Key competencies in the educational process.

Global trends in the field of school education show that today, priority is given to forms of education in which the methods of acquiring knowledge are at the forefront.

The modern situation, notes E.V. Korotaeva, is characterized by a change in the “educational paradigm: from impersonal to personality-oriented, from unified to variable, from adaptive to developmental, from knowledge-based to activity-based.”

The modern learning process is “familiarizing the student with concepts unknown to him, already established in the culture of mankind, with the goal of developing in the student the ability to independently translate myths that arise in the mind on the basis of spontaneously acquired experience into concepts obtained as a result of learning, which is an artificially organized situation impact on the child with the help of scientifically based evidence,” writes E.S. Antonova, Doctor of Pedagogical Sciences.

In order to properly organize teaching, the teacher must understand that the information on the subject that he conveys to the student in the lesson is only information, i.e. raw material for future knowledge or skill.

The success of the learning process is due to the development in schoolchildren of the ability to transform received information into knowledge. The discovery of this didactic law by teachers and psychologists made it possible to see the prospects for using the theory of developmental education (works by P.Ya. Galperin, L.V. Zankov, D.B. Elkonin, V.V. Davydov, L.I. Aidarova, V.V. Repkin, etc.) and technologies of the activity approach to the study of the Russian language and literature based on the psychology of mastering educational actions. This will help develop in students skills, abilities, and competencies that can be used or transformed in relation to a number of life situations in the modern world of accelerating the pace of social development. We must prepare children for life, so we need to cultivate in them a readiness for change, developing qualities such as mobility, constructiveness, and the ability to learn. Accordingly, the goals of education change fundamentally. The domestic school needs a shift in emphasis from a knowledge-based to a competency-based approach to education. It is present in the second generation state educational standard. In this document, the result of education, along with traditional knowledge, abilities, skills, is understood as a certain integrated result that includes all the traditional results of education.

For the first time, the idea of ​​​​forming key competencies in the educational process was put forward by experts of the Council of Europe in 1996. in the European Project on Education.

Competence translated from Latin competentia means a range of issues in which a person is well aware, has knowledge and experience.

It is difficult to imagine a person who is knowledgeable in any field, but does not have the knowledge, skills and abilities that allow him to achieve professionalism in this field. However, the presence of certain knowledge, skills and abilities does not give the right to say that a person has competencies. This requires conditions in which these categories will develop and thanks to which they will be transformed into categories of a much higher level. A competent person is a formed personality, capable of taking responsibility in various situations, ready to expand the boundaries of his knowledge and improve it. Competence is considered as the ability to establish a connection between knowledge and a situation or as the ability to discover knowledge and take actions appropriate to solve a problem in the specific conditions of its implementation. Competence includes the mobilization of knowledge, skills and behavioral attitudes focused on the conditions of specific activities. If educational training was aimed at the formation and development of key competencies, then the person who completed it should “be able to”:

Benefit from experience;

Organize the interconnection of your knowledge and organize it;

Organize your own teaching methods;

Be able to solve problems;

Engage in your own learning.

Competence for a student is an image of his future, a guideline for mastery. During the period of training, he develops certain components of such “adult” competencies, and in order for him not only to prepare for the future, but also to live in the present, he masters them from an educational point of view.

The key words in the characteristics of competencies are the words search, think, collaborate, get down to business, adapt. If you decipher the key words in the characteristics of competencies, it will look like this:

Search: poll the environment; consult a teacher; get information.

Think: establish relationships between past and present events; be critical of this or that statement or proposal; be able to confront uncertainty and complexity; take a position in discussions and develop your own opinions; evaluate works of art and literature.

Cooperate: be able to work in a group; decisions; resolve disagreements and conflicts; agree; develop and carry out assigned responsibilities.

Get down to business: join a group or team and make a contribution; prove solidarity; organize your work; use simulators.

Adapt: use new technologies of information and communication; confront difficulties; find new solutions.

The ability to analyze, compare, highlight the main thing, solve a problem, the ability to improve oneself and the ability to give adequate self-esteem, to be responsible, independent, to be able to create and collaborate - this is what a child needs to enter this world with. And we need to structure the learning process in such a way as to help the child reveal his spiritual powers. Therefore, it is necessary not only to tell and show everything in an accessible way, but also to teach students to think and instill practical action skills.

Khutorskoy Andrey Viktorovich, Doctor of Pedagogical Sciences, Academician of the International Pedagogical Academy, Moscow, identifies key, general subject, subject competencies.

I. Fundamental, or key, competencies in education (according to V.A. Khutorsky) are the following:

Value-semantic,

General cultural,

Educational and cognitive,

Informational,

Communication,

Social and labor,

Personal self-improvement competencies.

How to develop these competencies in literature lessons? Let's introduce some of them.

Value-semantic competence- these are competencies in the field of worldview associated with the student’s value guidelines, his ability to see and understand the world around him, navigate it, realize his role and purpose, be able to choose goals and meaning for his actions and actions, and make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. When conducting a lesson, the teacher strives to ensure that the student clearly understands: what and how he is learning today, in the next lesson, and how he will be able to use the acquired knowledge in his future life. To develop this type of competence, the following techniques are used: before studying a new topic, the teacher tells students about it, and students formulate questions on this topic that begin with the words: “why”, “why”, “how”, “what”, “about” “what”, then, together with the students, the most interesting is assessed, while striving to ensure that not a single question is left unanswered. If the lesson regulations do not allow answering all the questions, students are asked to reflect at home and the teacher must return to them later in class or outside of class.

