MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

federal state budgetary educational institution

higher professional education

"Volga Region State Social and Humanitarian Academy"

History department

Department of Pedagogy, Psychology, History Teaching Methods

Course work

Psychological and pedagogical approaches to assessing the results of competency-based education

Completed:

3rd year full-time student

Budylev S.M.

Scientific adviser:

Candidate of Pedagogical Sciences, Associate Professor O.A. Smagina

Samara 2013

Introduction

Chapter I. Theoretical foundations for assessing learning outcomes in competency-based education

1 Concepts and essence of assessing learning outcomes in competency-based education

2 Features of competency-based education

Conclusions on Chapter I

Chapter II. Ways and means of assessing learning outcomes in competency-based education

1 Features of the psychological and pedagogical approach to assessing learning outcomes

2 Ways and means of implementing competency-based education

Conclusions on Chapter II

Conclusion

Bibliography

Introduction

The purpose of this work is to justify ways of implementing assessment of learning outcomes of competency-based education.

The relevance of this work lies in the fact that competency-based education comes first in the educational process. Therefore, all the advantages and disadvantages of the competency-based approach should be assessed. There is a need for new data, since there is no clear formulation of how to move from one education model to another.

The research problem is how a competency-based approach affects the quality of education.

The object of the study is the assessment of the learning outcome. And the subject of the work is competency-oriented education as a condition for achieving the goal of modern education.

The research hypothesis is that the implementation of competency-based education will be effective if:

comprehend the theoretical foundations of the competency-oriented approach;

identify the concepts and essence of quality of education;

To characterize the means of implementing competency-based education in the educational process.

Main objectives of the study:

Study the theoretical foundations of competency-based education;

Define the concepts and essence of quality of education;

Analyze the ways and means of implementing competency-based education in a modern school.

Theoretical and practical significance: in modern society it becomes important to put into practice the acquired knowledge at school. It should be taught in such a way that a person can relearn throughout his life. With the help of competency-oriented education, knowledge becomes the cognitive basis of human competence.

Research methods:

Study of the conceptual and theoretical basis;

Study and generalization of advanced pedagogical experience.

Main literature:

· G.B. Golub, E.A. Perelygina, O.V. Churakova. The project method is a technology of competency-based education. Samara: 2006.

This manual examines the methodological and didactic aspects of competency-based education.

· E.A. Samoilov. Competency-based education: socio-economic, philosophical and psychological foundations. Monograph. Samara: 2006.

The monograph analyzes the socio-economic, philosophical and psychological foundations of competency-based education in society.

· Zimnyaya I.A., Competence-based approach: what is its place in the system of modern approaches to the problem of education? (theoretical and methodological aspect)//Higher education today. 2006.№8., pp. 20-26.

The article discusses the place of competency-based education in the modern educational process.

· I.I. Menyaeva. Competency-based education is a priority area of ​​school innovation. Samara: Fort, 2008

“A student stuffed with knowledge but unable to apply it in practice resembles a stuffed fish that cannot swim” Academician A.L. Mints.

· Modernization of educational systems: from strategy to implementation: Collection of scientific papers / Scientific. ed. V.N.Efimov, under the general direction ed. T.G.Novikova. - M.: APK and PRO, 2004. - 192 p.

The paper analyzes ways to implement competency-based education in the educational process.

· Zolotareva, A.V. Monitoring the performance of an educational institution. - Yaroslavl, Publishing House YAGPU im. K.D. Ushinsky, 2006.

This paper examines monitoring as an assessment of the results of students’ activities.

Chapter I. Theoretical foundations for assessing learning outcomes in competency-based education

1.1 Concepts and essence of assessing learning outcomes in competency-based education

Due to the fact that in September 2003 Russia joined the Bologna Declaration, the direction of the domestic education system has changed. A course was taken to modernize this important system for society. Throughout most of the Soviet period of Russian education, its competency-based program was based on the so-called principle of “knowledge, abilities, skills” and included theoretical justification, definition of nomenclature, hierarchy of knowledge, abilities and skills, methods of their formation, control and evaluation.

However, the changes taking place in the world and Russia in the field of educational goals, correlated, in particular, with the global task of ensuring a person’s entry into the social world, his productive adaptation in this world, raise the need to raise the issue of providing education with a more complete, personally and socially integrated result. The concept of “competence and competency” was used as a general definition of such an integral social-personal-behavioral phenomenon as a result of education in the totality of motivational, value-based, cognitive components.

Practice has proven that modern education can no longer function successfully in the previous content, organizational and, more broadly, pedagogical forms. This means that a new school and educational system necessarily require the use of other methods of management, which involves rethinking the basic conditions for organizing school life: reformulating goals, objectives, means, methods of assessment and communication3 .

Questions about how to assess the level of student achievement and what can be assessed are among the “eternal” questions of pedagogy. The reforms that began in our country in the late 80s. The twentieth century were associated, according to G. Kovaleva, with the “humanization of school spaces,” that is, the work of “humanizing the expert’s views,” humanizing the standard created by him and residing in the “teacher’s head,” as well as with the objectification of assessment.

The need for an objective assessment of the results of human activity has always been and remains one of the most significant in any sphere of human activity. And the more versatile and multifaceted this activity is, the more difficult it is to evaluate its results.

Objective assessment of students' achievement level is intended for:

obtaining objective information about the results of educational activities achieved by students and the degree of their compliance with the requirements of educational standards;

identifying positive and negative trends in the teacher’s activities;

establishing the reasons for the increase or decrease in the level of student achievements for the purpose of subsequent correction of the educational process.

The document “Strategy for modernizing the structure and content of general education” emphasizes that the current system for assessing the quality of educational achievements of students in general education schools is difficult to compatible with the requirements of modernization of education. The most serious disadvantages include:

the focus of assessment solely on external control, accompanied by pedagogical and administrative sanctions, and not on supporting motivation aimed at improving educational results;

the predominant orientation of control and evaluation tools to check the reproductive level of assimilation, to check only factual and algorithmic knowledge and skills.

The planned changes in the general secondary education system cannot be achieved without a significant transformation of the system for assessing the quality of students' educational achievements and the quality of education in general.

It is difficult to disagree with the opinion of T.G. Novikova and A.S. Prutchenkov that in the process of modernizing the control system, it is advisable to preserve and disseminate all the positive things that have been accumulated in a number of schools in the country in recent years (the introduction of monitoring of educational achievements within the framework of level differentiation in education; the use of various forms of control during the final certification of students, the introduction computer testing, etc.), and change what hinders the development of the education system (subjectivism of assessments, primary focus on checking factual material, insufficient use of control tools that form the interest of each student in the results of their cognitive activity, incomparability of control results across schools, insufficient preparedness teachers and school administrators to use modern means of measuring the level of educational achievements, etc.).

Research from a number of works by scientists allows us to conclude that one of the reasons why students lag behind in their studies is a poorly developed ability to critically evaluate the results of their educational activities. Currently, the need to find effective ways to organize the assessment activities of teachers and students has become quite clear4 .

The main conditions for modernizing the system of monitoring and assessing educational achievements, outlined in the Concept of modernization of Russian education until 2010, were:

openness of requirements for the level of training of students and control procedures for all participants in the educational process: students, parents, teachers, specialists, the general public;

creation of a system for assessing the achievement of the requirements of educational standards in the process of current and final control, adequate to new educational goals and aimed at improving the education system; standardization and objectification of assessment of the quality of training of school graduates using an external control system;

introduction, in addition to the traditional ones, of new types, forms, methods and means of assessing the dynamics of students’ progress in the educational process, helping to increase motivation and interest in learning, as well as taking into account the individual characteristics of students.

The results of the international PISA study showed the need to change not only the system for assessing student educational achievements. The student’s ability to solve problems that school life poses must also be assessed.

It is important to reorient control to assess the ability to apply the knowledge and skills acquired during the learning process in various life situations.

It is necessary that the modernized system operate in a “mode of constant correction and renewal, taking into account, on the one hand, real pedagogical practice, and on the other, the needs of social development.”

Often in psychological and especially pedagogical literature the concepts of “assessment” and “mark” are identified. However, the distinction between these concepts is extremely important for a deeper understanding of the psychological, pedagogical, didactic and educational aspects of the assessment activities of teachers.

First of all, assessment is a process, activity (or action) of assessment carried out by a person. All our indicative and, in general, any activity in general depends on the assessment. The accuracy and completeness of the assessment determine the rationality of movement towards the goal.

The functions of assessment, as is known, are not limited only to ascertaining the level of training. Assessment is one of the effective means at the teacher’s disposal to stimulate learning, positive motivation, and influence on the individual. It is under the influence of objective assessment that schoolchildren develop adequate self-esteem and a critical attitude towards their successes. Therefore, the importance of assessment and the variety of its functions require a search for indicators that would reflect all aspects of schoolchildren’s educational activities and ensure their identification. From this point of view, the current system of assessing knowledge and skills requires revision in order to increase its diagnostic significance and objectivity. A mark (score) is the result of the assessment process, activity or assessment action, their conditionally formal reflection. From a psychological point of view, identifying an assessment and a mark will be tantamount to identifying the process of solving a problem with its result. Based on the assessment, a mark may appear as its formal logical result. But, in addition, a mark is a pedagogical stimulus that combines the properties of encouragement and punishment: a good mark is encouragement, and a bad mark is punishment.

The current knowledge of schoolchildren and the knowledge and skills they have demonstrated are usually assessed. Knowledge, abilities and skills must be assessed, first of all, in order to outline ways for both the teacher and the student to improve, deepen, and clarify them. It is important that a student’s assessment reflects the prospects for working with this student and for the teacher, which is not always realized by the teachers themselves, who consider the mark only as an assessment of the student’s performance. In many countries, student grades as a basis for assessing the performance of education are one of the most important parameters of the quality of education6 .

