Portrait of a graduate: primary school - basic school Portrait of a graduate: primary school - basic school curious, showing research interest research interest actively learning about the world benevolent, benevolent, able to listen able to listen and hear a partner and hear a partner Able to respect others, to a different point of view A person who knows how to respect others, who knows how to learn to a different point of view, who is capable of self-organization, is ready to act independently and answer to family and school; to act with an orientation to a different position is ready to bear responsibility to himself, others to himself, others knows how to work in a group and individually consciously fulfills the rules of a healthy and safe lifestyle and a safe lifestyle
The formation of knowledge is not the main goal of education (knowledge for the sake of knowledge) knowledge and skills as a unit of educational result are necessary, but not sufficient in order to be successful in a modern information society, it is not so much encyclopedic literacy that is important as the ability to apply generalized knowledge and skills in specific situations, for solving problems arising in real activity, knowledge is the basis of human competence. Thus, it can be said that
Based on the goals set, the school should contribute to the solution of the following methodological tasks: to form skills and abilities of critical thinking in conditions of work with large amounts of information; to form skills and skills of critical thinking in conditions of work with large amounts of information; to form skills independent work with teaching material using ICT to form skills of independent work with educational material using ICT to form skills of self-education, development of the ability for academic mobility of students to form skills of self-education, development of the ability for academic mobility of students to form skills of work in a team to form skills of work in a team to develop the ability to formulate a task and cooperatively it decide to develop the ability to formulate a problem and solve it cooperatively; form self-control skills; form self-control skills
“A general education school should form an integral system of universal knowledge, skills and abilities, as well as independent activity and the personal responsibility of students, i.e. key competencies that determine the modern quality of education ”. FGOS: NEW EDUCATIONAL RESULT
What are Competence and Competence? What are Competence and Competence? Competence - Competence - 1) a range of issues in which someone is well aware, has authority, knowledge, experience; 1) a range of issues in which someone is well aware, has authority, knowledge, experience; 2) the circle of someone's authority, rights. 2) the circle of someone's authority, rights. Competent - Competent - 1) knowledgeable, knowledgeable; reputable in a particular industry; 1) knowledgeable, knowledgeable; reputable in a particular industry; 2) specialist with competence 2) specialist with competence
Classification of competencies key competencies - key competencies - refer to the general (meta-subject) content of education; general subject competences - refer to a certain range of academic subjects and educational areas; general subject competences - refer to a certain range of academic subjects and educational areas; subject competences subject competences are specific in relation to the two previous competencies, having a specific description and the possibility of formation within the framework of academic subjects; specific in relation to the two previous competencies, having a specific description and the possibility of formation within the framework of academic subjects
Key competencies include: Social competence - the ability to act in society, taking into account the positions of other people. Social competence is the ability to act in society, taking into account the positions of other people. Communicative competence is the ability to enter into communication with the aim of being understood. Communicative competence is the ability to enter into communication with the aim of being understood. Personal competence is the ability to analyze and act from the perspective of certain areas of human culture. Personal competence is the ability to analyze and act from the perspective of certain areas of human culture. Information competence - the ability to master information technology, work with all types of information. Information competence - the ability to master information technology, work with all types of information. Moral competence is the readiness, the ability to live according to traditional moral laws. Moral competence is the readiness, the ability to live according to traditional moral laws.
Social competence is manifested in the formation and individual progress in the development of social skills: the ability to take responsibility; the ability to accept responsibility; the ability to respect others; the ability to respect others; ability to cooperate; ability to cooperate; the ability to participate in the development of a common solution; the ability to participate in the development of a common solution; the ability to resolve conflicts; the ability to resolve conflicts; the ability to adapt to different roles when working in a group. the ability to adapt to different roles when working in a group.
Communicative competence is manifested in the formation and individual progress in the development of a number of communication skills: listening (hearing instructions, hearing others, perceiving information); listening (hearing instructions, hearing others, taking in information); speaking (expressing clearly, expressing an opinion, giving an oral report in a small and large group); speaking (expressing clearly, expressing an opinion, giving an oral report in a small and large group); reading (the ability to read for pleasure, communication and information); reading (the ability to read for pleasure, communication and information); letters (record observations, make extracts, state summary, prepare reports, keep a diary). letters (record observations, make extracts, present a summary, prepare reports, keep a diary).
Information competence is manifested in the formation and individual progress in the development of skills in search and project activities: to formulate a question, pose a problem; formulate a question, pose a problem; conduct surveillance; conduct surveillance; plan work, plan work, plan time; plan time; collect data; collect data; fix the data; fix the data; organize and organize data; organize and organize data; interpret the data; interpret the data; present the results or the prepared product. present the results or the prepared product.
An activity-based approach to learning presupposes: the presence of a cognitive motive in children (the desire to learn, discover, learn) and a specific educational goal (understanding what exactly needs to be learned, mastered); the presence of a cognitive motive in children (the desire to learn, discover, learn) and a specific educational goal (understanding what exactly needs to be found out, mastered); performance by students of certain actions to acquire missing knowledge; performance by students of certain actions to acquire missing knowledge; identifying and mastering by students a method of action that allows them to consciously apply the acquired knowledge; identifying and mastering by students a method of action that allows them to consciously apply the acquired knowledge; the formation of schoolchildren's ability to control their actions - both after their completion and during the course; the formation of schoolchildren's ability to control their actions - both after their completion and during the course; inclusion of learning content in the context of solving significant life problems. inclusion of learning content in the context of solving significant life problems.
