places in social cognitive theory A. Bandura and W. Michel. The authors see the psychological mechanism of competence in such internal education as belief in self-efficacy. This is a generalized idea of \u200b\u200ba person's ability to act successfully in specific situations. According to A. Bandura, judgments about self-efficacy affect what kind of activity we undertake, how much effort we spend on a situation, how long we persist in completing a task, as well as our emotional reactions while waiting for a situation or in the process itself. Self-efficacy beliefs influence whether an individual's goals are difficult or easy. Individuals who are convinced of high self-efficacy show more effort and perseverance and perform better than individuals with low self-efficacy. They also approach the task in a better mood and are better able to cope with stress and frustration than individuals who are convinced of low self-efficacy.

Using the example of educational activities, it was shown that it is possible to maintain the motivation for learning among trainees if they stimulate their high standards, positive results, a sense of pride in the case of coincidence with these standards and a sense of the ability to achieve them.

Considering the scope key competencies, IA Zimnyaya distinguished three of their main groups - those related to themselves, related to interaction with others and related to activities. Below in table. 10.1 presents the composition of each of these groups in the form of key competencies.

Table 10.1

The structure of key competencies according to I.A.Zimnyaya

Key competencies	Core competencies
Competencies related to oneself as a person, as a subject of life	Health preservation competencies: knowledge and adherence to the norms of a healthy lifestyle
	Competence of value-semantic orientation in the world: values \u200b\u200bof being, life; cultural values
	Integration competencies: structuring knowledge, situationally adequate updating of knowledge, expanding the increment of accumulated knowledge
	Citizenship competences: knowledge and observance of the rights and obligations of a citizen; freedom and responsibility, personal dignity, civic duty
	Self-improvement competence of personal and subject reflection; meaning of life; Professional Development; language and speech development
Competencies related to human interaction with other people	Social interaction competences: with society, community, team, family, partners; cooperation, tolerance, respect and acceptance of the other
Competencies related to human interaction with other people	Competence in communication: knowledge and observance of traditions, ritual, etiquette; cross-cultural communication
Competencies related to human activities, manifested in all its types and forms	Competence of cognitive activity: setting and solving cognitive tasks; non-standard solutions, productive and reproductive cognition, research, intellectual activity
	Competencies of activity: planning, design, modeling, forecasting, research activities, orientation in various activities
	Information technology competencies: receiving, processing, issuing information; information transformation

Competence orientation is the basis of innovations in modern education through the introduction of elements of modern social practices into education. The authors note that the formation of competencies occurs by means of educational content. As a result, the student develops abilities and opportunities to solve real problems in everyday life - from everyday to industrial and social. In this case, it is necessary to rely on the development educational competencies.

They include, but are not limited to, components of student functional literacy.

A. V. Khutorskoy considers educational competencies as the basis of the normative and practical components of education, which are integral characteristics of the quality of training of students, associated with their ability to purposefully apply a complex of knowledge, skills and methods of activity in relation to a certain interdisciplinary range of issues.

At the same time, the quality of education, according to A. V. Khutorsky, is determined by the unity of general educational skills and educational competencies. In general, the scientist puts forward the following definition: educational competence Is a set of semantic orientations, knowledge, abilities, skills and experience of the student's activity in relation to a certain range of objects of reality, necessary for the implementation of personally and socially significant productive activity.

The list of key educational competencies is determined by A.V. Khutorsky on the basis of the main goals of general education, the structural presentation of social experience and personal experience, as well as the main activities of the student, allowing him to master social experience, gain life skills and practical activities in modern society.

The scientist advances the next row key educational competencies.

1. Value-semantic competence. These are competencies in the field of worldview associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic settings for his actions and deeds, and make decisions.
2. General cultural competencies mean knowledge and experience of activities in the field of national and universal culture, spiritual and moral qualities, knowledge of the culture of family, social, social relations, understanding the role of science and religion in human life, competence in the domestic and cultural-leisure sphere, possession of the scientific picture of the world.
3. Educational and cognitive competence. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognitive objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activities, possession of heuristic methods, functional literacy.
4. Information competencies - the ability 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. Communicative competencies include knowledge of the required languages, ways of interacting with people around and distant people and events, skills in working in a group, possession of various social roles in a team.
6. Social and labor competencies mean possession of knowledge and experience in the field of civil and social activities (performing the role of a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relations and responsibilities, in economic matters and law, in the field of professional self-determination.
7. Competencies personal self-improvement are aimed at mastering the methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support, the 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.

One of the most promising from the pedagogical point of view is the "resource" meaning of the category "competence", meaning the student's ability to mobilize and co-organize their internal and external resources to achieve a specific goal in learning. This interpretation indicates the mechanism of the formation of competence, which consists in the accumulation of personal resources by students in the process of preparing for successful cognitive and professional activities.