In contrast to the formal - in the form of a point - nature of the mark, the assessment can be given in the form of detailed verbal judgments that explain to the student the meaning of the "collapsed" mark - the mark - that is then given.

Researchers have found that a teacher's assessment leads to a favorable educational effect only when the student internally agrees with it. For well-performing schoolchildren, there is a coincidence between their own assessment and the assessment given by the teacher in 46% of cases. And for low achievers - in 11% of cases. According to other researchers, the coincidence between the teacher’s assessment and the student’s own assessment occurs in 50% of cases. It is clear that the educational effect of assessment will be much greater if students understand the requirements placed on them by teachers7 .

The results of monitoring the educational and cognitive activity of students are expressed in its assessment. To evaluate means to determine the level, degree or quality of something.

Grade- qualitative indicator (for example, “You are great!”).

Mark- quantitative indicator (five or ten point scale, percentages).

Stages of development of a five-point rating scale:

) May 1918 - resolution of A.V. Lunacharsky “On the abolition of marks”;

) September 1935 - five verbal assessments were introduced: “very bad”, “bad”, “mediocre”, “good”, “excellent”;

) January 1944 - return to the digital “five-point” system for assessing academic performance.

1.2 Features of competency-based education

The meaning of competency-based education is the dialectical synthesis of academic and pragmatic education, the enrichment of the subject’s personal experience in the construction of an educational environment that promotes the optimal development of the student’s individuality and uniqueness, taking into account universal human values. The thesis “there are no irreplaceable people” is becoming a thing of the past. Society and culture are enriched and developed thanks to the uniqueness of their representatives7 .

In accordance with the Strategy for the modernization of the Russian system of general secondary education, the teacher is called upon to ensure the integration and continuity of the processes of formation of a complex of universal knowledge, abilities, skills and the formation of key competencies.

Important components of a teacher’s readiness for competency-based education of schoolchildren are:

the teacher’s awareness of the objective need for changes in the educational system and his active position on the problem under consideration;

understanding the essence of the terms “competence”, “competency” and “competency-oriented education”;

the ability to solve open problems (that is, problems without a clearly stated condition, without a solution algorithm known in advance, with multiple answers);

mastery of methods and algorithms for designing a modern educational process to optimize its elements.

Great importance is attached to activity-based teaching methods and technologies, since the essence of the concepts discussed is related specifically to the activities of participants in the educational process8 .

The competency-based approach to determining the goals and content of general education is not completely new, much less alien to the Russian school. The focus on mastering skills, methods of activity and, moreover, generalized methods of action was leading in the works of such domestic teachers and psychologists as M.N. Skatkin, IA. Lerner, V.V. Kraevsky, g.p. Shchedrovitsky, V.V. Davydov and their followers. In this vein, separate educational technologies and educational materials were developed. However, this orientation was not decisive; it was practically not used in the construction of standard curricula, standards, and assessment procedures.

Competency-oriented education is a process aimed at developing in a subject, in the course of activity, mainly of a creative nature, the ability to connect methods of activity with an educational or life situation in order to solve it, as well as acquire an effective solution to significant practice-oriented problems9 .

In competency-based education, we can talk about the pedagogy of opportunities; the motivation for competence is based on the motivation of compliance and orientation towards long-term goals of personal development.

Competency-oriented education speaks specifically about regulating the result, as required by the letter and spirit of the law.

Competency-oriented education requires the addition of internal teacher control with self-control and self-assessment, the importance of external expert assessment of alienated products of educational activity, considers rating, cumulative assessment systems, and the creation of a portfolio (portfolio of achievements) as a tool for the student to present himself and his achievements outside of school as more adequate.

Competency-based education speaks of the multiplicity of levels in the possible field of student achievement.

In the competency-based approach, the teacher does not claim to have a monopoly of knowledge; he takes the position of an organizer and consultant.

In the competency-based approach, the student is responsible for his own advancement, he is the subject of his own development, and in the learning process he takes different positions within pedagogical interaction.

In competency-based education, the lesson is retained as one of the possible forms of organizing training, but the emphasis is on expanding the use of other, non-classroom forms of organizing classes - a session, a group on a project, independent work in a library or computer class, etc.

The main unit of organizing material for classes can be not only a lesson, but also a module (case). Therefore, educational books within the framework of the new approach have a different structure from the traditional one - these are materials for organizing classes in a fairly short time (from 10 to 70 hours), the structure of which is designated not as lessons, but as blocks (modules).

The methods closest to competency-based education are the experience of organizing a research model of classes, a problem-solving approach, and situational pedagogy.

The central point of modernizing education based on the idea of ​​a competency-based approach is changing teaching methods, which consists of introducing and testing forms of work based on the responsibility and initiative of the students themselves.

Another topic arises for further innovative search - how should the assessment system in school change?

The competency-based approach will allow us to evaluate the real, rather than abstract, product produced by the student. That is, the system for assessing the level of student achievement must undergo changes first of all. We will accept not only educational ones. The student’s ability to solve problems that school life poses must be assessed. The educational process must be transformed in such a way that “spaces of real action” appear in it, a kind of “initiative”, to use conventional language, “student production”, the products of which (including intellectual ones) are carried out not only for the teacher, but also for to compete successfully and get the desired rating in the internal (school) and external (public) markets.

Innovative approaches to learning are divided into two main types, which correspond to the reproductive and problem orientation of the educational process.

Innovations in the modernization of the educational process, aimed at achieving guaranteed results within the framework of its traditional reproductive orientation. Innovation-transformations that transform the traditional educational process, aimed at ensuring its research nature, organizing search educational and cognitive activities.

Conclusions on Chapter I

The topic of competency-based education is fundamentally important because it concentrates the ideas of an emerging new educational system, which is often called anthropological, since the shift vector is directed towards the humanization of social practice.

The actualization of competency-based education in recent decades is due to a number of factors. The transition from industrial to post-industrial society is associated with an increase in the level of environmental uncertainty, an increase in the dynamism of processes, and a manifold increase in the information flow. Market mechanisms in society have become more active, role mobility has increased, new professions have appeared, changes have occurred in previous professions, because the requirements for them have changed - they have become more integrated, less special. All these changes dictate the need to form an individual who can live in conditions of uncertainty.

A complex of methods of activity acquired in different subject areas at different age stages should ultimately lead to the formation in a child of generalized methods of activity upon leaving basic school, applicable in any activity regardless of the subject area. These generalized modes of activity can be called competencies.

Another aspect of this education concerns the adequacy of the content of education to modern trends in the development of economics, science, and social life. The fact is that a whole range of school skills and knowledge no longer belong to any professional occupation.

In the competency-based approach, the list of required competencies is determined in accordance with the requests of employers, requirements from the academic community and broad public discussion based on serious sociological research. Mastery of various types of competencies becomes the main goal and results of the learning process. Competencies and a competency-based approach occupy a central place in the education quality management system.

The basic competence of a teacher lies in the ability to create and organize an educational and developmental environment in which it becomes possible for a child to achieve educational results, formulated as key competencies.

For a school in a post-industrial society, it is no longer enough to provide graduates with knowledge for decades to come. In the labor market and from the point of view of life prospects, the ability and willingness to learn and relearn throughout one’s life are becoming more in demand. And for this, apparently, we need to learn differently, in other ways.

So, the new quality of education is associated, first of all, with a change in the nature of the relationship between school, family, society, state, teacher and student. That is, updating the educational process is a meaningful resource for reorienting the school to work in the logic of a different approach to assessing the success of education.

Chapter II. Ways and means of assessing learning outcomes in competency-based education

2.1 Features of the psychological and pedagogical approach to assessing learning outcomes

Adaptability of the education system requires determining the compliance of the activities of a particular pedagogical system with the capabilities and educational needs of a particular student. Learning in the conditions of competency-oriented education becomes predominantly an active independent activity, managed through the use of control and diagnostics10 .

Control and diagnostic tools are changing in the new conditions. A marking system that measures only a single specific result is no longer enough. To track the process of achieving educational goals, tools are needed that make it possible to trace and evaluate the dynamics of the process of achieving goals. Thus, there is a need to introduce a cumulative assessment system, which includes monitoring, rating assessment, and portfolio, which are well-known in the domestic education system. Cumulative assessment also includes those used for assessment: interviews, business games, self-assessment diaries, the method of concluding an agreement and other methods used in Western didactics.

Cumulative assessments allow students to develop a positive attitude towards learning, as they give them the opportunity to demonstrate how much they know and can do, rather than their shortcomings, which is typical for traditional assessment methods. They make the learning process more effective, especially with properly organized and constructive feedback. New assessment methods, such as simulation, practice, role-playing games, allow the student to understand how to apply acquired skills and abilities inside and outside the educational environment. It becomes possible to assess a more diverse range of student skills in more situations. At the same time, not only teachers, but also parents, and, most importantly, the student himself can evaluate11 .

The main characteristics of effective evaluation are that it focuses on the process and on the product. It is not only what the student is taught that is assessed, but also what is expected of him. Both teachers and students are actively involved in the assessment process. Assessment is based on diverse and variable means; assessment takes place at all stages and levels of learning and provides assessment participants with the necessary information to improve the learning process through feedback. Cumulative assessment, when used correctly, fulfills all these requirements.

Learning results in competency-based education can be assessed using control as monitoring. Pedagogical monitoring is a form of organization, collection, processing, storage and dissemination of information about the activities of the teaching staff, which allows you to continuously monitor the state and predict its activities.

