In modern medical and pharmaceutical education, there have recently been trends that allow us to talk about the transition of this system to a new qualitative state. The Higher Medical School is a new high-tech system of educational equipment, new curricula, electronic means training, new conditions for the implementation of federal state educational standards.
The Higher Pharmaceutical School should provide graduates with a system of integrated theoretical and practical knowledge, skills and abilities, help master high pharmaceutical technologies, and form the ability for social adaptation of a specialist. The implementation of these tasks contributes to the targeted training of a pharmacist, based on a strong motivational attitude, deep specialization, and actualization of the intellectual and personal capabilities of students.
Teachers of the higher pharmaceutical school are a special category of teachers who have specific functions, conditions and methods of work, qualification and personal characteristics. In his work, the teacher focuses on the fact that today pharmaceutical universities are preparing pharmacists to work in a changing health care financing system, improving its structure and tasks. Accordingly, the responsibility of teachers of a pharmaceutical university for the results of their work is increasing.
Currently, the search for ways to improve the effectiveness of vocational education is associated with a competency-based approach.
The relevance of the competence-based approach is highlighted in the materials of 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 competence-based training is the formation of a specialist who is able to solve professional problems in new situations.
The competence-based approach is an approach that focuses on the result of education, and the result is not the amount of information learned, but the ability of a person to act in various problem situations, in other words, the competence-based approach is an approach in which the results are recognized as significant outside the education system.
The specificity of competence-based learning lies in the fact that not ready-made knowledge is assimilated, proposed by someone for assimilation, but the student himself formulates the concepts necessary to solve the problem. With this approach, educational activity, periodically acquiring a research or practical-transformative character, itself becomes the subject of assimilation.
The nature of competence is such that, being a product of learning, it does not directly follow from it, but rather is a consequence of the individual's self-development, his not so much technological as personal growth, a consequence of self-organization and generalization of activity and personal experience.
Competence is a way of existence of knowledge, skills, education, which contributes to personal self-realization, finding a pupil of his place in the world, as a result of which education becomes highly motivated and in a true sense, personally oriented, ensuring the maximum demand for personal potential, recognition of the personality by others and awareness of its very own significance.
The competence-based approach in education involves the development by students of skills that allow them to act in new, uncertain, problematic situations for which it is impossible to accumulate the appropriate funds in advance. They need to be found in the process of resolving such situations and achieving the required results. The main value is the development by students of such skills that would allow them to determine their goals, make decisions and act in typical and non-standard situations. In addition, the competency-based approach involves the formation of students' general cultural and professional competencies as the end result of education.
The most important feature of the competency-based approach is the student's ability to self-study in the future, and this is impossible without obtaining deep knowledge and independent work. Knowledge is completely subordinate to skills; the student should, if necessary, be able to quickly and accurately use the sources of information to resolve certain problems. Competence is a person's readiness to mobilize knowledge, skills and external resources for effective activity in a specific life situation.
The key competencies are those that are universal, applicable in various life situations. This is sort of the key to success. Main key competencies:
- Information competence - readiness to work with information.
- Communicative competence - readiness to communicate with other people, is formed on the basis of information.
- Cooperative competence - willingness to cooperate with other people, is formed on the basis of the two previous ones.
- Problem competence - readiness to solve problems, is formed on the basis of the three previous ones.
The competence-oriented approach to education puts teachers in front of the need to develop and implement in their work new pedagogical technologies, methods, partial programs that meet the needs of modern education.
There are two foundations for a competency-based approach to learning:
1) Modern educational technologies: business games, role-playing games, case method, etc.
2) Competence-oriented tasks that require the ability to apply the acquired knowledge in practice in solving real problems.
Competence-oriented technology of education presupposes the presence of a problem-based approach in teaching and upbringing, which is based on the creation of problem situations and the active independent activity of students to resolve them. It is also very productive in teaching students to use individual and group projects that involve active independent work of students, which is important in case of reduction in classroom hours.
Competence-oriented tasks in the preparation of students at the Faculty of Pharmacy can be used both in consolidating the received theoretical knowledge, and in their systematization, control, quality monitoring, rating system for assessing knowledge, etc.
The use of competence-oriented tasks allows to implement a competence-based approach in the preparation of pharmacists, contributes to a better assimilation of knowledge, development of thinking, an increase in the level of formation of professional abilities, and the acquisition of skills that allow one to successfully adapt in professional activities.
There are three levels of complexity of competence-oriented tasks:
1) Playback level. Includes the reproduction of methods, reading and interpreting the data of tables, diagrams, graphs, maps, performing simple calculations.
2) Linking level. Includes establishing links and integrating material from different sections of the discipline, performing multi-step calculations, compiling expressions, ordering data.
3) The level of reasoning. It includes the solution of non-standard problems, the formulation of generalizations and conclusions, the ability to justify them.
Testing, modular and rating systems for assessing the quality of knowledge, educational portfolios, and projects are also used as innovative assessment tools.