In this regard, the pedagogy of competence is the pedagogy of cultural investment in the student and the development of his personal potential.

The focus on the development of the student's competencies in the training process should proceed from the fact that in the education process it is necessary not only to "supply" students with some knowledge and to develop some of their abilities and qualities, but to purposefully prepare them for the practical application of this knowledge in certain other life circumstances. Thus, education contributes not only to the abstract development of a person, but prepares him for successful self-realization in society.

Elkonin B.D. The concept of competence from the standpoint of developmental education // Modern approaches to competence-based education. Krasnoyarsk, 2002.S. 208.

Oscarsson B.

In the same place. P. 43.

The competence-based approach has spread relatively recently as a result of the search for new ways to modernize Russian education. The appeal to this concept is associated with the desire to determine the changes in education (and in school as well), the need for which arises due to the changes taking place in society.

Currently, there are many scientific-theoretical and scientific-methodological works devoted to the analysis of the essence of this approach and the problems of the formation of key competencies.

Definition

The conceptual apparatus that characterizes the competence-based approach in education is not yet fully established. But, nevertheless, there is already an opportunity to highlight some of its characteristic features. The competence-based approach is a set of general principles that are necessary in order to determine the goals of education, organize the educational process and evaluate its results.

The whole point of education is to develop students 'ability to independently solve problems in different types and fields of activity, using social experience, which includes the students' own experience.
The content of education is a didactically adapted social experience of solving worldview, cognitive, political, moral and other problems.
The meaning of organizing the learning process is to create the necessary conditions for the formation of students' experience necessary for the independent solution of communicative, cognitive, moral, organizational and other problems that make up the content of education.
When assessing educational results, an analysis of the levels of education achieved by students at a certain stage of learning is needed.

What is competence

The term “competence” means the terms of reference of a person or institution, as well as the range of issues for which the person has experience and relevant knowledge. Thus, it can be said that the ability to act in situations of uncertainty is competence.

But the school cannot form a sufficient level of pupils' competence in order to solve problems in all specific situations and areas of activity, given that society is changing very quickly, new situations and new areas of activity appear in it. The goal of the school is the need to form key competencies.

How the idea of \u200b\u200bthe competence-based approach came about

It was noted above that changes in society led to the emergence of a new approach in education. But what were the changes? Why was the modernization necessary?

It should be noted that the very concept of "modernization of education" cannot be reduced to any specific program, which is designed for a certain period of time. Modernization of education, that is, ensuring compliance with its capabilities and needs of society, to some extent is always carried out. It depends on the ability of the education system to change.

The pace of development of society affects the situation in education. It turns out that the school is obliged to prepare its students for later life, about which she herself knows little. Indeed, very strong changes can occur in a person's life. That is why the school needs to prepare students for possible changes by developing in them different qualities, such as constructiveness, mobility, dynamism.

The competence-based approach to training appeared when studying the situation on the labor market: the requirements that are presented to the employee were considered. Therefore, modern education should form professional universalism - the ability of a person to change the ways and areas of his activity. A good employee must be professionally prepared, and now he must be able to work in a team, make independent decisions, he must show initiative and be capable of innovations. Readiness for overload, psychological stability, resistance to stressful situations - this is what a modern worker who seeks to build a career should be ready for.

The difference between the traditional and the competence approach

The traditional approach to education seeks to ensure that the student receives as much knowledge as possible. However, the level of education, and even more so in modern conditions, cannot be determined through the volume of knowledge. A competency-based approach in education requires students to be able to solve problems of varying complexity, based on existing knowledge. This approach values \u200b\u200bnot knowledge itself, but the ability to use it.

The traditional approach strives for a result that shows what the student learns in school. And the competence-based approach makes it clear what the student has learned during the period of study at school.

Both approaches seek to develop certain personality traits in the student, to form a system of values. The differences are associated with different ideas about how to achieve the desired. In the traditional approach, it is believed that all this can be achieved through the acquisition of new knowledge. The competence-based approach to learning considers gaining experience in solving problems on your own.

Thus, solving problems in the first case acts as a way to consolidate knowledge, and in the second it is the meaning of all educational activities.

Inclusion of a competency-based approach in school education

A competency-based approach at school helps students learn to act independently in situations of uncertainty in solving urgent problems.