The monitoring process reveals trends in the development of the education system, correlated over time, as well as the consequences of decisions made. As part of monitoring, the identification and evaluation of completed pedagogical actions is carried out. At the same time, feedback is provided informing about the compliance of the actual results of the pedagogical system with its ultimate goals.

Monitoring affects various aspects of the life of an educational institution:

analysis of the feasibility of setting goals for the educational process, plans for educational and educational work;

working with personnel and creating conditions for the creative work of teachers;

organization of the educational process;

a combination of control and practical assistance.

The main difference between monitoring the quality of training and control is, first of all, that the task of monitoring is to establish the reasons and magnitude of the discrepancy between the result and the goals. In addition, monitoring is characterized by systematicity and duration, criteria and indicators used.

The main monitoring functions include:

diagnostic - scanning the state of the education system and the changes occurring in it, which allows us to assess these phenomena;

expert - within the framework of monitoring, it is possible to carry out an examination of the state, concept, forms and methods of development of the education system, its components and subsystems;

informational - monitoring is a way to regularly obtain comparable information about the state and development of the system, necessary for the analysis and forecast of the state and development of the system;

integrative - monitoring is one of the system-forming factors that provide a comprehensive description of processes.

The general features of the activity are identified:

monitoring objects are dynamic, subject to external influences that can cause various changes in the state of the object;

implementation of monitoring involves organizing constant monitoring of the object, studying and assessing its condition;

the organization of tracking involves the selection of reasonable criteria and indicators by which the parameters of the object are measured and described;

Each specific monitoring system is focused on a specific consumer, which can be either an individual institution or the state as a whole.

The main types of monitoring can be distinguished by content:

didactic monitoring, the subject of which is new developments in the educational process (gaining knowledge, skills, abilities, compliance of their level with the requirements of the State Standards, etc.);

educational monitoring, which takes into account changes in the creation of conditions for the education and self-education of students, the “increment” of their educational level;

socio-psychological, showing the level of socio-psychological adaptation of the student’s personality;

management activities, showing changes in various management subsystems.

By the nature of the methods and techniques used - statistical and non-statistical monitoring.

By direction:

process monitoring - presents a picture of the factors influencing the implementation of the final goal;

monitoring the conditions for organizing activities - identifies deviations from the planned norm of activity, the level of rationality of activity, and the necessary resources;

monitoring results - finds out what was done from the plan, what results were achieved.

When organizing monitoring, it is important to perform the following tasks:

Determine quality criteria for monitoring implementation, develop a set of indicators that provide a holistic view of the state of the system, qualitative and quantitative changes in it.

Select diagnostic tools.

Establish the level of compliance of the real state of the object with the expected results.

Systematize information about the state and development of the system.

Ensure regular and clear presentation of information about ongoing processes.

Organize information support for analysis and forecasting of the state and development of the education system, development of management decisions.

Information collected during the monitoring process must meet the requirements of objectivity, accuracy, completeness and sufficiency.

Traditional monitoring in the form of tests, exams, and inspections is not effective enough. First of all, because:

monitoring of the state of learning is irregular, episodic, the dynamics of changes are not revealed;

while controlling the results of training, they ignore the learning process itself;

Quite subjective point marks and integral assessments of the performance of test tasks as a whole are used, which does not make it possible to find out which specific content elements and to what extent have not been mastered;

Essentially, diagnostic techniques are not used to reveal the causes of certain students’ mistakes, shortcomings in the teacher’s work, or to identify factors influencing academic performance.

To carry out monitoring, general methods of psychological and pedagogical research can be used - observation, survey, questioning, testing, experiment. Specific methods are also used - analysis of activity products (for example, documents), methods for studying the state of educational work, game methods, creative reports, methods of expert assessments, analytical and evaluation methods (self-assessment, lesson analysis, scaling, etc.). To process monitoring results, mathematical and statistical methods are used.

Monitoring is carried out in the following stages:

Preparatory stage:

formation of an order for monitoring,

selection of the monitoring object,

methodological support for monitoring,

definition of criteria and indicators,

creation of a working project or program,

briefing or training of personnel conducting monitoring.

Monitoring stage:

Carrying out system diagnostics using selected methods in accordance with the work program,

collection and analysis, storage of results.

Data processing and decision making stage:

data processing, including mathematical and statistical,

analysis, synthesis and systematization of the data obtained,

preparation of the final document,

making decisions,

a set of measures to enhance the use of data, including information support for monitoring12 .

Control in a broad sense is checking something, providing feedback. Monitoring students' learning activities provides information about the results of their learning activities, promotes the establishment of external feedback (control performed by the teacher) and internal feedback (student self-control).

2.2 Ways and means of implementing competency-based education

pedagogical monitoring competency-based education

Competency-based education, as opposed to the concept of “mastering knowledge” (and in fact the sum of information), involves students mastering skills that allow them to act effectively in the future in situations of professional, personal and social life. Moreover, special importance is attached to skills that allow one to act in new, uncertain, problematic situations for which it is impossible to develop the appropriate means in advance. They need to be found in the process of resolving such situations and achieving the required results13 .

In fact, in this approach, the understanding of knowledge as an increase in the amount of subject information is opposed to knowledge as a set of skills that allow one to act and achieve the required result, often in uncertain, problematic situations.

“We abandoned not knowledge as a cultural “subject,” but a certain form of knowledge (knowledge “just in case,” that is, information).

What is knowledge in competency-based education. What is a concept?

Knowledge is not information.

Knowledge is a means of transforming a situation.

If knowledge is a means of mentally transforming a situation, then it is a concept.

We are trying to build concepts so that they become means of transforming situations into action.

Zinchenko V.P. contrasts knowledge and information:

“Information has overwhelmed humanity. Education, which is increasingly structured like a “smorgasbord of knowledge” (E. Fromm’s expression), has not escaped this fate. Quite often there is a mixture of genuine understanding, erudition and information. The lines between them are increasingly blurred, as are the lines between knowledge and information. Nevertheless, such boundaries exist. An experienced teacher can easily distinguish between a “know-it-all” and a “quick grabber” from "thoughtful"And "thorough"student. Another thing is more dangerous: students’ illusions that what they remember is what they know. These illusions are still fresh in both pedagogy and psychology. Let us recall their background. It is fair to note that knowledge cannot be defined, since it is a primary concept. Several metaphors can be imagined:

The ancient metaphor is that of a wax tablet on which external impressions are imprinted.

A later metaphor is that of a vessel that is filled either with our external impressions or with a text that carries information about these impressions.

Obviously, in the first two metaphors, knowledge is indistinguishable from information. The main means of learning is memory.

Socrates' metaphor is a metaphor for obstetrics: a person has knowledge that he cannot comprehend himself, and he needs an assistant who can help give birth to this knowledge using maeutic methods. Gospel metaphor of growing grain. Knowledge grows in a person’s consciousness like a grain in the soil, which means that knowledge is not determined by external communication. Knowledge arises as a result of cognitive imagination, stimulated by a message, a mediator14 .

The last two metaphors are much more interesting. In Socrates' metaphor, the place of the teacher-mediator is clearly indicated, in the Gospel it is implied. It is important to emphasize that in the latter metaphors the knower acts not as a “receiver”, but as a source of his own knowledge. In other words, we are talking about knowledge as an event. Personal, life event. Events taking place in the student’s thinking. Knowledge is always someone’s, belongs to someone, it cannot be bought (like a diploma), stolen from the knower (except along with the head), and information is no man’s territory, it is subjectless, it can be bought, exchanged or stolen, which often happens. Knowledge, becoming a common property, enriches those who know, and information in this case is devalued. Knowledge matters, and information has a purpose at best. Information, at best, is a tool that may have a price, but not a value. Knowledge has no price, it has vital and personal meaning.

Finally, one more important clarification. There is a subject who generates knowledge, and there is a user who consumes information. Their distinction should not be assessed in terms of better or worse. It's just his fixation. Of course, both knowledge and information perform important instrumental functions in human behavior and activity. Information is a temporary, transient, perishable subject. Information is a means, a tool that, like a stick, can be discarded after use. Not so with knowledge. Knowledge, of course, is also a means, an instrument, but one that becomes a functional organ of the individual. It irreversibly changes the knower. You can't throw him away like a stick. If we continue this analogy, then knowledge is a staff that helps to move further into the world of knowledge and into the world of ignorance.”

Thus, the competency-oriented approach strengthens the applied, practical nature of all school education (including subject teaching). This direction arose from simple questions about what results of school education a student can use outside of school. The key idea of ​​this direction is that to ensure “the long-term effect of school education, everything that is studied must be included in the process of consumption and use. This is especially true for theoretical knowledge, which should cease to be dead baggage and become a practical means of explaining phenomena and solving practical situations and problems.

Another aspect of application concerns the adequacy of the content of education to modern trends in the development of economics, science, and social life. The fact is that a whole range of school skills and knowledge no longer belong to any professional occupation. An example of such an exotic type of school activity could be the entire subject of drawing. This also includes the so-called industrial training, in which girls learn how to sew a skirt, and boys learn how to work on machines that remain only in schools and vocational schools. Here, of course, a revision of the content of education is urgently needed. In the UK, for example, during the process of such a revision, when discussing the standard in mathematics, the topics of multiplying large numbers were excluded in favor of rounding sums when counting and assessing statistical data. In many countries, traditional labor and home economics courses have been replaced by Technology and Design, Entrepreneurship, or vocational education courses that provide specific vocational skills in working with electricity, plumbing, etc. And this is all part of the school renewal that takes place under the slogans of competency-based education.