This technique allows students to understand not only the goals of studying this topic as a whole, but also to comprehend the place of the lesson in the lesson system, and therefore the place of the material of this lesson in the entire topic. Sometimes the teacher gives students the right to independently study a paragraph of the textbook and write a short summary of it as homework. The students are given the task of determining the main thing in a point, writing out new properties, and establishing which of the previously studied properties they rely on. As a result, students not only understand the material being studied more deeply, but also learn to choose the main thing and justify its importance not only for others, but also, most importantly, for themselves. Test structures are used that contain tasks with missing units of measurement of quantities, test structures that contain tasks with extra data. It is important to involve students in subject Olympiads, which include non-standard tasks that require the student to apply subject logic, and not material from the school course.

General cultural competence. The range of issues in relation to which the student must be well aware, have knowledge and experience of activity, are the features of national and universal culture, the spiritual and moral foundations of human life and humanity, individual nations, the cultural foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their influence on the world, competencies in the everyday, cultural and leisure sphere, for example, possession of effective ways to organize free time. This also includes the student’s experience of mastering a scientific picture of the world, expanding to a cultural and universal understanding of the world.

Educational and cognitive competence – this is a set of competencies

The student in the sphere of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognizable objects. This includes knowledge and skills in organizing goal setting, planning, analysis, reflection, and self-assessment of educational and cognitive activities. Within the framework of these competencies, the requirements of appropriate functional literacy are determined: the ability to distinguish facts from speculation, mastery of measurement skills, the use of probabilistic, statistical and other methods of cognition. This type of competence develops especially effectively when solving non-standard, entertaining problems, as well as when presenting a new topic in a problematic way, conducting mini-research based on studying the material. Creating problem situations, the essence of which comes down to the education and development of students’ creative abilities, to teaching them a system of active mental actions. This activity is manifested in the fact that the student, analyzing, comparing, synthesizing, generalizing, concretizing the factual material, himself receives new information from it. When introducing students to new mathematical concepts, when defining new concepts, knowledge is not communicated in a ready-made form. The teacher encourages students to compare, contrast and contrast facts, as a result of which a search situation arises.

Information competence with the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information, organize, transform , save and transmit it. These competencies also provide the student with the skills to act in relation to information contained in academic subjects and educational areas, as well as in the surrounding world. When planning an information search, the student looks for the necessary information, attracting additional sources. We often give tasks for which it is necessary to use the Internet, reference books, dictionaries, encyclopedias, etc. For example, when studying the topic “Phraseologisms”, “Etymology of words”, students need to resort to various sources of information to learn about the origin of words and phraseological units. A very interesting aspect of information competence is the secondary extraction of information when it is presented by several sources. When studying the topic “Figurative means of language”, students are given texts of poems by different poets, and before doing the work they are given a stimulus. For example: you are a member of a linguistic circle and are preparing a memo “Figurative means of language” for your classmates, or you have to write an essay-argument on the problem presented in the source text. The students’ task is to select examples of such tropes and stylistic figures as metaphor, simile, personification, anaphora, epithet, etc. In addition, through their analysis, see the position of the author of this text. Students need to navigate a large amount of information and make the right choice.

Communicative competence– this is the creation of various texts (essays, messages), public speaking, productive group communication, creating dialogues, working in groups. Most often they are combined in class. Let us give examples of such work in middle management. The class is divided into groups. Each of them is given a task: to create a dialogue and speak with it (this can be done in a playful way). We immerse students in a real life situation: you called a friend on the phone to arrange a meeting with him. Either a friend, or his parents, or a stranger (if you have the wrong number) answered the phone. Talk to them, observing the necessary etiquette. Students work in groups, then present the results of their work in front of their classmates. When studying topics on speech culture, it is necessary to create dialogues: a conversation with a salesperson in a store, with a doctor in a hospital, with a conductor on a bus, etc. Students present their work as a public performance. When students find themselves in a real-life situation while completing a task, this increases their motivation to learn. They enjoy making recipes for the school canteen (while studying the topic “Imperative Mood of the Verb”). When studying the topic “N and НН in the suffixes of adjectives and participles,” they create a menu for a camping trip, for a dining room, for dinner in the family, for receiving guests, etc., forming the necessary participles and adjectives from the proposed nouns and including them in the names of dishes.

Social and labor competencies– mean possession of knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), in the social and labor sphere (the rights of a consumer, buyer, client, manufacturer), in the field of family relations and responsibilities, in economic matters and rights in the field of professional self-determination. This includes, for example, the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, and master the ethics of labor and civil relations. The student masters the minimum skills of social activity and functional literacy necessary for life in modern society.

Personal self-improvement competencies. In order to develop this competence, the teacher uses such type of activity in lessons as completing tasks with “extra data” (the fourth is extra). In order to develop this type of competencies, the teacher uses tasks to develop self-control skills. One of the methods for developing self-control is to check the completion of any exercises. Such a test requires persistence and certain volitional efforts. As a result, students develop the most valuable qualities - independence and decisiveness in actions, a sense of responsibility for them. For example, sometimes the answers do not agree when checking. Looking for a mistake. This is how children solve the problem. After this, students very carefully follow the teacher’s thoughts and logic. The result is attentiveness and interest in the lesson, the development of skills of a critical attitude to the results, checking the compliance of the received answer with all the conditions of the tasks.

