The form of the final monitoring of knowledge and the level of mastering with general-professional and special skills and competences as a result of studying the discipline "Pedagogy" is an exam that is performed orally.

In the course of the exam, the level of speaking the student theoretical provisions of pedagogy is revealed. Completeness, depth and awareness of knowledge, as well as independence of thinking.

When performing a practical task aimed at the diagnosis of the formation level of certain competencies according to the GEF and the curriculum, the level of ownership of both specific and generalized skills (competence) in the field of the theory and practice of pedagogy is estimated.

The practical task (decision of the pedagogical problem or situation, analysis of the situation, task using theoretical knowledge) is aimed at diagnosing and evaluating the level of formation of a certain competence. At the same time, part of the tasks can be offered to students before the exam in order for them to be more thoughtfully approaching them.

In accordance with the requirements of the competence approach in the exam process, the level of ownership of the student program knowledge (cognitive component) on discipline and competencies (activity component) specified in GEF and curriculum is diagnosed.

Evaluation criteria knowledge Students on the discipline "Pedagogy" are:

Possession of the conceptual apparatus;

Depth and awareness of knowledge;

Strength and efficiency of knowledge;

Analyticality and evidence of reasoning.

The formation level skills, as well as competence Students are assessed by the following criteria:

The use of previously obtained theoretical knowledge when solving pedagogical problems;

The ability to solve specific pedagogical tasks and situations;

Justification, the argument made by the decision of the pedagogical problem and the situation.

Total assessment The level of mastering by the student with knowledge and competences as a result of the response to the exam on the discipline "Pedagogy" consists of the following signs:

1) "excellent" (competence is fully developed) - the student has demonstrated full, deep and conscious knowledge; The competence is fully formed; The solution of the problem (situations) was carried out with a conscious support for theoretical knowledge and ability to apply them in a specific situation; The solution of the problem did not cause difficulties;

2) "Good" (the competence is sufficiently developed) - the student basically learned educational material, allows minor errors when presenting it in your own words; confirms the answer to specific examples, correctly answers additional questions; correctly plans to perform work; independently uses knowledge of software; Mostly correctly and gently performs the task;

3) "satisfactory" (the competence is poorly developed) - the student demonstrated insufficiently complete, deep and conscious knowledge; The competence is formed only in part, is not a generalized ability; When solving the problem (situation), theoretical knowledge was used fragmentary, superficially; The solution of the problem (situations) caused significant difficulties;

4) "unsatisfactory" (competence is not developed) - the student has demonstrated the lack of knowledge; competence is not formed even at the level of a separate ability; The task is not solved, the student is not oriented in the conditions and ways to solve the problem (situation).

Questions for the exam

The program was drawn up in accordance with GEF VPO in the direction of "Pedagogical Education" No. 050100 - Bachelor pedagogical education Order No. 1488 / OZ I of May 18, 2009

Developers:

Sotina N.S.

Araslanova A.T.

Girfanova L.P.

L. L.Z. L.

Nabiyev T.V.

Scriabin L.Z.

Experts:

Dp., Professor Department of Pedagogy BGPU. M.Akmully Tegulov F.Sh.

Trunova E.F.

piano Class Lecturer

Competence approach in education: basic concepts, history of development, distinctive features

Annotation: The article gives the definition of the concepts of "competence", "competence"; Chronology has been proposed and the distinctive features of the competence approach in education are considered; Presented classification of competencies.

Keywords: Competence, competence, competence approach, key and professional competencies, education goals.

Introduction

Modern pedagogy characterizes the term "additional education" the whole of the education, which is outside the general education state Standard And solves the task personal Development, promotion of health, professional self-determination, creative labor of children aged 6 to 18 years.

Considering development additional education Children as one of the priorities of educational policy, the Government of the Russian Federation develops a number of measures for the development of the existing system (adoption of the Development Concept until - June 2014, Developing a Strategy for Developing Children's Education in Russian Federation - December 2014). In the light of the tasks set before additional education, the development and application of new educational programs and approaches to learning, among which the competence approach occupies a special place.as a new model of interaction of subjects of the learning process andestimates of the results of education.

