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The main competitive advantage of a highly developed country is associated with the possibility of developing its human potential, which is largely determined by the state of the education system and its quality. The quality of modern professional education is understood as a measure of compliance of the educational result with the needs of the state, society and the individual. A significant constraint on Russia's economic growth is the shortage of labor resources, which is already acutely noticeable in the production sector. Therefore, the competitiveness of enterprises and the development of the country’s economy as a whole depend on the structure and quality of personnel training carried out by the vocational education system. Recently, the functioning and quality of education have caused serious criticism from the main “customers” - the state, society, and employers. A particularly pressing problem in the short and medium term is ensuring the quality of graduates of primary and secondary (pre-university) vocational education due to their real shortage in the labor market.

Over the past 40 years, the Russian economy has operated in the context of a growing working-age population. This favorable period has ended and it will decline sharply over the next decades. According to research results, about 50 million people will leave the working population in the coming 20 years. The declining number of young people entering working age in 2006-2025 will only compensate for half of the decline in the labor force. A favorable migration situation will make it possible to compensate for another 7-8% of departures. However, this is not enough to fully restore the labor potential: in 2025, its number will be 1/5 less than today.

The most problematic is compensation for “losses” among representatives of blue-collar professions. Qualified agricultural workers will lead in terms of the rate of departure from the labor force. Serious risks in staffing are expected in the group of skilled workers in industrial sectors of the economy - one of the largest groups of people employed in the economy (16% of the total number of employees). Over the next 20 years, losses (due to natural causes) of skilled workers will amount to 80-90% of the current number
employed in this group. They will be especially large among: painters and workers in related professions; toolmakers, machine operators, adjusters and workers of related professions; workers in the construction materials industry; installers and fitters of sanitary equipment, pipefitters; workers in transport professions.

The modern labor market, characterized by high innovative dynamics, places new demands on workers and specialists. Surveys of employers indicate new trends in the development of personnel needs in the regions: the formation of an order for the quality of vocational education not only and not so much in the format of the “knowledge” of graduates, but in terms of methods of activity; the emergence of additional, previously not updated requirements for employees related to the components of readiness for professional activity common to all professions and specialties, such as the ability to “team” work, cooperation, to establish social connections, to continuous self-education, the ability to solve various problems, work with information, etc. Thus, we are talking about the special educational results of the vocational education system - about professional competencies.

Within the competency-based approach, two basic concepts are distinguished: “competence” and “competence”.

An analysis of works on the problem of the competency-based approach allows us to conclude that at present there is no unambiguous understanding of the concepts of “competence” and “competence,” just as there is no single, universally accepted classification of competencies.

Andrey Viktorovich Khutorskoy - Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, distinguishing between these concepts, offers the following definitions.

Competence is a set of interrelated personality qualities (knowledge, abilities, skills, methods) specified in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them.

Competence is the possession or possession by a person of appropriate competence. Including his personal attitude towards it and the subject of activity.

That is, 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.

There are several types of competencies: general, subject, supra-subject, professional, supra-professional, etc.

Every person should have general (key) competencies; the term itself indicates that they are the “key”, the basis for other, more specific and subject-oriented ones. It is assumed that key competencies are supra-professional and supra-disciplinary in nature and are necessary in any field of activity; they are used in everyday life when carrying out activities in the field of education, in the workplace or while receiving vocational training. In the European project “Identification and selection of key competencies”, key competencies are defined as important “in many areas of life and serve as the key to success in life and the effective functioning of society.”

The specific content of the concept of “competence” is associated with the analysis of the demands of employers and the social expectations of society. Thus, five key competencies have been identified that “young people must be equipped with”:

General competencies (basic, universal, key)
political and social	ability to accept responsibility, participate in group decisions, resolve conflicts nonviolently
related to living in a multicultural society	respect for others and the ability to live with people of other cultures, languages ​​and religions
related to mastery of oral and written communication	are important for work and social life, as people who do not master them are at risk of social exclusion. In this same context of communication, mastery of more than one language is becoming increasingly important.
associated with the increasing informatization of society	Knowledge of information technologies, understanding of their application, strengths and weaknesses. Ability to make critical judgment regarding information disseminated by the media
ability to learn throughout life	as the basis for lifelong learning in the context of both personal professional and social life

Modern pedagogy contains a large number of different approaches: systemic, traditional, comprehensive, personality-oriented, etc. The competency-based approach in vocational education is the least developed of all the above approaches.

The competency-based approach in vocational education dates back to the early eighties of the twentieth century. At first, not the term “competency-based approach in vocational education” was used, but the concept of competence. Competence was understood as any mastered skill or knowledge of a subject. Over time, this concept has expanded, and a competency-based approach to vocational education has entered pedagogy.

What is a “competency-based approach” in vocational education?

If we consider a person’s education in the context of his socialization in society, and not only in the context of assimilation of the amount of knowledge accumulated by humanity, then competencies become the leading content of education, its main results, demanded outside the educational institution. Moreover, competencies can be understood more broadly, namely as the mastery of certain forms of thinking and activity. Then the meaning of a person’s education is to master any cultural tradition as a system of previously developed means that allows him to interact with the outside world, develop his abilities, realize himself as “I” and be successful in a given society. The competency-based approach in education, as opposed to the concept of “mastering knowledge”, but in fact the sum of information (information), involves students mastering various kinds of 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 solving similar situations and achieving the required results.

Thus, the competency-based approach strengthens the applied, practical nature of all education (including subject teaching).

The normative transition to competency-based education in Russia was enshrined in 2001 in the Concept of Modernization of Russian Education and Priority Directions for the Development of the Educational System of the Russian Federation. The Federal Target Program for the Development of Education includes among the main directions the bringing of the content of education, teaching technologies and methods for assessing the quality of education in accordance with the requirements of modern society. One of the mechanisms for successfully solving the set tasks is the introduction of educational programs in the vocational education system, built on the basis of a module-competency approach.

New education standards also imply a competency-oriented approach, which means project-based teaching methods, testing of various forms of work, which are based on independence and responsibility for the learning outcomes of the students themselves.

The requirements of the Federal State Educational Standard for learning outcomes (including the types of professional activities mastered, competencies, practical experience, skills and knowledge) are mandatory for fulfillment; the Federal State Educational Standard of the new generation has already recorded a list of general and professional competencies that a graduate who has mastered the basic professional educational program must have profession program. The following general competencies are defined:

Understand the essence and social significance of your future profession;

Organize your own activities;

Analyze the work situation, take responsibility for the results of your work;

Use information and communication technologies, search for information necessary to effectively perform professional tasks;

Work in a team, communicate effectively with colleagues, management, and clients.

For each profession, professional competencies corresponding to the main types of professional activity are also defined.

What is the reason for such interest in competencies and giving them a central place in modern education?

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. The list of professions is updated by more than 50% every seven years, and to be successful, a person not only has to change jobs, but also retrain on average 3-5 times in his life. In such circumstances, the productivity of professional activity does not depend on the possession of any once and for all given information, but on the ability to navigate information flows, on initiative, the ability to cope with problems, to search for and use missing knowledge or other resources. Accordingly, the requirements for employees have undergone major changes. It’s not enough to be a specialist, you also need to be a good employee. The place of the performer who effectively copes with his responsibilities has been taken by the image of an initiative worker who knows how to take responsibility and make decisions in uncertain situations, who can work in a group for a common result, and learn independently, making up for the lack of professional knowledge necessary to solve a specific problem.

Competency-oriented education involves fundamental changes in the organization of the educational process, in its management, in the activities of teachers, in the methods of assessing the educational results of students in comparison with the educational process based on the concept of “knowledge acquisition.”

The position of the teacher also changes fundamentally. Together with the textbook, it ceases to be a carrier of “objective knowledge” that it is trying to convey to the student. Its main task is to motivate students to show initiative and independence. He must organize independent activities of students, in which everyone could realize their abilities and interests. In fact, it creates conditions, a developmental environment in which it becomes possible for each student to develop certain competencies at the level of development of his intellectual and other abilities.

The introduction of a results-oriented education model requires improvement of both management systems, methodological work, and approaches to lesson design, its content, development and implementation of competency-oriented tasks. In this case, an important role is given to control and measurement materials, which involve tracking the results not only of the knowledge level, but also of the competency level, since in accordance with the changed requirements for intermediate certification, control work can no longer be a form of intermediate certification of disciplines, therefore competency-oriented tasks must have practical orientation, social and personal significance, correspond to the level of education. It is effective to solve competency-oriented tasks (KOZ) or situational tasks. KOZ allow you to imagine how the acquired knowledge and skills can be applied in practical activities, in a new situation.