II. General subject competencies. Relate to any range of academic subjects and educational areas. They assume the formation of the student’s ability to solve problems based on known facts and concepts from various educational fields. For example: the ability to define concepts, create generalizations, establish analogies, classify, independently select grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions; the ability to consciously use verbal means in accordance with the task of communication, to express one’s feelings, thoughts and needs; planning and regulation of its activities; mastery of oral and written speech; monologue contextual speech, etc.

III. Subject competencies. They have a specific description and the possibility of formation within educational subjects. They assume the formation of the student’s ability to use knowledge, skills, and abilities of a specific academic subject to solve problems. Subject competence acquired in the process of studying language as an academic subject and characterizing a certain level of language proficiency includes the following types of competence: linguistic (linguistic), speech, communicative, sociocultural, as well as professional, if the language being studied is used as a means of professional activity. Already in elementary school, it is necessary to introduce elements of linguistic text analysis into lessons, “self-dictations” on memorized texts, practice thematic speech lessons, and include situational exercises and games on speech culture to develop communication skills. It has been noted that working with text allows not only to improve the spelling skills of students, but also to increase their speech competence. In teenage schools, it is necessary to deepen work on speech development, paying attention to working with text as a means of students’ speech development. The practice of a text-oriented approach in teaching the Russian language is facilitated by educational and methodological complexes edited by M.M. Razumovskaya and P.A. Lekant in middle classes, A.I. Vlasenkova and L.M. Rybchenkova, A.D. Deykina and T.M. .Pakhnova in high school.

Description of the means to achieve the goal (methods and forms of organizing work).

The most effective are the following forms and methods of organizing work with text in the lesson: integrated work with text;

linguistic text analysis; thematic (speech) lessons; "self-dictations"; lexical warm-ups; essays-reasonings, mini-statements and mini-essays; text editing; various types of dictations; intellectual and linguistic exercises; working with miniature texts; comparison of two texts; communicative and gaming situations.

Non-standard forms of conducting educational activities also activate the intellectual and speech activity of students, for example: a linguistic laboratory; workshop lesson; lesson-research; lesson-creative workshop; lesson test; lesson-competition; lesson-game.

The formation of the necessary competencies is facilitated by the use of modern educational technologies: problem-based learning technologies, integrated learning technologies, multi-level learning technologies; technologies of dialogue interaction (CSR, group work, cooperative learning, pedagogical workshops), as well as gaming technologies, information technologies.

The structure of the lessons built within the framework of these technologies is such that, sequentially, through a number of stages, the child gets the opportunity to understand what he is doing, justify his activities, build a system of arguments proving the truth of the conclusions made, the reasonableness of the chosen work plan, and the correctness of the selection of research tools.

With a competency-based approach, the main feature of teaching is the shift of the educational process from transferring a certain amount of knowledge to students to mastering their abilities for active action.

One of the modern technologies that encourages students to take active action is problem-based learning technology, which has its own methods and techniques. There are many methodological techniques for creating problem situations:

The teacher brings the students to a contradiction and invites them to find a way to resolve it;

Confronts contradictions in practical activities;

Presents different points of view on the same issue;

Invites the class to consider the phenomenon from different positions;

Encourages students to make comparisons, generalizations, conclusions from situations, and compare facts;

Raises specific questions on generalization, justification, specification, logic of reasoning;

Identifies problematic theoretical and practical tasks;

Poses problematic tasks with insufficient or redundant initial data, with uncertainty in the formulation of the question, with contradictory data, with obviously made mistakes, with limited time for solution.

There are several methods for finding a solution to an educational problem. This is a dialogue that encourages hypotheses, a leading dialogue that unfolds both from a formulated educational problem and without it.

A learning problem can be a question or a lesson topic.

The student, in his own way, must express knowledge by formulating the topic of the lesson, questions, creating reference signals, tables, creating an artistic image (write an essay, a fairy tale, etc.).

Based on the knowledge gained about problem-based learning technology, the following stages of the lesson can be traced:

staging– formulating the question of an educational problem or lesson topic,

search for a solution– discovery of subjectively new knowledge,

expression– expression of new knowledge, solutions in an accessible form,

implementation– presenting the product to the teacher and class.

A learning problem can be posed in three ways:

The first is a dialogue motivating a problematic situation (it consists of separate phrases for strong children).

The second is a dialogue leading to the topic (a system of questions and tasks, i.e. a logical chain, for weak children).

The third is the message of the topic with a motivating technique.

So, in the lesson there are three possible methods for finding a solution to the UE:

hypothesis-provoking dialogue that develops students' creativity and language skills;

a leading dialogue that unfolds from the formulated UP - it develops logical thinking and speech;

the introductory dialogue that unfolds without the UE - it develops logical thinking and speech.

Thus, the best way to ensure that hypotheses are generated and tested in the classroom is through stimulating dialogue.

As the dialogue develops, inaccurate or erroneous formulations may appear. It is important that the teacher react neutrally - with a nod of the head, the word “so” - and invite students to reformulate the problem.

A modern problem lesson pursues developmental goals that are focused on the student’s cognitive sphere and include the development of attention, education, memory, thinking, speech, and abilities. Educational goals instill moral values, ethical guidelines, norms of behavior, and correct character traits for the better.

If we compare a traditional lesson and a lesson using problem-based learning technology, we can see that in a problem-based lesson there are more opportunities for the development of speech, thinking, and creative abilities of students. In other words, “the system-forming, key concepts of the innovative methodology are the student as an emerging linguistic personality, his individual picture of the world as the basis of his own “thought about the world” (M. Bakhtin) and the personal concept as its structure-forming element.” eleven

Literature

Antonova E.S. “Where can I look for resources to update school methods?”