Subject-oriented approach in teaching Competence-activity approach in teaching BASIS OF THE GRADUATE MODEL Image of a trained person Image of an educated person LEARNING PURPOSE To teach for life Teach to learn throughout life ACTIVITY OF THE SUBJECTS OF THE EDUCATIONAL PROCESS Dominates active activity teachers. By the activity of students is meant - an observer, a passive performer; The independent, active activity of students prevails; the teacher's activity consists in organizing, correcting, observing, managing the activities of students. FORMS OF ORGANIZATION OF LEARNING LESSONS (LESSONS) Academic classroom - lesson system Research; conferences; discussions, disputes, business and simulation games; presentation, protection; extracurricular design; workshops TEACHING TECHNOLOGIES Modern - traditional teaching; explanatory - illustrated method Block - modular learning Project method Information and communication Problem - dialogical
A school focused exclusively on the academic and encyclopedic knowledge of the graduate, from the point of view of the new demands of the labor market, is outdated today. Today the whole world, discussing the main tasks of education, speaks of key competencies, which are formulated as the response of the education system to the requirements of the "world of work".
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Competence is a predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activities in a certain area. Competence - possession, possession of a student of the appropriate competence, including his personal attitude towards her and the subject of activity. Competence is an already established personality trait (a set of qualities) of a student and minimal experience activities in a given area.
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Competencies Types of competencies Key Assumes the formation of the student's abilities to find and apply the necessary information; work in a team; be ready for constant learning and retraining. General Subject Refers to a specific range of academic subjects and educational areas. It involves the formation of student's abilities to solve problems on the basis of known facts, concepts from various educational areas. Subject have a specific description and the possibility of forming within the framework of academic subjects. Assume the formation of the student's abilities to attract knowledge, skills, skills of a specific academic subject to solve problems.
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Types of competencies Characteristics of competence Educational and cognitive This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognitive objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activities. In relation to the studied objects, the student masters the creative skills of productive activity: the acquisition of knowledge directly from reality, the possession of methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of these competencies, the requirements of the corresponding functional literacy are determined: the ability to distinguish facts from speculation, possession of measuring skills, the use of probabilistic, statistical and other methods of cognition.
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Types of competencies Characteristics of competence Value-semantic These are competencies in the field of worldview associated with the value orientations of the student, his ability to see and understand the world, to navigate in it, to be aware of their role and purpose, to be able to choose target and semantic attitudes for their actions and deeds, to make decisions. These competencies provide a mechanism for the student's self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.
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Types of competences Characteristics of competence General cultural The range of issues in relation to which the student must be well informed, have knowledge and experience. These are the features of national and universal culture, the spiritual and moral foundations of the life of man and mankind, individual peoples, the culturological foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their impact on the world, competence in everyday life and cultural and leisure sphere, for example, ownership effective ways organization of free time. This also includes the student's experience of mastering the scientific picture of the world, expanding to the cultural and human understanding of the world.
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Types of competencies Characteristics of competence Communicative Includes knowledge required languages, ways of interacting with people around and distant people and events, skills of working in a group, possession of various social roles in a team. The student must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, conduct a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are recorded for the student of each stage of education within each studied subject or educational area.
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Types of competencies Characteristics of competence Informational With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, e-mail, mass media, Internet), skills are formed to independently search, analyze select the necessary information, organize, transform, save and transmit it. These competencies provide the skills of the student's activity in relation to the information contained in academic subjects and educational areas, as well as in the surrounding world.
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Types of competencies Characteristics of competence Competencies of personal self-improvement Mastering the methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the field of these competencies is the student himself. He masters the methods of activity in his own interests and opportunities, which are expressed in his continuous self-knowledge, the development of the necessary modern man personal qualities, the formation of psychological literacy, culture of thinking and behavior. These competencies include personal hygiene rules, caring for own health, sex literacy, internal ecological culture. This also includes a complex of qualities associated with the foundations of a person's safe life.
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Types of competences Description of competence Social and labor Possession of knowledge and experience in the field of civil and social activities (performing the role of a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relations and duties, in matters of economics and law, in the field of professional self-determination. This includes the ability to analyze the situation on the labor market, to act in accordance with personal and public benefit, own the ethics of labor and civil relations. The student masters the minimum necessary for life in modern society skills of social activity and functional literacy.
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The main signs key competencies. In modern pedagogical literature, a fairly large set of competencies is presented, which actualizes the problem of their selection and systematization according to certain criteria. For example, during the Council of Europe symposium on “Key competencies for Europe”, the following indicative list of key competencies was identified: study; search; think; cooperate; get down to business; adapt.
The problem of selecting basic (key, universal) competencies is one of the central ones for education. All core competencies have the following characteristics:
First, they are multifunctional, mastering them allows you to solve various problems in everyday professional or social life.
Secondly, the key competencies are supra-subject and interdisciplinary, they are generalized, which makes them easily transferable to various situations, not only at school, but also at work, in the family, in the political sphere, etc.
Third, key competencies require significant intellectual development: abstract thinking, self-reflection, determination of one's own position, self-esteem, critical thinking, etc.
Fourthly, key competencies are multidimensional, that is, they include various mental processes and intellectual skills (analytical, critical, communicative, etc.), know-how, and common sense.
Key competencies are based on universal knowledge, skills, generalized experience of creative activity, emotional-value relationships. Universal, according to L.N. Bogolyubov, are fundamental knowledge, which includes broad theoretical generalizations, basic scientific categories. For example, in mathematics such concepts include the concept of "number", in physics - "energy", in history - "state", etc., and universal skills are generalized modes of activity.