Test technologies are objective and effective for checking the quality of students' preparation at different stages of education. The test control system activates the work of students throughout the semester, provides a stronger assimilation of the material. Systematic test control ensures the effective assimilation of educational material, forms the student's self-control and self-esteem, which are elements of the worldview. Also, a phased diagnostics of knowledge throughout the course allows the teacher to timely adjust the teaching methodology, depending on the gaps in the knowledge of students.
Thus, when applying competence-oriented tasks in the preparation of pharmacists, the main attention should be paid to mastering the skills that determine the graduate's readiness for productive activity, independence, flexibility and ambiguity in solving professional problems, and developing students' abilities to use the acquired knowledge in various situations.
To determine the main ways of successful organization of competence-oriented education in a medical and pharmaceutical university, it is necessary, first of all, to identify and disclose the principles of such work.
The following principles of competence-oriented training of future pharmacists in a medical and pharmaceutical university have been identified. The principle of the developmental nature of education, which implies a focus on the comprehensive development of the personality and individuality of the student, as well as the orientation of the future pharmacist on the self-development of general cultural and professional competencies.
The principle of student activity and a decrease in the share of pedagogical management of students' activities. The educational process must be built in such a way that the emphasis is shifted from the teaching activity of a 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, i.e. students should become active participants in both the implementation and evaluation of the learning process. It is in such a situation that the spirit of continuous learning will reign, 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 involves:
− taking into account individual interests and needs of students;
- the presence in the classroom of an atmosphere of cooperation and co-creation;
- providing the student with the opportunity to independently choose, for example, research topics;
− use of active teaching methods: cross-interrogation, disputes, discussions, mutual learning and mutual consultation.
The principle of scientific character requires that the content of professional training introduce students to objective scientific facts, theories, laws, and reflect the current state of pharmacognosy as a science.
The principle of linking learning with practice provides that the learning process at the university provides an opportunity to implement the acquired knowledge in professional pharmaceutical activities.
We include the following rules for implementing this principle:
- solution of a large number of methodological tasks in the process of studying the discipline;
− use of methods focused on practical use professional knowledge and skills.
An important component of the competence-oriented training of the future pharmacist are also changes in the procedure for the current, intermediate and final attestation of students. Assessment of the quality of student training should be carried out in two directions: assessment of the level of mastering the discipline (cognitive component); assessment of students' competencies (activity component).
The levels of development of professional competencies of students can be characterized as follows:
1) High level. The student owns a system of professional knowledge, considers the proposed questions from various positions, confirms the theoretical provisions with his own examples; able to update professional knowledge and find the right decision based on the specific situation.
2) Average level. The student sets out the theoretical positions on these issues reasonably, quite fully, offers his own solution to various problems.
3) Low level. The student sets out the main theoretical provisions on the proposed issues; demonstrates problem solving skills.
In conclusion, I would like to say that the competence-based approach requires the improvement of educational technologies, but it is in modern conditions that it is one of the guarantees of the quality of education.
The competence-based approach is systemic, interdisciplinary, it has both personal and activity aspects. Based on the competency-based approach to the organization of the educational process, students develop key competencies, which are an integral part of their activities as a future specialist and one of the main indicators of their professionalism, as well as a necessary condition for improving the quality of vocational education.
During the introduction of the Federal State Educational Standards into the system of primary vocational education, the priority is the practical orientation of the content of education, associated with the organization of educational and work practice for students, the active introduction of professionally oriented technologies of training and education, the strengthening of interdisciplinary connections and the ability of the individual to integrate knowledge of various subjects in the mind. Under these conditions, a competence-oriented environment is of particular importance, without which it becomes impossible to form general and professional competencies that underlie the successful professional activity of a graduate. The main goal of all educational, research and creative associations, interest clubs is the formation of the outlook of the future specialist and the ability to use professional skills in practical activities, in life atypical situations.
Bibliography
1. Averchenko, L.K. Imitation business game as a method of developing professional competencies / L.K. Averchenko, I.V. Doronina, L.I. Ivanova // Higher education today. - M.: Logos, 2013. - S. 35-39.
2. Ibragimov, G.I. Innovative learning technologies in the context of the implementation of the competence approach / G.I. Ibragimov // Innovations in education. - M: Eidos, 2011. - No. 4. S. 5-14.
3. Minko, E.V. Management of the quality of educational processes: / E.V. Minko, L.V. Kartasheva and others // Textbook, ed. E.V. Minko, M.A. Nikolaeva. - M.: Norma: NITs INFRA-M, 2013. - 400 p.
4. Ivanov, D.A. Competence approach in education. Problems, concepts, tools / D.A. Ivanov, K.G. Mitrofanov, O.V. Sokolova // Teaching aid. - M.: APKiPPRO, 2007. - 101 p.
(ANSWER IS PERFECT)
Competence as the goal of modern school education.
Improving the quality of education is one of the urgent problems of modern society. With the advent of the "Concept for the modernization of Russian education until 2010", there is a change in the assessment of the result of education from the concepts of "preparedness", "education", "general culture" to the concept of "competence". The goals of education defined in this way orient the teacher to a competency-based approach to the organization of the educational process and imply a change in the requirements for educational technologies, criteria for assessing learning and upbringing results. Thus, the new goal of education is the formation of a competent personality of a graduate through the development of key educational competencies.