Most of the work devoted to the competence approach relates to a secondary school. But, because, in spite of the specifics and distinctive features of additional education, it is inherent in all patterns of the learning process, the use of a competence approach can be fully considered in additional education.

Definitions and history of the development of a competence approach

The concept of "competence approach" received distribution relatively recently due to discussions on the problems and ways of modernization russian education. An important task of modern society is the upbringing of a new, competitive person; In this regard, learning and education processes are considered as a means of human development not only as an individual, but also as a member of society.According to a number of domestic scientists (D. A. Ivanov, V. K. Zagozhin, I. A. Winter, A. G. Kasperok et al.), It is a competence approach that is a way to achieve new quality of education.

It should be noted that the competence approach was widespread in the EU countries and implemented in most european countries At the level of national educational standards.

The problem under consideration of the competence approach in education fully applies toadditional education , because, in spite of its specifics and distinctive features, additional education is inherent in all the laws of the learning process, and the system of additional education is part of the system general Education.

Before we talk about a competence approach in the educational process, we will stop more on the concepts of "competence" and "competence".

Today, the words "competence", "competence", such expressions as "not in my competence", "I am not competent" sound often and became familiar, it seems understandable to us.However B. scientific literature To date, there is no single definition of these concepts, the interpretation of them is extremely diverse.

More than 60 existing definitions of the term "competence" are inherently reduced to next definition: Competence (with lat. - Consistencies, approach) - This is the ability to apply knowledge, skills and practical experience for successful activities in a specific area. This definition is enshrined in the federal state educational standard of the highest vocational education.

Also competence means a range of issues in which a person is well aware, possesses knowledge and experience.

Along with the problem of determining the competence, the question arose about the relationship between the concepts of "competence" and "competence".

If competence is a property, quality, the ability to apply knowledge, skills and practical experience for successful activities in a particular area,this is based on this, competence can be considered as the possession of this ability to appear in professional activities and includes personal attitude to the subject of activity.The competent in a certain field a person has relevant knowledge and abilities, allowing it to reasonably judge this area and effectively act in it.

The term "Co.musence " as "effective interaction (person) with environmental» was introducingn in use R.Whita in 1959to describe individual characteristics of a person.

In the 80s of the 20th century, the concept of competence has already been studied in a more specific context of improving management efficiency, and after the work of Richard Boyatsis "Competent Manager" The term "competence" began to be actively used in the field of management 4  .

In 1984 it is publishedjohn's work is "competence in modern society" The author distinguishes the types of competencies and exercises their classification. Competence is interpreted by J. Equal life success In a socially significant area: "Competence is such a phenomenon that consists of big number Components, many of which are relatively independent of each other, ... Some components are rather to the cognitive sphere, while others - to emotional, ... These components can replace each other as components of effective behavior. "

In 1993, Lyle and Sayna Spencers developed the "Dictionary of Competences" andthe method of selection based on competences is proposed (competence approach), because "Such a selectionforecasts the best performance and preservation of personnel - both with great benefits for the company - despite racial, age, sex or demographic prejudices " 8, p. eight .

Thus, at first, the concept of the competence of the competence approach was related to the management industry.

In 1965N. Khomsky introduces the concept of competence in the theory of language. Based on his ideas in America, the transition to competence-oriented education is carried out.. 1970-1990 Characterized by the use of the category Competence / Competence in the theory and practice of language training, as well as professionalism in management, management, management, in teaching communication, the content of the concept "Social competence / competence" is developed. 5  .

In the period in the world and including in Russia, research is conducted as a scientific category in relation to education, educational programs are based on the concept of competence. For the Russian educational system, a competence approach is not fundamentally new. Present modern ideas The competence approach is considered to be the ideas of general and personal development, formulated in the context of developing and personally-oriented education.

In 2001, in Russia, the transition to competence-oriented education is regulated in the Government Program of Modernization of Russian Education until 2010.

2003 in the framework of the Bologna process ( formation of a single European space higher education ) our country assumed the obligations of accession, including the competent format of the presentation of the results of vocational education.

Distinctive features Competence approach

Having considered the basic concepts and history of the development of a competence approach, we turn to the topic of the competence approach in education. Let's try to answer questions: Why put a competence approach in education? What is his advantages?

