Principles of classical didation in traditional and competency-based training. Competency-oriented learning based on innovative technologies Competency-oriented learning technologies

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Ministry of Education and Science of the Republic of Kazakhstan

Kazakh-Korean College Gwangseong

Course work

on the topic: “Competency-oriented training 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 Competency-based approach in vocational education

Introduction

The English word “competence” means qualification, ability, suitability 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 and abilities.

In this course work, we wanted to give full meaning to the concepts of competence and competency, explain the differences between them and point out the importance of the correct use of competence-oriented teaching techniques based on innovative technologies in teaching methods.

Competence - what abilities the subject is aimed at developing.

Competence is the level of qualification of the teacher.

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

Over the past 40 years, the economy of Kazakhstan has operated in the context of a growing working-age population. This favorable period has ended and it will decline sharply over the next decades. According to research results, about 500 thousand people will leave the working population in the coming 20 years. The declining number of young people entering working age in 2006-2025 will only compensate for half of the decline in the labor force. A favorable migration situation will make it possible to compensate for another 7-8% of departures. However, this is not enough to fully restore the labor potential: in 2025, its number will be 1/5 less than today.

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

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

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

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

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

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

That is, competence is a characteristic given to a person as a result of assessing the effectiveness/effectiveness of his actions aimed at resolving a certain range of tasks/problems that are significant for a given community.

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

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

Object of course work: System of technological and vocational education.

Subject of course work: Competence-oriented training using innovative technologies.

Objectives of the course work.

1. Explore the concepts of competency and competency in vocational training. Show the relevance of using competency-oriented training based on innovative technologies.

2. Create a methodological development of a lesson plan: “Diagrams. Construction of diagrams of longitudinal tensile forces"

Chapter I. Characteristics of competency-oriented training using innovative technologies

1.1 Types of competencies

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

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

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

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

1.2 "Competency-based approach" in vocational education

If we consider a person’s education in the context of his socialization in society, and not only in the context of assimilation of the amount of knowledge accumulated by humanity, then competencies become the leading content of education, its main results, demanded outside the educational institution. Moreover, competencies can be understood more broadly, namely as the mastery of certain forms of thinking and activity. Then the meaning of a person’s education is to master any cultural tradition as a system of previously developed means that allows him to interact with the outside world, develop his abilities, realize himself as “I” and be successful in a given society. The competency-based approach in education, as opposed to the concept of “mastering knowledge”, but in fact the sum of information (information), involves students mastering various kinds of skills that allow them to act effectively in the future in situations of professional, personal and social life. Moreover, special importance is attached to skills that allow one to act in new, uncertain, problematic situations for which it is impossible to develop the appropriate means in advance. They need to be found in the process of solving similar situations and achieving the required results.

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

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

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

Requirements for learning outcomes (including the types of professional activities mastered, competencies, practical experience, skills and knowledge) are mandatory. The following general competencies are defined:

Understand the essence and social significance of your future profession;

Organize your own activities;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

· competitiveness;

· be able to use knowledge in a related specialty;

· be able to organize your work on a scientific basis;

· be able to use modern information technologies.

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

To summarize, we can say that the competency-based approach is systemic, interdisciplinary, it has both personal and activity aspects. Based on a competency-based approach to organizing the educational process, students develop key competencies, which are an integral part of their activities as a future specialist and one of the main indicators of their professionalism, as well as a necessary condition for improving the quality of professional education.

1.3 Innovative pedagogical technologies in the formation of professional competencies

Today, the principle of variability has been proclaimed in Kazakhstani education, which makes it possible for teaching staff of educational institutions to choose and design the pedagogical process according to any model, including author’s ones. The progress of education is also going in this direction: the development of various options for its content, the use of the capabilities 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 different pedagogical systems and teaching technologies, testing new forms in practice - additional and alternative to the state education system, and using integral pedagogical systems of the past in modern conditions.

