Ulyanitskaya Tatiana Valerievna
candidate pedagogical sciences,
Associate Professor of the Department of Pedagogy and Methodology
primary education
Kazan (Volga) Federal
university
PRINCIPLES OF COMPETENCE-ORIENTED LEARNING FOR FUTURE ELEMENTARY TEACHERS
Ulyanitskaya Tatyana Valeryevna
PhD in Education Science, Assistant Professor of the Education Science and Elementary Education Methodology Department, Kazan (Volga Region) Federal University [email protected]
PRINCIPLES OF COMPETENCE-BASED EDUCATION OF FUTURE ELEMENTARY SCHOOL TEACHERS
Annotation:
Within the framework of this article, various approaches to the definition of the concepts of "competence", "competence", "competence-based learning" in the scientific and pedagogical literature are considered. The article reveals the main provisions of competence-based teaching of future primary school teachers in a university.
Keywords:
competence-based approach, competence, competence, competence-based learning, principles of competence-based learning.
The author considers different approaches to definition of concept “competence”, “competency”, “competence-based education” in scientific and educational literature. The article covers principle regulations of the competence-based education of the future elementary school teachers.
competence approach, competence, competency, competence-based education, principles of competence-based education.
Currently, the search for ways to improve the effectiveness of vocational education is associated with a competence-based approach. The relevance of the competence-based approach is highlighted in the materials of modernization of education and is considered as one of the important provisions of updating the content of education. This is due to the fact that professional activity is characterized by increasing complexity and dynamics, while the main task of competence-based training is the formation of a specialist capable of solving professional problems in new situations.
"The competence-based approach is an approach that focuses on the result of education, and the result is not considered the sum of the acquired information, but the person's ability to act in various problem situations ... The competence-based approach is an approach in which the results are recognized as significant outside the education system." ...
". The competence-based approach is based on the scheme: competence (as a given content of education) - activity (as a leading requirement for organizing the educational process) - competence (as a competence mastered in activity)."
In the scientific and pedagogical literature, there are synonymous concepts of "competence" and "competence". Let us refer to the work of J. Raven “Competence in modern society", Where the author gives a detailed interpretation of competence. This phenomenon, the scientist believes, “consists of a large number of components, many of which are relatively independent from each other. some components are more cognitive, while others are emotional. these components can replace each other as components of effective behavior. " The term “components of competence” J. Raven means “those characteristics and abilities of people that allow them to achieve personally significant goals.”, And emphasizes that “competence includes not only abilities. It also implies intrinsic motivation, which is not included in the concept of ability as such. "
In the scientific literature, there are also attempts to distinguish between the use of these concepts: “Competence is a characteristic given to a person as a result of assessing the effectiveness / efficiency of his actions aimed at resolving a certain range of tasks / problems that are significant for a given community. Competence is a parameter of a social role, which on a personal level manifests itself as competence, that is, the conformity of a person
occupied place, "imputation", in other words, the ability to carry out activities in accordance with social requirements and expectations. "
The concept of "competence", according to G. Selevko, is often used to refer to:
- “educational result, expressed in the preparedness,“ individuality ”of the graduate, in real possession of methods, means of activity, in the ability to cope with the assigned tasks;
This is a form of combination of knowledge, skills and abilities that allows you to set and achieve goals to transform the environment. "
Competence, according to G. Selevko, is understood as "the integral quality of a person, manifested in the general ability and readiness of her activities, based on knowledge and experience that are acquired in the process of learning and socialization and are focused on independent and successful participation in activities."
Thus, analyzing the opinions of scientists about the essence of the concepts of “competence” and “competence”, the following conclusions can be drawn:
The term "competence" in scientific pedagogical literature is used in two senses: as a general ability to act in a specific situation based on knowledge, experience, values acquired in the learning process, and as a certain standard, educational result, or, in other words, a requirement for a specialist who intends to take up a job post and carry out professional functions on the basis of active, responsible action;
The concept of "competence" is much broader than knowledge, abilities, skills, since it means the ability to apply generalized knowledge and skills to resolve specific situations and problems that arise in real activity, and it includes not only knowledge (cognitive) and activity ( behavioral), but also relational components;
Along with the concept of "competence" in the scientific literature there is the concept of "competence", and in some cases they are used as synonyms; scientists are making attempts to distinguish between these concepts, however, there is no single position here either.
The most capacious, in our opinion, is A.V. Khutorsky, who believes that competence includes a set of interrelated personality traits (knowledge, skills, skills, methods of activity) that are set in relation to a certain range of objects and processes and are necessary in order to efficiently act in relation to them, and competence is possession, a person's possession of the appropriate competence, including his personal attitude towards her and the subject of activity.
In the article by I.A. The winter “Key competences - a new paradigm of the result of modern education” notes that “competence-based education (CBE) was formed in the 70s. in America in the general context of the concept of "competence" proposed by N. Chomsky in 1965 (University of Massachusetts) in relation to the theory of language, transformational grammar. "
“Studying at CCO is a process of gaining experience in solving significant practice-oriented problems. The result of the CCO is the readiness for productive, independent and responsible action at the next stage of training, the “filter” is a place for demonstrating competence. The learning outcome is separated from the process due to the rejection of reproduction as a central part of the process (“Explaining one thing, and asking about another”). In competence-based learning, the standard is not, in principle, set, and the training and verification of the result is carried out on non-standard tasks. The teacher should set a general (strategic) task for the students and describe the type and characteristics desired result for the future, the teacher provides an information case or indicates the starting points of information search. The value of the CCO is that the student and the teacher can actually interact as equal and equally interesting subjects to each other. Because competence is not determined by knowledge and age, but by the number of successful trials. "
In the last decade, at forums, conferences, in scientific and pedagogical publications, magazines, the problem of designing technologies for competence-based training of future specialists, improving the educational process at a university on the basis of a competence-based approach has been actively discussed. A number of dissertation studies are also devoted to these issues, among which the works of S.Sh. Palferova "Designing the technology of competence-based teaching in the disciplines of the natural science cycle of students of technical universities (on the example of mathematics)" (2003), T.I. Biryukova "Formation of personal competencies of students of a medical university in the process of studying foreign language"(2008), T.G. Vaganova "Modular competence-based teaching of physics for junior students of technical universities" (2007) and others.
Federal educational standards of higher professional education of a new generation are a set of requirements that are mandatory in the implementation of basic educational programs (OEP) of bachelor's degree by universities of the Russian Federation that have state accreditation: requirements for the results of mastering OEP, for the structure and conditions for the implementation of OEP. The requirements for the results of mastering the basic educational programs of a bachelor's degree indicate not the knowledge and skills that a graduate must master, but competencies. In particular, in the FSES HPE (2009) in the direction of bachelor's degree 050100.62 "Pedagogical education" (training profile "Primary education"), the results of education are expressed in the following groups of competencies: general cultural, general professional, professional (in the field of pedagogical activity PC-1 - PC -7 and in the field of cultural and educational activities PK-8 - PK-11) and special.
Thus, the shift of the pedagogical idea towards the task of forming the competencies of the future specialist, in particular the primary school teacher, turns out to be fixed normatively and declared in the standards of the new generation. In this regard, the relevance of the study of the didactic possibilities of competence-oriented teaching of students - future primary school teachers and the introduction of these ideas into practice is increasing.
As you know, changes in educational and developmental goals entail changes both in the content and in the teaching method itself.