In competency-based education, the list of required competencies is determined in accordance with the requests of employers, requirements from the academic community and broad public discussion based on serious sociological research. Mastery of various types of competencies becomes the main goal and results of the learning process. Competencies and a competency-based approach occupy a central place in the education quality management system. Essentially, education quality management begins with determining the composition of those competencies that must be mastered in the educational process at school as educational results. Then the entire internal school education quality management system is built in such a way that at the end of the day, each student, to one degree or another, possesses the required competencies15 .

Conclusions on Chapter II

In modern conditions, we should talk about the presence of many requests that the school must respond to. The real customers of the school are the student, his family, employers, society, and professional elites, while maintaining a certain position of the state. For the education system, this means that state educational institutions are obliged, on the one hand, to conduct a dialogue with all consumers of education (the goal is to find a reasonable compromise), and on the other hand, to constantly create, update and increase the range of educational services, the quality and effectiveness of which will determine consumer. Otherwise, the public school cannot fully fulfill its functions.

For a modern school, it is no longer enough to provide graduates with knowledge for decades to come. In the labor market and from the point of view of life prospects, the ability and willingness to learn and relearn throughout one’s life are becoming more in demand. And for this, apparently, we need to learn differently, in other ways.

So, the new quality of education is associated primarily with a change in the nature of the relationship between school, family, society, state, teacher and student. That is, updating the educational process is a meaningful resource for reorienting the school to work in the logic of a different approach to assessing the success of education.

A competency-based approach can be considered one of the ways to achieve a new quality of education. It determines priorities and the direction of change in the educational process.

Key competencies as a result of general education mean the readiness to effectively organize one’s internal and external resources to make decisions and achieve the set goal.

The list of key competencies of students for the Samara region, adequate to socio-economic conditions, includes:

willingness to solve problems;

technological competence;

readiness for self-education;

readiness to use information resources;

readiness for social interaction.

Competency-based education can be understood as the ability to act effectively. The ability to achieve results is to effectively solve a problem.

At school, it is not competence itself that is primarily formed, but independence in solving problems, the condition of which is the transformation of an objective method of action (i.e. knowledge, abilities, skills) into a means of solving problems. The main innovation of the competency-based approach, therefore, is the creation of educational conditions for transforming methods of action into means of action.

Conclusion

This study is needed to better understand and understand competency-based education. Most countries in the world express dissatisfaction with the quality of modern education. In an open, changing world, the traditional educational system, designed to serve the needs of an industrial society, becomes inadequate to the new socio-economic realities.

Since the beginning of the twenty-first century, Russian psychological and pedagogical publications have widely discussed the possibilities and advantages of so-called competency-based training as an alternative to traditional education. However, until now in psychological and pedagogical publications there is no convincing, scientifically based interpretation of the concepts of “competence”, “competence”, “competency-oriented education”. Therefore, there is a threatening tendency to “call everything a competence.” This discredits the idea itself and creates significant difficulties in its practical implementation.

This is primarily due to systemic changes that have occurred in the sphere of labor and management. The development of information technology has led not only to a tenfold increase in the volume of information consumed, but also to its rapid aging and constant updating. Which leads to fundamental changes not only in economic activity, but also in everyday life.

In this study, we came to the conclusion that the topic of competency-based education is fundamentally important because it concentrates the ideas of an emerging new educational system, which is often called anthropological, since the shift vector is directed towards the humanization of social practice.

Competency-based education can be considered one of the ways to achieve a new quality of education. It determines priorities and the direction of change in the educational process.

Bibliography

1. Golub G.B., Perelygina E.A., Churakova O.V. The project method is a technology of competency-based education. Samara: Educational literature, 2006.

Zheleznikova T.P. Competency-based approach in education. - Samara: “etching”, 2008.

Zimnyaya I.A., Competence-based approach: what is its place in the system of modern approaches to the problem of education? (theoretical and methodological aspect)//Higher education today. 2006.№8., pp. 20-26.

Zolotareva, A.V. Monitoring the performance of an educational institution. - Yaroslavl, Publishing House YAGPU im. K.D. Ushinsky, 2006.

Ivanov D.A. Competencies and the competency-based approach in modern education. - M.: Chistye Prudy, 2007.

Kaluzhskaya, M.V., Ukolova, O.S., Kamenskikh, I.G. Rating assessment system. How? For what? Why? - M.: Chistye Prudy, 2006

Menyaeva I.I. Competency-based education is a priority area of ​​school innovation. Samara: Fort, 2008

Modernization of educational systems: from strategy to implementation: Collection of scientific papers / Scientific. ed. V.N.Efimov, under the general direction ed. T.G.Novikova. - M.: APK and PRO, 2004. - 192 p.

Samoilov E.A. Competency-based education. - Monograph. Samara: SGPU, 2006.

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The article provides examples of competency-oriented innovative educational technologies for organizing educational work with students, which teachers can not only become familiar with, but also creatively apply when conducting training sessions.

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A BRIEF DESCRIPTION OF

COMPETENCE-ORIENTED TECHNOLOGIES

N.V. Kuvardina teacher of special disciplines

GBPOU SPO "Penza Multidisciplinary College"

Department of Public Utilities and Land Management

The use of educational technologies in pedagogical practice has become an integral part of the educational process. An important issue in this context is the ability of the teacher to effectively use existing innovative technologies and create them independently.

A competent teacher must “... in order to implement a competency-based approach, provide for the use in the educational process of active and interactive forms of conducting classes (computer simulations, business and role-playing games, analysis of specific situations, psychological and other trainings, group discussions) in combination with extracurricular work for the formation and development of general and professional competencies of students" (Federal State Educational Standard for Secondary Professional Education and New Generation NGOs).

For a brief description of competency-oriented technologies, the most effective technologies for the formation of general and professional competencies of students were selected:

1. - design and research activities;
2. - "brainstorm";
3. - development of critical thinking;
4. - case stages;
5. - game training;
6. - problem-based learning;
7. - contextual learning;
8. - integrative learning;
9. - vitogenic training;
10. - ICT;
11. - programmed training;
12. - development of an individual style for solving IT problems.

1. Technology of design and research activities;

This technology includes a set of research, search, problem methods, creative in their very essence, focused on the creative self-realization of the developing personality of the student, the development of his intellectual, physical capabilities, volitional qualities and creativity in the process of creating new goods and services under the control of a teacher, possessing subjective or objective novelty, having practical significance

Target:

To teach students to think independently, to find and solve problems, drawing on knowledge from different fields, to develop the ability to predict the results and possible consequences of different solution options, and the ability to establish cause-and-effect relationships. This contributes to the active acquisition of knowledge and skills, the formation of creative abilities and competencies, i.e. application of knowledge and skills in practical activities

Stages:

1. problem analysis (definition of the problem and the research tasks arising from it (use of “brainstorming” and “round table” methods during joint research);
2. goal setting (proposing hypotheses for their solution; discussing research methods (statistical, experimental, observations);
3. choice of means to achieve it(discussion of ways to formalize the final results (presentations, defense, creative reports, screenings);
4. search and processing of information, its analysis and synthesis(collection, systematization and analysis of the obtained data);
5. assessment of the results and conclusions obtained(summarizing, drawing up results, their presentation);
6. conclusions putting forward new research problems (in a variety of forms, reflection)

Forms of work: individual; steam room; group, collective

1. Brainstorming technology;

MS technology is based on the psychological and pedagogical laws of collective activity. MS increases the creative activity of students on the basis of creating a favorable, trusting atmosphere by removing psychological, pedagogical, etc. MS is a form of free discussion that helps to release creative energy and, by including students in interactive communication and involve them in an active search for solutions to the problem at hand

Target:

Liberating thoughts and optimizing conditions for creativity based on reducing a person’s criticality regarding their capabilities. The purpose of this technology is to ensure the process of generating ideas by students, followed by their critical analysis and discussion

Stages:

1. Formulating the problem as a whole and its aspects
2. Identification of goals for solving a problem based on an analysis of its various aspects.
3. Selecting sources of information on the problem
4. Selection of preferred (first necessary) sources from the information array.
5. Generating all kinds of ideas ("keys" to the problem) based on freedom of imagination, not accompanied or interrupted by critical thinking.
6. Selecting ideas that are most likely to lead to a solution based on logical thinking and comparative analysis.
7. Based on critical thinking, all possible ways to test the selected ideas are updated.
8. The most rigorous and consistent verification methods are selected.
9. Finding all possible areas of application of the ideas obtained
10. Choosing a final solution to the problem
11. Expertise

Forms of work:

The MS is led by a specially trained person (moderator). Its task is to stimulate the process of putting forward ideas and maintain its continuity. It instills confidence in students to overcome the problem. If suggestions run out, the presenter fills the pause by expressing his own ideas. At the same time, he should not put strong pressure on the participants. MS is a group discussion conducted by a moderator according to a pre-developed scenario. The optimal number of participants is 8-12 students, the duration of brainstorming is 1.5-2 hours. To conduct effective brainstorming, it is recommended that it be divided into two independent stages: generation and analysis.

1. - Technology for the development of critical thinking;

Educational technology aimed at developing students' thinking style, the main features of which are criticality, openness, flexibility, reflexivity, through reading and writing.