Types of competencies and their structure. In accordance with the division of the content of education into general metasubject (for all subjects), interdisciplinary (for a cycle of subjects) and subject (for a specific subject) A.V. Khutorskoy proposes a three-level hierarchy of competencies: 1) key competencies; 2) general subject competences; 3) subject competences. Key competencies relate to the general (metasubject) content of education. General subject competences relate to a specific cycle of subjects, and subject competencies are related to a specific subject. All groups of competencies are interrelated: key competencies are specified first at the level of the subject cycle, and then at the level of each individual subject for each stage of study.
Analysis of the component composition of key competencies in the framework of various pedagogical and psychological research allows us to turn to the definition of the structure of key competencies of students.
I.A. Winter and Yu.G. Tatura compulsory components of key competencies include: positive motivation (readiness) to demonstrate competence; value-semantic representations (relations) to the content and result of activity (value-semantic aspect); knowledge underlying the choice of the way to carry out the corresponding activity (cognitive basis of competence); ability, experience (skill) of successful implementation of the necessary actions on the basis of existing knowledge (behavioral aspect); emotional and volitional self-regulation.
G.K. Selevko presents key competence as a complex of components, including knowledge (cognitive), activity (behavioral) and relational (affective) components. A.V. Tikhonenko, in addition to the listed components of key competencies, includes a social component (ability and readiness to meet the requirements of a social order for a competent specialist).
Thus, the structure of key competencies is distinguished by an integrative nature and is a unity of its constituent components: motivational, cognitive, value-semantic, behavioral, which should be reflected in the content of general secondary education.
Key competencies classifications. The issue of classification of key competencies also does not have an unambiguous solution in the literature.
“In the sphere of independent cognitive activity, based on the assimilation of methods of acquiring knowledge from various sources of information, including extracurricular ones;
in the field of civic activities (fulfilling the roles of a citizen, voter, consumer);
in the field of social and labor activities (including the ability to analyze the situation on the labor market, assess their own professional capabilities, navigate the norms and ethics of relationships, skills of self-organization);
in the household sphere (including aspects of one's own health, family life, etc.);
in the field of cultural and leisure activities (including the choice of ways and means of using free time, culturally and spiritually enriching the individual). "
Based on the provisions formulated in Russian psychology regarding the fact that: a) man is the subject of communication, cognition, labor (B.G. Ananiev);
b) a person manifests itself in the system of attitudes towards society, other people, towards himself, towards work (V.N. Myasishchev); c) human competence has a vector of acmeological development (N.V. Kuzmina, A.A. Derkach); d) professionalism includes competencies (A.K. Markova) I.A. Zimnyaya identified three main groups of competencies:
1. Competencies related to the person himself as a person, a subject of activity, communication:
Health preservation competencies: knowledge and adherence to the norms of a healthy lifestyle, knowledge of the dangers of smoking, alcoholism, drug addiction, AIDS; knowledge and observance of the rules of personal hygiene, everyday life; physical culture of a person, freedom and responsibility of choosing a way of life;
Competence of value-semantic orientation in the world: values of being, life; cultural values (painting, literature, art, music); science; production; history of civilizations, own country; religion;
Integration competencies: structuring knowledge, situationally adequate updating of knowledge, expanding, increasing accumulated knowledge;
Citizenship competencies: knowledge and observance of the rights and duties of a citizen; freedom and responsibility, self-confidence, self-dignity, civic duty; knowledge and pride in the symbols of the state (coat of arms, flag, anthem);
Competencies of self-improvement, self-regulation, self-development, personal and objective reflection: the meaning of life; Professional Development; language and speech development; mastering the culture of the native language, knowledge of a foreign language.
2. Competencies related to social interaction of a person and the social sphere:
Social interaction competencies: with society, community, team, family, friends, partners; conflicts and their settlement; cooperation; tolerance, respect and acceptance of the other (race, nationality, religion, status, role, gender); social mobility;
Competence in communication (oral, written): dialogue, monologue, generation and perception of the text; knowledge and observance of traditions, ritual, etiquette; cross-cultural communication; business correspondence; office work, business language; foreign language communication, communication tasks, levels of impact on the recipient.
3. Human activities related competences:
Cognitive activity competencies: setting and solving cognitive tasks; non-standard solutions, problem situations - their creation and resolution; productive and reproductive cognition, research, intellectual activity;
Activity competencies: play, study, work; means and methods of activity: planning, design, modeling, forecasting, research activities, orientation in different types of activities;
Information technology competencies: receiving, processing, issuing information (reading, taking notes), mass media, multimedia technologies, computer literacy; possession of electronic, Internet technology.
Let us present one more point of view on the issue under consideration. Based on the main goals of general education, as well as the structure of social experience, personal experience, the main activities of the student, A.V. Khutorskoy identifies seven groups of key competencies for general education:
1. Value-semantic competencies... These are competencies in the field of worldview associated with the value orientations of the student, his ability to see and understand the world around him, navigate in it, realize his role and purpose, choose target and semantic attitudes for his actions and deeds, and make decisions. These competencies provide a mechanism for the student's self-determination in situations of educational and other activities. The individual educational trajectory of the student, the program of his life as a whole, depends on them.
2. General cultural competences... This is a range of issues in relation to which the student must be well informed, have knowledge and experience of activity. This includes - features of national and common human culture, spiritual and moral foundations of human life, individual peoples and humanity, culturological foundations of family, social and social phenomena and traditions, the role of science and religion in human life, their impact on the world, competence in everyday life and cultural -the leisure sphere. This also includes the student's experience of mastering the scientific picture of the world.