Magazine “Russian Language at School” No. 6, 2007.

Guzeev V.V. "Educational technology from reception to philosophy"

M., September, 1996.

Denisova L.O. “Development of creative abilities of schoolchildren”

“Russian language at school” No. 3, 2007.

Korotaeva E.V. “On personal development technologies in educational

process." “Russian language at school” No. 5, 2008.

Melnikova E.L. “Problem lesson or how to discover knowledge with students”

M., “Public Education”, 1998.

Mishatina N.L. “Modern methodology: innovative path of development.”

“Russian language at school” No. 2, 2009.

Perelyaeva V.V. “Formation of key and subject competencies in

students." Internet resource

Khutorskoy A.V. "Classification of competencies." Internet resource

1 Mishatina N.L. “Modern methodology: innovative path of development” RYAS No. 2, 2009.

Municipal budgetary educational institution for children

preschool and primary school age “Haratirgen Primary School –

Kindergarten

669334, Russia, Irkutsk region, Bokhansky district, Kharatirgen village, Lenin st., 49

e-mail: [email protected]

“Formation of key competencies of students as part of the implementation of the Federal State Educational Standard.”

(district seminar for primary school teachers 03/15/13)

The work was carried out by a primary school teacherI.M. Nigametzyanova.

2013

Improving the quality of education is one of the pressing problems for the educational systems of most countries of the world community, including Russia. The solution to this problem is associated with changing the content of education, optimizing methods and technologies for organizing the educational process and, of course, rethinking the purpose and result of education. The competency-based approach in this regard is one of the directions for transforming the assessment of educational results and forms new goals in the education of children.

The concept of “competency-based approach” means the focus of the learning process on the formation and development of key (basic, fundamental) and subject-specific competencies of an individual. The formation of student competencies is determined by the implementation of not only updated educational content, but also adequate teaching methods and technologies. The competency-based approach in education assumes that the meaning of education is not to increase the amount of awareness in various subject areas, but to develop students’ ability to independently solve problems in various fields and activities based on the use of social experience, an element of which is the social experience of students.

The point of organizing the educational process is to create conditions for students to develop the experience of independently solving cognitive, communicative, organizational, moral and other problems that make up the content of education. The competency-based approach focuses on the development of practical activities of students, highlighting general and special skills directly required in life, and the subsequent professional education of school graduates. With this approach, the goals of education and the goals of applying the competency-based approach cannot but coincide, since it is precisely the tasks of social development, the combination of intellectual, informational and “skill” components of education that underlie those pedagogical technologies that characterize the educational process.

From the standpoint of the competence approach, the result of education should be the formationkey competencies –such universal skills that “help a person navigate new situations in his professional, personal and social life and achieve his goals”

The competency-based approach underlies many documents that formulate the main directions for reforming the Russian education system. Thus, the Concept for the Modernization of Russian Education (2010) formulated the main goal of a comprehensive school, which is to form an integral system of universal knowledge, skills, as well as experience of independent activity and personal responsibility of students, that is, modern key competencies.

According to teacher Khutorskoy, it is necessary to distinguish between the concepts

"competence" and "competence". The word “competence” means knowledge of rules, laws, hypotheses - i.e. truisms, and the word

“Competence” means not only knowledge of these rules and laws, but also their application in everyday life, with one’s own personal understanding and attitude. The task of every thinking teacher is not only to teach the child, but also to create such conditions so that each student masters the competencies.

In the context of this concept, the requirements for a general education school student change: a person’s “education” becomes a priority, not his “training.” The new second-generation Federal State Educational Standards are based on a system-activity approach, while the formation of universal educational actions among students is directly correlated with the formation of key competencies.

The main task of the modern education system is to create conditions for quality learning. Research shows that the quality of learning material directly depends on the method of obtaining information and the degree of activity of students. During training, the student learns:

10% read

20% of what is heard

30% of what was seen

90% of what he did himself.

An important factor for a successful lesson is structure, clarity of presentation of the material, highlighting the main thing. At the same time, the lesson should be emotional, exciting, and motivated. Lesson is creativity! The pedagogical skill of a teacher lies precisely in making each student the creator of a modern lesson. First to captivate, and then to teach.

In primary school we highlight the following competencies:

1. Educational and cognitive.The student obtains knowledge directly from the surrounding reality, knows how to solve educational and cognitive problems, and acts in different (non-standard) situations. In the process of such tasks, we develop cognitive interest. We teach you to choose the most important thing from the general and bring it into the system.

2. Value-semantic competencies.

Associated with the student’s value guidelines, his ability to see and understand the world around him, navigate in it, realize his role and purpose. The child must know his rights and responsibilities, and be confident in himself.

3. Communication competencies.

Skills in working in a group, team with various social roles. The student must be able to introduce himself, write a letter, an application, fill out a form, ask a question, and lead a discussion.

4. Information competencies

The well-known truth, expressed in the words of K. D. Ushinsky, “Children’s nature requires clarity,” can now easily be satisfied by means of computer technology. But so that the computer does not become a means of mere visualization, the teacher must model the lesson well and correctly.

New educational information technologies also have certain didactic capabilities:

A source of information;

increase the degree of visibility;

Organize and direct perception;

Most fully meet the interests and needs of students;

They create an emotional attitude of students towards educational information and positive motivation;

This is additional material that goes beyond the mandatory level.