Critical thinking - open reflective evaluative thinking

Target: Development of the student’s intellectual abilities, allowing them to study independently; the formation of a categorical thinking apparatus, characterized by:

Students’ awareness of the ambiguity of positions and points of view,

Overcoming egocentric thinking,

Reflection on the alternativeness of decisions made,

Ability to adequately interpret received information

Stages:

1. evocation (call, awakening),
2. implementation (comprehension of new information),
3. reflection

Forms of work: Technology can be used to organize individual, group, and collective educational work for students

1. - Case stage technology (situational analysis)

These are interactive technologies

The main sources of case content are public life (plot, problem, factual base); education (goals, objectives, methods of teaching and education); science (methodology)

A method of analyzing a situation, which involves understanding a real situation, the description of which reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem

Target:

Forms interest and positive motivation of students, ensures their emotional involvement in the educational process and effectively contributes to their professionalization

Stages:

1. Introduction: problem statement; name of the institution; names and positions of the main characters.
2. Problem: brief description (from the perspective of different participants in the events).
3. Materials for solution (scientific, methodological, statistical, regulatory, legal, literary)

Forms of work: individual, subgroup (5-6 people, a moderator is selected who, after time, reports on the results of the group’s work)

1. - Game learning technology;

The technology is focused on the use of knowledge in a new situation, in which the material acquired by students goes through a kind of practice, introducing variety and interest into the learning process. In the life of students, the game performs such important functions as: entertainment, communication, self-realization, diagnostic, correctional, therapeutic, socialization.

Pedagogical games are groups of methods and techniques for organizing the pedagogical process, which is a means of psychologically preparing students for future life situations. An essential feature of a pedagogical game is a clearly defined learning goal and the corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational and cognitive orientation. In foreign pedagogy, the understanding of the game includes “any competition or competition between players, whose actions are limited by certain conditions, rules) and are aimed at achieving a certain goal (winning, victory, prize)”

Target:

• mastering new and consolidating old material, developing general educational skills, developing creative abilities;
• formation of cognitive motives and interests;
• conveying a holistic idea of ​​objects and phenomena, taking into account emotional and personal perception;
• training in collective thinking and practical work, developing skills in social interaction and communication, individual and joint decision-making skills;
• fostering a responsible attitude to business, respect for social values ​​and attitudes of the team and society as a whole;
• training in modeling methods, including mathematical and social design

Stages:

1. Preparing game props.
2. Preparation of participants who have expressed their desire and readiness to play.
3. Familiarization of participants with the rules of the game.
4. Organization of the game chronotope (game space) and time frame of the game.
5. Implementation of the game's plot.
6. Summing up the game as a result of game actions achieved by the players in accordance with the accepted rules

Forms of work: The forms of work depend on the type of game. During the game, you can use group and individual work, joint discussion, conduct testing and surveys, and create role-playing situations.

1. - Technology of problem-based and activity-based learning

Today, problem-based learning is understood as such an organization of training sessions that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them, as a result of which the creative mastery of professional knowledge, skills, abilities and the development of thinking abilities occurs.

Intensive study and implementation of elements of activity technologies is underway, which includes:

• analysis of production situations;
• solving situational production problems;
• business games;
• “immersion” in professional activity (in different versions);
• modeling of professional activity in the educational process;
• contextual learning;
  

1. - Contextual learning technology

The basis of contextual learningconstitutes a theory of activity, according to which the assimilation of social and professional experience is carried out as a result of active activity. The means of work is the context - a system of conditions. The situation includes external conditions, the subject of learning, and people with whom the object of learning is in contact.

Contextual learning technology consists of basic and intermediate forms.

Basic forms:

Educational activities with a leading role of lectures and seminars(transfer and assimilation of information);

Quasi-professional activities embodied in games,electives, special courses;

Educational and professional - research work of students, practical training, internship, diploma and course design.

Intermediate forms are any forms - traditional and new, that meet the specific goals and specific content of training.

1. - Integrative learning technology

This is a developing system of continuous learning.

One of these ways is the development of an integrative educational system “School - Secondary Professional Education - University

The system-forming factor of the integrative educational system "School - Secondary Professional Education - University" is its integrity based on the integration of state educational programs, cross-cutting curricula of level-staged training, which should be implemented on the basis of the integration of the goals and objectives of secondary and vocational education.

1. - Technology of vitogenic training;

Vitagenic learning (“vita” - from Latin life) is learning based on the actualization of a person’s life experience, his intellectual and psychological potential for educational purposes.

The main idea of ​​vitagenic teaching is to form a collaborative relationship between teacher and student. From these positions, a teacher is not so much an informant as an accomplice, an inspirer who knows how not only to lead, but also has the ability to sympathize and empathize with successes and failures. The meaning of vitality education is the formation of a social image of a person, a unique personality, i.e. individuality. Vitagen education uses the individual's resources hidden in the subconscious. Reliance on the subconscious in vital education is, first of all, the creativity and imagination of the student in a variety of manifestations, intuition, i.e. the ability to perceive the world and make decisions based on “gut feeling”, without the participation of consciousness, at the level of instantaneous comprehension. Intuition, like fantasies, reflects vital experience, the actualization of which is an excellent tool for organizing the educational process

1. ICT technology

Information and Communication Technologies (ICT)is a general concept that describes various devices, mechanisms, methods, and algorithms for processing information. The most important modern ICT devices are a computer equipped with appropriate software and telecommunications tools along with the information placed on them

Didactic tasks solved with the help of ICT:

• Improving the organization of teaching, increasing the individualization of learning;
• Increasing the productivity of students’ self-training;
• Individualization of the work of the teacher himself;
• Accelerating replication and access to the achievements of teaching practice;
• Strengthening motivation to learn;
• Activation of the learning process, the possibility of involving students in research activities;
• Ensuring flexibility in the learning process.

1. Programmed learning technology

Programmed learning is a relatively independent and individual acquisition of knowledge and skills according to a training program using computer teaching aids. In traditional education, the student usually reads the full text of the textbook and reproduces it, while his work on reproduction is almost in no way controlled or regulated. The main idea of ​​programmed learning is the management of learning, the educational actions of the student with the help of a training program.

The purpose of the concept is to strive to increase the efficiency of managing the learning process based on the cybernetic approach. At its core, programmed learning involves the student working according to a certain program, in the process of which he acquires knowledge. The role of the teacher comes down to monitoring the psychological state of the student and the effectiveness of his gradual mastery of educational material, and, if necessary, regulating program actions.In accordance with this, various schemes and programmed learning algorithms have been developed - linear, branched, mixed and others, which can be implemented using computers, programmed textbooks, teaching materials, etc.

1. Technology for developing an individual style of solving IT problems

This is a methodology for the development of an individual style of activity, a methodology of an activity approach, implemented through solving practice-oriented problems.

• Orientation of the learning process towards students acquiring experience in solving problems of real practical IT activities.
• Organization of training aimed at mastering methods for solving IT problems, methods of using computer tools to solve them, developing an individual style for solving IT problems
• Organization of information technology training in integrative connection with other academic disciplines and real life
• Assessing the success of information technology training in an integrative connection with a general analysis of the student’s educational activities and an analysis of his personal development in the information technology field

Target: Organization of information technology training focused on the formation and development of IT competence (the ability to solve IT problems)

Stages:

1. Motivational stage -is aimed at students’ awareness of the personal significance of the acquired knowledge and skills, it involves focusing students’ attention on priority areas of educational work aimed at developing their ability to solve this IT problem

2. Mastering practical ways to solve a problem -mastering general methods of solving an IT problem, developing the ability to reproduce in practice the main method (methods) of solving it.

3. Reflections on practical ways to solve a problem -generalization of the main approaches to solving an IT problem; correlation of the method proposed by the student for solving an IT problem with general methods for solving it

4. Presentation of problem solving skills -students gain experience in solving IT problems in variable situations. Acquiring the ability to introduce innovations in the choice of tools necessary to solve a problem, in methods of effective work with computer tools, the formation of an individual style of technological activity in solving an IT problem

5. Implementation of knowledge and skills -students acquire the ability to solve a problem in a variety of ways, introduce individual innovations in methods of solving it, solve a problem in non-standard situations, develop an individual style for solving an IT problem

Forms of work:

at the first stage -One of the forms of organizing work at this stage may be students’ self-assessment of their ability to solve an IT problem. Self-assessment sheets record the main aspects of solving a specific IT problem. The survey questions are formulated in such a way that the student can understand what exactly he should learn to do when studying the topic

at the second stage - Clarification of a significant problem, the description of which is presented in the terms of the IT task;

Analysis of an effective option for IT activities in the described case, based on the requirements of the task (methods, operations, computer tools used, etc.)

Selection and justification of the optimal option for professional IT activities

at the third stage -Generalization, systematization of methods for solving a specific IT problem; reflection on the structure of activities that leads to the solution of a given IT problem

at the fourth stage -Finding out the essence of the IT problem and setting the goal of its solution; selection of appropriate means of IT activities, taking into account the real conditions indicated in the text of the task (available technical and technological resources, characteristics of students, etc.)

at the fifth stage - Finding out the essence of the IT problem and setting an individual goal for its resolution; development of an individual action plan to solve the problem; selection of appropriate means of IT activities, taking into account the real conditions indicated in the text of the task (available technical and technological resources, characteristics of students, etc.)