During the period of transition to new pedagogical value guidelines, the lesson remains a key form of organizing the educational process. Unlike a traditional lesson, a lesson that met the educational requirements of the late 20th and early 21st centuries, a modern lesson is, first of all, competency-oriented.

The development of competencies in the classroom is facilitated by the use of modern pedagogical technologies. There are quite a lot of technologies that ensure the formation of competencies in the classroom: critical thinking technology, discussion technology, case technology (situational seminar, solving situational problems.

This method is a description of a specific situation that requires practical resolution), any type of project activity, primarily research and practice-oriented projects. Practical work of a search and research nature, having a life (everyday, professional, social) context, tasks with a time limit, including mini-projects implemented within the framework of the lesson, collective and individual mental activity, ICT, etc.

Socio-economic transformations and the formation of free market relations based on a variety of forms of ownership, the emergence of competition in the labor market require changes in the field of professional training of specialists.

In the new concept for the development of education in Russia, the emphasis is transferred from a narrowly professional approach to the training of specialists to the multilateral development of the individual, the mastery and implementation by students of key functions, social roles, and competencies in the context of the new approach. Hence, the role of educational practice (on-the-job training) increases even more. It should be as close as possible to the conditions of modern production. The success of the professional activities of graduates of an educational institution is due to the transition from the process of obtaining general theoretical vocational education to the formation of a set of professional skills that are in demand in labor activity in a free market.

Accordingly, educational and industrial internship programs should focus on the continuous improvement of such characteristics as qualifications and level of training, which are components of professional competence, which is ensured by the acquisition of professional work experience in the process of stage-by-stage completion of all types of educational internships.

The main requirement employers place on graduates is work experience. During industrial training at the lyceum, students should have the opportunity to gain this experience and, thereby, develop professional competence. In order for students to clearly understand the essence and social significance of their chosen profession, it is necessary that the acquired theoretical knowledge for the formation of professional competence is supported by practical skills. But sometimes a very low level of organization of practices and weak connections with real production are insufficient to acquire real work experience. Therefore, organizing industrial training that is as close as possible to production conditions is our top priority.

One of the acute problems of competency-based education is the problem of the textbook. With the exception of a few, very few, new textbooks, no textbook is specifically focused on implementing a competency-based approach. Therefore, constructing a lesson from a textbook, based on texts, questions and assignments contained in it, in the context of a competency-based approach turns out to be completely unsuitable. When preparing for a lesson, a fundamentally different selection of content, including questions and assignments, is most often required. The textbook, of course, can be used, but only as one of the auxiliary educational or reference aids. It is more consistent with the competency-based approach to use two or three textbooks from different authors simultaneously for the same course. This allows students to compare and analyze different author's approaches to presenting the same topic.

Classroom activities alone are not enough for a competency-based approach. In the context of implementing a competency-based approach, students’ extracurricular activities bear no less educational burden. If possible, it should be organized as a group activity, during which personal experience is formed and comprehended while simultaneously minimizing individual and frontal conversations between the class teacher and students, reports and messages during thematic class hours, passive visits to cultural objects and institutions, and the like frontally - individual and “incompetent” forms of work.

Thus, educational institutions should help students master the technologies of life, create conditions for the formation of the abilities of self-esteem, self-knowledge, self-presentation and self-control, and reveal the potential of self-realization, self-actualization and self-regulation.

Our task is to create conditions for successful self-realization of graduates. After all, in the near future they will have to realize themselves without our help.

A competency-based approach to training specialists allows one to develop such abilities and skills as:

• competitiveness;
• be able to use knowledge in a related specialty;
• be able to organize your work on a scientific basis;
• be able to use modern information technologies.

The competency-based approach, of course, requires the improvement of educational technologies. But precisely in modern conditions it is one of the guarantees of the quality of education.

To summarize, we can say that the competency-based approach is systemic, interdisciplinary, it has both personal and activity aspects. Based on a competency-based approach to organizing 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 professional education.

During the period of introduction of Federal State Educational Standards into the system of primary vocational education, the priority is the practical orientation of the content of education related to the organization of educational and industrial practice of students, the active introduction of professionally oriented technologies of training and education, strengthening interdisciplinary connections and the ability of an individual to integrate multidisciplinary knowledge in the mind. In these conditions, a competency-oriented environment takes on special importance, without which it becomes impossible to form general and professional competencies that underlie a graduate’s successful professional activity. The main goal of all educational, research and creative associations, interest clubs is to form the worldview of a future specialist and the ability to use professional skills in practical activities, in life’s atypical situations.

The requirements of the Federal State Educational Standard set the task of expanding professional skills, focusing on competencies, as a “result of education”, taking into account the requirements of the modern labor market.

According to the Amur-Info agency.

Graduates of universities and colleges in 2012, in order to get a job, will probably have to take another exam, albeit after graduation and defense of their diploma. The Russian Ministry of Education and Science has developed the concept of certification centers and professional qualification assessment. They will take exams and provide an independent assessment of knowledge. In 2012, such a center should open in the Amur region. The new institutions will be supported by employers. By 2013 they should appear throughout the country. Now the Ministry of Education of the Amur Region is developing an agreement with the Amur Chamber of Commerce and Industry, since it is the link between authorities and enterprises. It is possible that the center will be based on its basis.

Meanwhile, some Amur universities already have experience in passing qualifying exams for students. For example, BSPU has been training specialists for the Petropavlovsk company for about ten years. In their fifth year, chemistry students who want to work there undergo a specialization in analytical chemistry, and after defending their diploma, they also take a qualifying exam. This determines whether the graduate will be hired and what position he will occupy.

Introduction

1 Activity-based and competency-based approach to learning

2 The concept of competency-based training

3 Traditional methods of testing knowledge assessment

4 Problems in assessing competence

Chapter 2. Modern methods of assessing knowledge

1 General analysis of existing methods for assessing knowledge

2 Catenatests

2.3 Adaptive testing

2.4 Contextual tasks

5 Interdisciplinary exam

7 Testing knowledge on the topic “Number systems” using catenatest

Conclusion

Bibliography

Applications

Introduction

Monitoring students' knowledge is an integral part of the learning process. By definition, control is the relationship between achieved results and planned learning objectives. The effectiveness of managing the educational process and the quality of student learning depend on its proper organization. Testing knowledge should provide information not only about the correctness or incorrectness of the final result of the activity performed, but also about the activity itself: whether the form of action corresponds to this stage of assimilation. Proper monitoring of students' educational activities allows the teacher to evaluate the knowledge, skills and abilities they acquire, provide the necessary assistance in a timely manner and achieve their learning goals. All this together creates favorable conditions for the development of students’ cognitive abilities and the activation of their cognitive activity. Well-established control allows the teacher not only to assess the level of students’ assimilation of the material being studied, but also to see their own successes and failures.

The problem of monitoring educational activities is not new, and the pedagogical experience accumulated in this area is rich and varied. With the introduction of the competency-based approach to training, new means of control appeared. Some of them are not sufficiently disclosed in the pedagogical literature.

Purpose of the study: studying the features of organizing control of students' knowledge in conditions of competency-oriented learning.

Object of study: the process of monitoring students’ knowledge in a basic computer science course.

Subject of study: the process of monitoring students’ knowledge in a basic computer science course in conditions of competency-oriented learning.

Research hypothesis: the correct choice of methods, techniques and means of control in a competency-oriented approach encourages students to study more information and improve themselves.

To achieve the goal of the study, it is expected to solve the following tasks:

1. Conduct a literature review on the research topic and determine the features of the organization of competency-oriented training.

2. Analyze the analysis of the content of computer science education in basic school and organize the assessment of learning outcomes.

Create practical assignments on the selected topics and test them in practice.

4. To solve the problems, a set of complementary research methods was used:

· theoretical: analysis of methodological and pedagogical literature, generalization, systematization;

· empirical methods: pedagogical observation, generalization of the received material.

Work on the diploma project was carried out in two stages:

The first stage: analysis of pedagogical and methodological literature, development of a research plan, identification of the main tasks of the work, definition of basic concepts on the topic of the diploma project.

Second stage: development and testing of practical assignments on topics of the basic school course in computer science and design of the work.

Chapter 1.