The principal difference of the educational standards of the second generation is the strengthening of their orientation onpractical significance in education. In the "Concept of Modernization of Russian Education", a provision that "... comprehensive school Must form a holistic system of universal knowledge, exercises, skills, as well as the experience of independent activities and personal responsibility of students, that is, key competencies, which determines the modern quality of education " 3  .

The introduction of the concept of "competence" in the practice of training will solve the problem typical of the Russian school, when students, mastering a set of theoretical knowledge, are experiencing significant difficulties in their implementation in solving specific tasks or problem situations. The process of exercises in a competence approach is understood not simply as a learning system of knowledge, skills and skills, but also as the process of personality development, gaining spiritual and moral experience and social competence. What is the difference between competencies from traditional zun (knowledge skills)? The fact is that competence necessarily includes andpersonal qualities, In essence, the character traits and ways of action (I act so). These include, for example, attentiveness, sociability, purposefulness, etc. Thus, competencies include knowledge, skills, skills, personal features, abilities, as well as values \u200b\u200band motivation.

In the content of the term "competence", it is not difficult to notice that he has a lot of common with the term "professionalism", which is defined ashigh mastery, deep mastery of profession . The question arises: why introduce these terms - "competence", "competence", if there are "professionalism" familiar to us and "professionally important qualities"?

The term "professionally important qualities" means quality important for profession,whatever a company, organization , while the term "competence" refers to the quality important for the effective operation of this professional preciselyin this position in this company. Often, changing the place of work, and with it the conditions of the organizational environment (culture), effective performers no longer reach high results when performing similar work. Or when changing functional duties The employee within the same organization (promotion) performers who have reached outstanding efficiency in the past do not always provide it in other positions.

Classification of competencies

There are competencies characterizing such personality features thatvalid almost everywhere (Ability to bring the case to the end, organization, communicative adequacy, passionateness of their work, etc.). Such competencies are calledkey . Example of key competencies: information competence - readiness for working with information; communicative competence - willingness to communicate with other people, cooperative competence - willingness to cooperate with other people; Problem competence - willingness to solve problems, etc.

There is another group of competencies relevant within a certain professional activity -professional competencies.

In turn, professional competences are divided bybasic, or end-to-end, competences who are in demand at once in many types of professional activities, for example, common-goal competencies, andfunctional competencies The use of which is limited by the framework of a particular profession, specialty, such as musical and pedagogical competencies.

The formation of professional competence depends on the various properties of the individual, its main source is training and subjective experience. Professional competence is characterized by a constant desire for improving, acquiring all new knowledge and skills, enrichment of activities. Psychological basis Competence is a readiness to continuously increase their qualifications, professional development.

With regard to such an important component of educational activity as a goal-setting, then in this matter the competence approach is significantly different from the traditional Zunovsky.From the standpoint of this approach, the more knowledge acquired a student, the better, the higher the level of its education. But the level of education, especially in modern conditionsis not determined by the volume of knowledge, their encyclopedicity.

From the standpoint of the competence approach, the level of education is determined by the ability to solve problems of various complexity based on existing knowledge.A competence approach does not deny the knowledge of knowledge, but it focuses on the ability to use the knowledge gained. With this approach, the goal of education is described in terms reflecting new features of students, the growth of their personal potential. With a traditional approach, the goal will be responsible for the question: what does the student know in school? With a competence, the question will be: what did he learn? 7  .

A competent approach is being implemented through the creation of models of competencies that need to be formulated from students and models of competencies describing knowledge, skills and quality necessary to the teacher in this educational institution And in this position in order to be successful.

Thus, a competence approach combines intellectual and skilled components of education, includes a system of value orientation system. The competence approach is not equal to the knowledge-oriented component, but assumes the holistic experience of solving life problems, performing professional and key functions, social rolescompetencies.

Literature:

Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation"

Federal states educational standards Third generation (GEF-3).http: //minobrushuki.rf/documents/336.

The concept of the Federal Target Program for Education Development for 2011-2015 (approved the order of the Government of the Russian Federation of February 7, 2011 No. 163-P).

Boyatis R. Competent Manager. Model of efficient work. M.: Publishing House: Hippo, 2008, p.340.

Winter I.A. Key competencies - a new paradigm of the result modern education // Internet magazine "Eidos". - 2006.