3. Educational and cognitive competencies... This is a set of competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activities. In relation to the studied objects, the student masters the skills of productive activity: the acquisition of knowledge directly from reality, the possession of methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of these competencies, the requirements of the corresponding functional literacy are determined: the ability to distinguish facts from speculation, possession of measuring skills, the use of probabilistic, statistical and other methods of cognition.
4. Information competencies... This is a set of competencies in the field of information activities using a complex of modern information and computer technologies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier, scanner) and information technologies (audio, video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information is formed, organize, transform, save and transmit it. These competencies provide the skills of the student's activity in relation to the information contained in academic subjects and educational areas, as well as in the surrounding world.
5. Communication competencies... This is a set of competencies in the field of communication. They include knowledge of the required languages, ways of interacting with people around and distant people and events, skills in working in a group, possession of various social roles in a team. The student must be able to introduce himself, write a letter, an application, fill out a questionnaire, ask a question, participate in a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are fixed for a student at each stage of education within each studied subject or educational area.
6. Social and labor competencies... It is a set of competencies in different areas social and labor activities of a person. This includes knowledge and experience in the field of civic activities (playing the role of a citizen, observer, voter, representative), social and labor sphere (roles of a consumer, buyer, client, manufacturer), in the field of family relations (filial and daughter roles, the role of a father or mother, grandfather or grandmother), in the field of economics and law (the ability to analyze the situation on the labor market, act in accordance with personal and social benefit, know and be able to use their rights, etc.), in the field of professional self-determination. Mastering social and labor competencies, the student masters the skills of social and labor activity that are minimally necessary for life in modern society.
7. Personal self-improvement competencies... This is a set of competencies aimed at mastering the methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the field of these competencies is the student himself. He masters the methods of activity in his own interests and opportunities, which is expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include the rules of personal hygiene, taking care of one's own health, sexual literacy, and internal ecological culture. This also includes a complex of qualities associated with the foundations of a person's safe life.
This list of core competencies is presented in the general view, it is concretized depending on the age characteristics of the student, the content of education in educational areas and individual academic subjects.
An interesting point of view on this issue is A.M. Novikov, who talks about "basic qualifications". Introducing supra-subject basic qualifications, he proceeds from the fact that between general and vocational education, an increasingly powerful layer of educational components begins to grow, which cannot be attributed to either general education or vocational education itself. They are necessary today in any work activity; these are the basic qualifications. These include possession of "end-to-end" skills: working on computers, using databases and data banks, this knowledge and understanding of ecology, economics and business, financial knowledge, commercial ingenuity, technology transfer skills (transfer of technology from one area to another), marketing skills and sales, legal knowledge, knowledge of the patent and licensing sphere, the ability to protect intellectual property, knowledge of the regulatory conditions for the functioning of enterprises of various forms of ownership, the ability to present technologies and products, knowledge of the professional terminology of foreign languages. In addition, this should add sanitary and medical knowledge, knowledge of the principles of existence in conditions of competition and possible unemployment, psychological readiness to change profession and field of activity, etc. ...
“Towards general education,” writes A.M. Novikov, training in these basic qualifications cannot be attributed, since it is necessary to develop the skills to use databases and data banks, transfer technologies, etc. it is possible only in the process of any specific professional (educational and professional) activity. At the same time, basic qualifications are “cross-cutting” knowledge and skills required to work everywhere and in any profession. Perhaps this is just the area of polytechnic education, in a "new sound", in " new edition»» .
Recently, key competencies have been given to Special attention.
Currently, there is no generally accepted definition of competence. Common to all definitions is the understanding of it as the ability of a person to cope with a variety of tasks.
The concept of "competence" consists of elements, which include:
Knowledge is the collection of facts required to get work done.
Skills are the possession of the means and methods of performing a specific task.
Ability - an innate disposition to perform a specific task.
Behavioral patterns are visible forms of action taken to accomplish a task. Behavior includes inherited and acquired responses to situations and situational stimuli.
Effort is a conscious application of mental and physical resources in a certain direction.
The totality of knowledge, skills, abilities, abilities conditioned by the experience of a person's activity in a certain socially and personally-significant sphere - constitutes competence.
Thus, one of the proposed ways to solve the main problem of education, which is that a child's success in school is not
always means a person's success in life, and very often the opposite happens, this is a competence-based approach. ...
The competence-based approach in education today is the answer to the questions of how to solve
practical tasks in the real world, how to become successful, how to build
own life line.
This approach puts forward in the first place not
awareness of the student, and the ability to solve problems that arise in various life situations. For example, 1) in cognition of the phenomena of reality: 2) in mastering
modern technology and technology: 3) in human relationships. 4) at
fulfillment social roles; 5) when choosing a profession and
assessing their readiness to study in a vocational education institution.
The development of key competencies of students according to the competence-based approach is to: teach to learn, that is, to teach students to solve problems of a scientific nature; to teach students to find a solution to difficult cognitive issues, to determine their essence, root cause, relationship, using scientific data; to teach students to understand the main difficulties of modern life - in the political, economic spheres, to find a relationship, to solve analytical problems; teach to understand the issues of spiritual direction; teach how to find a way out of situations that are associated with the implementation of social roles; teach how to solve issues that relate to different areas professional activity; teach children to independently decide on the choice of a professional field, prepare for the selection of an educational institution.
That is, the goal of the formation of key competencies of students is to allow the individual to be an active participant in all life processes, to help adapt to various circumstances that a person can control, and not just be an observer.