Competence is a new quality of the subject of activity, which manifests itself in the ability to systematically apply knowledge, skills, values and allows you to successfully resolve various contradictions, problems, practical tasks in a social, professional and personal context. Competence is an objective result of the development of competencies by a particular person.
Key competencies can be called those that every school graduate should have, which could be applied in a variety of situations.
These are competencies of a wide range of use, having a certain universality, influencing the implementation of special specific competencies. The formation of key competencies is carried out within the framework of each academic subject.
The concept of "pedagogical technology"
The concept of "pedagogical technology" can be considered in three aspects:
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In teaching technology, the content, methods and means of teaching are interconnected and interdependent. The pedagogical skill of the teacher is to select the right content, apply the best methods and means of teaching in accordance with the program and the pedagogical tasks set.
The target attribute indicates what can be achieved by applying a specific technology in the development of individuality, in the education of a personality, in teaching a student. The provision of technology with diagnostic tools helps the teacher to track the process and results of pedagogical influences. The means of analysis and introspection allow the teacher to evaluate their actions and the activities of students in self-development and self-education, to evaluate their effectiveness. The goals, means of pedagogical diagnostics and performance analysis help to evaluate the technology in terms of its effectiveness and expediency. For example, among teachers elementary school popular were the so-called non-standard lessons - auctions. Their meaning is as follows: the teacher, in order to enhance the activity of students, offers them a series of tasks, and whoever solves it faster will receive a reward. Here are all the signs of technology that we have analyzed - the goal, diagnostics and result. But what is the result? Is this technology effective? If such lessons can stimulate the development of a desire not for knowledge, but for obtaining material rewards, arouse greed in children, can they be called pedagogically effective and expedient?
The next significant group of characteristics of pedagogical technology is the patterns of structuring the interaction between the teacher and students and the selection and application of pedagogical means on their basis. Often the teacher takes into account various requirements, methodological recommendations, instructions, etc., and does not always notice what his wards want, what are their interests, needs. In such cases, no technology will help the teacher achieve their goals. The activities of the teacher (his goals, needs and motives, actions, means and conditions for their application, etc.) must correlate, correspond to the activities of the student (his goals, capabilities, needs, interests, motives, actions, etc.). Only on this basis does the teacher select and apply the means of pedagogical influence. Structuring the interaction between teacher and students and the use of pedagogical means express the most key characteristics of pedagogical technology - guaranteed achievement of goals.
The presence of these features determines the properties of pedagogical technology. The technology must be holistic - this means that it must meet all the selected features. Only in this case the technology will be perfect, complete and effective. Many copyright technologies developed by teachers often do not have the property of integrity: attention is often focused on some merit, a finding in the teacher's experience, and other features of the technology are not taken into account. For example, at the beginning of his activity, VF Shatalov proposed such an effective tool as supporting notes (signals). But many practitioners hurried to call this tool technology, tried to borrow Shatalov's experience in this form, but not everyone got the same results as the author. In the future, both Shatalov himself and his followers supplemented the supporting notes with other components inherent in pedagogical technologies, and developed one of the most advanced pedagogical technologies. This fact suggests that not every find can be attributed to technology. The main thing is that only a holistic technology provides a guaranteed achievement of the goal.
Another important property of pedagogical technology is its optimality. The term optimal (from the Latin word optimus - the best) means the most appropriate for certain conditions and tasks. Yu.K. Babansky singled out several criteria for the optimality of the pedagogical process. Applying these criteria, it can be argued that pedagogical technology will be optimal if:
Its application contributes to the achievement by each student of the level of education, development and upbringing in the zone of his proximal development;
Its application does not exceed the scientifically justified time spent by the teacher and students, that is, it gives the maximum possible results under the given conditions for the time intervals determined by the standard of education and the charter of the school.
It is important to pay attention to such properties of technology as its effectiveness and applicability. The result of the application of technology is the changes in the development, learning and upbringing of the student that occurred under the dominant influence of this technology over a certain time. Obviously, the two technologies can be compared in terms of their performance and other properties.
How many technologies can there be? In principle, there can be many technologies, since they can differ for various reasons - depending on the basic concept, goals, means used, etc. At the same time, each scientific concept can correspond to several technologies that implement it. In addition, new concepts and corresponding technologies are being developed: computer, block-modular, concentrated learning, etc.
The author presents the following concepts and technologies: pedagogy of individuality and the technology of its formation (2), the system of problem-based learning and its technology (part 2), the concept of motivational support for the educational process and its technology (2, part 3), pedagogical conflictology and conflict management technology (part 3). In pedagogy, in addition, there are author's pedagogical technologies of I.P. Ivanova, L.A. and B.P. Nikitin, V.F. Shatalova, R. and D. Bayardov and others. Many technologies are still being developed.
The modern domestic vision of pedagogical technology is presented as "a system of educational, educational, organizational, methodological, logistical and other influences on the educational process, allowing you to create conditions for the maximum disclosure of the creative potential of students, by improving the motives for learning, its individualization, the use of productive and creative methods , humanization of all components of the system, covering both its individual elements (types of employment, work experience, graduation projects, etc.), and the entire system as a whole.