Bibliography:

1. Andreichenko Z.M. - Deputy Director for Scientific and Methodological Work, Regional Multidisciplinary College, Stavropol, article “Application of competency-oriented technologies in the process of implementing the new generation Federal State Educational Standards”, 2013
2. Gogoleva I.I., Koval N.M., Letskikh L.A., Pastukhova I.P. Using the case method in the educational process and methodological work of the secondary school. – M., 2001
3. Innovative approaches to the activities of teachers in the system of professional education // general editor V.N. Gurova. - Stavropol, Litera, 2008
4. Kapustin N.P. Pedagogical technologies of adaptive school. – M.: Publishing Center “Academy”, 1999
5. E.A. Markovskaya, I.V. Mushtavinskaya, I.B. Mylova and others; under scientific Ed. I.B. Soapy. Innovative technologies of the St. Petersburg modern school: conceptual analysis: Methodological manual / – St. Petersburg: St. Petersburg APPO, 2010. – 36 p. – (St. Petersburg experience of general education) - ISBN 978-5-7434-0388-2
6. Training seminars: methodological support for competency-based training / author. T.V. Hurtova. - Volgograd, Teacher, 2008
7. Selevko G.K. Modern educational technologies. – M.: Public Education, 1998.
8. Stepanov S.V. Conditions for transferring methodological work to the level of methodological service // Modern problems of education: experience and prospects: Mater. region. scientific-practical conf. – Stavropol: SSU Publishing House, 2001
9. Stepanov S.V. Methodological service: modeling experience // Modern educational technologies. – Tver: TSU, 2003
10. Theory and practice of educational technology. – M.: Research Institute of School Technologies, 2004
11. Khutorskoy A.V. Methods of student-centered training // How to teach everyone differently. – M.: Publishing house VLADOS-PRESS, 2005

annotation

The article provides examples of competency-oriented innovative educational technologies for organizing educational work with students, which teachers can not only become familiar with, but also creatively apply when conducting training sessions.

Ulyanitskaya Tatyana Valerievna

candidate of pedagogical sciences,

Associate Professor of the Department of Pedagogy and Methodology

primary education

Kazan (Volga region) federal

university

[email protected]

PRINCIPLES OF COMPETENCE-BASED TRAINING FOR FUTURE PRIMARY TEACHERS

Ulyanitskaya Tatyana Valeryevna

PhD in Education Science, Assistant Professor of the Education Science and Elementary Education Methodology Department, Kazan (Volga Region) Federal University [email protected]

PRINCIPLES OF COMPETENCE-BASED EDUCATION OF FUTURE ELEMENTARY SCHOOL TEACHERS

Annotation:

Within the framework of this article, various approaches to defining the concepts of “competence”, “competence”, “competency-oriented learning” in scientific and pedagogical literature are considered. The article reveals the main provisions of competency-based training for future primary school teachers in a university setting.

Keywords:

competency-based approach, competency, competency, competency-oriented training, principles of competency-based training.

The author considers different approaches to definition of the concept “competence”, “competency”, “competence-based education” in scientific and educational literature. The article covers principle regulations of the competence-based education of the future elementary school teachers.

competence approach, competence, competency, competence-based education, principles of competence-based education.

Currently, the search for ways to improve the effectiveness of vocational education is associated with a competency-based approach. The relevance of the competency-based approach is highlighted in materials on the modernization of education and is considered as one of the important provisions for updating the content of education. This is due to the fact that professional activity is characterized by increasing complexity and dynamics, while the main task of competency-based training is the formation of a specialist capable of solving professional problems in new situations.

“The competency-based approach is an approach that focuses on the result of education, and the result is not considered the amount of information learned, but a person’s ability to act in various problem situations... The competency-based approach is an approach in which the results are recognized as significant outside the education system” .

“The competency-based approach is based on the scheme: competence (as a given content of education) - activity (as a leading requirement for organizing the educational process) - competence (as competence mastered in activity).”

In the scientific and pedagogical literature there are synonymous concepts of “competence” and “competence”. Let us turn to the work of J. Raven “Competence in Modern Society”, where the author gives a detailed interpretation of competence. This phenomenon, the scientist believes, “consists of a large number of components, many of which are relatively independent of each other. some components are more cognitive, while others are more emotional. these components can replace each other as components of effective behavior." The term “competence components” by J. Raven denotes “those characteristics and abilities of people that allow them to achieve personally significant goals.”, and emphasizes that “competence includes not only abilities. It also implies internal motivation, which is not included in the concept of ability as such.”

In the scientific literature, there are also attempts to differentiate the use of these concepts: “Competence is a characteristic given to a person as a result of assessing the effectiveness / effectiveness of his actions aimed at resolving a certain range of tasks / problems that are significant for a given community. Competence is a parameter of a social role, which in personal terms manifests itself as competence, that is, the conformity of a person

occupied place, “imputation”, in other words, the ability to carry out activities in accordance with social requirements and expectations.”

The concept of “competence,” believes G. Selevko, is more often used to mean:

- “educational result, expressed in the preparedness, “ability” of the graduate, in real mastery of methods, means of activity, in the ability to cope with the assigned tasks;

This form of combination of knowledge, skills and abilities that allows you to set and achieve goals for transforming the environment.”

Competence, according to G. Selevko, is understood as “an integral quality of a person, manifested in the general ability and readiness of his activities, based on knowledge and experience that are acquired in the process of learning and socialization and are focused on independent and successful participation in activities.”

Thus, analyzing the opinions of scientists about the essence of the concepts of “competence” and “competence”, we can draw the following conclusions:

The term “competence” in scientific pedagogical literature is used in two senses: as a general ability to act in a specific situation, based on knowledge, experience, values ​​acquired in the learning process, and as a certain standard, educational result, or, in other words, a requirement for a specialist who intends to take a job and perform professional functions on the basis of active, responsible action;

The concept of “competence” is much broader than knowledge, abilities, skills, since it refers to the ability to apply generalized knowledge and skills to resolve specific situations and problems that arise in real activities, and it includes not only knowledge (cognitive) and activity ( behavioral), but also relational components;

Along with the concept of “competence”, the concept of “competence” is found in the scientific literature, and in some cases they are used as synonyms; Scientists are making attempts to distinguish between these concepts, however, there is no single position here either.

The most capacious, in our opinion, is the interpretation of A.V. Khutorskoy, who believes that competence includes a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), specified in relation to a certain range of objects and processes and necessary to act in a qualitatively productive manner in relation to them, and competence is possession, a person’s possession of appropriate competence, including his personal attitude towards it and the subject of activity.

In the article by I.A. Winter “Key competencies - a new paradigm for the results of modern education” notes that “competency-based education (CBE) was formed in the 70s. in America in the general context of the concept of “competence” proposed by N. Chomsky in 1965 (University of Massachusetts) in relation to the theory of language, transformational grammar.”

“Training at the LLC is a process of gaining experience in solving significant practice-oriented problems. The result of COO is readiness for productive independent and responsible action at the next stage of training, the “filter” is a place for demonstrating competence. The result of learning is separated from the process due to the rejection of reproduction as a central part of the process (“We explain one thing, but ask about another”). With competency-oriented training, a standard is not set in principle, and training and testing of results is carried out on non-standard tasks. The teacher should set a general (strategic) task for students and describe the type and characteristics of the desired result for the future; the teacher provides an information case or indicates the starting points for searching for information. The value of COO is that the student and the teacher can actually interact as equal subjects of equal interest to each other. Because competence is not determined by knowledge and age, but by the number of successful tests."

In the last decade, at forums, conferences, in scientific and pedagogical publications, and magazines, the problem of designing technologies for competency-based training of future specialists, improving the educational process at a university based on a competency-based approach has been actively discussed. A number of dissertation studies are devoted to these issues, including the works of S.Sh. Palferova “Design of technology for competency-based teaching of natural science disciplines for students of technical universities (using the example of mathematics)” (2003), T.I. Biryukova “Formation of personal competencies of medical university students in the process of learning a foreign language” (2008), T.G. Vaganova “Modular-competency-based training in physics for junior year students at technical universities” (2007), etc.

Federal educational standards of higher professional education of the new generation are a set of requirements that are mandatory for the implementation of basic educational programs (BEP) of bachelor's degrees by universities of the Russian Federation that have state accreditation: requirements for the results of mastering the BEP, to the structure and conditions for the implementation of the BEP. The requirements for the results of mastering the basic educational programs of a bachelor's degree indicate not the knowledge and skills that a graduate must master, but competencies. In particular, in the Federal State Educational Standard for Higher Professional Education (2009) in the bachelor's degree 050100.62 “Pedagogical Education” (training profile “Primary Education”), educational results are expressed in the following groups of competencies: general cultural, general professional, professional (in the field of pedagogical activity PK-1 - PK -7 and in the field of cultural and educational activities PK-8 - PK-11) and special ones.

Thus, the shift of the pedagogical idea towards the task of developing the competencies of a future specialist, in particular a primary school teacher, turns out to be normatively enshrined and declared in the standards of the new generation. In this regard, the relevance of studying the didactic possibilities of competency-oriented teaching of students - future primary school teachers and the implementation of these ideas into practice is increasing.

As is known, changes in educational and developmental goals entail changes in both the content and teaching methods themselves.

“The competency-based approach to the activities of university teaching staff dictates the need for serious changes. From designing educational outcomes expressed in the form of competencies, one has to move on to designing the volume, level, and content of theoretical and empirical knowledge. In other words, the design of a curriculum, work programs, practice programs, final certification programs, lesson plans, and a fund of assessment tasks must begin with the design of educational outcomes expressed in the format of competencies.”

To determine the main ways to successfully organize competency-based

oriented learning in a pedagogical university, it is necessary, first of all, to identify and reveal the principles of such work.

The problem of pedagogical patterns, principles and rules was studied in the works of Yu.K. Babansky, V.I. Zagvyazinsky, I.Ya. Lerner, V.V. Kraevsky and others. In pedagogical science, “principles are the basic, initial provisions of a theory, guiding ideas, basic rules of behavior, actions.” The principle of learning, as defined by V.I. Zagvyazinsky, is an instrumental expression of the pedagogical concept, given in categories of activity. This is knowledge about the essence, content, structure of training, its laws and patterns, expressed in the form of norms of activity, regulations for practice. Thus, the principles reflect the basic requirements for organizing any activity, indicate its direction, and help to creatively approach the construction of a certain process.