Because, the development of key competencies of students - important criterion improving learning, each lesson should reflect the essence of the competence-based approach. Namely,
Target | Oriented |
Formula | "I know, |
Character | Productive |
Dominant | Practice |
Character | Complex |
Based on these rules, training sessions are structured as follows:
1st stage in the system of competence education- goal setting. The place of the training session is determined, the goals and main tasks are established.
2nd stage - design and its competent interpretation. On it, the content of the lesson is divided into components of competence: theory - concepts, processes, formulas,; practice - practical and operational application of knowledge to specific situations; education - moral values, the formation of which is possible on the basis of the material of this topic.
3rd stage - the choice of the form of organizing educational and cognitive activities.
With a competency-based approach, preference is given to a creative lesson, the main task of which is to organize productive activities.
4th stage - selection of methods and forms of training.
5th stage - selection of diagnostic tools for primary, intermediate, final control, to check the levels of competence development, as well as analysis and correction procedures.
The main
components of the teacher's activities aimed at organizing work on the formation of personal competencies.
1. Reward for trying to do something on your own.
2. Demonstrate a commitment to student success in achieving their goals.
3. Encourage the setting of challenging but realistic goals.
4. Encourage people to express their point of view, different from those of others.
5. Encourage others to try other ways of thinking and behaving.
6. Create different shapes motivation, allowing to include in motivated activities of different students and keep them active.
7. Create conditions for the manifestation of initiative based on their own ideas.
8. Learn not to be afraid to express your understanding of the problem.
9. Learn to ask questions and make assumptions.
10. Learn to listen and try to understand the opinions of others, but have the right to disagree with them.
11. Brings students to a full understanding of the criteria for evaluating the results of their work.
12. To teach to carry out a self-assessment of their activities and its results according to known criteria.
13. Learn to work in a group, understand the end result of joint activities, doing their part of the work.
14. Allow learners to take responsibility for the end result.
15. Show what lies at the heart effective work groups.
16. Show students how they can learn independently and come up with something new.
17. Support students when they make mistakes and help them cope with them.
18. Demonstrate to students that the realization that I “don't know”, “don't know how”, or “don't understand” something is not only
not ashamed, but is the first necessary step to "knowledge, skill and understanding."
Memo
for teachers on the implementation of a competency-based approach in education
o The main thing is not the subject to which
you teach, but the personality that you form. It is not the object that forms the personality, but
teacher with his activities related to the study of the subject.
o The education of activity is not
spare neither time nor effort. Today's active student is tomorrow's
active member of society.
o Help students master
the most productive methods of educational and cognitive activity, teach them
study.
o It is necessary to use more often
the question "Why?" to teach causal thinking: understanding
cause-and-effect relationships is a prerequisite for the developmental
learning.
o Remember that it is not the one who knows
retells, and the one who uses in practice.
o Train students to think and
act independently.
o Develop creative thinking
comprehensive analysis of problems; solve cognitive tasks with several
ways, practice creative tasks more often.
o Need to show students more often
prospects for their learning.
o Use diagrams, plans to
ensure the assimilation of the knowledge system.
o In the learning process, it is mandatory
consider individual characteristics each student, unite in
differentiated subgroups of students with the same level of knowledge.
o Study and consider life
the experience of students, their interests, developmental features.
o Be informed
regarding the latest scientific achievements in their own subject.
o Encourage research
work of students. Find an opportunity to introduce them to the experimental technique.
work, algorithms for solving problems, processing primary sources and reference
materials.
o Teach so that the student understands
that knowledge is a vital necessity for him.
o Explain to students that each
a person will find his place in life if he learns everything that is necessary for
realization of life plans.
Formation of key competencies of students in accordance with the requirements of the Federal State Educational Standard in history and social studies lessons.
Under competence FSES refers to the ability to apply knowledge, skills, personal qualities and practical experience for successful activities in a particular area.
The concept of "competence" as a pedagogical problem is relatively new.
Competence refers to skills, not knowledge. “Competence is a general ability based on knowledge, experience, values, inclinations acquired through training. Competence is not limited to knowledge or skills; to be competent does not mean to be a scientist or educated. " It is necessary to distinguish between competence and skill. Skill is an action in a specific situation, competence is a characteristic that can be learned from the observation of actions, of skills. Thus, skills are presented as competence in action. Competence is what gives rise to skill, action.
It is often possible to find people with extensive knowledge, but who do not know how to mobilize it at the right time when the opportunity presents itself. It is necessary to be able to exercise the appropriate competence in the given conditions.
the main task modern system education - creating conditions for quality learning. The introduction of a competency-based approach is an important condition for improving the quality of education. According to modern teachers, the very acquisition of vital competencies gives a person the opportunity to navigate in modern society, forms the personality's ability to quickly respond to the demands of the time.
The competence-based approach in education is associated with a personality-oriented and effective approach to education, since it concerns the personality of the student and can be realized and tested only in the process of performing a specific set of actions by a specific student.
There are a lot of competencies, but key (main) ones are distinguished among them.
Key competencies - refer to the general (metasubject) content of education;
general subject competences - refer to a certain range of academic subjects and educational areas;
subject competences are private in relation to the two previous levels of competence, which have a specific description and the possibility of forming within the framework of academic subjects.
Key competencies include:
Social competence- the ability to act in society, taking into account the positions of other people.
Communicative competence- the ability to enter into communication with the aim of being understood.
Subject competence- the ability to analyze and act from the perspective of individual areas of human culture.
Information competence- the ability to own information technology, work with all types of information.