Information technologies not only provide additional opportunities for the learning and development of students, but also help organize the work of young children in project mode. Moreover, the priority pedagogical task for a primary school teacher is to develop the child’s abilities. The learning environment with information technologies integrated into it creates high motivation and conditions for students to implement their own ideas, prepares them for a comfortable life in the information society.

The introduction of information technology into the educational process is considered:

− Not as a goal, but as another way for students to understand the world;

− As a source of additional information on subjects;

− As a way of self-education for teachers and students;

5. Social and labor competencies

During the period of study from grades 1 to 4, students acquire basic technical knowledge; design skills and skills in manufacturing products from various materials; self-care skills.

6. Health-saving competencies

Knowledge and adherence to healthy lifestyle standards; knowledge and observance of personal hygiene and routine; human physical culture, freedom and responsibility in choosing a lifestyle.

Maybe only one group of key competencies will be used in a lesson, but then there will be another, and a third. The main thing is that children should be interested in teaching THEMSELVES, developing THEMSELVES, AND EXPLORING THE WORLD.

To form key competencies, modern technologies for organizing the educational process are required: technology of problem-based and project-based learning; development of critical thinking; learning in the global information community.

Including in your lessons tasks of a competency-based nature, tasks that require the student to be capable of creative activity.

Research activities, project activities in class and extracurricular hours, participation in extracurricular activities, intellectual competitions, Olympiads, projects, concerts - all this contributes to the formation of key competencies.

Life in the real world is extremely changeable. Significant changes in education are impossible without fundamental changes in the professional consciousness of the teacher. A lot of new knowledge and concepts have emerged that are necessary for a modern teacher.

Obviously, the teacher must master the competencies he teaches! That is, to implement a competence-based approach. In contrast to the traditional approach, the competency-based approach in education is based on the following principles:

• Education for life, for successful socialization in society and personal development.
• Assessment to ensure that students are able to plan their educational results and improve them in the process of constant self-assessment
• Various forms of organizing independent, meaningful activities of students based on their own motivation and responsibility for the result.

Based on the standard, the formation of personal characteristics is assumedgraduate (“portrait of a primary school graduate”) such as:

• Curious, interested, actively exploring the world
• Able to learn, capable of organizing his own activities
• Respecting and accepting the values ​​of family and society, the history and culture of each people
• Loving his homeland
• Friendly, able to listen and hear a partner, respecting his own and others’ opinions
• Ready to act independently and be responsible for your actions
• Having an understanding of the basics of a healthy and safe lifestyle

Competence is not limited to learning alone. It connects the lesson and life, is connected with education and extracurricular activities.

For a modern teacher, the priority task is to educate a socially adapted personality.

Competence (effective knowledge) reveals itself outside of learning situations, in tasks different from those in which this knowledge was acquired. In order to develop competencies in students, a modern teacher must first of all possess these competencies himself.

Basic competencies of a modern teacher

• Be able to learn together with students, closing your own “educational gaps.”
• Be able to plan and organize independent activities of students (help the student determine goals and educational results in the language of skills/competencies).
• Be able to motivate students by including them in a variety of activities that allow them to develop the required competencies;
• Be able to “stage” the educational process, using various forms of organizing activities and including different students in different types of work and activities, taking into account their inclinations, individual characteristics and interests.
• Be able to take the position of an expert in relation to the competencies demonstrated by the student in various types of activities and evaluate them using appropriate criteria.
• Be able to notice the student’s inclinations and, in accordance with them, determine the most suitable educational material or activity for him.
• Possess design thinking and be able to organize and manage group project activities of students.
• Possess research thinking, being able to organize and manage students’ research work.
• Use an assessment system that allows students to adequately evaluate their achievements and improve them.
• Be able to reflect on your activities and behavior and be able to organize it among students during the learning process.
• Be able to organize students’ conceptual work.
• Be able to conduct classes in dialogue and discussion mode, creating an atmosphere in which students would like to express their doubts, opinions and points of view on the subject under discussion, discussing not only among themselves, but also with the teacher, accepting that their own point of view can also be questioned and criticized.
• Own computer technologies and use them in the educational process.

Of course, these tips are only a small part of the pedagogical

Wisdom, common pedagogical experience of many generations. But

To remember them, to inherit them, to be guided by them is a condition

Which can make it easier for the teacher to achieve the most important goal - the formation and development of a modern personality, socially

Adapted, which is the most important task of implementing plans

Federal State Educational Standard.

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Report “Formation of key competencies of primary school students within the framework of the implementation of the Federal State Educational Standard” The work was carried out by primary school teacher Irina Mikhailovna Nigametzyanova, 2013.

Formation of key competencies in the conditions of the Federal State Educational Standard Educational and cognitive competencies: set a goal and organize its achievement, be able to explain your goal; organize planning, analysis, reflection, self-assessment of one’s educational and cognitive activities; ask questions to observed facts, look for the causes of phenomena, indicate your understanding or misunderstanding in relation to the problem being studied; set cognitive tasks and put forward hypotheses; choose the conditions for conducting an observation or experiment, describe the results, formulate conclusions; speak orally and in writing about the results of your research; have experience in perceiving the picture of the world.

Formation of key competencies in the conditions of the Federal State Educational Standard Information competencies: have the skills to work with various sources of information: books, textbooks, reference books, the Internet; independently search, extract, systematize, analyze and select the necessary information, organize, transform, save and transmit it; navigate information flows, be able to highlight the main and necessary things in them; be able to consciously perceive information disseminated through media channels; master the skills of using information devices; apply information and telecommunication technologies to solve educational problems: audio and video recording, e-mail, Internet.