Lebedev O.E. Competence approach in education // School technologies. - 2004. - №5. - from. 3-12.

Equal to John. Competence in modern society. Identification, development and implementation. - M.: Kogito-Center, 2002. - 396 p.

Spencer. L., Spencer S. Competence at work. Model of maximum efficiency of work. Per. from English A. Yakovenko M.:Hippo., 2005. - 384 p.

Homsky N. Aspects of the theory of syntax. - M., 1972

Khutorskaya A.V. Key competencies and educational standards. Report at the Department of Philosophy of Education and the Theory of Pedagogy RAO, April 23, 2002. Center "Eidos"

Lat. Professio is the officially specified occupation, specialty, from Profiteer - I declare your business.

Historical approach Inappropriate research and evaluation of historical and pedagogical facts, phenomena in the context of specific historical development.

The history of education and pedagogical thought covers a wide range of pedagogical, socio-economic, cultural phenomena in their historical development.

The historical approach involves an objective assessment of pedagogical phenomena in relationship with the above aspects.

Scientific objectivity excludes equally to their apologetics and discrepancy, approach to them from the standpoint of any particular political conjugation requires a decisive refusal of unambiguity, one-sidedness of judgments about the past, consideration of all phenomena and facts strictly in the context of specific historical time ( Epochs, period).

The historical approach implies the inadmissibility of any command of the history in favor of the dominant ideology and politics, the so-called "arithmetic approach" to it, when arbitrarily, mechanically in the evaluation of events, the facts yesterday, plus replaced by minus, and vice versa.

Historical knowledge performs the following functions:

1) social;

2) cultural and

3) heuristic;

4) Prognostic.

History of education and pedagogical thought in a large-scale understanding of this industry scientific knowledge S. historical science, the increased value of the latter at present is related to the development of the history of education.

Principles:

1. Dialecticity of approaches and installations - Comparison educational concepts different historical epochs different countries In the same period of history, comparison of educational theories and real educational systems, comparison of the past and present in the education system of countries.

2. Analyticality- Analysis of the reasons for the gap between educational ideas and the possibility of their implementation in one or another era between the pedagogical thought, the practice of one or another time.

3. Globality of education problems - The impact of education on the development of culture, states.

4. Historism- Inadmissibility of any command of history in favor of dominant ideology and politics.

5. Scientific objectivity in the assessment of studied phenomena and processes, which excludes both apologetics and distortion, approach to them from the standpoint of any particular political situation requires a refusal of unambiguousness and one-sidedness of judgment.

6. The unity of universal and national beganThe ratio of global achievements and national values.

The term "competence" as "effective interaction (human) with the environment" was introduced into the use of R. White in 1959 to describe the individual characteristics of a person.

In the 80s of the 20th century, the concept of competence has already been studied in a more specific context of improving the efficiency of management, and after the work of Richard Boyatsis "Competent Manager" The term "competence" began to be actively used in the field of management.

In 1984, John's work is equal to "competence in modern society".

In 1993, the "Dictionary of Competences" was developed by Lylom and Skin Spencers and the method of selection was proposed on the basis of competences (competenced approach), since "Such a selection predicts the best performance and preservation of personnel - both with great benefits for the company, - despite racial, age, sex or demographic prejudices."

Thus, at first, the concept of the competence of the competence approach was related to the management industry.

In 1965, N. Homsky introduces the concept of competence in the theory of language. Based on his ideas in America, the transition to competence-oriented education is carried out. . 1970-1990 Characterized by the use of the category of competence / competence in theory and practice of language learning, as well as professionalism in management, management, management, in teaching communication, the content of the concept of "social competencies / competence" is being developed.

In the period in the world and including in Russia, research is conducted as a scientific category in relation to education, educational programs are based on the concept of competence.

In the late 90s. Development receives a competence approach that is implemented at the present stage of development theoretical foundations The formation of the content of education. The problem of the competence approach is considered in the studies of A.V. Khutorsky, I.A. Winter, I.D. Frumum, A.G. Bermus, V.A. Bolotova and others so I.D. Frumin in the question of content updating school Educationimplemented on the basis of a competence approach considers four directions: the formation of key competencies; connection of the implementation of a competence approach with the formation of generalized subject's skills; strengthening the applied, practical nature of the whole school education; Upgrading the content of education to solve the problem of mastering "life skills".