“The competence-based approach in the activities of the teaching staff of the university dictates the need for serious changes. From designing the results of education, expressed in the form of competencies, we have to go to designing the volume, level, content of theoretical and empirical knowledge. In other words, designing curriculum, work programs, internship programs, final certification programs, plans-summaries of training sessions, a fund of assessment assignments, it is necessary to start with the design of educational results, expressed in the format of competencies "
To determine the main ways of successful organization of competence-based
oriented teaching in a pedagogical university, it is necessary, first of all, to identify and reveal the principles of such work.
The problem of pedagogical laws, principles and rules was investigated in the works of Yu.K. Babansky, V.I. Zagvyazinsky, I. Ya. Lerner, V.V. Kraevsky and others. In pedagogical science, "principles are the basic, starting points of a theory, guiding ideas, basic rules of behavior, actions." The principle of teaching, as defined by V.I. Zagvyazinsky is an instrumental, given in the categories of activity, an expression of the pedagogical concept. This is knowledge about the essence, content, structure of education, its laws and patterns, expressed in the form of norms of activity, regulations for practice. Thus, the principles reflect the basic requirements for the organization of any activity, indicate its direction, help to creatively approach the construction of a certain process.
Analysis of pedagogical literature, our own pedagogical experience, gave us the opportunity to highlight the following principles of competence-based teaching of students - future primary school teachers in a pedagogical university.
The principle of the developmental nature of education, which implies a focus on the comprehensive development of the personality and individuality of the student, as well as the orientation of the future teacher to the self-development of general cultural and professional competencies.
The principle of student activity and a decrease in the share of pedagogical guidance of students' activities. The educational process must be built in such a way that the emphasis is transferred from the teaching activity of the teacher, who plans, asks questions, sets tasks and evaluates - teaches in a broad sense, to educational activities based on the initiative and creativity of the students themselves. That is, students should become active participants in both implementation and evaluation of the learning process. It is in such a situation, in our opinion, that the spirit of continuous learning will reign, the understanding that ignorance of something is a natural state of a person, which is a source of constant personal and professional development.
Following the principle of activity in the educational process, in our opinion, presupposes:
Taking into account the individual interests and needs of students;
The presence in the classroom of an atmosphere of cooperation and co-creation;
Providing the student with the possibility of independent choice (for example, tasks, research topics, a way to solve a pedagogical problem);
The use of active teaching methods: a problem lecture, a lecture with an analysis of specific pedagogical situations, disputes, discussions, mutual training and mutual consultation.
The scientific principle requires that the content of vocational training acquaints students with objective scientific facts, theories, laws, and reflects the current state of science. We believe that the integration of scientific knowledge, a deep understanding of the essence of problems in the field of primary education from the standpoint of various scientific disciplines (for example, psychology and pedagogy, psychology and private methodology, mathematics and methods of teaching mathematics, etc.) is important to us.
The principle of linking learning with practice provides that the learning process at the university provides an opportunity to implement the acquired knowledge in professional pedagogical activity.
We refer to the rules for the implementation of this principle as follows:
Solving a large number of pedagogical and methodological problems and tasks in the process of studying disciplines professional cycle, as well as in the process of continuous teaching practice;
Each thematic section of the disciplines of the professional cycle is considered both from the traditional positions and through the prism of the variability of technologies for teaching and upbringing of primary schoolchildren, educational and methodological complexes for primary school(in modern primary education there are more than ten of them), as well as regulatory documents (today it is the Federal State Educational Standard of the LEO and the documents that ensure its implementation);
The use of methods focused on the practical application of professional knowledge and skills: design, presentation and analysis of lessons in primary school subjects and extracurricular activities, micro-teaching, master classes and others.
We assign a large role in the implementation of the last principle to pedagogical practice, the purpose of which is the practical preparation of students for independent professional and pedagogical activities as a primary school teacher in educational institutions.
When organizing and conducting pedagogical practice, it is provided for:
Activation of students' activity, which involves the use of such forms, methods and teaching aids that contribute to an increase in interest, activity, creative independence of the student in the assimilation of new knowledge, the formation of skills and abilities, their application in practice, as well as focus on professional self-development;
Taking into account the theoretical foundations of professional and pedagogical activity and, consequently, the consistency of the tasks and content of the stages of passing the practice with the studied academic disciplines;
Fulfillment in the course of practice of specially developed tasks on didactics, the theory of education of primary schoolchildren, psychology, private methods, as well as group creative tasks, projects;
Attendance and analysis of lessons and extracurricular activities by a group led by a methodologist;
Organization and implementation of joint scientific and methodological events with schools with the involvement of students in their work;
Taking into account the professional interests and wishes of students when passing pedagogical practice, which provides for propaedeutic work with students, the organization of various scientific and methodological events on the problems of modern primary education, in order to increase the level of students' pedagogical culture, to identify their inclinations and interests.
At the end of each stage of pedagogical practice, students draw up and submit for verification the student-trainee's diary; at the final conferences, students submit a report on the passage of pedagogical practice; make reports in which they announce the results of the research works, creative projects.
An important component of the competence-based teaching of the future teacher is also changes in the procedure for the current, intermediate and final certification of students.
Assessment of the quality of training of students, in our opinion, should be carried out in two directions: assessment of the level of mastering the discipline (cognitive component); assessment of students' competencies (activity component).
The levels of development of professional competencies of students can, in our opinion, be characterized as follows:
High level: the student has a system of professional knowledge, considers the proposed questions from various positions, confirms the theoretical provisions with his own examples; knows how to update professional knowledge and find the right solution based on the conditions of a specific pedagogical situation;
Intermediate level: the student expounds the theoretical provisions on these issues reasonably, quite fully, illustrating with examples from practice; offers his own solution to the pedagogical problem;
Low level: the student presents the main theoretical provisions on the proposed questions; shows the ability to solve a pedagogical problem.
1. Ivanov D.A., Mitrofanov K.G. and other Competence-based approach in education. Problems, concepts, tools. M., 2003.
2. Thieves S.G. National educational initiative "Our new school": Actual problems and promising solutions // Increasing the professional competence of educators: actual problems and promising solutions: a collection of articles from the Second Pedagogical Readings scientific school education management. M., 2010.
3. Raven J. Competence in modern society: identification, development and implementation. M., 2002.
5. Ivanov D.A., Mitrofanov K.G. and other Decree. op.
6. Selevko G. Competence and their classification // Public education. 2004. No. 4.
7. Khutorskoy A.V. Key competencies as a component of the personality-oriented paradigm of education // Public education. 2003. No. 2.
8. Zimnyaya I.A. Key competencies - a new paradigm of the result of modern education // Internet magazine "Eidos". 2006.5 May. URL: http://www.eidos.ru/journal/2006/0505.htm.
9. Ivanov D.A., Mitrofanov K.G. and other Decree. op.
10. Shamova T.I., Podchalimova G.N. Competence-oriented professional development of the teaching staff of the university // Increasing the professional competence of educators: current problems and promising solutions: a collection of articles from the Second Pedagogical Readings of the Scientific School of Education Management. M., 2010.
11. Pedagogy: a textbook for students of pedagogical educational institutions / V.А. Slastenin, I.F. Isaev and A.I. Mishchenko, E.N. Shiyanov. M., 2002.
References (transliterated):
1. Ivanov D. A., Mitrofanov K. G., et al. Kompetentnostniy podkhod v obrazovanii. Problemy, ponyatiya, instrumentariy. M., 2003.
2. Vorovshchikov S.G. Natsional "naya obrazovatel" naya initsiativa "Nasha novaya shkola": aktual "nye problemy i perspek-tivnye resheniya // Povyshenie professional" noy kompetentnosti rabotnikov obrazovaniya: aktual "nyechny obrazovaniem, M., 2010.