The concept of “innovation” refers not simply to the creation and dissemination of innovations, but to such changes that are significant in nature and are accompanied by changes in the way of activity and 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 that transform the nature of learning in relation to such essential and instrumentally significant properties as goal orientation, the nature of interaction between the teacher and students, and their positions in the course of learning are considered as innovative.

In these conditions, the master needs to navigate a wide range of modern innovative technologies, ideas, schools, trends, not waste time discovering what is already known, but 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

Alternativeity: the difference between any of the main components of the educational process (goals, content, methods, means, etc.) from the traditional ones accepted in a mass school.

Conceptuality of the educational process: consciousness and use of philosophical, psychological, socio-pedagogical or other scientific foundations in the author’s model.

Systematicity and complexity of the educational process.

Social and pedagogical expediency: compliance of the goals of the educational institution with the social order.

Currently, a variety of pedagogical innovations are used in vocational education. This depends, first of all, on the traditions of the institution. However, the following most characteristic innovative technologies can be identified:

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 computer science, which leads to the informatization of students’ consciousness and their understanding of the processes of informatization in modern society (in its professional aspect). Of essential importance is the awareness of the emerging trend in the process of informatization of an educational institution: from students mastering initial information about computer science to the use of computer software in the study of special disciplines, and then to saturating the structure and content of education with elements of computer science, implementing 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 prepared to master new information technologies in their future careers. This direction is being implemented through the inclusion of new subjects in the curriculum 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) informatization of learning is attractive for students in that the psychological stress of communication is relieved by moving from the subjective “master-student” relationship to the most objective “student-computer-master” relationship, the efficiency of student work increases, the share of creative work increases, and in the future the purposeful choice of prestigious work is realized;

c) informatization of teaching is attractive for the master in that it allows him to increase the productivity of his work and improves the general information culture of the teacher.

2. Personality-oriented technologies place the student’s personality at the center of the entire professional educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The student’s personality 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 of achieving 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 the versatile, free and creative development of the student. Within the framework of personality-oriented technologies, humane-personal technologies, technologies of cooperation and technologies of free education are distinguished as independent directions.

Technologies of free education place emphasis on providing the student with freedom of choice and independence in a greater or lesser area of ​​his life. When making a choice, the student realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

Collaboration technologies implement democracy, equality, partnership in subject-subject relations between teacher and student. The teacher and students jointly develop goals, content, and give assessments, being in a state of cooperation and co-creation.

3. Information and analytical support of the educational process and management of the quality of student education.

The use of such innovative technology as information and analytical methods for managing the quality of education allows us to objectively, impartially trace the development over time of each student individually, group, parallel, college as a whole. With some modification, it can become an indispensable tool in preparing class-general control, studying the state of teaching of any subject of the curriculum, studying the work system of an individual teacher.

4. Monitoring of intellectual development.

Analysis and diagnosis of the quality of learning for each student using testing and plotting graphs of progress dynamics.

5. Educational technologies as the leading mechanism for the formation of a modern student.

It is an integral factor in modern learning conditions. It is implemented in the form of involving students in additional forms of personal development: participation in cultural events based on national traditions, theater, advanced training centers, etc.

6. Didactic technologies as a condition for the development of the educational process. Both already known and proven techniques and new ones can be implemented here. These are independent work with the help of a textbook, games, design and defense of projects, training 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 acquisition. The training module has a design consisting of three structural parts: introductory, technical and final.

In the introductory part, the master: - introduces students to the general structure and content of the educational module; - determines the goals and objectives of students’ cognitive activity in this educational and technical module; - briefly for 15-20 minutes. presents educational material on the entire topic of this module, relying on supporting diagrams, stands, etc.).

In the technical part, the master: - identifies the main content of the educational material for elaboration in the dialogical part; - selects active forms of learning that ensure dialogical communication between students; - prepares three-level tasks of varying degrees of complexity and standard answers for them;

Prints out handouts for each student. In the final part, the master carries out control: - mandatory - testing - at the choice of the teacher (depending on the specifics of the subject, topic or section) - test, test, test, practical assignment, laboratory work.