First, there must be a strong-willed application in achieving goals, i.e. understanding of the need to change the situation and purposeful actions in this direction. In the current social situation, we observe, first of all, the unpreparedness of a person in all areas of his activity to work in powerful information flows, the inability to navigate in a new situation and make the right decisions, and the stressful situations associated with all this. Despite the increase in the material standard of living, all this leads to a decrease in its quality. There is also a decrease in the qualifications of workers in the main areas of activity. The doubling of the volume of information in many industries occurs every 3-4 years, while it takes 5-6 years to train a specialist with old teaching technologies (S.V. Kibalnikov, 2002) .
The rapid development of computer technology and information technology served as an impetus for the development of a society built on the use of various information and called the information society, i.e. a society in which the majority of workers are engaged in the production, storage, processing and sale of information, especially its highest form - knowledge. In the information society, not only production will change, but the whole way of life, the system of values, the importance of cultural leisure in relation to material values will increase. Compared to the industrial society, where all forces are directed to the production and consumption of goods, in the information society, mainly intellect and knowledge are produced and consumed, which leads to an increase in the share of mental labor.
During the period of transition to the information society, it is necessary to prepare a person for the rapid perception and processing of large amounts of information, mastery of modern means, methods and technology of work. In addition, new working conditions give rise to the dependence of the awareness of one person on the information acquired by other people. Therefore, it is no longer enough to be able to independently master and accumulate information, but it is necessary to learn such a technology for working with information when decisions are prepared and made on the basis of collective knowledge. This suggests that a person must have a certain level of culture in handling information.
It follows that the main directions of the efforts of modern pedagogical technologies should be aimed at the ability to work with information. In accordance with this, technological support should create such conditions under which it would be possible to teach the use of modern information technology tools to obtain information, accumulate it and search for the necessary resources to solve creative and problematic tasks.
Ulyanitskaya Tatyana Valerievna
candidate of pedagogical sciences,
Associate Professor of the Department of Pedagogy and Methods
primary education
Kazan (Privolzhsky) Federal
university
PRINCIPLES OF COMPETENCE-ORIENTED TRAINING FOR FUTURE PRIMARY EDUCATIONAL 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 the definition of the concepts of "competence", "competence", "competence-oriented learning" in the scientific and pedagogical literature are considered. The article reveals the main provisions of the competence-oriented training of future teachers primary school in university conditions.
Keywords:
competence-based approach, competence, competency, competence-based learning, principles of competence-based learning.
The author considers different approaches to the 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 competence-based approach is highlighted in the materials of 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 competence-based training is the formation of a specialist who is able to solve professional problems in new situations.
“The competency-based approach is an approach that focuses on the result of education, and the result is not the amount of information learned, but the ability of a person to act in various problem situations ... A competency-based approach is an approach in which the results are recognized as significant outside the education system” .
". The competence-based approach is based on the scheme: competence (as a given content of education) - activity (as a leading requirement for the organization of the educational process) - competence (as a competence mastered in the 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” J. Raven means “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 intrinsic motivation, which is not included in the concept of ability as such.
In the scientific literature, there are also attempts to distinguish between the use of these concepts: “Competence is a characteristic given to a person as a result of evaluating 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
place, "imputation", in other words, the ability to carry out activities in accordance with social requirements and expectations.
The concept of "competence", according to G. Selevko, is more often used to refer to:
- “educational result, expressed in the readiness, “fitness” of the graduate, in real mastery of methods, means of activity, in the ability to cope with the tasks set;
This form of combination of knowledge, skills and abilities, which allows you to set and achieve goals for the transformation of the environment.
Competence, according to G. Selevko, is understood as “an integral quality of a person, manifested in the general ability and readiness of her activity, based on knowledge and experience acquired in the process of learning and socialization and focused on independent and successful participation in activities” .
Thus, analyzing the opinions of scientists on the essence of the concepts of "competence" and "competence", we can draw the following conclusions:
The term "competence" in the 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 kind of standard, educational result, or, in other words, a requirement for a specialist who intends to occupy a labor post and perform professional functions on the basis of active, responsible action;
The concept of "competence" is much broader than knowledge, skills, as it means the ability to apply generalized knowledge and skills to resolve specific situations and problems that arise in real activity, and it includes not only knowledge (cognitive) and activity ( behavioral), but also relational components;
Along with the concept of "competence" in the scientific literature there is the concept of "competence", and in some cases they are used as synonyms; Attempts are being made by scientists to distinguish between these concepts, but there is no single position here either.
The most capacious, in our opinion, is the interpretation of A.V. Khutorsky, who believes that competence includes a set of interrelated personality traits (knowledge, abilities, skills, methods of activity) that are set in relation to a certain range of objects and processes and are necessary in order to act productively in relation to them, and competence is possession, a person's possession of the relevant competence, including his personal attitude to it and to the subject of activity.
In the article by I.A. Winter “Key competencies - a new paradigm of the result of modern education” notes that “competence-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” .