Autonomous competence- the ability for self-development, self-determination, self-education, competitiveness.
Mathematical competence- the ability to work with numbers, numerical information.
Productive competence- the ability to work and earn money, be able to create your own product, make decisions and be responsible for them.
Moral competence- readiness, ability to live according to traditional moral laws.
The following groups of key competencies of national education are distinguished:
1. Value-semantic competence.
2. General cultural competence.
3. Educational and cognitive competence.
4. Information competence.
5. Communicative competence.
6. Social and labor competence.
7. Competence of personal self-improvement.
Key competencies are formed only in the experience of their own activities, therefore, the educational environment should be built in such a way that the child finds himself in situations that contribute to their formation. The most successful means, an assistant in this matter, in my opinion, is research method learning. Indeed, when preparing any project, a child needs to learn how to make decisions, set a goal and determine the direction of his actions and deeds (and this is value-semantic competence); work in a team, accept and understand the point of view of another person (and this is a general cultural competence); independently find the material necessary for work, draw up a plan, evaluate and analyze, draw conclusions and learn from one's own mistakes and the mistakes of comrades (and this is educational and cognitive competence); in addition, the student has to master modern media and information technologies (and this is information competence); learn to represent yourself and your work, defend a personal point of view, conduct a discussion, persuade, ask
questions (and this is communicative competence); child doing work on own project, learns to be a person, realizing the need and significance of the work that he performs (and this is both social and labor competence, and the competence of personal self-improvement).
Formation of value-semantic competence
When conducting a lesson, the teacher strives to ensure that the student clearly understands what and how he is studying today, in the next lesson, and how he can use the knowledge gained in his later life.
- Before studying a new topic, the teacher tells the students about it, and the students formulate questions on this topic that begin with the words: “why”, “why”, “how”, “what”, “what”, then together with the students is assessed the most interesting, while striving to ensure that not one of the questions remains unanswered. If the schedule of the lesson does not allow answering all the questions, the students are encouraged to reflect on the questions at home and subsequently in the classroom or during after hours the teacher will definitely return to them. This technique allows students to understand not only the goals of studying this topic as a whole, but also to comprehend the place of the lesson in the system of lessons, and, consequently, the place of the material of this lesson in the whole topic.
- Sometimes the teacher allows the students to independently study a paragraph of the textbook and compose short synopsis of this paragraph as homework. The task for the students is to determine the main thing in the paragraph ... As a result, the students not only understand the studied material more deeply, but also learn to choose the main thing, justify its importance not only for others, but also, most importantly, for themselves.
- Involves students in subject Olympiads, which include non-standard tasks that require the student to use subject logic, and not material from school course.
- Offers students questions, the answers to which are found in a specific professional environment. Some of the tasks of this kind require not only knowledge of the subject, but also practical ingenuity, the ability to navigate in a specific situation.
Formation of general cultural competence
Many teachers know that students who confidently use a certain skill in one subject will not always be able to apply it in another discipline. To overcome this barrier, you need special work, in which the teacher helps the child to clarify the task, to highlight the subject component, to show the application of known methods in a new situation, new designations.
The following ways of solving this problem are possible:
- to form competent, logically correct speech, oral tasks for correct pronunciation and use of names, terms, geographical names, etc. are used;
- during oral work, always monitor the literacy of the students' speech;
- to use tasks with informational - cognitive orientation;
- practice writing text assignments for homework. The analysis of the assigned tasks takes place in the lesson by the students using the words: in comparison with ..., as opposed to ..., suppose, probably, in my opinion ..., this has to do with ..., I conclude ... I do not agree with ..., I prefer ... , my task is ...
Formation of educational and cognitive competence
- Especially effective given view competence develops when solving non-standard, entertaining, historical problems, as well as with a problematic way of presenting a new topic, conducting mini-research based on the study of material.
- Creation of problem situations, the essence of which boils down to the upbringing and development of the creative abilities of students, to teaching them a system of active mental actions. This activity is manifested in the fact that the student, analyzing, comparing, generalizing, concretizing factual material, himself receives new information from it. When acquainting students with new historical or social science concepts, when defining new concepts, knowledge is not communicated in a finished form. The teacher encourages students to compare, contrast and contrast facts, as a result of which a search situation arises.
- When forming this type of competence, the teacher uses test constructions with an informational and cognitive orientation, test constructions compiled by students, test constructions containing tasks with unnecessary data.
Formation of information competence
To develop this type of competence, the teacher uses the following techniques:
- when learning new terms, students using an explanatory dictionary, give different definitions to concepts, for example: in mathematics, a module is ..., in construction, a module is ..., in astronautics, a module is ... and so on.
- preparation of your own presentations, using material from various sources, including the Internet
- Therefore, in preparation for the lesson, the teacher uses assignments from other sources, in which the data is presented in the form of tables, diagrams, graphs, sounds, video sources, etc.
- provides students with the opportunity to compose all kinds of test constructions themselves;
- the use of tasks of an applied nature. As a result, students not only develop information competence, but also accumulate life experience.
Formation of communicative competence
To develop this competence, the teacher uses the following methods and techniques:
- oral review of homework answers by students;
- use of test constructs of free presentation of the answer and oral test constructions;
- use of work in groups, for example: tell the neighbor on the desk the definition, listen to the answer, discuss the correct definition in the group;
- passing various oral tests.
Formation of social and labor competence
Best development this competence is facilitated by the following techniques:
- control works of various kinds, for example, using electronic test structures;
- tasks of a social and labor nature;
- holding various studies;
- compilation of tests by the students themselves.