Analysis of pedagogical literature, our own pedagogical experience, gave us the opportunity to highlight the following principles of competency-oriented training of students - future primary school teachers in a pedagogical university.

The principle of the developmental nature of education, which implies a focus on the comprehensive development of the student’s personality and individuality, as well as the orientation of the future teacher on the self-development of general cultural and professional competencies.

The principle of student activity and reducing the share of pedagogical management of student activities. The educational process must be structured in such a way that the emphasis shifts from the teaching activity of the teacher, who plans, asks questions, sets tasks and evaluates - teaches in a broad sense, to educational activities based on the initiative and creativity of the students themselves. That is, students must become active participants in both the implementation and evaluation of the learning process. It is in such a situation, in our opinion, that the spirit of continuous learning will reign, the understanding that ignorance of something is a natural state of a person, which is a source of constant personal and professional development.

Following the principle of activity in the educational process, in our opinion, presupposes:

Taking into account individual interests and needs of students;

Presence of an atmosphere of cooperation and co-creation in the classroom;

Providing the student with the opportunity to independently choose (for example, an assignment, a research topic, a method of solving a pedagogical problem);

Using active teaching methods: problem-based lecture, lecture with analysis of specific pedagogical situations, debates, discussions, mutual learning and mutual consultation.

The scientific principle requires that the content of professional training acquaint students with objective scientific facts, theories, laws, and reflect the current state of the sciences. What is important to us is the integration of scientific knowledge, a deep understanding of the essence of problems in the field of primary education from the perspective of various scientific disciplines (for example, psychology and pedagogy, psychology and private methods, mathematics and methods of teaching mathematics, etc.).

The principle of connecting learning with practice provides that the learning process at a university provides the opportunity to implement acquired knowledge in professional teaching activities.

The rules for implementing this principle include the following:

Solving a large number of pedagogical and methodological problems and assignments in the process of studying disciplines of the professional cycle, as well as in the process of continuous teaching practice;

Each thematic section of the disciplines of the professional cycle is considered both from traditional positions and through the prism of the variability of technologies for teaching and upbringing younger schoolchildren, educational and methodological complexes for primary schools (in modern primary education there are more than ten of them), as well as regulatory documents (today this is the Federal State Educational Standard IEO and documents ensuring its implementation);

The use of methods focused on the practical application of professional knowledge and skills: design, presentation and analysis of lessons in primary school subjects and extracurricular activities, micro-teaching, master classes and others.

We assign a large role in the implementation of the last principle to pedagogical practice, the purpose of which is the practical preparation of students for independent professional pedagogical activity as a primary school teacher in general education institutions.

When organizing and conducting teaching practice, the following is provided:

Activation of student activity, which involves the use of such forms, methods and means of teaching that contribute to increasing the student’s interest, activity, and creative independence in acquiring new knowledge, developing skills and abilities, applying them in practice, as well as a focus on professional self-development;

Taking into account the theoretical foundations of professional pedagogical activity and, consequently, the consistency of the tasks and content of the stages of internship with the academic disciplines being studied;

During practice, performing specially designed tasks on didactics, the theory of education of primary schoolchildren, psychology, private methods, as well as group creative tasks and projects;

Visiting and analyzing lessons and extracurricular activities in a group under the guidance of a methodologist;

Organizing and conducting joint scientific and methodological events with schools, involving students in their work;

Taking into account the professional interests and wishes of students when undergoing teaching practice, which includes propaedeutic work with students, organizing various scientific and methodological events on the problems of modern primary education, in order to improve the level of pedagogical culture of students, identifying their inclinations and interests.

At the end of each stage of teaching practice, students draw up and submit a student intern diary for verification; at the final conferences, students present a report on their teaching practice; make reports in which they voice the results of research work and creative projects.

An important component of competency-oriented training for future teachers are changes in the procedure for current, intermediate and final certification of students.

Assessing the quality of students' training, in our opinion, should be carried out in two directions: assessing the level of mastery of the discipline (cognitive component); assessment of students' competencies (activity component).

The levels of development of students’ professional competencies can, in our opinion, be characterized as follows:

High level: the student owns a system of professional knowledge, considers the proposed issues from various positions, confirms theoretical principles with his own examples; knows how to update professional knowledge and find the right solution based on the conditions of a specific pedagogical situation;

Intermediate level: the student presents theoretical positions on these issues in a reasoned, sufficiently complete manner, illustrating with examples from practice; offers his own solution to a pedagogical problem;

Low level: the student sets out the main theoretical principles on the proposed issues; demonstrates the ability to solve pedagogical problems.

1. Ivanov D.A., Mitrofanov K.G. and others. Competence-based approach in education. Problems, concepts, tools. M., 2003.

2. Vorovshchikov S.G. National educational initiative “Our New School”: current problems and promising solutions // Increasing the professional competence of education workers: current problems and promising solutions: collection of articles of the Second Pedagogical Readings of the Scientific School of Educational Management. M., 2010.

3. Raven J. Competence in modern society: identification, development and implementation. M., 2002.

5. Ivanov D.A., Mitrofanov K.G. and others. Decree. Op.

6. Selevko G. Competencies and their classification // Public education. 2004. No. 4.

7. Khutorskoy A.V. Key competencies as a component of the personality-oriented paradigm of education // People's education. 2003. No. 2.

8. Zimnyaya I.A. Key competencies - a new paradigm for the results of modern education // Internet magazine “Eidos”. 2006. May 5. URL: http://www.eidos.ru/journal/2006/0505.htm.

9. Ivanov D.A., Mitrofanov K.G. and others. Decree. Op.

10. Shamova T.I., Podchalimova G.N. Competency-oriented advanced training of university teaching staff // Increasing the professional competence of education workers: current problems and promising solutions: collection of articles of the Second Pedagogical Readings of the Scientific School of Educational Management. M., 2010.

11. Pedagogy: a textbook for students of pedagogical educational institutions / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. M., 2002.

References (transliterated):

1. Ivanov D.A., Mitrofanov K.G., et al. Kompetentnostniy podkhod v obrazovanii. Problemy, understanding, instrumentariy. M., 2003.

2. Vorovshchikov S.G. Natsional"naya obrazovatel"naya initsiativa "Nasha novaya shkola": aktual"nye problemy i perspek-tivnye resheniya // Povyshenie professional"noy kompetentnosti rabotnikov obrazovaniya: aktual"nye problemy i perspek-tivnye resheniya: sbornik statey Vtorykh pedagogicheskikh chteniy nauchnoy shko ly upravleniya obrazovaniem. M., 2010.

3. Raven Dzh. Kompetentnost" v sovremennom obshchestve: viyavlenie, razvitie i realizatsiya. M., 2002.

6. Selevko G. Kompetentnosti i ikh klassifikatsiya // Narodnoe obrazovanie. 2004. No. 4.

7. Khutorskoy A.V. Klyuchevye kompetentsii kak komponent lichnostno-orientirovannoy paradigmy obrazovaniya // Narodnoe obrazovanie. 2003. No. 2.

8. Zimnyaya I.A. Klyuchevye kompetentsii - novaya paradigma rezul "tata sovremennogo obrazovaniya // Internet-zhurnal "Eydos". 2006. May 5. URL: http://www.eidos.ru/journal/2006/0505.htm.

10. Shamova T.I., Podchalimova G.N. Kompetentnostno-orientirovannoe povyshenie kvalifikatsii professorsko-prepodavatel"skogo sostava vuza // Povyshenie professional"noy kompetentnosti rabotnikov obrazovaniya: aktual"nye problemy i perspektivnye resheniya: sbornik statey Vtorykh pedagogicheskikh chteniy nauchnoy shkoly upravleniya obrazovanie m. M., 2010.

11. Pedagogika: uchebnoe posobie dlya studentov pedagogicheskikh uchebnykh zavedeniy / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. M., 2002.

Irina Cheredanova
Competency-oriented technologies for professional development of teachers

Competency-oriented

technologies for professional development of teachers.

Modern realities and the requirements imposed by the state on the quality of educational work in kindergartens suggest that teacher must have the necessary pedagogical technologies.

To form professional competence of teachers Preschool educational institutions use the following most effective types of educational technologies:

1. Health-saving technologies.

The goal of health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills and habits for a healthy lifestyle.

Health-saving educational technologies include all aspects of impact teacher on the child’s health at different levels - informational, psychological, bioenergetic.

Tasks:

1. Mastery of a set of simple forms and methods of behavior that contribute to the preservation and strengthening of health.

2. Increase in health reserves.

Forms of organization:

1. Finger gymnastics

2. Gymnastics for the eyes

3. Respiratory

4. Articulatory

5. Musical and breathing training

6. Dynamic pauses

7. Relaxation

8. Art therapy, fairy tale therapy

9. Movement therapy, music therapy

10. Color therapy, sound therapy, sand therapy.

Khabarova T.V. « Educational technologies in preschool education"– M., 2004.

2. Technologies project activities.

Purpose, objectives Application Methodological manual

Target: Development and enriching social and personal experience by including children in the sphere of interpersonal interaction.

Tasks:

1. Development and enrichment of social and personal experience through the involvement of children in the sphere of interpersonal interaction

2. creation of a unified educational space,

The project allows you to integrate information from different fields of knowledge to solve one problem and apply it in practice. Forms organizations:

1. Work in groups, pairs

2. Conversations, discussions

3. Socially active techniques: interaction method, experimentation method, comparison method, observation

Evdokimova E. S. « Technology design at preschool educational institution". -: Sphere shopping center, 2006

L. S. Kiseleva, T. A. Danilova “Project method in the activities of a preschool institution”-M.: ARKTI, 2005

Novikov, A. M. “Educational project: methodology of educational activities" - M.: Egves, 2004.