“Learning at CCW is a process of acquiring experience in solving significant practice-oriented problems. The result of CCW is the 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 we ask about another"). In the case of competence-based learning, the standard is not set in principle, and training and verification of the result are carried out on non-standard tasks. The teacher should set a general (strategic) task for the students and describe the type and characteristics of the desired result in the future, the teacher provides an information case or indicates the starting points for information search. The value of KOO lies in the fact that the student and the teacher can actually interact as equal and equally interesting subjects. Because competence is not determined by knowledge and age, but by the number of successful trials.
In the last decade, at forums, conferences, in scientific and pedagogical publications, magazines, the problem of designing technologies for competence-oriented training of future specialists, improving the educational process at a university based on a competence-based approach has been actively discussed. A number of dissertations are devoted to these issues, among which are the works of S.Sh. Palferova "Designing the technology of competence-oriented teaching of the disciplines of the natural science cycle for students of technical universities (on the example of mathematics)" (2003), T.I. Biryukova "Formation of personal competencies of medical students in the process of studying foreign language"(2008), T.G. Vaganova "Modular-competence-based teaching of physics for junior students of technical universities" (2007) and others.
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 undergraduate studies by Russian universities with state accreditation: requirements for the results of mastering the BEP, for 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 of Higher Professional Education (2009) in the direction of bachelor's degree 050100.62 "Pedagogical education" (training profile "Primary education"), the results of education are expressed in the following groups of competencies: general cultural, general professional, professional (in the field of pedagogical activity PC-1 - PC -7 and in the field of cultural and educational activities PC-8 - PC-11) and special.
Thus, the shift of the pedagogical idea towards the task of forming the competencies of a future specialist, in particular a primary school teacher, turns out to be fixed normatively and declared in the standards of the new generation. In this regard, the relevance of researching the didactic possibilities of competence-oriented training of students - future primary school teachers and the implementation of these ideas into practice is increasing.
As you know, changes in educational and developmental goals entail changes in both the content and the actual teaching methodology.
“The competence-based approach in the activities of the teaching staff of the university dictates the need for serious changes. From designing the results of education, expressed in the form of competencies, we have to go to designing the volume, level, content of theoretical and empirical knowledge. In other words, the design of the curriculum, work programs, practice programs, the final certification program, outline plans of training sessions, the fund of assessment tasks must begin with the design of educational outcomes expressed in the format of competencies.
To determine the main ways of successful organization of competence-based
oriented education in a pedagogical university, it is necessary, first of all, to identify and disclose 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, starting points of any theory, guiding ideas, basic rules of behavior, actions." The principle of learning, as defined by V.I. Zagvyazinsky, is an instrumental, given in the categories of activity, expression of a pedagogical concept. This is knowledge about the essence, content, structure of education, its laws and patterns, expressed in the form of activity norms, regulations for practice. Thus, the principles reflect the basic requirements for the organization of any activity, indicate its direction, and help to creatively approach the construction of a certain process.
The analysis of pedagogical literature, our own pedagogical experience, gave us the opportunity to identify the following principles of competence-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 personality and individuality of the student, 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 a decrease in the share of pedagogical management of students' activities. The educational process must be built in such a way that the emphasis is shifted 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 should 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, 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, implies:
Accounting for individual interests and needs of students;
The presence in the classroom of an atmosphere of cooperation and co-creation;
Providing the student with the possibility of independent choice (for example, assignments, research topics, a way to solve a pedagogical problem);
The use of active teaching methods: a problematic lecture, a lecture with an analysis of specific pedagogical situations, disputes, discussions, mutual learning and mutual consultation.
The principle of scientific character requires that the content of vocational training introduce students to objective scientific facts, theories, laws, and reflect the current state of science. It is important for us to integrate scientific knowledge, deep understanding of the essence of problems in the field of primary education from the standpoint of various scientific disciplines (for example, psychology and pedagogy, psychology and private methodology, mathematics and methods of teaching mathematics, etc.).
The principle of linking learning with practice provides that the learning process at a university provides an opportunity to implement the acquired knowledge in professional pedagogical activity.
We include the following rules for implementing this principle:
Solving a large number of pedagogical and methodological tasks and assignments in the process of studying the 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 educating younger students, educational and methodological complexes for elementary school (there are more than ten of them in modern primary education), as well as regulatory documents (today it is the Federal State Educational Standard IEO and documents supporting 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.
In the implementation of the latter principle, we assign a large role to pedagogical practice, the purpose of which is the practical preparation of students for independent professional and pedagogical activities as a primary school teacher in general educational institutions.
When organizing and conducting pedagogical practice, it is provided:
Activation of students' activities, which involves the use of such forms, methods and teaching aids that increase the interest, activity, creative independence of the student in the assimilation of new knowledge, the formation of skills and abilities, their application in practice, as well as the focus on professional self-development;
Accounting theoretical foundations professional and pedagogical activity and, consequently, the consistency of the tasks and content of the stages of internship with the studied academic disciplines;
Performing in the course of practice specially designed tasks in didactics, the theory of education of younger students, psychology, private methods, as well as group creative tasks, projects;
Visit and analysis of lessons and extracurricular activities by a group led by a methodologist;
Organization and holding of joint scientific and methodological events with schools involving students in their work;
Taking into account the professional interests and wishes of students in the course of pedagogical practice, which provides for propaedeutic work with students, the organization of various scientific and methodological events on the problems of modern primary education, in order to increase the level of pedagogical culture of students, identify their inclinations and interests.