3. Raven Dzh. Kompetentnost "v sovremennom obshchestve: viyavlenie, razvitie i realizatsiya. M., 2002.
6. Selevko G. Kompetentnosti i ikh klassifikatsiya // Narodnoe obrazovanie. 2004. No. 4.
7. Khutorskoy A.V. Klyuchevye kompetentsii kak komponent lichnostno-orientirovannoy paradigmy obrazovaniya // Narodnoe obrazovanie. 2003. No. 2.
8. Zimnyaya I.A. Klyuchevye kompetentsii - novaya paradigma rezul "tata sovremennogo obrazovaniya // Internet-zhurnal" Eydos ". 2006. May 5. URL: http://www.eidos.ru/journal/2006/0505.htm.
10. Shamova T.I., Podchalimova G.N. Kompetentnostno-orientirovannoe povyshenie kvalifikatsii professorsko-prepodavatel "skogo sostava vuza"
11. Pedagogika: uchebnoe posobie dlya studentov pedagogicheskikh uchebnykh zavedeniy / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. M., 2002.
Tatiana Anatolyevna Sokolova
MBOU "Lyceum No. 200"
Novosibirsk city
PSYCHOLOGIST O - PEDAGOGICAL SUPPORT OF TRAINING WITHIN
COMPETENCE-ORIENTED APPROACH.
annotation
The article discussesthe main directions in the work of a school psychologist to support the learning process within the framework of a competence-based approach to education. Danamodel of psychological support for competence-based learning. Described the effectiveness and efficiencywork of a psychologist ondifferentmdirections of activity.
Keywords: Competence-based training,psychological and analytical development maps,psychological-analyticaland I activity, psipsychological monitoring,innovative pedagogical technologies,emotional burnout syndrome.
“They really talk about the level of civilization
not a census, not the size of cities, not
harvested crop - no, qualities speak about it
the person that the country produces ”.
RU. Emerson
Currently, due to changes in various spheres of life, societyneed yourself thinking people able to actively act, make decisions,navigate the flow of information in a mobile way, competently solve problemsof varying complexity based on available knowledge.
Human lifeXXIcentury, sets new tasks for education aimed at unlocking the potential of a person who is able to find himself and self-actualize in any socio-economic conditions.
An adequate response to this requirement is consistency, which was manifested in the development of a competence-based approach in modern education [ 5 ] .
Comp e tendency oriented learning is a goal-seeking process. Its essence lies in the creation of conditions under which, in the process of learning, the child becomes its subject, i.e. learns for the sake of self-change, when its development from a side and accidental result turns into the main task, both for the teacher and for the student himself. In this regard, it is necessary to find in the pedagogical process such psychological conditions that could maximally contribute to the manifestation of independence and activity of students, as well as advancement in their intellectual and personal development.[ 9 ] .
As an option it is offeredPsychological support model (PS)competence-based learning
The essence of our activity is based on the general goal of modern education "To maximize the potential of the child's personality, to promote his full development in personal and cognitive terms, as well as the continuous maintenance by the forces of all participants in the educational process of an equilibrium situation between the child's real capabilities and the volume, dynamic indicators of educational trends" [2 ].
The psychologist's methods of practice are self-support.
Following the natural development of a child at a given age, socio-cultural stages of ontogenesis;
Creation of conditions for independent creative development by children of the system of relations with the world and themselves, as well as for each child to make personally significant life choices;
The psychologist does not change the child's environment, which the parents have chosen for him, but helps him navigate and act in the given conditions, creates conditions for maximum development and learning;
That is, accompanying a child along his school path is moving with him, next to him, and sometimes a little ahead. At the same time, an adult does not try to control, impose his own paths and landmarks. He is also unable to indicate the path that must be followed. Choosing the Road is the right and duty of every person, but if at the crossroads and forks next to the child there is someone who is able to facilitate the process of choosing, to make it more conscious, it is a great success. It is in this kind of accompaniment in the process of schooling that we see the value sense of psychological activity at school.
The effectiveness and efficiency of psychological and pedagogical support is determined by planning, consistency, purposefulness, versatility, differentiation.
Important directions in our work to support the learning process within the framework of a competence-based approach is the organization of psychological and analytical activities and support of the methodological work of teachers aimed at optimizing the learning process in accordance with the individual and age characteristics of students.
Extensive practical activities are being carried out. A data bank is being created that characterizes the psychological characteristics of children, the zones of their actual and proximal development, and the difficulties that may arise. Psychological and analytical development maps are filled in, in which the characteristics of each child are viewed. (Annex 1).
In the future, for example, the recruitment of children inthe firstclasses, carried out based on complete information about each specific child and the potential for its development. This allows, if necessary, already in the first daysthe child's stay at school, develop individual programs for support, rehabilitation and correction of mental developmentfirst graders.
Thus, the most important thing is to understand the characteristics of a student as a developing personality, in the context of his life conditions, taking into account age, gender, individual characteristics... On this basis, determine the process of further work, design and implement the conditions in which each student can successfully learn and develop.
Becoming a successful, competent student consists not only in creating optimal conditions for his development, but also in the ability to teach him to independently overcome the difficulties of this process.
TOcorrectional and developmental activities with students, in our school are carried out in variouspurposes (see below). The developed psychological courses for students from grades 1 to 4 deserve more attention: The world around us-grade 1, Know yourself-grade 2, Develop yourself-grade 3, Self-improvement-grade 4. Methodological aids, workbooks have been created.
Increasing the level of adaptation and motivation of students 1,4,5- s classes.
Preparing children studying in preschool preparation classes for schooling, course "Introduction to school life".
Preparing 4th grade students for the transition to middle school
Preparing students for the Unified State Exam - "The Path to Success"
The system of psychological support for the professional self-determination of students (as part of an additional course in psychology in high school).
Psychological development of home school students.
Teaching the elements of balancing psychoemotional and muscular tension, training sessions with students in extended day groups.
Preventive correctional work with students at risk, "difficult" - "Change yourself."
Prevention of suicide among minors - "Do not put an end to life, but teach to untie the knots."
The development of the learner's competencies requires teachers to introduce new pedagogical technologies... The problem of controllability of this process arises, which largely depends on the developed mechanisms for tracking and evaluating the effectiveness of their application.
For this purpose, we use a system of information and psychological support (psipsychological monitoring)allowing to track the effectiveness of the educational process, identify the dynamics of psychological development, determine the state of the child's motivational sphere, clearly see changes in the student's personal characteristics, the system of interpersonal relationships.
The solution of the problems of psychological support of the learning process within the framework of the competence-based approach cannot be limited to the area of direct interaction of the psychologist with the child. Psychological counseling and education affecting not only the educational activity of the child, but also his age and psychological development, should be supplemented by the active involvement of not only teachers, but also parents in the process of psychologizing education.
Not having sufficient knowledge of the age and individual characteristics of the child, parents and some teachers sometimes carry out training and education intuitively. Instead of carefully studying what qualities a child is naturally endowed with, developing these qualities, they stubbornly deform him.Many parents are struck out of the blue by the behavior of their children during adolescence. Was like a normal child and suddenly smokes, is rude, slams the door. Sukhomlinsky wrote that such parents are like a gardener who, not knowing what kind of seed he threw into the ground, came a few years later and was very surprised that a thistle had grown instead of a rose. “And it would be even funnier,” adds V. Sukhomlinsky, “it would be to see the manipulation of the gardener, if he began to tint, paint a thistle flower, trying to make a rose flower out of it…. The moral face of a teenager depends on how he was brought up and developed, which was embedded in his soul until the age of 10-11.