Thus, new goals of school education follow from this:

Teach to learn. It is necessary to teach children to solve problems in educational activities, that is, choose the right sources of information, set goals for cognitive activities, look for and find the best ways to achieve their goals, organize activities, be able to evaluate the results obtained, and cooperate with other students.
To teach how to find a way out of the key problems of modern life: political, environmental, intercultural, that is, to solve analytical problems.
To teach to explain the existing phenomena of reality, their causes, essence, relationships, while using the necessary scientific apparatus, that is, to solve cognitive problems.
To teach how to solve axiological problems, that is, to navigate in the world of spiritual values \u200b\u200bthat reflect different worldviews and cultures.
To teach to look for a way out of problems that are associated with the implementation of certain social roles (citizen, voter, patient, consumer, family member, organizer and others).
To teach how to solve problems that are common to different types of professional and other activities (search and analysis of information, decision-making, organization of joint activities, etc.)
To teach how to solve problems related to professional choice, as well as preparation for further education in educational institutions.

Key competencies are universal methods of activity, in the development of which a person understands the situation and achieves the desired results in professional and personal life in a particular society. Applying a competence-based approach in the lesson, the teacher prepares the student for further adult life, contributes to his success in the future.

The principles of the competence approach

At its core, the competence-based approach in education has three principles.

The first of them states that the basis of education should be basic knowledge and the corresponding skills, skills and methods of teaching. In order to achieve this, students need to master the basic tools of learning: writing, reading, mathematical literacy.

The next principle is as follows: the content of modern education should include necessary and really important, and not secondary knowledge. We can say that the education system should be oriented towards the basic branches of science and be academic in nature. The school should direct its attention to what has already been tested by time, is the foundation.

The implementation of the competence-based approach cannot be possible without the principle of a humane attitude towards each person - this is the third principle.

Problems

The problems of the competence-based approach are considered in the form of a series of questions, answering which it is possible to understand whether it is possible to introduce the approach into the education system or whether all its ideas will remain on paper and in the minds of scientists. Is education in Russia and the consciousness of teachers ready for the implementation of the approach, what is the price of this (including in the economic sense)? Under what subjective and objective conditions will the competence-based approach firmly enter the education system? Will the transition to this approach lead to an improvement in the quality of education? What is the quality of a graduate in terms of this approach? Is it possible to introduce technologies of a competence-based approach without carrying out a radical reform of the traditional system of vocational and general education schools? Will the old system fit or need to be completely changed? Is it possible not to apply the developed psychological and pedagogical theory, which underlies the competence-based approach? If not, is there a theory that would work for this?

Competence-based approach in vocational education

The training of a highly qualified specialist in vocational education is the main stage in the process of its reform. Changes are taking place that are necessary in order to ensure an improvement in the quality of education of graduates and bring their competencies in line with the demands of employers in various fields of activity. The competence-based approach in vocational education forms a new model of a future specialist that meets the conditions of the country's economic development and is in demand on the labor market.

This approach makes it possible to actualize the demand for education among students and ensures a high quality of training for future specialists. The result of the training is the acquisition of competencies by students in the process of mastering professional modules.

The competence-activity approach is best carried out using modular technology, which allows you to flexibly build the content of education from blocks, use different forms and types of training, and choose the most successful for certain groups of students.

With this approach, the goals of education are associated with objects and objects of labor, as well as with the performance of certain specific functions and with interdisciplinary requirements for the result of the educational process. We can say that the result of education will be a set of results for the formation and development of basic competencies, which will be in addition to the usual goals of education.

With the competence-based approach, much attention is paid to the independent work of students. This can include doing homework using recommended resources for the classroom topic, as well as preparing abstracts and messages using additional literature. The growth of a student's competence in a professional sense implies not only the implementation of the instructor's instructions, but also the search for effective ways of teaching.

The competence-based approach implies changes in other components included in the educational process. These are pedagogical technologies, content, means of assessment and control. A huge role is played by such active teaching methods as solving situational problems, communication, disputes, discussions, and project implementation.

The competence-based approach has been approved and is being implemented in professional educational institutions. FSES (federal state educational standard) defines the basis of education. These are no longer substantive, but value guidelines. Competence-based learning is based on identifying, mastering and demonstrating knowledge, skills, types of attitudes and behaviors that are needed for a particular work activity.

The introduction of such training helps to develop creative thinking and attract students' interest in important issues in subsequent professional activities. The essence of the educational process is the creation of various situations and support for actions leading to the formation of any competence.

As a result, we can say that the implementation of a competence-based approach in close interaction with future employers, scientific and methodological content of training specialists and motivating students to a good level of their professional activities helps to increase the effectiveness of training in vocational education.

Main conclusions

With the introduction of the competence-based approach to education, the entire pedagogical system will change, a transition to a new type of education and training will take place.
Education and society are not yet ready for such a dramatic shift.
The transition to competence-based education implies a long process of research, reflection, adoption and development of administratively balanced and scientifically sound decisions.
For the successful implementation of this process, it is necessary to rely on psychological and pedagogical theory or even a set of theories.
We need serious public investment in education to move to a new model and improve the quality of education.