The implementation of the competence-based approach should be carried out differentially, taking into account the specifics of individual subjects. The competence-based approach, which is gaining strength in the modern school, is a reflection of the perceived need of society in training people who are not only knowledgeable, but also able to apply their knowledge.
One of the conditions for the formation of key competencies is the introduction of modern pedagogical technologies, including interactive ones. Interactive technologies have a number of features that allow them to be used with sufficient efficiency in the learning process: they organize the process of acquiring new experience and the exchange of existing ones, make it possible to make the most of the personal experience of each participant, use social modeling, are based on an atmosphere of cooperation, respect for everyone's opinion, and free choice of personal decisions ... I will give some
examples of interactive techniques that I use in the practice of my work.
The use of various sources in the lesson greatly increases the cognitive interest in the subject.
A particularly important impact on the emotional sphere of perception of historical and social science material produces the use of literary material... In 10th grade world history you can conduct a seminar: “Renaissance. Reformation. In Search of a New Personality ”Task: What other side of individualism is revealed by the famous monologue of Hamlet by W. Shakespeare?
Information technologies make it possible to use text, sound, graphic and video information in a new way in history and social studies lessons, which allows teachers and students to use various sources of information in their creative activities.
In the process of demonstrating the presentation, students gain experience public speaking... The element of competition increases the student's self-esteem, which allows him to develop and shape his personal qualities in the modern information society.
An important part extracurricular activities in history and social studies are the preparation of students to participate in the Olympiads different levels on subject
The Federal State Educational Standard (FSES) clearly defines the requirements for the educational results of schoolchildren: personal, meta-subject and subject. TO personal the results of students include value-semantic attitudes, reflecting individual and personal positions, social competence, the formation of the civic identity of schoolchildren. Metasubject the results imply the mastery of universal educational actions necessary for solving educational and practical problems. Subject results include the experience of a specific subject-specific activity in acquiring new knowledge, transforming it and applying it.
Obviously, to implement the requirements of the Federal State Educational Standard, innovative teaching aids are needed, some of which are information, design, group and modular technologies, etc.
The most important, in my opinion, are informational andthe competence of personal self-improvement.
Information technology
Information technology is a method of transferring information designed in a special way through a computer.
A modern schoolchild should not only be able to work on a computer, but also correctly satisfy the "information hunger", and in this the teacher plays an important role.
We use information technologies in history lessons in following options:
1) The most common type is multimedia presentations. Preparing presentations is a serious, creative process, each element of which must be thought out and comprehended from the point of view of the student's perception.
2) For a deeper assimilation of the material and control of knowledge in my lessons, I use various kinds of tests and simulators. These can be like tests written by the teacher in Word or Power Point programs, or ready-made options tests, of which there are a lot now on the Internet. In the event of an unsuccessful student response, the created presentation allows the students, using hyperlinks, to return to the desired fragment of the lesson, where there is the necessary information for the answer. (slide)
3) We carry out a lot of practical tasks in history lessons together with students directly on the interactive board. And here the teacher is faced with an inexhaustible variety of work. All types of tasks that I use can be conditionally divided into several groups:
1. "Working with pictures"
2. "Crossword"
3. " Contour map»
4. "Insert word"
5. "Names"
6. "Relate"
7. "Check".
And of course important element pedagogical process is the project activity of students. Project activities - comparatively new form work, and especially in relation to computer programs. First, the theme of the project must contain either a research element, or it must be a compilation that has not yet been in electronic form. Secondly, a multimedia project, by its very essence, arises at the junction of at least two disciplines (as applied to this work of IWT and history), but in reality its implementation affects a much wider range of subjects - the Russian language, literature, world art culture and a number of others. depending on the topic. Therefore, there can be two or three project leaders. It is important to determine the optimal number of project participants.
From experience I can say that students are actively involved in project activities, this arouses great interest in them and the results are almost always good.
Thus, the use of information technology helps the teacher to increase the motivation of children to learn about the subject and leads to a number of positive consequences (psychologically facilitates the process of assimilation of material by students, expands the general outlook of children; the level of use of visualization in the lesson increases; students are mastering the ability to obtain information from various sources , process it with computer technology; the ability to briefly and clearly formulate your point of view is formed, etc.)
Therefore, both the elements and the project technology itself should be applied at the end of the study of the topic in a certain cycle, as one of the types of a repeating-generalizing lesson. One of the elements of such a methodology is a project discussion, which is based on the method of preparing and defending a project on a specific topic.
The essence debate consists in the fact that as a result of researching a topic and identifying difficulties in solving it, students in the course of a dispute outline possible attempts to resolve the problem, and they are discussed during a discussion or debate.
Another option for using design technology is directly developing and defending a project on a selected topic.
Formation of the competence of personal self-improvement
- In order to form this competence, the teacher uses this type of activity in the lessons of history and social studies, as solving problems with "extra data".
- In order to develop this type of competence, the teacher uses tasks to develop self-control skills. One of the techniques for developing self-control is to check the completed tasks. Verification of the decision requires perseverance and certain volitional efforts. As a result, students are taught the most valuable qualities - independence and decisiveness in actions, a sense of responsibility for them.
- In order to form this competence, the teacher encourages the students to compose the test themselves, finding options for erroneous and correct answers.
With these competencies, students will be able to freely and independently choose the goals and means of various types of activities, manage their activities, while improving and developing their abilities to implement them.
It should be said that key competencies are formed only in the experience of their own activities, therefore, the educational environment should be built in such a way that the child finds himself in situations that contribute to their formation. Here are just a few examples from my own experience.