At the end of each stage of pedagogical practice, students draw up and submit for verification the diary of a student-trainee, at the final conferences, students submit a report on the passage of pedagogical practice; make presentations in which they voice the results of research work, creative projects.
An important component of the competence-oriented training of a future teacher is also changes in the procedure for the current, intermediate and final attestation of students.
The assessment of the quality of student training, in our opinion, should be carried out in two directions: assessment of the level of mastering the discipline (cognitive component); assessment of students' competencies (activity component).
The levels of development of professional competencies of students can, in our opinion, be characterized as follows:
High level: the student owns a system of professional knowledge, considers the proposed questions from various positions, confirms the theoretical provisions with his own examples; knows how to update professional knowledge and find the right solution based on the conditions of a particular pedagogical situation;
Intermediate level: the student sets out the theoretical positions on these issues reasonably, quite fully, illustrating with examples from practice; offers its own solution to the pedagogical problem;
Low level: the student sets out the main theoretical provisions on the proposed questions; demonstrates the ability to solve pedagogical problems.
1. Ivanov D.A., Mitrofanov K.G. and others. Competence approach in education. Problems, concepts, tools. M., 2003.
2. Vorovshchikov S.G. National educational initiative "Our new school": current problems and promising solutions // Improving the professional competence of educators: topical problems and promising solutions: a collection of articles from the Second Pedagogical Readings of the Scientific School of Education Management. M., 2010.
3. Raven J. Competence in modern society: identification, development and implementation. M., 2002.
5. Ivanov D.A., Mitrofanov K.G. etc. Decree. op.
6. Selevko G. Competencies and their classification // National education. 2004. No. 4.
7. Khutorskoy A.V. Key competencies as a component of the personality-oriented paradigm of education. Narodnoe obrazovanie. 2003. No. 2.
8. Zimnyaya I.A. Key competencies - a new paradigm of the result 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. etc. Decree. op.
10. Shamova T.I., Podchalimova G.N. Competence-oriented advanced training of the teaching staff of the university // Improving the professional competence of educators: current problems and promising solutions: a collection of articles from the Second Pedagogical Readings of the Scientific School of Education Management. M., 2010.
11. Pedagogy: 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, ponyatiya, 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 pedagogical chteniy nauchleny shkoly obrazovaniem, M., 2010.
3. Raven J. 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 as 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 obrazovaniem. M., 2010
11. Pedagogika: uchebnoe posobie dlya studentsov pedagogicheskikh uchebnykh zavedeniy / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. M., 2002.
COMPETENCE-ORIENTED PEDAGOGICAL TECHNOLOGIES IN TEACHING THE RUSSIAN LANGUAGE
Yu.N. Gostev
Center for Philological Education ISMO RAO Laboratory for teaching Russian (native) language Department of the Russian language of the Faculty of Medicine Peoples' Friendship University of Russia st. Miklukho-Maklaya, 6, Moscow, Russia, 117198
The article emphasizes the relevance of the technological approach in education. The idea of introducing competence-oriented technologies into the learning process reflects the need to improve the efficiency of the educational process, the quality of education due to the use in the learning process modern methods and forms that enhance the activity component and take into account the peculiarities of personality development.
In modern didactics, in many methodological works, the term "pedagogical technology" is widely used. The concept of "technology" is currently being clarified, the term is used in a fairly broad context. In practice, there are such terms as pedagogical technologies, educational technologies, new pedagogical, innovative educational technologies.
It is possible to outline the stages of development of the concept of "pedagogical technology": from the use of audiovisual means in the educational process (1940s - mid-1950s), programmed learning (mid-1950s - 1960s) to a pre-designed educational process guaranteeing the achievement of clearly defined goals (1970s), to the creation of computer and information technologies for education (early 1980s).
More often, educational technology is defined as a set of certain forms and methods of teaching that ensures the creation of educational products by students (A.V. Khutorskoy). Thus, the definition of educational technologies is based on the goals that must be achieved (educational result), the way the teacher and student interact and their role in the educational process.
The main direction of competence-oriented education technologies in world pedagogy is the formation and development of students' intellectual skills, their moral development, the formation of critical and creative thinking as priority areas for human development.
Modern educational technologies take into account the age, individual psychological characteristics of students, focus on the student as a subject of the educational process, which, together with the teacher, can determine the learning goal, plan, prepare and implement the educational process, and analyze the results achieved.
In accordance with this approach, the teacher creates conditions for the formation of the student's personality in educational activities.
The educational activity of students in the course of performing educational tasks is the basis of the learning process. The teacher involves each student in active cognitive activity, organizes joint work in cooperation in solving various educational problems, introduces the ways of obtaining the necessary information in order to form their own reasoned opinion on a particular problem, the possibility of its comprehensive study.