In 2001, in Russia, the transition to competence-oriented education is regulated in the Government Program of Modernization of Russian Education until 2010.

2003 in the framework of the Bologna process (the formation of a single European higher education space) Our country has undertaken the obligations of accession, including the competent format of the presentation of the results of vocational education.

Khutorskaya A.V. offers a three-level hierarchy of schoolchildren competencies and highlights:

1. key competenciesthat relate to the general (meta-one) content of education;
2. general percent competencieswho belong to a certain circle training subjects and educational regions;
3. subject competencies - Private in relation to the two previous competencies, which have a specific description and possibility of forming in the framework of training items.

IN structure Key competenciesAccording to the developers of the project to modernize general education, should be presented:

• competencies in the field of independent cognitive activity based on the assimilation of ways to acquire knowledge from various sources of information, including extracurricular;
• competence in civil society (execution of the roles of a citizen, voter, consumer);
• competence in the field of socio-labor activity (including the ability to analyze the situation in the labor market, to evaluate its own professional capabilities, orient the norms and ethics of labor relations, self-organization skills);
• competence in the household sphere (including aspects of their own health, family being, etc.)
• competence in the field of cultural and leisure activities, To choosing ways and ways to use free time, cultural and spiritually enriching personality.

In each of the accepted key competencies it is possible to allocate the three main components to be evaluated:

• knowledge and skills in mastering the main concepts and procedures of this sphere;
• situational behavior due to the correct actions of a person in case of certain situations;
• the ability to comprehend and evaluate the situations that arose, including himself as an existing participant in situations (reflective component of activity).

Introduction

Socio-economic changes in Russia led to the need to modernize many social institutions, and in the first place of education, which is directly related to the economy through ensuring the preparation of productive forces. Modernization of education is a social and cultural process, which includes the work on creating a new system of values \u200b\u200band new formal models *.

Traditional knowledge education loses its effectiveness and expediency. First of all, this is due to the development of a modern information society, which is characteristic:

rapid update of knowledge (the amount of new information is no longer possible to cover by curriculum);

informatization of professional activities (information extraction becomes a condition for the existence of any modern production);

the lack of the need to overload the memory of knowledge "about the supply" (today there are information warehouses of other nature, you just need to be able to use them).

Today, the formation is not for all life, but throughout life. The strategy for the modernization of the formation of the Russian Federation suggests that the basis of updated education will be "key competencies", which are prerequisites for the development and distribution of a competence approach. The specificity of competency learning is that it is absorbed by not ready-made knowledge, but the skills necessary to solve the problem are formed. With this approach training activities Acquires research or practical conversion and itself becomes a subject of assimilation.

A competence approach is not completely new to Russian education. The orientation for the development of skills, generalized ways of activity was leading in the works of domestic teachers V.V. Kraevsky, G.P. Shchedrovitsky, V.V. Davydov and their followers. But this orientation was practically not used when constructing typical curriculum, standards. Therefore, today, it is necessary for the implementation of a competence approach to international experience, taking into account the necessary adaptation to the traditions and needs of the Russian state.

Competence approach in EU countries and USA

In world educational practice competence is speaking

as a central concept, since:

combines intellectual and skill components of education;

includes the interpretation of the content of education formed by "from the result" ("Standard at the output");

it has integrative nature (covers a number of homogeneous or nearby knowledge and skills relating to the wide areas of culture and activity: information, legal, etc.).

Education focused on the formation of competencies originated at the turn of the 60s-70s of the 20th century in the United States (Competence-Based Education). For the first time, the concept of "competence" in education was proposed by Professor Massachusette University of N. Khomsky during a study of the problem of improving the effectiveness of language literacy learning (1965). Since that time, the concepts of "competence" and "competence" begin to be widely used in teaching the language (including non-standard), as well as in the preparation of specialists in the field of management and entrepreneurship.

In the United States allocate three main components of competence: knowledge, skills and values. At the same time, this country pays special attention to competence in the field of new information technologies. This is due to the fact that in the conditions of a constantly increasing amount of information, the methods of its delivery, the ability to select, analyze and use multiplicate, often contradictory data becomes particularly relevant.