The technology for the development of critical thinking plays an important role in the formation of a “critical reader” and “critical viewer”. In this technology, I teach whole lessons and use separate techniques.
Call stage”Is aimed at challenging students' already existing knowledge on the issue under study, motivation for further work. The student remembers what he knows about the question being studied, makes assumptions, asks questions to which he wants to get answers. At this stage, I use the following techniques:
Correct and incorrect statements,
Story-guessing by keywords,
Logical chains
· Cluster.
Students are very fond of the "keywords" technique. Reception "true-false statements". Another interesting thing for the guys is the "entangled logical chains" trick. This technique is well suited for “eventful” topics, such as those in which wars, changes in the life of the country and people are considered, causes and consequences are identified.
The challenge stage consists of the fact that students are asked to determine the sequence of what is happening. To do this, they are given cards, where the elements of the event are indicated in a confused form. The guys in their notebook mark a sequence in the form of a chain of numbers, each of which means a certain element of the event. This is the same as in the previous case, it is written in pencil. After the guys have drawn up their chains, we listen to who did what, and the results are written on the board: which numbers and how many take up a certain place. The recordings show that there is a disagreement over the sequence. Plus, I ask everyone to compose a story along their own chain of numbers, or I myself will compose several versions of the story. This moment reinforces the desire to know: how it really was. A situation of rivalry still arises here, since everyone wants his chain to be correct.
The stage of comprehending the content can be carried out in different ways: reading a text, a teacher's story or a video. In any case, children have a holistic view of the event, and they can refine their chain and determine the sequence of elements of the event. Attention plays an important role here, so not all students get it right. After finishing individual work check each other, check either in groups or in pairs. At the end of it all, it sounds like the correct chain, and everyone can check the quality of their work.
At the stage of comprehension students work with new information, marking “v” in the margins - I already know, “+” - new information, “?” - I do not understand, there are questions. Based on this marking, a table can be drawn up.
The stage of comprehending the content can be carried out in different ways:
reading text,
teacher's story
video film.
newsreel
Reading with stops.
In any case, children have a holistic view of the event, and they can refine their chain, correct and incorrect sentences, adjust the cluster, etc. Attention plays an important role here, so not all students get it right. After completing individual work, they check each other, check either in groups or in pairs. At the end of all of this, the correct options sound, and everyone can check the quality of their work.
Reflection involves summing up the topic. This could be a summary:
"I realized that ...", "... can lead ..." and others,
a drawing that reflects the meaning of the topic,
syncwine,
Sequane is a five-line, non-rhymed poem. This is a creative, generalizing work that allows you to capture in a concise form the emotional experience of a student of the topic being studied. At first, the guys get inexpressive syncwines, with a set of words familiar to their speech. Over time, the work gets better: more original, more emotional.
Cluster - the selection of semantic units and their graphic design in a certain order in the form of a bunch, it seems, at first glance, one of the easiest types of work. But this is far from the case. At the stage of calling, the cluster can be used on a topic in which it is possible to systematize the information obtained before acquaintance with the main source of information, often the difficulty lies in systematization, namely, to highlight the semantic blocks. Therefore, you need to start with those that are close and understandable to the guys. These can be topics about economic activities, social development, culture, for example: “Writing and knowledge of the ancient Egyptians”, “ Olympic Games in antiquity ”,“ In the city of the goddess Athena ”,“ In the theater of Dionysus ”,“ Slavery in Ancient rome”And others. Here it is not difficult for the guys to guess the semantic blocks and their elements, and since everyone has different knowledge and ideas, then there are controversial points. Thus, the calling stage is carried out.
To resolve contradictions, the children are invited to read the text, where they select information into a cluster. Depending on the volume of the text, the work is built: with a large volume, the text is distributed between groups or pairs, and then the semantic blocks are filled in separately, with a small amount of text, everyone reads the same thing, but at the same time they make up their own version of the cluster. Thus, at the stage of reflection, incorrect sentences in the initial cluster are corrected, and filled with new information. Then a presentation takes place, and all the works are related to each other: they create a single cluster of separate works or clarify and complement each other.
Cluster reception also has great importance for the development of students, because forms the following skills: systematize information, correlate phenomena and facts, highlight the main words, correct their mistakes.
Questions contribute to the development of critical thinking. I pay special attention to the formation of the ability to construct questions. In the lower grades I play the game “The most attentive reader”. Students should compose as many questions as possible to the text .. The technique “Thick and thin questions, especially in high school, when the whole class asks the student about the topic studied, is effective. I appreciate the questions: the most difficult, most interesting, original. Students enjoy answering questions a lot.
The formation of key competencies, as well as the introduction of a competency-based approach, should be carried out differentially, taking into account the specifics of individual subjects. The competence-based approach, which is gaining strength in the modern school, is a reflection of the perceived need of society in training people who are not only knowledgeable, but also able to apply their knowledge.
And in conclusion, I would like to say a few words about the training of a teacher engaged in the formation of key educational competencies. It seems to me that it is not enough for a teacher to be knowledgeable in this area, it is necessary to clearly represent the result of his work, both final and intermediate, we need to think about optimizing the educational process, which will make it possible to comfortably and effectively organize the student's work. This means that a modern teacher must have great life experience, scientific knowledge, be proactive and creative personality... This is necessary in order to develop a sufficiently high competence in the transfer of knowledge to students and the application of the acquired knowledge to life in a complex. I think that we need to remember that after leaving the school threshold, a teenager will use the experience gained and will be able to realize himself, relying on it.