How can one explain the increased attention to the search for new educational technologies? It is obvious that the development of competence-oriented technologies is a search for ways to obtain a guaranteed high-quality educational result.
Competency - oriented technologies are diverse . For example, in the practice of teaching the Russian language, modular learning technology is used (T. Shamova, P. Tretyakov, I. Sennovsky), problem-heuristic technology (A.V. Khutorskoy), learning in collaboration, project method, information technology (E.S. Polat), information technology based on algorithms (N.N. Algazina).
The description of pedagogical technologies in the teaching of the Russian language is proposed largely on the basis of the development of this problem in didactics. To some extent, studies on this issue are taken into account in the methodology of teaching the Russian language. In the future, it seems necessary to highlight this problem on the basis of studies on the development of students' speech and thinking abilities by means of their native language, as well as in line with developing, differentiated, individual, problem-based learning. mother tongue(E.S. Antonova, A.D. Deikina, T.K. Donskaya, O.M. Kanarskaya, T.A. Ladyzhenskaya, S.I. Lvova, M.R. Lvov, T.V. Napolnova, E .N. Puzankova, M.M. Razumovskaya and others).
The question arises, how do these modern technologies differ from traditional ways of learning and how do they compare with them?
Basically, the methodologists, taking into account the problems of the practice of teaching the Russian language, went in the direction of introducing modern methods and forms of teaching into the traditional structure of the lesson, developed models of non-traditional forms of the lesson. So, in the last decade, a system of non-traditional lessons has developed in the practice of teaching the Russian language: integrated lessons based on interdisciplinary connections, lessons in the form of competitions (linguistic tournament, linguistic battle), lessons based on forms, genres and methods of work known in social practice. (interview, reportage, linguistic research), lessons based on non-traditional organization of educational material (wisdom lesson, presentation lesson), lessons using fantasy (fairy tale lesson), lessons with imitation of public forms of communication (press conference, auction, benefit performance, TV show), lessons based on imitation of the activities of organizations and institutions (meeting of the academic council, debates in parliament), lessons simulating social and cultural events (correspondence excursion, lesson-travel, living room, linguistic theater) .
In contrast to the structural modernization of the traditional lesson, new educational technologies offer such innovative models for constructing the educational process, where the interconnected activities of the teacher and the student are brought to the fore, aimed at solving both educational and practically significant tasks.
What organizational models of teaching the Russian language have entered the practice of teaching? First of all, it is modular training. Modular learning is based on an activity approach to learning: only that educational content is consciously and firmly acquired by the student, which becomes the subject of his active actions. The implementation of this technology requires that learning takes place constantly in the zone of proximal development of the student. In modular training, this is achieved by differentiating the content and dose of assistance to the student, organizing educational activities in various forms: individual, pair, group, in pairs of shifts. A lot of modular learning uses from programmed learning. Firstly, the clear actions of each student in a certain logic, secondly, the activity and independence of actions, thirdly, an individualized pace and, fourthly, constant reinforcement, which is carried out by comparing (verifying) the course and result of activities, self-control and mutual control.
The educational material is divided into thematic blocks, each thematic block fits into the rigid time frame of a two-hour lesson. For better assimilation of the content of the thematic block, the teacher follows the rigid structure of the modular lesson: repetition, perception of the new, comprehension, consolidation of what has been learned, control. Each stage of the lesson begins with a target setting, then the system of actions is indicated, each stage of the lesson ends with a test task that allows you to establish the success of training.
With the help of modules, the teacher manages the learning process. At the training session itself, the role of the teacher is to form a positive motivation for the student, to organize, coordinate, advise, control. A modular lesson allows you to use the entire arsenal of methods and forms of teaching that has been accumulated by the practice of teaching the Russian language, that is, modular learning, in fact, is an integrative technology.
One of the emerging technologies for teaching the Russian language has become the technology of level differentiation, in which the transition from the assimilation by students of all the educational material presented by the teacher to the obligatory assimilation of only precisely specified is obligatory. The teacher conducts training at a high level, but at the same time he constantly highlights the basic mandatory component, and the student himself chooses the level of development, but not lower than the basic one. The undoubted advantage of using the technology of level differentiation is the formation of positive motivation in relation to the subject.
Among the new pedagogical technologies, the most adequate to the set goals of teaching the Russian language, from our point of view, is the technology of projects, or the method of projects. It is known that the project method has a long history both in world and domestic pedagogy.
The technology of projects, or the method of projects, by virtue of its didactic nature, allows solving the problems of the formation and development of intellectual skills of critical and creative thinking.
The work of the student on the educational project, as a rule, is carried out throughout the academic year and includes several stages: preliminary selection of the topic, taking into account the recommendations of the teacher; drawing up a plan, studying the literature on a given topic and collecting material, creating your own text containing an analysis of the literature and your own conclusions on the topic, defense, which involves an oral presentation containing a brief description of the work, answers to questions on the topic of the work. To some extent, this brings the educational project closer to the already traditional form - the abstract. However, the point of view is becoming more widespread that the educational project is an independent research activity of the student, which has not only educational, but also scientific and practical significance, which is well understood by both the teacher - the project manager and its executor. This is a solution to a problem that requires integrated knowledge, research search for its solution. Therefore, the presentation of the results of the project looks like a scientific report (for example, on the topic “The use of one-component sentences in the lyrical works of A.S. Pushkin”) with the formulation of problems and scientific conclusions about the trends that can be traced in the development of this problem (creation of a dictionary of modern vocabulary, the project “ Museum of the Russian Word”, the creation of the Society for the Protection of the Russian Language and the writing of its Charter, the preparation of computer programs in the Russian language called, for example, “Linguistic Crosswords”, etc.).