In 1984, the English scientist J. Raven was put forward that the competence approach should be considered at the junction of pedagogical and psychological Sciences . It was J. Ravenna proposed the first systematization of a competence approach to the following criteria:

formation of competence on different age-related levels of human development;

the conditions necessary for the formation and development of competence.

In a mass order, a competent approach in the UK began to be implemented in 1995. It is clearly distinguished key competencies - Key Skills, core (active) competencies - Core Skills, main competencies - Base Skills. At the same time, key competencies are divided into two groups: Communication (work with information technology) and basic - competencies of a wide profile (work in the group, the ability to make a decision, etc.).

In the UK, the Education Standard does not record the meaningful achievements of students, as is customary in Russia, but determines the positive student's development vector. Accordingly, different levels of preparation are highlighted. Ideallya summit The graduate should be able to build a strategy of activity, quickly solve problems (these two first requirements concern not only professional activities, but also everyday life), manage colleagues and maintain their motivation for efficient work.

IN last years In Germany and Austria, the education system for a competence approach is reorienting. Particular attention is paid to the transformation of training forms in order to form key competencies (in German-speaking countries - key qualifications). The change in training forms involves improving the initiative and activity of students, an increase in the importance of the role of the teacher in the pedagogical process.

Analysis of the competence approach in the European Union and the United States shows that in developed countries, under a competent approach, the building of the educational process is understood from the position of personality development, through the motivation of its self-development. The results of the introduction of a competence approach abroad argue that this approach The greatest extent meets the requirements for graduates of general and vocational education systems, by the personality, employers, states, society as a whole.

The competence approach appeals to the modern paradigm of interdisciplinary (postdisciplinary) science and education. Therefore, it is not surprising that the principle of competence originated in the framework of one of the specific sciences and was subsequently extrapolated as scientific methodapplicable to various areas of knowledge including pedagogy. His emergence is made to raise research to the famous American Linguist N. Khomsky 1. Homsky formulated the concept of competence in relation to the theory of language, transformational (generative) grammar. He noted that "... We are conducting a fundamental difference between competence (knowledge of your language speaking - listening) and use (Real use of the language in specific situations). Only in an idealized case ... the use is direct reflection of the competence. In fact, it cannot directly reflect the competence ... Contact introduced by me, associated with Sosurovsky opposition languageand speechbut it is necessary ... Rather, go back to the Humboldt concept of hidden competence as systems of generating processes"2 We turn the attention here to the fact that it is "use" there is a topical manifestation of competence as "hidden", potential. The use of N. Homsky, "in reality" in reality is associated with thinking, reaction to the use of language, with skills, etc., i.e. associated with the speaking themselves with the experience of the person himself.

At the same time (1959) in the work of R. White "Motivation Reconsidered: The Concept of Competence", the competence category is consistently filled with actually personal components, including motivation.

Analysis of the work 3 (N. Khomsky, R. White, J. Raven, N.V. Kuzmina, A.K. Markova, V.N. Kincanina, E. Belitskaya, L.I. Berestova, V.I . Bidenko, A.V. Khutorskaya, N.A. Grishhanova, etc.) allowed us to conditionally allocate three stages of the formation of a competence approach in education.

First stage - 1960-1970 - It is characterized by the introduction of the "competence" category into the scientific apparatus, the creation of prerequisites for the concepts of concepts / competence. From this time, the study of various types of linguistic competence, the introduction of the concept of "communicative competence" (D. Heims) begins in line with the language of various types of language competence.

Second phase - 1970-1990 - It is characterized by the use of the category competence / competence in the theory and practice of learning language (especially nonsense), professionalism in managing, management, management, in teaching communication. At this time, the content of the concept of "social competencies / competence" is being developed. In the work of J. Equal "Competence in modern society", which appeared in London in 1984, given a detailed interpretation of competence. This is a phenomenon that "consists of a large number of components, many of which are relatively independent of each other, ... Some components are more likely to the cognitive sphere, and others to emotional, ... These components can replace each other as components of effective behavior." At the same time, as J. Equal, "Types of Competence", the essence of "motivated abilities".