.1 Activity-based and competency-based approach to learning

The priority direction of primary general education is the formation of general educational skills, the level of mastery of which largely determines the success of further education. The main result of education is considered on the basis of the activity approach as the achievement by students of new levels of development based on their mastering of both universal methods of action and methods specific to the subjects being studied. This is a distinctive feature of the new standards. The implementation of this feature in the educational process requires its new organization based on planning the joint activities of the teacher and students.

According to Yakovleva N. O., “the activity approach makes it possible to consider the main components of the activity of the teacher and his students from a unified methodological position and thereby reveal the nature of their interaction; it allows us to study the specific features of the activities of all participants in the pedagogical process through the projection of the general conceptual provisions of the theory of activity onto pedagogical field; obliges to consider pedagogical activity as an integrative characteristic of cooperation between teacher and student; obliges to recognize specially selected activities as the most important factor shaping the development of the student’s personality; defines the educational process as a continuous change of various types of activities; builds the pedagogical process in accordance with the components of the student’s activity."

An activity-based approach to learning involves:

· children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered);

· students perform certain actions to acquire missing knowledge;

· identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge;

· developing in schoolchildren the ability to control their actions - both after their completion and during their course;

· inclusion of learning content in the context of solving significant life problems.

The traditional approach to determining the goals of education focuses on the volume of knowledge. From the perspective of this approach, the more knowledge a student acquires, the better and higher the level of his education. But the level of education, especially in modern conditions, is not determined by the volume of knowledge or its encyclopedic nature. From the perspective of the competency-based approach, the level of education is determined by the ability to solve problems of varying complexity based on existing knowledge. Modern education involves a shift in emphasis from subject knowledge, skills and abilities as the main goal of learning to the formation of general educational skills and the development of independence in educational actions. Because the most relevant and in demand in public life are competence in solving problems (tasks), communicative competence and information competence. The competency-based approach does not deny the importance of knowledge, but it focuses on the ability to use acquired knowledge. Key competencies in relation to school education mean the ability of students to act independently in situations of uncertainty when solving problems that are relevant to them.

Information competence- this is the willingness of students to independently work with information from various sources, search, analyze and select the necessary information.

Communication competence- these are the skills of working in pairs, in groups of various compositions, the ability to present oneself and conduct discussions; express your thoughts in writing in compliance with the norms of text formatting; public performance.

Problem resolution competence- goal setting and planning of activities, actions to solve the problem; assessment of the result/product of activity.

Within the competency-based approach, two basic concepts are distinguished: “competence” and “competence”.

According to O.E. Lebedev, competence is defined as “the ability to act in a situation of uncertainty.”

I.A. Zimneya “competence is interpreted “as a knowledge-based, intellectually and personally determined experience of a person’s social and professional life.”

A.V. Khutorskoy, distinguishing between the concepts of “competence” and “competence,” offers the following definitions.

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 for high-quality productive activity in relation to them.

Competence is the possession or possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.

The formation of students’ competencies depends on their activity, when the “activity” of the teacher turns into the activity of the students. The competency-based approach strengthens the practical orientation of education, emphasizes the need to acquire operational experience and the ability to put knowledge into practice. Thus, the competency-based approach includes a set of principles for determining the goals of education, expressed in self-determination, self-actualization and development of the individuality of students. No less important is the issue of choosing forms and methods of teaching students. Learning in competency-based education acquires an activity-based character, i.e. the formation of knowledge and skills is carried out in the practical activities of students, their joint activities in groups are organized; active forms and methods of learning, innovative technologies of a productive nature are used; an individual educational trajectory is built; During the learning process, interdisciplinary connections are actively implemented; the most important qualities develop: independence, creativity, initiative and responsibility.

Shifting the ultimate goal of education from knowledge to “competence” allows us to solve the problem when students can master a set of theoretical knowledge well, but experience significant difficulties in activities that require the use of this knowledge to solve specific problems or problem situations.

From the point of view of the requirements for the level of training of graduates, educational competencies “represent integral characteristics of the quality of students’ training associated with their ability to purposefully meaningfully apply a complex of knowledge, skills and methods of activity in relation to a certain interdisciplinary range of issues” (A.V. Khutorskoy).

The competency-based approach is focused on developing a person’s ability to implement certain competencies and teach him to act effectively in a real situation. The following groups of competencies are identified as key for Russian education: value-semantic, general cultural, educational and cognitive, information, communication, social and labor competencies and personal self-improvement competencies.

1.2 The concept of competency-based training.

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. The competency-based approach uses two basic concepts: competency and competency. Learning in the conditions of competency-oriented education becomes predominantly an active independent activity, managed through the use of control and diagnostics.

Competency-oriented education, as opposed to the concept of “knowledge acquisition,” involves students mastering skills that allow them to act effectively in situations of professional, personal and social life in the future. 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 results. Competency-oriented education can be understood as the ability to act effectively. The ability to achieve results is to effectively solve a problem. A competency-oriented 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.

Competency-oriented learning is a goal-oriented process. At the same time, competencies set the highest, generalized level of future skills and abilities.

The competency-oriented approach has all the main features of consistency and can be the basis for solving many problems in the further development of domestic education.

The phenomenon under consideration - the competency-based approach - did not arise out of nowhere. One of the most important factors contributing to this is the development of comprehensive informatization of our lives, which is reflected in the concept of “information society.” The scientific basis of such a society will be at least two sciences: systems theory and computer science. Speaking about the latter, it should be noted that modern computer science is an interdisciplinary science that performs integration functions for all other areas of science, as a means of ensuring transdisciplinarity in almost all areas of activity of modern people.

.3 Traditional methods of testing knowledge assessment

When checking and assessing the quality of academic performance, it is necessary to identify how the main learning objectives are solved, i.e. to what extent students master knowledge, skills, ideological and moral-aesthetic ideas, as well as methods of creative activity. It is also essential how a particular student approaches learning, whether he works with the necessary tension constantly or in fits and starts, etc. All this necessitates the use of the entire set of methods for testing knowledge assessment. The pedagogical literature describes the following methods of testing knowledge:

Daily observation of students' academic work. This method allows the teacher to get an idea of ​​how students behave in class, how they perceive and comprehend the material being studied, what kind of memory they have, and the extent to which they demonstrate intelligence and independence in practical skills.

2. Oral questioning - individual, frontal, condensed. The essence of this method is that the teacher asks students questions about the content of the material studied and encourages them to answer, thus identifying the quality and completeness of its assimilation. Since an oral survey is a question-and-answer way of testing students' knowledge, it is sometimes called a conversation. During an oral questioning, the teacher breaks down the material being studied into separate semantic units (parts) and asks students questions for each of them. In many subjects, oral questioning (conversation) is combined with students performing oral and written exercises. Being an effective and most common method of testing and assessing students' knowledge, oral questioning also has its drawbacks. With its help, you can test the knowledge of no more than 3-4 students in a lesson. Therefore, in practice, various modifications of this method are used and, in particular, frontal and condensed questioning, as well as a “lesson point”. The essence of a frontal survey is that the teacher breaks down the material being studied into relatively small parts in order to test the knowledge of a larger number of students in this way. With a frontal survey, also called a fluent survey, it is not always easy to give grades to students, since the answer to 1-2 small questions does not make it possible to determine either the volume or depth of assimilation of the material covered. The essence of a compact survey is that the teacher calls one student for an oral response, and asks four to five students to give written answers to questions prepared in advance on separate sheets of paper (cards). This survey is called compacted because the teacher, instead of listening to oral answers, looks at (checks) the students’ written answers and gives grades for them, somewhat “compressing” them, i.e. saving time on testing knowledge, skills and abilities.

Written verification. The practice of condensed questioning led to the emergence of a method of written knowledge testing. Its essence is that the teacher gives students questions or tasks and examples prepared in advance on separate sheets of paper, to which they give written answers within 10-12 minutes. A written survey allows you to assess the knowledge of all students in one lesson. This is an important positive side of this method.

Lesson point. A well-known modification of oral questioning is also the assignment of a so-called lesson point to individual students. A lesson point is given for the knowledge that individual students demonstrate throughout the lesson. Thus, the student can complement, clarify or deepen the answers of his comrades undergoing oral questioning. Then he can give examples and participate in answering the teacher’s questions when presenting new material. Giving a lesson score allows you to maintain cognitive activity and voluntary attention of students, as well as make a more systematic test of their knowledge.

Checking students' homework. To check and evaluate students' progress, checking their homework is of great importance. It allows the teacher to study students’ attitudes to academic work, the quality of mastery of the material being studied, the presence of gaps in knowledge, as well as the degree of independence in completing homework.