Formation of key competencies in the conditions of the Federal State Educational Standard Communicative competencies: be able to introduce yourself orally and in writing, write a questionnaire, letter, congratulation; be able to represent your class, school, country, and use knowledge of a foreign language for this; master ways of interacting with people around you; give an oral report, be able to ask a question, conduct an educational dialogue correctly; master different types of speech activity (monologue, dialogue, reading, writing); master methods of joint activities in a group, methods of action in communication situations; skills to seek and find compromises; have positive communication skills in society, based on knowledge of the historical roots and traditions of various national communities and social groups.

Formation of key competencies in the conditions of the Federal State Educational Standard Social competencies: have knowledge and experience in fulfilling typical social roles: family man, citizen; be able to act in everyday situations in the family and everyday sphere; determine your place and role in the world around you, in the family, in the team, in the state; own cultural norms and traditions lived in one’s own activities; own effective ways to organize free time; have an idea of ​​the systems of social norms and values ​​in Russia and other countries; act in the field of labor relations in accordance with personal and public benefit, possess the ethics of labor and civil relations; master the elements of artistic and creative competencies of a reader, listener, performer, viewer, young artist, writer.

Tips when developing key competencies in working on the quality of education: the main thing is not the subject you teach, but the personality you form; help students master the most productive methods of educational and cognitive activity, teach them to learn; it is necessary to often use the question “why?” to teach how to think causally: understanding cause-and-effect relationships is a prerequisite for developmental learning; remember that it is not the one who retells it that knows, but the one who uses it in practice; teach students to think and act independently; Develop creative thinking by comprehensive analysis of problems; solve cognitive problems in several ways, practice creative tasks more often; in the learning process, be sure to take into account the individual characteristics of each student, unite students with the same level of knowledge into differentiated subgroups; encourage student research; teach in such a way that the student understands that knowledge is a vital necessity for him; Explain to students that every person will find his place in life if he learns everything that is necessary to realize his life plans.

Of course, these tips are only a small part of pedagogical wisdom, the general pedagogical experience of many generations. But remembering them, inheriting them, being guided by them is a condition that can make it easier for a teacher to achieve the most important goal - the formation and development of a modern personality, socially adapted, which is the most important task in implementing the plans of the Federal State Educational Standard.

Thank you for your attention! I wish everyone health, creativity, family well-being, smart and grateful students!

Portrait of a graduate: primary school - basic school Portrait of a graduate: primary school - basic school inquisitive, showing research interest research interest actively exploring the world friendly, benevolent, able to listen able to listen and hear a partner and hear a partner able to respect others, to a different point of view Able to respect others, to have a different point of view, able to learn, capable of self-organization, ready to act independently and be responsible to family and school, having the skills of self-organization and a healthy lifestyle, ready to make a choice, selectivity of interests, self-aware, asserting oneself as an adult, knows how to act as an adult act with an orientation towards a different position ready to bear responsibility to oneself, others to oneself, others knows how to work in a group and individually consciously follows the rules of a healthy and safe lifestyle and safe lifestyle

The formation of knowledge is not the main goal of education (knowledge for the sake of knowledge); knowledge and skills as a unit of educational result are necessary, but not sufficient; in order to be successful in the modern information society, it is not so much encyclopedic literacy that is important, but the ability to apply generalized knowledge and skills in specific situations, To solve problems that arise in real activities, knowledge is the basis of human competence. Thus, it can be said that

Based on the goals set, the school should help solve the following methodological tasks: to develop the skills of critical thinking in conditions of working with large volumes of information; to develop skills of critical thinking in conditions of working with large volumes of information; to develop skills for independent work with educational material using ICT; skills of independent work with educational material using ICT to form self-education skills, development of the ability for academic mobility of students to form skills of self-education, development of the ability for academic mobility of students to form teamwork skills to form teamwork skills to develop the ability to formulate a problem and cooperatively solve it develop the ability to formulate problem and solve it cooperatively build self-control skills build self-control skills

“A comprehensive school should form a holistic system of universal knowledge, skills, as well as independent activity and personal responsibility of students, i.e. key competencies that determine the modern quality of education.” Federal State Educational Standard: NEW EDUCATIONAL RESULT

What are competence and competency? What are competence and competency? Competence - Competence - 1) a range of issues in which someone is knowledgeable, has authority, knowledge, experience; 1) a range of issues in which someone is knowledgeable, has authority, knowledge, and experience; 2) the circle of someone’s powers, rights. 2) the circle of someone’s powers, rights. Competent – ​​Competent – ​​1) knowledgeable, aware; authoritative in a particular industry; 1) knowledgeable, aware; authoritative in a particular industry; 2) a specialist with competence 2) a specialist with competence

Classification of competencies: key competencies - key competencies - relate to the general (meta-subject) content of education; general subject competencies - relate to a certain range of academic subjects and educational areas; general subject competencies - relate to a certain range of academic subjects and educational areas; subject competencies subject competencies are private in relation to the two previous competencies, having a specific description and the possibility of formation within educational subjects; private in relation to the two previous competencies, having a specific description and the possibility of formation within educational subjects

Key competencies include: Social competence – the ability to act in society, taking into account the positions of other people. Social competence is the ability to act in society taking into account the positions of other people. Communicative competence is the ability to communicate in order to be understood. Communicative competence is the ability to communicate in order to be understood. Personal competence is the ability to analyze and act from the perspective of individual areas of human culture. Personal competence is the ability to analyze and act from the perspective of individual areas of human culture. Information competence is the ability to master information technology and work with all types of information. Information competence is the ability to master information technology and work with all types of information. Moral competence is the willingness and ability to live according to traditional moral laws. Moral competence is the willingness and ability to live according to traditional moral laws.