To this end, we regularly hold conferences, workshops, round tables.Lectures are organized, training sessions whichthey form a more complete image of the child in parents and teachers, help to perceive him as he is, better understand his characteristics, teach to find constructive ways to resolve conflict situations.Each of us can make mistakes, but it's never too late to correct them, the main thing is not to be ashamed of it.
Recently, conferences have been held on the problems of the emergence of addictive behavior in children, the study of the role of fathers in the family, on the prevention of violence against children, and the problem of suicide. The experience of work at the regional level is summarized on the problem of suicide prevention.A conference was held on the problem of studying informal youth organizations and their influence on the formation of a moral and spiritual personality.
The increase in the psychological literacy of the population is carried out not only through cooperation with the district mass media. Starting this year, it is planned to involve Internet structures in our work by launching a school site for a psychological service, which will allow us to expand the boundaries of our activities.
The psychological service has undergone changes in terms of transforming its position in relation to the educational process. If before the psychologist took a reactive position - he solved situational problems that arise during the period of study at school, now he takes an active, advanced position, consisting in modeling and building the educational environment at various stages of a child's education. This position of the psychologist is focused on the student as a subject of the educational process, on the maximum and fairly rapid actualization of the potential of each child, on the preservation of his psychological and physical health.
Our children are people of a new generation, a new information society. We see that gradually key educational competencies are turning into means of developing students' personal qualities. Education is entering a new level.Close cooperation and interaction of all subjects of the pedagogical process, based on the implementation of a competence-oriented approach, will provide adequate conditions for the development, education and upbringing of a child in accordance with his needs and capabilities. It will help the student to quickly adapt to the world around him, to withstand difficult life situations, to rise to a higher level of moral and personal development, to become a more competent and competitive subject of society, a full-fledged citizen of our Republic.
As Olzhas Suleimenov said
“The past belongs to those who know it. The future is for the one who creates it».
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Irina Cheredanova
Competence-based technologies for professional development of teachers
Competence-oriented
technologies for professional development of teachers.
Modern realities and requirements imposed by the state on the quality of educational work in kindergarten, assume that educator must own the necessary pedagogical technologies.
To form professional competence of teachers Preschool educational institutions use the following most effective types of educational technologies:
1. Health-saving technologies.
The goal of health-preserving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills, skills for a healthy lifestyle.
Health-saving pedagogical technologies include all aspects of impact teacher on the health of the child at different levels - informational, psychological, bioenergetic.
Tasks:
1. Mastering a set of the simplest forms and methods of behavior, contributing to the preservation and strengthening of health.
2. Increase in health reserves.
Forms of organization:
1. Finger gymnastics
2. Gymnastics for the eyes
3. Respiratory
4. Articulating
5. Musical and breathing trainings
6. Dynamic pauses
7. Relaxation
8. Art therapy, fairy tale therapy
9. Movement therapy, music therapy
10. Color, sound therapy, sand therapy.
Khabarova T.V. « Pedagogical technologies in preschool education "- M., 2004.
2. Technologies project activities.
Purpose, tasks Application Methodological guide
Target: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.
Tasks:
1. Development and enrichment of social and personal experience through the involvement of children in the sphere of interpersonal interaction
2.creation of a unified educational space,
The project allows you to integrate information from different areas of knowledge to solve one problem and apply them in practice. Forms the organization:
1. Work in groups, pairs
2. Conversations, discussions
3. Socially active tricks: method of interaction, method of experimentation, method of comparison, observation
Evdokimova E.S. « Technology design in a preschool educational institution "... -: TC Sphere, 2006
L. S. Kiseleva, T. A. Danilova "Project method in the activities of a preschool institution"-M .: ARKTI, 2005
Novikov, A. M. "Educational project: methodology educational activities"- M .: Egves, 2004.
3. Technologies research activities.
Purpose, tasks Application Methodological guide
The goal of research activities in kindergarten is to form the main key competence
Task:
To form in preschoolers the main key competence, the ability for an exploratory type of thinking.
Forms of organization:
Heuristic conversations;
Formulation and solution of problems of a problematic nature;
Observations;
Modeling (creating models about changes in inanimate nature);
- fixing the results: observations, experiments, experiments, work;
- "Immersion" in colors, sounds, smells and images of nature;
Use of artistic word;
Didactic games, game educational and creative developing situations;
Labor orders, actions.
Kulikovskaya, I. E. "Children's experimentation"... Older preschool age, study guide, - M .: Pedagogical Society of Russia, 2003.
4. Information and communication technologies.
Purpose, tasks Application Methodological guide
Target:
1. Become a guide for the child to the world of new technologies, a mentor in choosing computer programs;
2. To form the foundations of the information culture of his personality, to improve.
3. To form the skills of possession computer, use of information and communication technologies in everyday work, the ability to use the capabilities of the Internet.
The informatization of society poses educators- preschoolers tasks:
To keep up with the times,
Become a guide for the child to the world of new technologies,
A mentor in choice computer programs,
To form the foundations of the information culture of his personality,
To raise professional level of teachers and competence of parents.
Forms of organization:
Selection of illustrative material for classes and for decorating stands, groups, classrooms (scan, internet, printer, presentation).
Selection of additional cognitive material for classes, acquaintance with scenarios of holidays and other events.
Exchange of experience, acquaintance with periodicals, developments of others teachers from Russia and abroad.
Registration of group documentation, reports.
Create presentations in the Power Point program to improve the effectiveness of educational activities with children and pedagogical competence from parents in the process of parenting meetings.
Komarova T. S, Komarova I. I., Tulikov A. V., “Information and communication technologies in preschool education "- M. Ed. Mosaic-Synthesis, 2011
5. Personality-oriented technologies.
Purpose, tasks Application Methodological guide
Target: ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for it development, realization of the available natural potentials.
Creation of conditions for personality-oriented interactions with children in developing space, allowing the child to show his own activity, to realize himself most fully.
Within the personality-oriented technologies independent directions stand out:
Humanely personal technologies, characterized by their humanistic essence, psycho-therapeutic focus on helping a child with weakened health, during the period of adaptation to the conditions of a preschool institution.
technology cooperation implements the principle of democratization of preschool education, equality in relationships a teacher with a child, partnership in the system of relationships "Adult - child".
Tasks:
1. The humanistic orientation of the content of the activities of the preschool educational institution
2. Providing a comfortable, conflict-free and safe environment child personality development, the realization of its natural potentials, an individual approach to pupils.
Educator and children create conditions developing environment, make manuals, toys, gifts for the holidays. Together they define a diverse creative activity (games, work, concerts, holidays, entertainment) .
Forms of organization:
1. Games, sports activities, GCD
2. Exercise, observation, experimental activity
3. Gymnastics, massage, training, role-playing games, etudes
Khabarova, T.V. « Pedagogical technologies in preschool education "- M., 2004.
6. Portfolio technologies.
Purpose, tasks Application Methodological guide
Tasks:
1. Take into account the results achieved educator in a variety of activities
2. Is an alternative form of assessment professionalism and performance teacher
Forms of organization:
Certification (reflect the achievements teacher, Preschool educational institution for the inter-certification period);
Accumulative (contain information on the results of activities teacher, preschool institution);
Thematic (reflect the experience of teacher, team on a specific topic).
Belaya K. Yu. -M .: UC Perspective, 2011.
7. Social games technologies.
Purpose, tasks Application Methodological guide
It is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes consistently:
Games and exercises that form the ability to highlight the main, characteristic features of objects, compare, contrast them;
Groups of games for generalizing objects according to certain criteria;
Groups of games during which preschoolers is developing the ability to distinguish between real and unreal phenomena;
Groups of games that develop the ability to control oneself, quick reaction to a word, phonemic hearing, ingenuity, etc.