Traditional means of monitoring knowledge in the system of student-centered learning, where the child is considered as a subject and not as an object of learning, are not enough. With the activity approach, the student not only assimilates the ready-made content of this or that material, but also regulates, controls and corrects his cognitive activity.

Testing. The test is a short-term technically relatively simple test, carried out under equal conditions for all subjects and taking the form of a task, the solution of which can be qualitatively recorded and serves as an indicator of the degree of development of a known function in a given subject at a given moment.

The following types of tests are distinguished.

The selective test consists of a system of tasks, each of which has both correct and incorrect answers. Of these, the student chooses the one that he considers correct for the given question. At the same time, incorrect answers contain a mistake that the student can make if he has certain gaps in his knowledge.

Selective tests can be different:

· Multiple choice tests, in which among the proposed answers to a question there are several incorrect ones and a single correct answer.

· Multiple choice tests with multiple true and false answers to a question.

· Alternative tests with two answers to a question (one answer is correct, the other contains an error).

Closed tests do not contain answer options. Students offer their answer.

There are cross-choice tests that require you to establish correspondence between elements of a set of answers. There are also identification tests in which graphs, diagrams, and drawings are given as answers.

The most accessible tests for schools are selective tests that allow the use of proctoring devices.

Testing is a standardized form of control in the sense that both the test procedure and the assessment of knowledge are uniform (standard) for all students.

1.4 Problems in assessing competence

The problem of assessing learning outcomes is not new. But at present, the need for correct assessment of educational results is of particular importance. This is due to an objectively existing contradiction. On the one hand, at the present stage the school is faced with the task of forming universal methods of activity - competencies. On the other hand, we still continue to evaluate our usual educational achievements (ZUNs).

The documents on the implementation of the Comprehensive Project for the Modernization of Education emphasize that the current system for assessing the quality of educational achievements of students in secondary schools is difficult to compatible with the requirements of modernization of education, since it is aimed at external control and assesses the reproductive level of learning.

Therefore, one of the main conditions for modernizing the system of monitoring and assessing educational achievements is the introduction, in addition to the traditional ones, of new types, forms, methods and means of assessing the dynamics of student progress in the educational and extracurricular process, helping to increase motivation and interest in learning, as well as taking into account individual characteristics students.

The important thing is that the set of methods of activity being mastered must be socially in demand; it can be relevant for some time, and then will be adjusted in connection with changes in the socio-economic situation.

They began to talk about competence as an educational result only in the last decade. In fact, the concept of competence in the context of the competence approach has its own history. Analysis of works on the problem of competence and competency (N. Chomsky, R. White, J. Raven, N.V. Kuzmina, A.K. Markova, V.N. Kunitsina, G.E. Belitskaya, L.I. Berestova, V.I. Bidenko, A.V. Khutorskoy, N.A. Grishanova, etc.) allows us to conditionally distinguish three stages of formation SBE approach in education.

First stage(1960-1970) is characterized by the introduction of the category “competence” into the scientific apparatus, the creation of prerequisites for distinguishing the concepts of competence/competence.

Second phase(1970-1990) - the first attempts in the work of J. Raven “Competence in Modern Society”, which appeared in London in 1984, give a detailed interpretation of competence. This phenomenon "consists of a large number of components, many of which are relatively independent of each other... some components are more cognitive and others more emotional... these components can replace each other as components of effective behavior" [there same, s. 253].

Third stage began in the 90s of the last century and is characterized by the appearance in UNESCO materials of a certain range of competencies, which should already be considered by everyone as the desired result of education.

Each child, while studying at school, must go through four levels of development of key competencies, thereby gradually adapting to life outside of school:

Level I

confirms understanding of the problem, goal, objectives formulated by the teacher;

describes the product that is intended to be received;

expresses his impressions of working on the project;

demonstrates knowledge of information from the source indicated by the teacher, presents the information received;

gives an example to support the conclusion;

builds an answer based on the text or plan.

Level II

formulates goals together with the teacher;

indicates how he plans to use the product;

compares the desired and obtained results;

identifies unknown information from the flow of information;

draws a conclusion based on the information received.

independently prepares a plan for the presentation, answers questions for understanding, and provides additional information.

Level III

names the contradiction between the ideal and real situation;

suggests ways to ensure that the goal is achieved;

evaluates the product in accordance with specified criteria;

organizes the search for information in accordance with the plan, records it and characterizes sources;

uses visual materials provided by the teacher;

answers questions asked to develop the topic.

Level IV

suggests possible ways to solve the problem;

suggests a way to evaluate the product;

analyzes product results from the point of view of life plans;

justifies the choice of information sources;

confirms the conclusion with his own argumentation

argues his position;

presents information in a form and medium adequate to the purpose of communication.

The diagnostics of competencies shown in the diagram allows us to identify the level of development of competencies of each student and its compliance with the age group.

The dynamics of the formation of key competencies can best be traced within the framework of project activities, since in the course of work on the project, conditions are created not only for the formation of competencies, but also for their manifestation.

This methodology was developed in the laboratory for the modernization of educational resources of the Samara region, which developed requirements for the level of formation of key competencies of students based on the methods of activity, the mastery of which is necessary when working on projects.

Chapter 2. Modern methods of assessing knowledge

When assessing students' knowledge, the teacher monitors results such as subject, meta-subject and personal.

Student results are actions (skills) to use knowledge in solving problems (personal, meta-subject, subject).

Individual actions, especially successful ones, are worthy of evaluation (verbal characteristics), and the solution of a full-fledged task is worthy of evaluation and marking (a sign of fixation in a certain system).

The results of a teacher (educational institution) are the difference between the results of students (personal, meta-subject and subject) at the beginning of training (input diagnostics) and at the end of training (output diagnostics). The increase in results means that the teacher and the school as a whole managed to create an educational environment that ensures the development of students. A negative comparison result means that it was not possible to create the conditions (educational environment) for the successful development of students' capabilities.

The teacher and the student determine the grade and mark.

During the lesson, the student himself evaluates his result of completing the task using the “Self-Assessment Algorithm” and, if required, determines the mark when he shows the completed task.

The teacher has the right to adjust grades and grades if he proves that the student has overestimated or underestimated them.

After lessons, the grade and mark for written assignments are determined by the teacher. The student has the right to change this grade and mark if he proves (using the self-assessment algorithm) that it is overestimated or underestimated.

Self-assessment algorithm:

What was the purpose of the assignment (task)?

Did you manage to get the result (solution, answer)?

Correct or wrong?

On your own or with someone's help?

.1 General analysis of existing methods for assessing knowledge

Traditional forms of control are not fast enough, and their implementation requires considerable time, so there is a need for new types of knowledge testing. Next, modern methods of assessing knowledge will be discussed in detail.

. Student's "portfolio" - This is a way of recording, accumulating and assessing the individual achievements of a student during a certain period of his education. A portfolio complements control and assessment tools and allows one to take into account the results achieved by a student in a variety of activities - educational, creative, social, communicative, etc. - and is an important element of a practice-oriented approach to education. An important goal of the “portfolio” is to present a report on the process of a teenager’s education, to see the dynamic “picture” of significant educational results as a whole, to ensure tracking of the student’s individual progress in a broad educational context, and to demonstrate his ability to practically apply acquired knowledge and skills. Organization of work on the formation of a “portfolio” of students occupies an important place in the implementation of pre-professional training and specialized training.

The implementation of adaptive testing presupposes the presence of a software and tool environment in which adaptive algorithms are implemented, and an immediate reassessment of the level of preparedness occurs in order to present a test task that is feasible for the student to complete.

Catenatest is a chain of questions, each of which is dependent on the previous one. In other words, the correct answer to each catenatest question serves as a pass to the next question. The test taker’s task is to go through the entire chain, which indicates unconditional assimilation of all the material. Catenatesting allows not only to determine the real level of student competence and increase the complexity of knowledge control, but also to significantly reduce the testing time for the teacher.

A contextual task is a motivational task, the condition of which describes a specific life situation. The requirement of the task is the analysis, comprehension and explanation of this situation or the choice of a method of action in it, and the result of its solution is a meeting with the educational problem and awareness of its personal significance. . Contextual (practice-oriented) tasks include those in which the context provides genuine conditions for the solution and influences the solution and its interpretation. The use of tasks in which the condition is hypothetical is not excluded, if it is not too distant from the real situation. . These tasks are based on the consideration of situations aimed at students mastering knowledge of the relevant subject. Tasks of this type are aimed at developing the values ​​of cognitive activity in students.