Social competence is manifested in the formation and individual progress in the development of social skills: the ability to accept responsibility; ability to accept responsibility; ability to respect others; ability to respect others; ability to collaborate; ability to collaborate; the ability to participate in the development of a common decision; the ability to participate in the development of a common decision; ability to resolve conflicts; ability to resolve conflicts; ability to adapt to different roles when working in a group. ability to adapt to different roles when working in a group.

Communicative competence is manifested in the formation and individual progress in the development of a number of communication skills: listening (hear instructions, hear others, perceive information); listening (hear instructions, hear others, perceive information); speaking (express yourself clearly, express an opinion, give an oral report in a small and large group); speaking (express yourself clearly, express an opinion, give an oral report in a small and large group); reading (the ability to read for pleasure, communication and information); reading (the ability to read for pleasure, communication and information); letters (record observations, make extracts, provide a summary, prepare reports, keep a diary). letters (record observations, make extracts, provide a summary, prepare reports, keep a diary).

Information competence is manifested in the formation and individual progress in developing the skills of search and project activities: formulating a question, posing a problem; formulate a question, pose a problem; conduct surveillance; conduct surveillance; plan work, plan work, plan time; plan time; collect data; collect data; record data; record data; arrange and organize data; arrange and organize data; interpret data; interpret data; present the results or prepared product. present the results or prepared product.

The activity-based approach to learning presupposes: the presence in children of a cognitive motive (the desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered); children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered); students performing certain actions to acquire missing knowledge; students performing certain actions to acquire missing knowledge; identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge; identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge; developing in schoolchildren the ability to control their actions - both after their completion and during their course; developing in schoolchildren the ability to control their actions - both after their completion and during their course; inclusion of learning content in the context of solving significant life problems. inclusion of learning content in the context of solving significant life problems.

Subject-oriented approach to learning Competence-based activity approach to learning BASIS OF THE GRADUATE MODEL Image of a trained person Image of an educated person GOAL OF TRAINING To teach for life To teach to learn for life ACTIVITY OF SUBJECTS OF THE EDUCATIONAL PROCESS Active activity of the teacher predominates. By student activity we mean an observer, a passive performer. Independent, active activity of students predominates; The teacher's activity consists of organizing, correcting, monitoring, and managing the activities of students. FORMS OF ORGANIZATION OF EDUCATIONAL LESSONS (LESSONS) Academic classroom and lesson system Research; conferences; discussions, debates, business and simulation games; presentations, defense; extracurricular design; workshops TRAINING TECHNOLOGIES Modern – traditional training; explanatory - illustrated method Block - modular training Project method Information and communication Problem - dialogic

A school focused exclusively on the academic and encyclopedic knowledge of a graduate is, from the point of view of new demands of the labor market, outdated today. Today, the whole world, discussing the main tasks of education, talks about key competencies, which are formulated as the response of the education system to the requirements of the “world of work”.

Educational activities at the college are organized on the basis of the Federal State Educational Standards for Secondary Vocational Education. If you read the standard, it will become quite obvious that the main role in the content of the standard is played by state requirements for educational outcomes.

Since Russia has adopted a competency-based approach, the result of education is described and measured in COMPETENCIES. In the Federal State Educational Standard for Secondary Professional Education, there can be three types of them - professional (they are formed in students by modules), special (they are set by variable modules at the request of employers in the region) and general (they are “responsible” for the presence of professionally suitable qualities in students for the specialty for which they are preparing )

Until recently, all the attention of teachers and students was focused on professional competencies. Now we have begun to better understand the ideology and requirements of the standard, so we realized that each competency of the Federal State Educational Standard for Secondary Professional Education must be assessed. Each competency should have its own BIRTHDAY. Modern employers also contribute to this important process (at the last round table with them at KhMTPC, they simply chanted in unison: educate us, a responsible specialist devoted to his profession and work organization, capable of learning and changing along with production, and we will teach him everything else...)

Therefore, the educational department of the college together with the curators paid attention to the formation of general competencies among KhMTPC students. Since April 2017, a new direction in the system for assessing the educational achievements of students has started - self-assessment and assessment at a meeting of the student group of general competencies.

How to understand what GENERAL COMPETENCIES are? Where can I read about them?

The list of general competencies (there are currently nine of them) is contained in the Federal State Educational Standard for Secondary Professional Education for all specialties and professions implemented in the college. They sound like this:

This is the list of mandatory personal manifestations that the state ordered the educational organization and it is precisely if these qualities are present in the graduate of the professional educational organization that it gives him a state document - a DIPLOMA OF PROFESSIONAL EDUCATION.

It is logical for us all to assume that a graduate of a professional program can be admitted to final qualifying work only if teachers have examined his general competencies.

How to show a student to teachers that he has professional qualities to work in his specialty (profession) - GENERAL COMPETENCIES?