Drawing up game technologies from individual games and elements - the concern of each educator.
Tasks:
1. Development of interactionChild-child, Parent child, "Child-adult" to ensure mental well-being.
2. Correction of impulsive, aggressive, demonstrative, protest behavior
3. Formation of skills and abilities of friendly communicative interaction
4. Solving problems "Social" hardening
5. Development skills of full-fledged interpersonal communication, allowing the child to understand himself.
Forms of organization:
1. Collective affairs, work in small groups for GCD, trainings on the ability to negotiate
2. Games with rules, games-competitions, games-dramatization, plot-role-playing games
3. Fairytale therapy
4. The method of creating problem situations with elements of self-esteem
5. Trainings, self-presentation
Belaya K. Yu. "Portfolio of participants in the educational process at preschool educational institutions"-M .: UC Perspective, 2011.
8. Case- technologies.
Purpose, tasks Application Methodological guide
"Case - technology» is an interactive technology for short-term training based on real or fictional situations, aimed mainly at the formation of new qualities and skills.
The immediate goal of the method is to analyze the situation through the joint efforts of a group of students (a case that arises in a specific state of affairs and to work out a practical solution; the end of the process is to evaluate the proposed algorithms and choose the best one in the context of the problem posed).
Tasks:
Acquaintance with a real or simulated problem and presenting your own view on its solution;
Have big influence on sensory, mental and speech child development;
Forms communication skills of children.
This technology combines this complex reality and learning challenge. Provides intellectually - moral development.
Teaching collective thinking and practical work, the formation of skills and abilities of social interaction and communication, skills of individual and joint decision-making.
Forms of organization:
With case- technologies no specific answers are given, they must be found on their own. This allows, based on their own experience, to formulate conclusions, to apply the knowledge gained in practice, to offer their own views on the problem. In the case, the problem is presented in an implicit, hidden form, and, as a rule, it does not have an unambiguous solution.
In some cases, it is necessary to find not only solutions, but also to formulate the problem, since its formulation is not explicitly presented.
This is a method of active problem-situational analysis based on learning by solving specific problem-situations (cases).
Davydova O. I., Mayer A. A., Bogoslavets L. G. “Interactive methods in the organization pedagogical councils in preschool educational institutions" - WITH - Pb: "CHILDHOOD - PRESS", 2008.
Thus: Technological approach, that is, new pedagogical technologies guarantee the achievements of the preschooler and further guarantee their successful schooling.
Each teacher - creator of technology, even if it deals with borrowing. Creation technologies impossible without creativity.
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Ministry of Education and Science of the Republic of Kazakhstan
Kwanson Kazakh-Korean College
Course work
on the topic: "Competent-oriented learning based on innovative technologies"
Completed:
Student gr. 11MPO EM
Forofontov P.Yu.
Checked:
teacher Snegireva E.E.
Ust-Kamenogorsk 2014
Introduction
1.1 Types of competencies
1.2 Competence approach to vocational education
Introduction
The English word "competence" refers to qualification, ability, fitness and competence. The level of competence is considered as a system of knowledge as opposed to the concept of a professional level, understood as the degree of formed skills.
In this course work, we wanted to give full semantic loads to the concepts of competence and competence, clarify the differences between them and point out the importance of the correct use of competence-based learning techniques based on innovative technologies in teaching methods.
Competence - the development of what abilities the subject is aimed at.
Competence - the level of the teacher's qualifications.
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 vocational education is understood as a measure of the correspondence of the educational result to the needs of the state, society and the individual. A significant limiting factor in the economic growth of Kazakhstan is the shortage of labor resources, which is already acutely felt 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 been receiving serious criticism from the main "customers" - the state, society, and employers. Especially urgent problem in the short and medium term, it becomes possible to ensure the quality of graduates of primary and secondary (pre-university) vocational education due to their real shortage in the labor market. competence training professional innovative
Over the past 40 years, the economy of Kazakhstan has functioned in the conditions of a growing number of able-bodied population. This favorable period has ended, and over the next decades it will decline sharply. According to the research results, about 500 thousand people will leave the working population in the next 20 years. The declining number of young people entering working age in 2006–2025 will compensate for the decline in the labor force by only half. A favorable migration situation will make it possible to compensate for another 7-8% of the departure. However, this is not enough to fully restore the labor potential: in 2025, its number will be 1/5 less than today.
The modern labor market, characterized by high innovation dynamics, makes 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 "knowledge" of graduates, but in terms of methods of activity; the emergence of additional, not previously updated requirements for employees associated with components of readiness for professional activity common for all professions and specialties, such as the ability to "team" work, cooperation, to establish social ties, to continuous self-education, the ability to resolve 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 competence-based approach, two basic concepts are distinguished: "competence" and "competence".
The analysis of works on the problem of the competence-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, accepted by all classification of competencies.
Andrey Viktorovich Khutorskoy - Doctor of Pedagogy, Corresponding Member of the Russian Academy of Education, distinguishing between these concepts, offers the following definitions.
Competence is a set of interrelated personality traits (knowledge, abilities, skills, methods), set in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them.
Competence - possession, possession by a person of the appropriate competence. Including his personal attitude towards her and the subject of activity.
That is, competence is a characteristic given to a person as a result of assessing the effectiveness / efficiency 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, over-subject, professional, over-professional, etc.
Each person should have general (key) competencies, the term itself indicates that they are the "key", the basis for others, more specific and subject-oriented. It is assumed that the key competencies are of a supra-professional and supra-subject 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 when receiving vocational training. In the European project "Definition and selection of key competencies", key competencies are defined as important "in many areas of life and serving as a guarantee of success in life and effective functioning of society."
Coursework object: Technological and vocational education system.
Coursework subject: Competent-oriented learning using innovative technologies.
Objectives of the course work.
1. To study the concepts of competence and competence in vocational training... Show the relevance of the use of competence-based learning based on innovative technologies.
2. Create methodological development lesson plan: “Diagrams. Plotting longitudinal tensile forces "
Chapter I. Characteristics of competence-based learning using innovative technologies
1.1 Types of competencies
The specific content of the concept of "competence" is associated with an analysis of the request of employers and social expectations of society. Thus, five key competencies are identified with which "young people should be equipped":
|
General competences (basic, universal, key) |
||
|
political and social |
the ability to accept responsibility, participate in group decision-making, resolve conflicts non-violently |
|
|
related to life in a multicultural society |
respect for others and the ability to live with people of other cultures, languages and religions |
|
|
related to the mastery of oral and written communication |
important for work and social life, as people who do not own them are at risk of social exclusion. In the same context of communication, knowledge of more than one language is becoming increasingly important. |
|
|
associated with the increasing informatization of society |
Possession of information technologies, understanding of their application, strengths and weaknesses. Ability to make critical judgments about information disseminated by the media |
|
|
ability to learn throughout life |
as a 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, integrated, personality-oriented, etc. The competence-based approach in vocational education is the least developed of all the approaches listed above.
The competence-based approach in vocational education dates back to the early eighties of the twentieth century. In the beginning, not the term "competence-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 the competence-based approach in vocational education has entered pedagogy.
1.2 "Competence-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 assimilating the amount of knowledge accumulated by humanity, then competencies become the leading content of education, its main results that are in demand outside the educational institution. Moreover, competence can be understood more broadly, namely, as the development of certain forms of thinking and activity. Then the meaning of a person's education is to assimilate a 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 competence-based approach in education, as opposed to the concept of "assimilation of knowledge", but in fact the amount of information (information), involves the development of various kinds of skills by students, allowing 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 appropriate means in advance. They need to be found in the process of solving such situations and achieve the required results.