The case method is a teaching technique that uses descriptions of real economic, social and business situations. Students must analyze the situation, understand the essence of the problems, propose possible solutions and choose the best one. Cases are based on real factual material or are close to a real situation.

Interdisciplinary exam. An interdisciplinary exam is a way of final checking and assessing the development of students’ knowledge and skills in subjects.

training catenatest task exam

2.2 Catenatests

Catenatest (from the Latin catena - chain) is a chain of questions, each of which is dependent on the previous one. In other words, the correct answer to each catenatest question serves as a pass to the next question. The test taker’s task is to go through the entire chain, which indicates unconditional assimilation of all the material.

To avoid accidental errors, two attempts may be given for each answer. If the chain breaks, the student is presented with a new catenatest, and so on until the chain is completed to the end. The higher the number of proposed catenatests, the lower the test taker’s score. This procedure can be easily implemented using computer technology.

In the non-computer version, the catenatest is compiled in such a way that the correct answer to each question is included in the content of the next one, and you can check the correctness of the entire chain using the final result. Catenatests can be used when conducting both current milestone events (colloquiums, tests, etc.) and exams in a specific discipline. In the first case, the catenatest refers to a certain topic of the discipline, and its questions - to individual sections of the topic, as shown above. In the second case, the content of the catenatest package is adequate to the program of the entire discipline, and the questions are adequate to all topics presented in this program.

The use of catenatests in exams for comprehensive control of knowledge is advisable for the following reasons.

Traditional methods of conducting exams are not able to ensure knowledge of all the material provided for in the course program. As a rule, no more than 20-30% of this material is controlled during the oral exam; during the written exam, this figure can be increased to a maximum of 70-80%. However, here too, to obtain a satisfactory grade, it is enough to demonstrate knowledge of only 20-25% of the course content. The proposed method allows you to bring the completeness of knowledge control in the exam closer to 100%.

Catenatest can be a branched chain. Here the first four extremely simple questions relate to the most important, key topics of the course. If they are not mastered and no correct answers are received (even on the second attempt), the examinee receives a failing grade. In the last four questions, covering the remaining topics, if he fails, he may be given easier questions. Of course, this will affect the examinee's grade.

Scheme of a branched catenatest

Other options for organizing the examination catenatest are also possible, where the appropriate assessment criterion in each specific case is established by the teacher himself. For example, the catenatest includes a letter symbol for the answer, which allows the teacher, when checking the work, to gradually identify the section that the student has not mastered and adjust the further task.

Catenatesting can be used not only to monitor students’ knowledge, but also to prepare them for the Unified State Exam. In this case, tasks are classified into sections and topics in accordance with the Federal component of the state standard of general education. The developed catenatests of this type are ordered by level of difficulty: first there are multiple-choice questions from part 1 (A), then matching questions from part 2 (B), and finally, free-response questions from part 3 (C). Thus, such catenatests fully take into account the style, format and methodological features of the Unified State Examination tasks, which allows students to better master the school curriculum material and more effectively prepare for the exam.

Catenatesting allows not only to determine the real level of student competence and increase the complexity of knowledge control, but also to significantly reduce the testing time for the teacher. Success in applying the described technique depends entirely on the quantity and quality of the formed catenatests. At the same time, we emphasize that their compilation is a rather labor-intensive process that requires certain creative efforts and knowledge of methodological rules and standards.

.3 Adaptive testing

Adaptive testing is a wide class of testing techniques that involve changing the sequence of presentation of tasks during the testing process itself, taking into account the test taker’s answers to tasks already presented.

There are two approaches to creating adaptive tests. In the first approach, the decision to change the order of presentation of test tasks is made at each testing step (constant adaptation). In the second approach, the decision to change the order of tasks is made after analyzing the results of the test subject’s reports on a special block of tasks (block adaptation).

From the point of view of the order of passing test tasks, there are two approaches to creating adaptive tests. Firstly, there are adaptive tests with constant adaptation (deterministically branching), when the decision to change the order of test questions is made at each testing step. Secondly, there are adaptive tests with block adaptation (variable branching strategy), when the decision to change the order of tasks is made after analyzing the results of processing a certain special block of tasks.

The very first adaptive test is the Bynet Intelligence Test, which was developed in 1905 in a paper version, without the use of computers. A modern adaptive test is a variant of an automated testing system in which the parameters of difficulty and differentiating ability of each task are known in advance. This system is created in the form of a computer bank of tasks, organized according to their specific characteristics. The most important characteristic of adaptive test tasks is their level of difficulty, obtained empirically, which means: before entering the bank, each task undergoes empirical testing on a sufficiently large target sample of students. In general, the computer adaptive testing algorithm consists of the following stages:

A task suitable for the parameter is selected from the task bank.

The selected task is presented to the examinee, who answers it correctly or incorrectly.

The test ability score is updated based on this response.

Thus, the previous three steps are repeated until, according to a certain criterion, the assessment of the quality being measured is considered satisfactory, and testing is exited.

Due to the fact that nothing is known about the test taker’s abilities until he answers the first question, the test begins with an average level of difficulty.

Accordingly, to develop an adaptive test, the following components are required:

A bank of test tasks calibrated by difficulty level. The item bank must be calibrated according to a specific psychometric model (typically using IRT for quantitative assessments or Lawrence Rudner's MDT for tests involving nominative scoring). This component is the most important part of the adaptive test methodology and its basis.

Starting point (test entry algorithm). Most adaptive tests use a task of medium difficulty level to enter the test, but if any information about the test taker is known, another way to enter the test is possible.

Algorithm for selecting a task from a bank of test tasks. As discussed earlier, the metric of adaptive test items is typically specified by modern test theory (IRT). Accordingly, according to the model used, the task that is most informative for assessing the test taker is selected.

The procedure (algorithm) for collecting points. After answering each task, the assessment of the subject’s knowledge level is updated. If the test taker answers the item correctly, the CAT ranks the test taker's ability higher and vice versa.

Test exit criterion. The CAT algorithm selects tasks from a bank and evaluates the test taker's measurable ability. This may continue until the item bank is exhausted or the test exit criterion is met. As a rule, testing is interrupted when the standard error of measuring the test taker's ability falls below a certain predetermined level. This implies one of the advantages of adaptive testing - the unified accuracy of assessments of the test takers’ knowledge. Other test interruption algorithms are also possible. For example, if the test is designed to categorize test takers (pass/fail) rather than to quantify the ability being tested.

.4 Contextual tasks

A contextual task is a task of a motivational nature, the condition of which describes a specific life situation that correlates with the existing sociocultural experience of students (the known, the given). The (unknown) requirement of the task is the analysis, comprehension and explanation of this situation or the choice of a method of action in it, and the result of solving the problem is a meeting with the educational problem and awareness of its personal significance.

When creating a task context, you can rely on an event that has already occurred or imagine a situation that may occur.

Contextual tasks include tasks that occur in a particular real situation. Their context provides the conditions for the application and development of knowledge in solving problems that may arise in real life.

There are enough general education subjects in the school course that cause difficulties in studying them. It is impossible to successfully master even the basic level if the student’s independence and critical thinking are not sufficiently developed. The ability to analyze educational material, compare, generalize, as well as the ability to abstract are especially in demand in the classroom. Therefore, it is necessary to create tasks that develop the intellectual abilities of students.

· Contextual assignments contain questions and problems that the student encounters in his everyday practical life, literary sources, or they correspond to his professional interests and will find application in further education. The content of traditional and contextual tasks is aimed at monitoring the assimilation of the same elements of knowledge. However, the context of tasks of the second type is able to motivate the student to find an answer to the task, arouse interest from a practical point of view and create conditions for applying knowledge in situations that can arise in real life. Contextual tasks may involve an independent search for information missing to solve, its generalization and analysis, this allows one to evaluate the indicators of the development of the quality of students’ knowledge. Among them, the most important are:

· consistency - the student demonstrates logical reasoning, the ability to correlate various facts, consider them in a system, maintain consistency and logic in the actions necessary to solve a problem;

· meaningfulness - the ability to confirm the results obtained with examples, including from personal experience, to analyze the situation presented in the problem, to identify its patterns has been developed; justify the conclusions drawn and justify methods for solving the problem;

· effectiveness (functionality) - demonstrated skills and willingness to apply theoretical knowledge to solve practice-oriented problems;

· independence - the student demonstrates independent thinking, the ability to apply knowledge in changed situations.