3. Technologies research activities.

Purpose, objectives Application Methodological manual

The purpose of research activities in kindergarten is to form in preschoolers the basic key competencies

Task:

To form in preschoolers the basic key competencies, ability for research type of thinking.

Forms of organization:

Heuristic conversations;

Raising and resolving problematic issues;

Observations;

Modeling (creating models about changes in inanimate nature);

- recording results: observations, experiences, experiments, work activities;

- "immersion" into the colors, sounds, smells and images of nature;

Use of artistic words;

Didactic games, educational and creative games developing situations;

Work assignments, actions.

Kulikovskaya, I. E. "Children's experimentation". Senior preschool age, textbook, – M.: Pedagogical Society of Russia, 2003.

4. Information and communication technologies.

Purpose, objectives Application Methodological manual

Target:

1. Become a guide for the child to the world of new technologies, a mentor in choosing computer programs;

2. To form the foundations of the information culture of his personality, to increase.

3. Build ownership skills computer, use of information and communication technologies in everyday work, the ability to use the capabilities of the Internet.

Informatization of society poses teachers- preschoolers tasks:

To keep up with the times,

Become a guide for your child to the world of new technologies,

A mentor in choosing computer programs,

To form the basis of the information culture of his personality,

Promote professional level of teachers and competence of parents.

Forms of organization:

Selection of illustrative material for classes and for the design of stands, groups, and offices (scanning, internet, printer, presentation).

Selection of additional educational material for classes, familiarization with scenarios for holidays and other events.

Exchange of experience, acquaintance with periodicals, developments of others teachers from Russia and abroad.

Preparation of group documentation and reports.

Creating presentations in the Power Point program to increase the effectiveness of educational activities with children and pedagogical competence from parents during parent-teacher meetings.

Komarova T. S., Komarova I. I., Tulikov A. V., “Information and communication technologies in preschool education" - M. Ed. Mosaic-Synthesis, 2011

5. Personality-oriented technologies.

Purpose, objectives Application Methodological manual

Target: ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for it development, realization of existing natural potentials.

Creating conditions for personality-oriented interactions with children in development space, allowing the child to show his own activity and realize himself most fully.

Within the framework of personality-oriented technologies independent directions stand out:

Humane-personal technologies, distinguished by their humanistic essence and psychological and therapeutic focus on providing assistance to a child with poor health during the period of adaptation to the conditions of a preschool institution.

technology cooperation implements the principle of democratization of preschool education, equality in relations teacher with child, partnership in a system of relationships "Adult - Child".

Tasks:

1. Humanistic orientation of the content of preschool education activities

2. Providing comfortable, conflict-free and safe conditions child's personality development, realization of her natural potentials, individual approach to students.

Teacher and children create conditions development environment, produce manuals, toys, and gifts for the holidays. Collaborate on a variety of creative activities (games, work, concerts, holidays, entertainment) .

Forms of organization:

1. Games, sports activities, recreational activities

2. Exercises, observations, experimental activities

3. Gymnastics, massage, training, role-playing games, sketches

Khabarova, T.V. « Educational technologies in preschool education"– M., 2004.

6. Technologies portfolio.

Purpose, objectives Application Methodological manual

Tasks:

1. Consider the results achieved teacher in various activities

2. Is an alternative form of assessment professionalism and performance teacher

Forms of organization:

Attestation (reflects achievements teacher, preschool educational institution for the inter-certification period);

Cumulative (contain information about the results of activities teacher, preschool);

Thematic (reflect the experience of the activity teacher, a team on a specific topic).

Belaya K. Yu. -M.: UC Perspective, 2011.

7. Social gaming technologies.

Purpose, objectives Application Methodological manual

It is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. It includes sequentially:

Games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them;

Groups of games to generalize objects according to certain characteristics;

Groups of games during which preschoolers develops the ability to distinguish real from unreal phenomena;

Groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

Compiling game technologies from individual games and elements is the concern of each educator.

Tasks:

1. Development of interaction"child-child", "child-parent", "child-adult" to ensure mental well-being.

2. Correction of impulsive, aggressive, demonstrative, protest behavior

3. Formation of skills and abilities of friendly communicative interaction

4. Problem solving "social" hardening

5. Development skills of full interpersonal communication, allowing the child to understand himself.

Forms of organization:

1. Collective activities, work in small groups on GCD, trainings on negotiation skills

2. Games with rules, competition games, dramatization games, role-playing games

3. Fairy tale therapy

4. Method of creating problem situations with elements of self-esteem

5. Trainings, self-presentations

Belaya K. Yu. “Portfolio of participants in the educational process in preschool educational institutions”-M.: UC Perspective, 2011.

8. Case- technologies.

Purpose, objectives Application Methodological manual

"Case - technology» - it's interactive technology for short-term training based on real or fictitious situations, aimed mainly at developing new qualities and skills.

The immediate goal of the method is through the joint efforts of a group of students to analyze the situation (case that arises in a particular state of affairs) and develop a practical solution; the end of the process is the evaluation of the proposed algorithms and the selection of the best one in the context of the problem posed.

Tasks:

Getting to know a real or simulated problem and presenting your view on its solution;

Have a great impact on sensory, mental and speech child development;

Forms children's communication skills.

This technology combines this complex reality and the educational task. Provides intellectual and moral development.

Training in collective thinking and practical work, developing the skills of social interaction and communication, individual and joint decision-making skills.

Forms of organization:

When case- technologies Specific answers are not given; you need to find them yourself. This allows you, based on your own experience, to formulate conclusions, apply the acquired knowledge in practice, and offer your own view of the problem. In the case, the problem is presented in an implicit, hidden form, and, as a rule, it does not have a clear solution.

In some cases, it is necessary to find not only solutions, but also to formulate the problem, since its formulation is not presented explicitly.

This is a method of active problem-situational analysis, based on learning by solving specific problem-situations (cases).

Davydova O. I., Mayer A. A., Bogoslavets L. G. “Interactive methods in the organization pedagogical councils in preschool educational institutions" - WITH - Pb: "CHILDHOOD - PRESS", 2008.

Thus: Technological approach, that is, new educational technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school.

Every teacher - creator of technology, even if it deals with borrowing. Creation technologies impossible without creativity.

Educational competence A set of interrelated semantic orientations, knowledge, abilities, skills and experience of a student’s activities in relation to a certain range of objects of reality necessary for the implementation of personally and socially significant productive activities

Competence possession, the student’s possession of the corresponding competence, including his personal attitude towards it and the subject of activity; the already established personal quality (set of qualities) of the student and minimal experience in a given field.

Hierarchy of 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; Subject competencies are private in relation to the two previous levels of competency, having a specific description and the possibility of formation within educational subjects

The meaning of cultural tradition: Reflects the value attitudes that have developed in society at a certain stage of its development, which have passed in society at a certain stage of its development, which have undergone practical testing, which guarantees the separation of utopian projects from those being implemented. Forms the spiritual sphere in which the functioning of social processes, including pedagogical ones, takes place. By defining the program of activity, communication, and behavior of subjects of a particular historical era, it determines the general orientation of pedagogical stereotypes.

A specific mechanism that largely sets the general direction of social development. After all, it is on the potentialities and prerequisites created by cultural tradition that creative innovations are based, thanks to which the corresponding, outdated stereotypes of human activity are overcome and society develops” E.S. Markaryan

Features of pedagogical innovations: The subject of pedagogical innovation is a personality, unique, developing, with specific characteristics; Dependence on objective conditions in the form of social order or demand by society; Psychological readiness of a teacher to accept and implement pedagogical innovations.

Principles for the effective selection and use of technologies in the educational process: It is not information technology itself that is important, but the extent to which its use serves the achievement of educational goals; More expensive and more advanced technologies do not necessarily provide the best educational results. Very often, fairly familiar and inexpensive technologies turn out to be the most effective;

Principles for the effective selection and use of technologies in the educational process: The learning outcome significantly depends not on the type of communication and information technologies, but on the quality of the development and delivery of developed programs, courses, and methods; When choosing technologies, it is necessary to take into account the greatest correspondence of some technologies to the characteristic features of students and the specific features of specific subject areas.

Generalized pedagogical technologies: Problem-based learning: consistent and purposeful presentation of cognitive tasks to students, by solving which they actively acquire knowledge. Developmental education: orientation of the educational process towards human potential and their implementation

Generalized pedagogical technologies: Differentiated learning: mastering program material in various planned classes, but below the mandatory standard; Concentrated learning: in-depth study of subjects by combining knowledge into learning units;

Generalized pedagogical technologies: Modular training: independent work of students with an individual curriculum; Didactic game: independent cognitive activity aimed at searching, processing, assimilation of educational information;

Generalized pedagogical technologies: Active (contextual) learning: modeling the subject and social content of future activities (including professional); Teaching to develop critical thinking: Developing critical thinking through interactive inclusion of students in the educational process.

Basic model of a specialist teacher-technologist: Knowledge of the basics of NOT and skills as role characteristics of a teacher’s personality. Personal work organization skills (OLT). Organizational abilities (OS) as part of pedagogical abilities, organization of collective work. Social attitudes and intellectual properties of the organizer as part of the personal assessment of the teacher.

Basic model of a specialist teacher-technologist: Knowledge of the theory and history of the development of educational technologies (PT). Knowledge and skills in the section “Methods for intensifying the learning process.” Pedagogical qualimetry (business games, testing, pedagogical standards). Knowledge and skills in the section “New information technologies for education”.