Thus, the competence-based approach is a strengthening of the applied, practical nature of all education (including subject teaching).
The normative transition to competence-based education in Kazakhstan was fixed in 2001 in the Concept of modernization of Kazakhstani education and Priority directions of development educational system RK. In the Republican target program for the development of education, among the main directions, it is indicated that 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 the successful solution of the set tasks is the introduction of educational programs in the vocational education system, built on the basis of a modular-competence approach.
The new educational standards also imply a competence-based approach, which means project-based teaching methods, approbation of various forms of work, which are based on the independence and responsibility for the learning outcomes of the students themselves.
Requirements for learning outcomes (including the types of professional activities being mastered, competencies, practical experience, skills and knowledge) are mandatory. The following general competences are defined:
Understand the essence and social significance of your future profession;
Organize your own activities;
Analyze the working situation, be responsible for the results of your work;
Use information and communication technologies, search for information necessary for the effective performance of professional tasks;
Work in a team, communicate effectively with colleagues, management, clients.
For each profession, professional competencies are also defined that correspond to the main types of professional activity.
What is the reason for such an interest in competencies and giving them a central place in modern education?
This is primarily due to the systemic changes that have taken place in the sphere of labor and management. The development of information technologies has led not only to an increase in the volume of consumed information tenfold, but also to its rapid aging, constant renewal, 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 in order to be successful, a person has not only to change jobs, but also to 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 information given once and for all, but on the ability to navigate information flows, on initiative, on the ability to cope with problems, to search for and use the missing knowledge or other resources. Accordingly, the requirements for employees have undergone serious changes. It is not enough to be a specialist, you also have to be a good employee. The place of a performer who effectively copes with his duties was taken by the image of a proactive employee, who knows how to take responsibility and make decisions in uncertain situations, who knows how to work in a group for a common result, study independently, making up for the lack of professional knowledge necessary to solve a specific problem.
Competence-based education presupposes 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 "assimilation of knowledge".
The position of the teacher is also fundamentally changing. He ceases to be, together with the textbook, the bearer of "objective knowledge" that he is trying to convey to the student. Its main task is to motivate students to show initiative and independence. He must organize the independent activity of students, in which everyone could realize their abilities and interests. In fact, he creates conditions, a developing 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 result-oriented education model requires the improvement of both management systems, methodological work, and approaches to the design of the lesson, its content, the development and implementation of competence-oriented tasks. At the same time, an important role is assigned to control and measuring materials, which involve tracking the results of not only the knowledge level, but also the competence level, since in accordance with the changed requirements for intermediate certification, the control work can no longer be a form of intermediate certification of disciplines, therefore, competency-oriented tasks should have practical orientation, social and personal significance, correspond to the level of education. Effective is the solution of competence-oriented tasks (KOZ) or situational tasks. KOZ allows you to imagine how the acquired knowledge and skills can be applied in practice, in a new situation.
In the period of transition to new value pedagogical guidelines, the lesson remains the 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, competence-oriented.
The development of competencies in the classroom is facilitated by the use of modern pedagogical technologies. There are a lot of technologies that ensure the formation of competencies in the lesson: the technology of critical thinking, discussion technology, case technology (situational seminar, solving situational problems.
This method is a description of a specific situation that requires practical resolution), any types of project activities, 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 thought 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 of the development of education in Russia, the emphasis is shifted from a narrowly professional approach to training specialists to the multilateral development of the personality, the development and implementation of key functions, social roles, and competencies by students in the context of the new approach. Hence, the role of educational practice (industrial training) increases even more. It should be as close as possible to the conditions of modern production. The success of the professional activity of graduates of an educational institution is due to the transition from the process of obtaining a general theoretical professional education to the formation of a complex of professional skills that are in demand in labor activity in a free market.
Accordingly, the programs of educational and industrial practices should be guided by the continuous improvement of such characteristics as qualifications and level of training, which are integral parts of professional competence, which is ensured by the acquisition of professional work experience in the process of gradual passage of all types of educational practices.
The main requirement of employers for graduates is work experience. During vocational training at the lyceum, students should have the opportunity to gain this experience and, thus, to form professional competence. In order for students to clearly understand the essence and social significance of the chosen profession, it is necessary that the theoretical knowledge obtained for the formation of professional competence is supported by practical skills. But sometimes a very low level of organization of practices and weak ties with real production are not enough to gain real work experience. Therefore, the organization of industrial training, as close as possible to the conditions of production, is our primary task.
One of the acute problems of competence-based education is the problem of the textbook. With the exception of a few, very few, new teaching books, no textbook is specifically geared towards implementing a competency-based approach. Therefore, the construction of a lesson according to a textbook, on the basis of texts, questions and tasks contained in it, in the context of a competence-based approach is completely unsuitable. When preparing for a lesson, a fundamentally different selection of content is often required, including questions and tasks. The textbook, of course, can be used, but only as one of the auxiliary teaching or reference manuals. The use of two or three textbooks by different authors for the same course is more consistent with the competence-based approach. This allows students to compare and analyze different author's approaches to presenting the same topic.
One classroom-lesson activity is not enough for a competence-based approach. In the context of the implementation of the competence-based approach, the extracurricular activities of students carry no less educational load. If possible, it should be organized as a group activity, in the process of which personal experience is formed and comprehended, while minimizing individual and frontal conversations class teacher with students, reports and messages on thematic classroom hours, passive visits to cultural facilities and institutions and similar frontal individual and "incompetent" forms of work.
Thus, educational institutions should help students in mastering the technologies of life, create conditions for the formation of the abilities of self-esteem, self-knowledge, self-presentation and self-control, reveal the potential of self-realization, self-actualization and self-regulation.
Our task is to create conditions for successful self-realization of graduates. Indeed, in the near future they will have to realize themselves without our help.
The competence-based approach in training specialists allows to form such abilities and skills as:
· Competitiveness;
· Be able to use knowledge in a related specialty;
· Be able to organize their work on a scientific basis;
· Be able to use modern information technologies.
The competence-based approach, of course, requires the improvement of educational technologies. But it is in modern conditions it is one of the guarantees of the quality of education.
Summing up, we can say that the competence-based approach is systemic, interdisciplinary, it has both personal and activity aspects. Based on the competence-based approach to the organization of the educational process, key competencies are formed in students, which are an integral part of his activities as a future specialist and one of the main indicators of his professionalism, as well as necessary condition improving the quality of vocational education.
1.3 Innovative pedagogical technologies in the formation of professional competencies
Today, in Kazakhstani education, the principle of variability has been proclaimed, which makes it possible for the teaching staff of educational institutions to choose and design pedagogical process for any model, including copyright. Education is progressing in this direction: the development of various options for its content, the use of the possibilities of modern didactics in increasing the efficiency of educational structures; scientific development and practical justification of new ideas and technologies. At the same time, it is important to organize a kind of dialogue between various pedagogical systems and learning technologies, to test new forms in practice - additional and alternative state system education, the use in modern conditions of integral pedagogical systems of the past.
The concept of "innovation" refers not only to the creation and dissemination of innovations, but to such changes, which are significant, accompanied by changes in the way of activity, style of thinking. The category of novelty refers not only (and not so much!) To time, but to the qualitative features of changes. In this work, models are considered as innovative ones that transform the nature of learning in relation to such essential and instrumentally significant properties as target orientation, the nature of the interaction between the teacher and students, and their positions in the course of learning.
In these conditions, the master needs to navigate in a wide range of modern innovative technologies, ideas, schools, directions, not to waste time on discovering what is already known, but to use the entire arsenal of pedagogical experience. Today, it is impossible to be a pedagogically competent specialist without studying the entire wide range of educational technologies.