An approach to constructing a contextual task.

Having determined the topic of the upcoming lesson, think about what this topic will teach students already May be known. Let's say this issue was studied earlier, in lower grades, or in the course of another subject. Students could learn something from various “extracurricular” sources: books, radio, television, newspapers - or as a result of their own life observations.

Determine what the content of the topic will be for students new, previously unknown or unconscious to them.

Think about what it might be personal significance the new knowledge that students will acquire in the upcoming lesson. In other words, formulate for yourself answers to the following questions: why do I think it is necessary and important for students to acquire this knowledge? What interest might they have in them? What in a new topic can surprise them and make them think about what they already know in a new way? Where can they find application for the acquired knowledge?

Formulate the answers to all previous questions in general - in the form of a personally significant problem. Its formulation can also have the nature of a question, but asked as if on behalf of the students.

Remember or come up with any life situation, by analyzing or acting in which students will be able to come to the realization and formulation of the personally significant problem that you have outlined as a starting point for entering a new topic.

Compose a text - a description of this situation, i.e. a description context task conditions, or use, if possible, ready-made texts, drawings, videos, etc.

Formulate a task that requires analysis of the situation or implementation of actions appropriate to the situation, i.e. formulate requirement context task.

· firstly, does it facilitate a “meeting” with the main problem, the solution of which will require students to carry out activities to acquire new knowledge relevant to the topic of the lesson;

· secondly, does this task contain guidelines for students to answer the question about the personal significance of new knowledge and skills. Let's give an example of a context task. Let's consider one of the optimization problems, which is called the “Transport Problem”.

Let there be M warehouses and N consumers.

Х i,j - quantity of products delivered from warehouse number i

Р i,j - costs of delivering a unit of product from warehouse i to consumer j

i = j=1Nxi,

quantity of products in warehouse number i

=i=1Mxi,

Quantity of products required ()

The initial data is shown in the table.

Solution.

) Fill in the data in the spreadsheet. To sign the array P, select the range C7:G10, call the context menu, select the command Range name, assign the name "P" and OK.

) Fill out the second table based on the conditions of the problem

) To cell O11 enter the formula = IF(P11=O12;"matches";"does not match")

) We give names to the arrays:

· select a range J7:N10, call the context menu, command Range name, enter the name “X” and OK.

· select a range O6:P10, call the context menu, select the Select command from the drop-down list, select the name in the line above and OK.

· select a range I11:N12, call the context menu, select the Select from drop-down list command, select the name in the column on the left and OK.

) To cell I13 enter the objective function =SUMPRODUCT(P;X).

7) To cell O7 enter the formula =SUM(J7:N7) and copy by dragging into cells with O8 By O10.

) Let's start with the solution. On the tab Data, menu item Analysis, Finding a solution.

) Window Finding a solution, Execute.

) In the window Solutions search results save the scenario "TZ1".

) We get the result.

) In the window Script Manager(Tab Data, menu item What-if analysis?) select a team Report enter the address of the target function and OK.

) Construct a diagram.

2.5 Interdisciplinary examination

An interdisciplinary exam is a method of final testing and assessment of the development of students’ educational competencies in the chosen profile.

The purpose of the final interdisciplinary exam is a comprehensive assessment of the quality and level of preparation of the student, compliance of the level of his preparation with the requirements of the state educational standard in the selected subjects.

During the exam, students perform a set of assignments, exercises, tasks aimed at identifying the intellectual and practical skills necessary to perform the profile level as a whole, as well as its components - actions and operations. Assignments allow you to test your level of mastery of the material studied.

The interdisciplinary exam allows you to:

1. evaluate the interdisciplinary knowledge and skills of students developed in courses of academic subjects;

2. develop cognitive interest in academic subjects;

To understand and comprehend the studied material more deeply;

To form a holistic perception of the natural science picture of the world.

During the implementation of practical-oriented tasks, students are given the opportunity to demonstrate acquired competencies.

The interdisciplinary exam is conducted in a format that allows you to give a complete and objective assessment of the acquired knowledge, skills and abilities.

At the first stage, a test control is carried out, the purpose of which is to check compliance with the requirements of the educational standard in terms of the content of the student’s educational training in the above disciplines.

At the same time, test tasks are divided into three groups according to difficulty levels, focused on different educational capabilities of students and different levels of their preparation. The assessment of this task is carried out accordingly. The final grade is formed from the sum of all points scored at the stages of the exam, then the score is converted into a five-point score.

This form of final certification allows you to give a full comprehensive assessment of the knowledge acquired.

.6 Testing the context task in practice

To conduct a study to test the hypothesis, it was decided to test the contextual task on the basis of school No. 183, where pre-graduation practice took place in the period from February 1 to March 3, 2014.

The experiment took place among students of the first subgroup of grade 7 "A" under the guidance of computer science teacher Yulia Valerievna Pogudalova. The number of students in the subgroup is 12.

As a result of observations of the class, based on conclusions obtained from a conversation with teacher Yu. V. Pogudalova, the following characteristics of the students can be given:

The average student achievement score in the group is 3.75. The level of motivation to study the subject of computer science is average. During the lessons, students showed little initiative, contact with the teacher is maintained only during the lesson, they respond poorly to participation in Olympiads and competitions in computer science, they are not interested in project activities, however, the children are quite disciplined, try to do their homework, and do not disturb the order in the lesson.

During the ascertaining experiment, students were given a questionnaire diagnosing knowledge about the nutrients of foods. The questionnaire was implemented on paper. Each student completed it on a separate sheet of paper.

What is calorie content? (Calorie is the energy contained in food).

List sources of protein (3 - 4 sources) (milk, cottage cheese, meat, eggs, fish).

Which foods contain the most carbohydrates? (3 - 4 foods) (vegetables, fruits, baked goods).

What are proteins for? (For cell growth).

What nutrients are included in any dish? (Fats, proteins, carbohydrates) (Appendix 1).

The percentage of awareness of the survey questions is shown in the diagram:

The questionnaire was proposed in anticipation of studying the topic “Computational Tables” in a computer science lesson. When studying this topic, a context task was used on the topic “Nutrients of foods” (Appendix 2).

Each component of a competency-oriented task is subject to the fact that this task should organize the student’s activity. This task can be used at the stage of mastering new knowledge and methods of action or consolidating knowledge and methods of action.

In this task, information competence is formed, information is processed, systematized and analyzed.

Students build an information model using source data. Using the knowledge and skills in Microsoft Excel acquired earlier, fill out the table. They use formulas, relative and absolute references in cells, and are able to stretch the formula (copy) so as not to type it again.

The SUM (range) function is also used for calculations. After the calculations, students can begin to analyze the information tabular model.

In order to confirm the hypothesis, at the end of the teaching practice, a repeat task was carried out to identify the level of students’ knowledge about the nutrients of foods.

Task "Composition of soup". Distribute the products included in the soup (free choice) into fats, proteins, carbohydrates. (Appendix 3)

The results of the formative experiment are presented in the diagram below:

The diagram shows that with the help of the contextual task, the test results are quite high, knowledge about proteins, fats and carbohydrates has increased. The average score for the group also increased slightly - 4.25.

After using the contextual task, there was an increased interest in the subject among students, and activity in the lessons also increased significantly.

It is worth noting that the use of contextual tasks by a computer science teacher will help to enhance the cognitive activity of students, increase the level of motivation for the subject, and also develop the creative activity of students. It can be noted that when using contextual tasks in a computer science lesson, students learn for themselves something new that is not included in the topic of the lesson, replenishing their information knowledge base.

.7 Testing knowledge on the topic “Number systems” using catenatest

As an example, consider the catenatest in the section Number systems. The content of the educational material is presented on the following topics:

Translation of numbers in positional number systems.

Abbreviated translation of numbers.

Arithmetic operations in the number system.

Catenatest chains should include tasks from these topics.

This catenatest was conducted on 8th grade students of a secondary school. The test lesson was prepared selectively. Each catenatest question corresponds to the students’ knowledge gained in the basic computer science course. Most students managed to answer the test questions correctly within the allotted time, which indicates the effectiveness of using this method of testing students’ knowledge. Catenatests can be used for all types of control: preliminary, current, thematic, final.