However, there are real problems in assessing educational project, because, as a rule, the creation of a project is a collective work (in a group, in pairs). If the student has completed an individual project, then it is possible to evaluate it in the traditional grading system. How, according to what criteria, to evaluate the contribution of each participant in a collective project?
Such criteria are only outlined, namely:
The significance and relevance of the problems put forward, the adequacy of their study topics;
The correctness of the research methods used and the methods for processing the results obtained;
The activity of each project participant in accordance with his individual capabilities;
The collective nature of the decisions made;
The nature of communication and mutual assistance, complementarity of project participants;
Necessary and sufficient depth of penetration into the problem, attraction of knowledge from other areas;
Evidence of decisions made, the ability to argue their conclusions, conclusions;
Aesthetics of registration of the results of the completed project;
The ability to answer opponents' questions, the conciseness and reasoning of the answers of each member of the group.
However, these qualitative criteria must be formalized in order for the assessment to be objective. The development of a system for evaluating an educational project is a matter for the future.
The project method is currently being actively approved in teaching the Russian language. This method involves the organization of joint or individual work of students on a particular problem with the obligatory presentation of the results of their activities.
This technology makes it possible to actualize the most important speech skills of students, to include them in all types of speech activity (speaking, listening, reading, writing), to improve the skills of informational and semantic processing of texts. The project method is of interest to teachers of the Russian language, but the experience of creating projects in the Russian language is still small.
According to many experts, the technology of the near future can be called distance (distance) learning, which allows you to effectively use study time through quick access to information and optimize the learning process by building an individual educational trajectory.
The student receives a kit (portfolio) teaching materials, studies them independently, turning to the teacher as necessary, works in forums, participates in discussions. Finishing the study of the subject or the course, the student takes the exam, receives the examination materials (questions and tasks) in electronic form, performs work on the computer and sends it to the teacher for verification by e-mail. The teacher acts in this case both as a consultant, assisting the student in choosing a curriculum, literature, helping with the development of difficult sections of the course, and as an examiner.
Information technologies used in distance learning present new, wider opportunities in teaching the Russian language. This technology uses a specific way of presenting educational material based on hypertext - a system of links, which makes it easier for everyone to find and use the necessary information on an individual basis. However, this technology places special demands on e-learning courses designed for distance learning. It is possible to identify several leading principles that determine the content of electronic manuals: the principle of accessibility and entertainment, which will increase interest in learning; the principle of scientific character, which will ensure an increase in the educational level of the youth audience; the principle of total visibility, which involves the use of audiovisual and verbal visibility (in the context of preparing Internet versions of the radio program), which provides a greater understanding of language and speech problems by the youth audience, actualizes the desire to participate in the discussion of the proposed issues; the principle of dialogue, which involves modeling speech situations in which students take part.
We consider the most relevant content aspects that need to be implemented in electronic manuals to be a reflection of the problem of careful and respectful attitude to the Russian language as the state language, the language
interethnic communication, the language of Russian fiction. It is necessary to touch upon the problems of speech etiquette in the process interpersonal communication in the youth environment, including in the Internet space, in communication between young people and people of older generations, it is necessary to characterize typical speech errors that occur both in oral and written speech of young people.
In the materials of electronic books, it is necessary to present modern techniques, approaches that allow you to independently improve the skills of oral and written speech, therefore it is advisable to refer to the history of the development of the Russian literary language, the lexicographic resource of the Russian literary language (primarily to the corpus of dictionaries of modern Russian speech), the study of some techniques information and semantic processing of the text, etc.
LITERATURE
Selevko G.K. Modern educational technologies. - M.: People's education, 1998.
Gatz. I.Yu. Methodical notebook of a teacher of the Russian language. - M.: Bustard, 2003.
Gosteva Yu.N., Shibaeva L.A. Integrated lessons (Russian language and mathematics) // Russian language at school. - 1993. - No. 3, 6.
Tretyakov P.I., Sennovsky I.B. Technology of modular education at school: Practice-oriented monograph. - M., 1997.
COMPETENCE ORIENTED DIDACTIC TECHNOLOGIES IN TEACHING RUSSIAN LANGUAGE
Russian Language Department Medical Faculty Peoples’ Friendship University of Russia Miklukho-Maklay str., 6, Moscow, Russia, 117198
The article is dedicated to innovative educational technologies. Modern education based on competence oriented technologies demands the necessity of acceleration of teaching process and its qualitative characteristics of effectiveness due to inculcation of innovative methods and forms of teaching, increasing the students’ activity and oriented to their cognitive, psychological and other individual characteristics.