Alternativeness: the difference between any of the main components of the educational process (goals, content, methods, means, etc.) from the traditional ones adopted in the mass school.
Conceptuality of the educational process: consciousness and use of philosophical, psychological, socio-pedagogical or other scientific foundations in the author's model.
The consistency and complexity of the educational process.
Socio-pedagogical expediency: compliance of the goals of the educational institution with the social order.
At the moment, a variety of pedagogical innovations are used in vocational education. It depends primarily on the traditions of the institution. Nevertheless, the following are the most characteristic innovative technologies:
1. Information and communication technologies (ICT) in subject teaching The introduction of ICT into the content of the educational process implies the integration of various subject areas with informatics, which leads to informatization of students' consciousness and their understanding of informatization processes in modern society (in its professional aspect). Awareness of the emerging tendency in the process of informatization of an educational institution is essential: from the development of students' basic information about computer science to the use of computer software in the study of special disciplines, and then to saturation of the structure and content of education with elements of informatics, the implementation of a radical restructuring of the entire educational process based on application of information technology. As a result, new information technologies appear in the methodological system, and graduates of colleges and higher educational institutions are trained to master new information technologies in their future labor activity. This direction is implemented through the inclusion in the curriculum of new subjects aimed at studying computer science and ICT. The experience of using ICT in colleges has shown that:
a) the information environment of an open college, including various forms of distance education, significantly increases the motivation of students to study subject disciplines, especially using the project method;
b) the informatization of education is attractive for the student in that the psychological stress of communication is removed by the transition from the subjective relationship "master-student" to the most objective relationship "student-computer-master", the efficiency of student work increases, the share of creative work increases, and in the future realizes the purposeful choice of a prestigious job;
c) the informatization of teaching is attractive for the master in that it allows him to increase the productivity of his work, increases the general information culture of the teacher.
2. Personality-oriented technologies put the student's personality at the center of the entire professional educational system, ensuring comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the student in this technology is not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve any abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric. Thus, personality-oriented technologies are characterized by anthropocentricity, humanistic and psychotherapeutic orientation and are aimed at versatile, free and creative development student. Within the framework of personality-oriented technologies, human-personal technologies, technologies of cooperation and technologies of free education are distinguished as independent directions.
Free education technologies focus on providing the student with freedom of choice and independence in a greater or lesser sphere of his life. Making a choice, the student realizes the position of the subject in the best way, going to the result from an internal motivation, and not from an external influence.
Cooperation technologies implement democracy, equality, partnership in the subject-subject relationship of a teacher and a student. The teacher and students jointly develop goals, content, and assess, being in a state of cooperation, co-creation.
3. Information and analytical support of the educational process and quality management of students' education.
The use of such an innovative technology as an information-analytical methodology for managing the quality of education allows you to objectively, impartially track the development in time of each student individually, group, parallel, college as a whole. With some modification, it can become an indispensable tool for preparing classroom - generalizing control, studying the state of teaching any subject of the curriculum, studying the system of work of an individual teacher.
4. Monitoring of intellectual development.
Analysis and diagnostics of the learning quality of each student by testing and graphing progress dynamics.
5. Educational technologies as a leading mechanism for the formation of a modern student.
It is an integral factor in the modern learning environment. It is implemented in the form of involving students in additional forms of personality development: participation in cultural events for national traditions, theater, training centers, etc.
6. Didactic technologies as a condition for the development of the educational process. Here, both already known and proven techniques can be implemented, as well as new ones. It - independent work with the help of an educational book, play, design and protection of projects, teaching with the help of audiovisual technical means, the "consultant" system, group, differentiated teaching methods - the "small group" system, etc. Usually, various combinations of these techniques are used in practice.
7. A module is a functional unit that includes subject content and technology for its assimilation. The training module has a structure consisting of three structural parts: introductory, technical and final.
In the introductory part, the master: - acquaints students with the general structure and content of the training module; - determines the goals and objectives of the cognitive activity of students in this educational and technical module; - briefly within 15-20 minutes. presents educational material on the entire topic of this module, relying on support diagrams, stands, etc.).
In the technical part, the master: - isolates the main content teaching material to work it out in the dialogical part; - selects active forms of education that provide dialogical communication of students; - prepares three-level tasks varying degrees complexity and standard answers to them;
Prints out handouts for each student. In the final part, the master exercises control: - compulsory - testing - the choice of a teacher (depending on the specifics of the subject, topic or section) - credit, control work, test, practical task, laboratory work.
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Center for Philological Education ISMO RAO Laboratory for Teaching Russian (Native) Language Department of Russian Language, Faculty of Medicine Russian University friendship of peoples st. Miklukho-Maklaya, 6, Moscow, Russia, 117198
The article emphasizes the relevance of the technological approach to education. The idea of introducing competence-based technologies into the learning process reflects the need to increase the efficiency of the educational process, 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 personality development.
In modern didactics, in many methodical 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, there are such terms as pedagogical technologies, educational technologies, new pedagogical, innovative educational technologies.
It is possible to outline the stages in the development of the concept of "pedagogical technology": from the use of audiovisual aids in the educational process (1940s - mid 1950s), programmed teaching (mid 1950s - 1960s) to a pre-designed educational process , guaranteeing the achievement of clearly set goals (1970s), to the creation of computer and information technologies for teaching (early 1980s).
More often, educational technology is defined as a set of certain forms and methods of teaching, ensuring 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 competence-based education technologies in world pedagogy is the formation and development of students' intellectual skills, their moral development, the formation of critical and creative thinking as priority areas of human development.
Modern educational technologies take into account the age, individual psychological characteristics of students, focus on the student as a subject of the educational process, who, together with the teacher, can determine the educational goal, plan, prepare and implement the educational process, analyze the results achieved.
In accordance with this approach, the teacher creates conditions for the formation of the student's personality in learning activities.
The educational activity of students in the course of completing educational assignments is the basis of the learning process. The teacher engages each student in an active cognitive activity, organizes joint work in cooperation in solving various educational problems, acquaints with the ways of obtaining the necessary information in order to form their own reasoned opinion on a particular problem, the possibility of its comprehensive study.
How can you explain the increased attention to the search for new educational technologies? It is obvious that the development of competence-based technologies is a search for ways to obtain a guaranteed high-quality educational result.
Competence-based technologies are diverse. For example, in the practice of teaching the Russian language, modular teaching technology (T. Shamova, P. Tretyakov, I. Sennovsky), problem-heuristic technology (A.V. . Polat), information technology based on algorithms (NN Algazina).
The description of pedagogical technologies in teaching the Russian language was proposed largely on the basis of the development of this problem in didactics. To some extent, research on this topic 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 speech-thinking abilities of students by means of their native language, as well as in the mainstream of developing, differentiated, individual, problem-based learning. 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 and others).
The question arises, how do these modern technologies differ from traditional teaching methods and how do they relate to them?
Basically, the methodologists, taking into account the problems of the practice of teaching the Russian language, went towards the introduction of modern methods and forms of teaching in the traditional structure of the lesson, developed models of non-traditional forms of the lesson. So, in the last decade, a system of non-traditional lessons has developed in the practice of teaching the Russian language: integrated lessons based on interdisciplinary connections, lessons in the form of competitions (linguistic tournament, linguistic battle), lessons based on forms, genres and methods of work known in public practice. (interview, reportage, linguistic research), lessons based on non-traditional organization of educational material (wisdom lesson, presentation lesson), lessons using fantasy (fairy tale lesson), lessons with imitation of public forms of communication (press conference, auction, benefit performance, TV show), lessons based on imitating the activities of organizations and institutions (meeting of the Academic Council, debates in parliament), lessons imitating social and cultural events (extramural excursion, travel lesson, living room, linguistic theater).