Properly organized, systematic, varied control contributes to the activation of cognitive activity, improving the quality of knowledge and skills of students. The main goal of control in a modern school is not to state knowledge and ignorance, but to identify the level of real learning of the child, his ability to apply the acquired knowledge in practice. All pedagogical efforts, the main forms of work, which include control, should be subordinated to this. Therefore, catenatest can be considered not as one of the types of rigid fixation of achievements, but as another way and opportunity for learning.

Conclusion

In the process of work in accordance with the assigned tasks, the following results were obtained:

1. A theoretical analysis of pedagogical and methodological literature on the problem under study was carried out. An extensive review of the literature on competency-based learning was carried out. Analysis of educational and methodological literature on methods for assessing knowledge made it possible to determine a list of basic concepts of competency-oriented learning, which include competency, competency, control methods, catenatest, contextual task, interdisciplinary exam, adaptive testing. We can conclude that these concepts will allow us to understand in more detail what competency-oriented learning is. A detailed study of these concepts in the future will contribute to the best study of competency-oriented training and will allow a more competent choice of method for assessing the results within this training.

2. The content of computer science education in basic school is analyzed. As a result of this analysis, a list of basic topics for organizing the assessment of learning outcomes through catena testing was determined.

Assignments on selected topics were compiled and tested in practice in a secondary school for students in grades 8 and 9. When developing the workshop, tasks were selected aimed at testing knowledge on the topics: Calculation tables, Number systems. All tasks were selected taking into account students’ knowledge of computer science in the general education course.

Thus, we can conclude that our hypothesis was confirmed. The correct control methodology encourages students to study more information and improve themselves. At the same time, knowledge and creative implementation in professional pedagogical activities of methods, techniques and means of managing the educational and cognitive process make it possible to successfully solve educational problems and achieve educational goals, to ensure the necessary systematicity and depth of control over the quality of students’ performance.

Bibliography

Mega.educat.samara.ru

2. A.S. Koroshchenko, M.G. Tackle. The most complete edition of standard versions of real Unified State Examination tasks: 2009: Chemistry - M.: AST: Astrel, 2009. - 138 p. - (Federal Institute of Pedagogical Measurements).

3. Bermus A. G. Problems and prospects for implementing a competency-based approach in education. //Electronic resource: Internet magazine "EIDOS": #"786684.files/image010.gif">

Appendix 2

Lunch calories.

From one gram of carbohydrates a person gets 4.1 kcal, from one gram of fat - 9.3 kcal, from one gram of protein - 4.2 kcal.

A serving of borscht with fresh cabbage contains 3.6 g of protein, 12 g of fat and 24 g of carbohydrates.

A serving of goulash contains 24.3 g protein, 24 g fat, 7 g carbohydrates.

A serving of buttered potatoes contains 2.7 grams of protein, 7 grams of fat and 39 grams of carbohydrates.

How much energy will you receive:

· From every dish;

· Separately from proteins, fats and carbohydrates included in lunch;

· Of the entire lunch?

The solution of the problem.

) We form a table with the data provided by the problem condition.

2)
After we have created a table with the data, we will answer the first question: “how much energy will you get from each dish.” To do this, in the cell E8 enter the formula for calculating the calories of a dish =(B8*$B$2)+(C8*$B$3)+(D8*$B$4). Cells B2, B3, B4 Let's make them absolute, because when copying a formula to a cell E9, inclusive, the values ​​of these cells will remain unchanged.

3) To answer the next question in the cell AT 12 let's introduce the formula =SUM(B8:B11)*B2. To calculate the amount in a range B8:B11 let's use the built-in function SUM. Thus, we calculated how much energy you will get separately from carbohydrates. Similarly, we find how much energy you will get from fats and proteins by changing the range for the function SUM and multiplying by the corresponding calorie content of the substance.

) When answering the last question you need to: add up the results of either the first question (values ​​in the range E8:E11), or the values ​​of the second question (values ​​in the range AT 12:D12 ).

) Format the table (make a border, fill, alignment).

Appendix 3

Task "Composition of soup".

Divide the ingredients in the soup (free choice) into fats, proteins, carbohydrates.

COMPETENCE-ORIENTED PEDAGOGICAL TECHNOLOGIES IN TEACHING THE RUSSIAN LANGUAGE

Yu.N. Gosteva

Center for Philological Education ISMO RAO Laboratory for teaching Russian (native) language Department of Russian language, Faculty of Medicine Peoples' Friendship University of Russia st. Miklouho-Maklaya, 6, Moscow, Russia, 117198

The article emphasizes the relevance of the technological approach in education. The idea of ​​introducing competency-oriented technologies into the learning process reflects the need to increase the efficiency of the educational process and the quality of education due to the use of modern methods and forms in the learning process that enhance the activity component and take into account the characteristics of personal development.

In modern didactics, in many methodological works, the term “pedagogical technology” has become widespread. The concept of “technology” is currently being clarified; the term is used in a fairly broad context. In practice, we encounter 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 “educational technology”: from the use of audiovisual means in the educational process (1940s - mid-1950s), programmed training (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 method of interrelated activities of the teacher and student and their role in the educational process.

The main direction of competency-oriented educational 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 of human development.

Modern educational technologies take into account the age, individual and psychological characteristics of students, focus on the student as a subject of the educational process, who, together with the teacher, can determine the educational 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 during the implementation of 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 ways to obtain the necessary information in order to form their own reasoned opinion on a particular problem, the possibility of its comprehensive study.

How can we explain the increased attention to the search for new educational technologies? It is obvious that the development of competency-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 teaching technology is used (T. Shamova, P. Tretyakov, I. Sennovsky), problem-heuristic technology (A.V. Khutorskoy), collaborative learning, project method, information technology (E.S. Polat), information technologies based on algorithms (N.N. Algazina).

A description of pedagogical technologies in teaching the Russian language is proposed largely on the basis of the development of this problem in didactics. To some extent, research on this issue has been 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 research devoted to the development of students’ speech-thinking abilities using the means of their native language, as well as in line with developing, differentiated, individual, problem-based teaching of their native language (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, etc.).

The question arises: how do these modern technologies differ from traditional methods of learning and how do they relate to them?

Basically, methodologists, taking into account the problems of Russian language teaching practice, moved towards the introduction of modern methods and forms of teaching into the traditional structure of the lesson, and developed models of non-traditional lesson forms. Thus, in the last decade, in the practice of teaching the Russian language, a system of non-traditional lessons has developed: 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, report, linguistic research), lessons based on non-traditional organization of educational material (wisdom lesson, presentation lesson), lessons using fantasy (fairy tale lesson), lessons simulating public forms of communication (press conference, auction, benefit performance, TV show), lessons based on simulating the activities of organizations and institutions (meeting of the academic council, debates in parliament), lessons simulating social and cultural events (correspondence excursion, travel lesson, living room, linguistic theater).

In contrast to the structural modernization of a traditional lesson, new educational technologies offer such innovative models for constructing the educational process, where the interrelated activities of the teacher and student, aimed at solving both educational and practically significant tasks, come to the fore.

What organizational models of teaching the Russian language are included in teaching practice? First of all, this is modular training. Modular learning is based on an activity-based approach to learning: only that educational content is consciously and firmly assimilated by the student, which becomes the subject of his active actions. The implementation of this technology requires that learning takes place constantly in the student’s zone of proximal development. In modular training, this is achieved by differentiating the content and dose of assistance to the student, organizing educational activities in different forms: individual, pair, group, and in rotating pairs. Modular learning uses a lot 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 (reconciling) the progress and result of the activity, self-control and mutual control.

The educational material is divided into thematic blocks, each thematic block fits within the strict time frame of a two-hour lesson. To better assimilate the content of the thematic block, the teacher follows the rigid structure of the modular lesson: repetition, perception of new things, comprehension, consolidation of what has been learned, control. Each stage of the lesson begins with a target setting, then a system of actions is indicated, and each stage of the lesson ends with a test task to determine the success of the training.

Using modules, the teacher controls the learning process. In the training session itself, the role of the teacher is to form positive motivation for the student, to organize, coordinate, advise, and control. A modular lesson allows you to use the entire arsenal of methods and forms of teaching, which has been accumulated by the practice of teaching the Russian language, that is, modular training is, in essence, an integrative technology.

One of the emerging technologies for teaching the Russian language is the technology of level differentiation, in which it is mandatory for students to move from learning all the educational material presented by the teacher to learning only what is precisely specified. The teacher conducts training at a high level, but at the same time constantly highlights the basic mandatory component, and the student himself chooses the level of mastery, but not lower than the basic one. The undoubted advantage of using level differentiation technology is the formation of positive motivation in relation to the academic 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 project method. It is known that the project method has a long history both in world and domestic pedagogy.