To do this, you must first of all understand that all nine competencies can be formed during the implementation of the professional program (3 years 10 months, 2 years 10 months), that the entire annual activity plan of KhMTK is drawn up by the Administration in such a way as to provide for all students the conditions for the formation and presenting general competencies to the educational community (all competitions, trainings, activities of student government bodies, exhibitions, general meetings, control events, cleanup days, etc.). In other words, if a student is active in terms of college work and takes a subjective position in his own development, then he can easily secure credit for all nine general competencies. To help the student see whether the process of developing competence is underway, college teachers have developed criteria for the manifestation of competencies that each student can determine for himself or see in himself:

Dear curators and students, the link to the portfolio is for students studying according to an individual curriculum. The pedagogical observation skills of teachers and the communicative competence of students give us ample opportunities for face-to-face communication at meetings of student groups regarding the manifestation (testing) of general competencies.

In the same way as for intermediate certification of professional competencies, a package of Protocols has been generated, stored in the personal folder of each student group with the heads of departments; for general competencies, two types of Protocols have been generated (general for the group and individual).

Summary statement of the development of general competencies
students gr. No. 536 specialty “Music education”

Group leader:

Group curator:

Individual statement of the development of general competencies (professional suitability) of a student gr. No. 536 “Music education” Kokh N.G.

The summary statement is stored in the group folder with the heads of departments and the second copy is kept by the deputy director supervising the process - N.I. Fedorova. The individual statement is attached to the student’s personal file and is the substantive basis for all types of characteristics about him requested by organizations from the college.

The most valuable thing in the procedure for assessing general competencies is the student’s right to self-assessment of his progress in mastering the specialty. The student himself declares at the group meeting (April of each academic year) about those general competencies that everyone should already notice and have evidence of. An active role in this process is played by the group curator and all teachers teaching in the group; they have the right to agree with the student’s application or postpone it until a more understandable state of the process (this is if the evidence is not clear, dubious).

It is important for all students and teachers to understand that only those students who have completed the entire curriculum, that is, have presented both professional and general competencies to the educational community, are allowed to defend their thesis.

The quality of the activities of teachers and college students in assessing general competencies can be considered the efficiency of pedagogical response to the manifestation of students’ competence and the absence of conflict situations in the methodological association of curators and teachers working in a professional program with students.

April 2017 began. The period for assessing general competencies in KhMTK has begun.

The college’s regulations “On the assessment of general competencies” are available on the website.

Good luck and interesting pedagogical observations to all of us!!!

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Competence is a predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in a certain field. Competence is the student’s possession of the relevant competence, including his personal attitude towards it and the subject of activity. Competence is an already established personality quality (set of qualities) of a student and minimal experience in a given field.

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Competencies Types of competencies Key Involve the formation of the student’s ability to find and apply the necessary information; work in a team; be prepared for constant learning and retraining. General subject Refers to a certain range of academic subjects and educational areas. They assume the formation of the student’s ability to solve problems based on known facts and concepts from various educational fields. Subject-specific They have a specific description and the possibility of formation within academic subjects. They assume the formation of the student’s ability to use knowledge, skills, and abilities of a specific academic subject to solve problems.

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Types of competencies Characteristics of competence Educational and cognitive 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 cognizable objects. This includes knowledge and skills in organizing goal setting, planning, analysis, reflection, and self-assessment of educational and cognitive activities. In relation to the objects being studied, the student masters creative skills of productive activity: obtaining knowledge directly from reality, mastering methods of action in non-standard situations, heuristic methods of solving problems. Within the framework of these competencies, the requirements of appropriate functional literacy are determined: the ability to distinguish facts from speculation, mastery of measurement skills, the use of probabilistic, statistical and other methods of cognition.

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Types of competencies Characteristics of competencies Value-semantic These are competencies in the field of worldview associated with the student’s value guidelines, his ability to see and understand the world around him, navigate it, realize his role and purpose, be able to choose goals and meaning for his actions and actions, accept solutions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.

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Types of competencies Characteristics of competencies General cultural Range of issues in relation to which the student must be well aware, have knowledge and experience. These are the features of national and universal culture, the spiritual and moral foundations of human life and humanity, individual nations, the cultural foundations of family, social, public phenomena and traditions, the role of science and religion in human life, their influence on the world, competencies in everyday life and cultural and leisure activities. sphere, for example, possession of effective ways to organize free time. This also includes the student’s experience of mastering a scientific picture of the world, expanding to a cultural and universal understanding of the world.

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Types of competencies Characteristics of competencies Communicative Includes knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, skills of working in a group, mastery of various social roles in a team. The student must be able to introduce himself, write a letter, questionnaire, application, 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 at each level of education within each study. subject or educational field.

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Types of competencies Characteristics of competencies Information Using real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, e-mail, media, Internet), the ability to independently search and analyze is formed select the necessary information, organize, transform, store and transmit it. These competencies provide the student with the skills to act in relation to information contained in academic subjects and educational areas, as well as in the surrounding world.

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Types of competencies Characteristics of competence Competencies of personal self-improvement Mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the sphere of these competencies is the student himself. He masters ways of acting in his own interests and capabilities, 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 personal hygiene rules, taking care of one’s own health, sexual literacy, and internal environmental culture. This also includes a set of qualities related to the basics of a person’s safe life.

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Types of competencies Characteristics of competencies Social and labor Possession of knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), in the social and labor sphere (the rights of a consumer, buyer, client, manufacturer), in the field of family relations and responsibilities, in matters of economics and law, in the field of professional self-determination. This includes the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, and master the ethics of labor and civil relations. The student masters the minimum skills of social activity and functional literacy necessary for life in modern society.

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