In contrast to the structural modernization of the traditional lesson, new educational technologies offer such innovative models of building the educational process, where the interconnected activity of a teacher and a student is brought to the fore, aimed at solving both educational and practically significant tasks.
What organizational models of teaching the Russian language have entered the practice of teaching? First of all, this is modular training. Modular learning is based on an activity-based approach to learning: only that educational content is realized and firmly assimilated by the student, which becomes the subject of his active actions. The implementation of this technology requires that training is ongoing in the zone of proximal development of the student. In modular training, this is achieved by differentiating the content and dose of assistance to the student, organizing educational activities in different forms: individual, pair, group, in pairs of replacement composition. A lot of modular learning uses programmed learning. Firstly, the clear actions of each student in a certain logic, secondly, the activity and independence of actions, thirdly, the individualized pace and, fourthly, constant reinforcement, which is carried out by comparing (checking) the course and result of activity, self-control and mutual control.
The training material is divided into thematic blocks, each thematic block fits into the rigid time frame of a two-hour lesson. For better assimilation of the content of the thematic block, the teacher follows the rigid structure of a 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 the system of actions is indicated, each stage of the lesson ends with a test task that allows you to establish the success of the training.
With the help of modules, the teacher controls the learning process. At the very training session, the teacher's role is to form positive motivation of the student, in organizing, coordinating, consulting, and controlling. A modular lesson allows you to use the entire arsenal of methods and forms of education, which has been accumulated by the practice of teaching the Russian language, that is, modular training, in fact, is an integrative technology.
One of the established technologies for teaching the Russian language has become the technology of level differentiation, in which a transition from the mastering by students of all the teaching material presented by the teacher to the compulsory mastering of only precisely indicated is obligatory. The teacher conducts training at a high level, however, at the same time, he constantly highlights the basic compulsory component, and the student himself chooses the level of development, but not lower than the basic one. The undoubted advantage of using the technology of level differentiation is the formation of positive motivation in relation to the 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 method of projects. It is known that the project method has a long history in both world and domestic pedagogy.
The technology of projects, or the method of projects, due to its didactic essence, allows solving the problems of forming and developing intellectual skills of critical and creative thinking.
A student's work on an educational project, as a rule, is carried out throughout the academic year and includes several stages: preliminary selection of a topic, taking into account the teacher's recommendations; drawing up a plan, studying the literature on a given topic and collecting material, creating your own text containing an analysis of the literature and your own conclusions on the topic, defense, which involves an oral presentation containing a brief description of the work, answers to questions on the topic of the work. To some extent, this brings the educational project closer to the already traditional form - an essay. However, the point of view is gaining more and more popularity that an educational project is an independent research activity of a student, which has not only educational, but scientific and practical significance, well understood by both the teacher - the project manager and its performer. This is a solution to a problem that requires integrated knowledge, research search for its solution. Therefore, the presentation of the results of the project looks like a scientific report (for example, on the topic "The use of one-part sentences in the lyric works of A.S. Pushkin") with the formulation of problems and scientific conclusions about the trends that can be traced in the development of this problem (creation of a dictionary of modern vocabulary, the project " Museum of the Russian Word ”, the creation of the Society for the Protection of the Russian Language and the writing of its Charter, the preparation of computer programs in the Russian language called, for example,“ Linguistic Crosswords ”, etc.).
However, there are real problems in evaluating a training project, because, as a rule, the creation of a project is a collective work (in a group, in a pair). If a student has completed an individual project, then it is possible to evaluate it in the traditional grading 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 raised, the adequacy of their studied topics;
Correctness of the used research methods and methods of processing the results;
The activity of each project participant in accordance with his individual capabilities;
The collective nature of the decisions made;
The nature of communication and mutual assistance, the complementarity of the project participants;
Necessary and sufficient depth of penetration into the problem, attraction of knowledge from other areas;
Evidence of decisions made, the ability to argue their conclusions, conclusions;
Aesthetics of the presentation of the results of the completed project;
Ability to answer the questions of opponents, conciseness and reasoning of the answers of each member of the group.
However, these qualitative criteria need to be formalized for the assessment to be objective. Developing a system for evaluating a training project is a matter of the future.
The project method is currently being actively adopted in teaching the Russian language. This method involves the organization of joint or individual work of students on a particular problem with the obligatory presentation of the results of their activities.
This technology makes it possible to actualize the most important speech skills of students, to include them in all types of speech activity (speaking, listening, reading, writing), to improve the skills of information and semantic processing of texts. The method of projects is of interest to teachers of the Russian language, however, the experience of creating projects in the Russian language is still limited.
According to many experts, distance (distant) learning can be called the technology of the near future, which makes it possible to effectively use study time due to quick access to information and optimize the learning process by building an individual educational trajectory.
The student receives a set (portfolio) of teaching materials, studies them independently, referring to the teacher as necessary, works in forums, participates in discussions. Upon completing the study of a subject or course, a student takes an exam, receives examination materials (questions and tasks) in electronic form, performs work on a computer and sends it to the teacher for verification by e-mail. The teacher acts in this case both as a consultant, assisting the student in choosing a curriculum, literature, helping to master difficult sections of the course, and as an examiner.
Information technologies used in distance learning represent new, wider opportunities in teaching the Russian language. This technology uses a specific way of presenting educational material based on hypertext - a system of links, which makes it easier for everyone to find and use the necessary information on an individual basis. However, this technology places special demands on e-learning courses for distance learning. Several leading principles can be identified that determine the content of electronic manuals: the principle of accessibility and entertainment, which will increase interest in learning; the principle of scientific character, which will ensure an increase in the educational level of the youth audience; the principle of total visibility, which involves the use of audiovisual and verbal visibility (in the context of preparing Internet versions of the radio broadcast), which provides a greater understanding of the language and speech problems by the youth audience, and actualizes the desire to participate in the discussion of the proposed issues; the principle of dialogue, which involves modeling speech situations in which students take part.
We consider the reflection of the problem of careful and respectful attitude to the Russian language as the state language, the language of
interethnic communication, Russian language fiction... Problems need to be addressed speech etiquette in the process of interpersonal communication among young people, including in the Internet space, in communication between young people and people of older generations, it is necessary to characterize the typical speech errors encountered both in oral and written speech of young people.
In the materials of e-books, it is necessary to present modern techniques, approaches that allow you to independently improve the skills of speaking and writing, therefore it is advisable to refer to the history of the development of Russian literary language, the lexicographic resource of the Russian literary language (first of all, to the corpus of dictionaries of modern Russian speech), the study of some methods of information-semantic processing of the text, etc.
LITERATURE
Selevko G.K. Modern educational technologies. - M .: Public education, 1998.
Gats. I.Yu. Methodical notebook of the teacher of the Russian language. - M .: Bustard, 2003.
Gosteva Yu.N., Shibaeva L.A. Integrated lessons (Russian and mathematics) // Russian at school. - 1993. - No. 3, 6.
P.I. Tretyakov, I.B. Sennovsky The technology of modular education at school: Practice-oriented monograph. - M., 1997.
COMPETENCE ORIENTED DIDACTIC TECHNOLOGIES IN TEACHING RUSSIAN LANGUAGE
Russian Language Department Medical Faculty Peoples ’Friendship University of Russia Miklukho-Maklay str., 6, Moscow, Russia, 117198
The article is dedicated to innovative educational technologies. Modern education based on 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.