Project technology, or the project method, due to its didactic nature, allows you to solve the problems of forming and developing intellectual skills of critical and creative thinking.

The student’s work on an educational project, as a rule, is carried out throughout the entire academic year and includes several stages: preliminary selection of a topic, taking into account the teacher’s recommendations; drawing up a plan, studying literature on this 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, answering 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 increasingly widespread that an educational project is an independent research activity of a student, which has not only educational, but scientific and practical significance, which is well understood by both the teacher - the project leader and its executor. This is a solution to a problem that requires integrated knowledge and research to solve it. Therefore, the presentation of the results of the project looks like a scientific report (for example, on the topic “The use of one-part 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 (the 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 on the Russian language called, for example, "Linguistic crosswords", etc.).

However, there are real problems in evaluating an educational project, because, as a rule, creating a project is a collective work (in a group, in pairs). If a student has completed an individual project, it can be assessed using the traditional assessment system. How, by 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, their adequacy to the topic being studied;

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;

Collective nature of 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, ability to justify one’s conclusions;

Aesthetics of presentation of the results of the completed project;

The ability to answer opponents’ questions, brevity and reasoning of the answers of each group member.

However, these qualitative criteria need to be formalized in order for the assessment to be objective. The development of an educational project evaluation system is a matter for the future.

The project method is currently being actively adopted in teaching the Russian language. This method involves organizing 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 update the most important speech skills of students, to include them in all types of speech activities (speaking, listening, reading, writing), and to improve the skills of information and semantic processing of texts. The project method is of interest to Russian language teachers, but the experience of creating projects in the Russian language is still limited.

According to many experts, the technology of the near future can be called distance learning, which makes it possible 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 set (portfolio) of educational and methodological materials, studies them independently, contacting the teacher as necessary, works in forums, and participates in discussions. After completing the study of a subject or course, the student takes an exam, receives exam materials (questions and assignments) in electronic form, completes the work on the computer and sends it for review by email to the teacher. In this case, the teacher acts both as a consultant, assisting the student in choosing a curriculum and literature, helping in mastering difficult sections of the course, and as an examiner.

Information technologies used in distance learning provide new, broader 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 individually. However, this technology places special demands on educational electronic courses intended for distance learning. We can identify several leading principles that determine the content of electronic textbooks: the principle of accessibility and entertainment, which will increase interest in learning; the principle of science, 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 clarity (in the context of preparing Internet versions of radio broadcasts), which ensures a greater understanding by the youth audience of language and speech problems, and actualizes the desire to participate in the discussion of 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 towards 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 of interpersonal communication among young people, including on the Internet, in communication between young people and people of older generations, it is necessary to characterize typical speech errors found in both oral and written speech of young people.

In the materials of e-books it is necessary to present modern techniques, approaches that allow one to independently improve the skills of oral and written speech, therefore it is advisable to turn 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), and study some techniques information and semantic processing of text, etc.

LITERATURE

Selevko G.K. Modern educational technologies. - M.: Public Education, 1998.

Gats. I.Yu. Methodological notebook for Russian language teachers. - 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 teaching 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 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.

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 ensuing research tasks (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 - SVE - 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.

Competency-oriented educational technologies in the context of the implementation of the Federal State Educational Standard

COMPETENCE-ORIENTED EDUCATIONAL TECHNOLOGIES IN THE CONDITIONS OF IMPLEMENTATION OF FSES

S.N. Wetlands

Belgorod, Belgorod region

OGAPOU "Belgorod College of Public Catering"

In the conditions of the modern system of professional education, the organization of the educational process is determined by a competency-based approach, which is aimed at the formation of general and professional competencies, which are the basis of an individual’s competitiveness.

The modular-competency model of education is defined by the Federal State Educational Standard and is aimed at developing a certain system of competencies necessary for a young person to successfully socialize in the modern world. Therefore, the problem of choosing the most effective technologies aimed at developing the competency foundations of a student’s personality is relevant.

The problem of individual activity in learning is one of the most pressing in both psychological and pedagogical science and in educational practice. Activity as an individual and collective independent and specially organized educational and cognitive activity of students is developed and supported by a motivation system. At the same time, the motives used by the teacher for students include: professional interest, the creative nature of educational and cognitive activity, competition, the playful nature of classes, emotional involvement.

The use of competency-oriented educational technologies in the educational process is the most significant direction for improving the training of a modern specialist. Competency-oriented technologies are diverse. For example, in the practice of vocational education, modular teaching technology is used (T. Shamova, P. Tretyakov, I. Sennovsky), problem-heuristic technology (A.V. Khutorskoy), collaborative learning, project method, information technology (E.S. Polat), method of analyzing a specific situation (case-study), gaming technologies.

These learning technologies are aimed at simulating or using a real situation in order to analyze it, identify problems, search for alternative solutions and make optimal solutions to problems.

The use of competency-oriented technologies allows each student to be included in the learning process, while there is an exchange of knowledge, ideas, and methods of activity, i.e., students not only receive new knowledge, but also intensify the cognitive activity itself, transferring it to a higher level of cooperation , enriching subjective practical experience.

The development of students’ cognitive skills, the ability to independently structure their knowledge, navigate the information space, and develop critical and creative thinking are real indicators of the use of competency-oriented technologies. Thus, while working on creating a project or solving a practical situational problem, students independently acquire knowledge from different types of sources, learn to apply existing knowledge to solve cognitive and practical problems in standard and non-standard situations, acquire communication skills aimed at constructive dialogue, and by interacting in a group they gain experience culture of business communication, to defend one’s point of view with arguments, develop research skills related to identifying problems, collecting and selecting the necessary information, and putting forward hypotheses. All participants interact with each other, exchange information, solve problems together, simulate situations, evaluate the actions of others and their own behavior, and are immersed in a real atmosphere of business cooperation to solve a problem.

The use of gaming technologies in classrooms is an important means of developing professional practical skills and methods of professional action. The content and the learning process itself are a tool that ensures the quality of mastering professional knowledge and the formation of general and professional competencies.

One of the means that provides a high level of educational and cognitive motivation based on the mental activity of students is problem-based - dialogic technology. The essence of problem-based - dialogic learning is that in the process of solving cognitive issues and tasks, students, in joint activities with the teacher, acquire new knowledge and methods of action that form their logic of thinking, creative independence, which are the basis for the formation of competencies.Problem-dialogicalensures creative learning by students through a dialogue specially organized by the teacher. And, it is important to note that the use of problem-dialogical methods in a training session allows the teacher to create an optimal activity environment that allows each student to engage in the learning process. First, through organizing a stimulating or leading dialogue, the teacher helps students pose a learning problem, thereby arousing interest in the new material being studied, forming cognitive motivation, and then, using a motivating or leading dialogue, the teacher organizes the process of finding a solution. This is an effective way to develop the ability to see, formulate and constructively solve a problem. It is important to note that an indicator of a system of problematic tasks is the independent transfer of previously acquired knowledge and skills to a new situation. Vision of a new problem in a familiar situation, vision of the function of an object, awareness of the structure of an object, search for an alternative solution or method of solution; combining previously known methods for solving problematic problems in a new one.

A relevant aspect in the vocational education system is the organization of the educational process based onmethod of analyzing a specific situation (case-study). The use of this method in classrooms allows one to increase cognitive interest in the disciplines being studied, improve understanding of its content aspects, and contribute to the development of research, communication and creative decision-making skills. A distinctive feature of the case-study method is the creation of a problem situation based on facts from real life. Whereinstudents are asked to comprehend a real situation, which at the same time reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem, and at the same time the problem itself does not have unambiguous solutions.

Practical experience shows that the use of competency-oriented technologies in the system of modern vocational education is a necessary condition for the training of successful specialists, since they allow the formation of knowledge, skills and abilities of students by including them in active educational and cognitive activities, while educational information goes into personally-significant knowledge of students, and methods of activity in personal-value experience.

Thus, it becomes obvious that the use of competency-oriented technologies is the way to obtain a guaranteed high-quality educational result. Since the very definition of educational technologies is based on the goals that must be achieved, namely the educational result, the method of interrelated activities of participants in the educational process. Competence-oriented educational technologies create conditions for the development of the student’s personality in educational activities, the formation of general and professional competencies, and the development of various types of professional activities in accordance with the Federal State Educational Standard.

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