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Problems and prospects for implementing a competency-based approach in education. Teaching the Russian language in the context of modernization of general education. Experimental work on the introduction of a competency-based approach in the classroom. Lesson notes.

COMPETENCE-ORIENTED PEDAGOGICAL TECHNOLOGIES IN TEACHING THE RUSSIAN LANGUAGE

Yu.N. Gosteva

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

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

In modern didactics, in many methodological works, the term “pedagogical technology” has become widespread. The concept of “technology” is currently being clarified; the term is used in a fairly broad context. In practice, we encounter such terms as pedagogical technologies, educational technologies, new pedagogical, innovative educational technologies.

It is possible to outline the stages of development of the concept of “educational technology”: from the use of audiovisual means in the educational process (1940s - mid-1950s), programmed training (mid 1950s - 1960s) to a pre-designed educational process , guaranteeing the achievement of clearly defined goals (1970s), to the creation of computer and information technologies for education (early 1980s).

More often, educational technology is defined as a set of certain forms and methods of teaching that ensures the creation of educational products by students (A.V. Khutorskoy). Thus, the definition of educational technologies is based on the goals that must be achieved (educational result), the method of interrelated activities of the teacher and student and their role in the educational process.

The main direction of competency-oriented educational technologies in world pedagogy is the formation and development of students’ intellectual skills, their moral development, the formation of critical and creative thinking as priority areas of human development.

Modern educational technologies take into account the age, individual and psychological characteristics of students, focus on the student as a subject of the educational process, who, together with the teacher, can determine the educational goal, plan, prepare and implement the educational process, and analyze the results achieved.

In accordance with this approach, the teacher creates conditions for the formation of the student’s personality in educational activities.

The educational activity of students during the implementation of educational tasks is the basis of the learning process. The teacher involves each student in active cognitive activity, organizes joint work in cooperation in solving various educational problems, introduces ways to obtain the necessary information in order to form their own reasoned opinion on a particular problem, the possibility of its comprehensive study.

How can we explain the increased attention to the search for new educational technologies? It is obvious that the development of competency-oriented technologies is a search for ways to obtain a guaranteed high-quality educational result.

Competency-oriented technologies are diverse. For example, in the practice of teaching the Russian language, modular teaching technology is used (T. Shamova, P. Tretyakov, I. Sennovsky), problem-heuristic technology (A.V. Khutorskoy), collaborative learning, project method, information technology (E.S. Polat), information technologies based on algorithms (N.N. Algazina).

A description of pedagogical technologies in teaching the Russian language is proposed largely on the basis of the development of this problem in didactics. To some extent, research on this issue has been taken into account in the methodology of teaching the Russian language. In the future, it seems necessary to highlight this problem on the basis of research devoted to the development of students’ speech-thinking abilities using the means of their native language, as well as in line with developing, differentiated, individual, problem-based teaching of their native language (E.S. Antonova, A.D. Deikina, T.K Donskaya, O.M. Kanarskaya, T.A. Ladyzhenskaya, S.I. Lvova, M.R. Lvov, T.V. Napolnova, E.N. Puzankova, M.M. Razumovskaya, etc.).

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

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

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

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

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

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

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

Among the new pedagogical technologies, the most adequate to the set goals of teaching the Russian language, from our point of view, is the technology of projects, or the project method. It is known that the project method has a long history both in world and domestic pedagogy.

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

The student’s work on an educational project, as a rule, is carried out throughout the entire academic year and includes several stages: preliminary selection of a topic, taking into account the teacher’s recommendations; drawing up a plan, studying literature on this topic and collecting material, creating your own text containing an analysis of the literature and your own conclusions on the topic, defense, which involves an oral presentation containing a brief description of the work, answering questions on the topic of the work. To some extent, this brings the educational project closer to the already traditional form - the abstract. However, the point of view is becoming increasingly widespread that an educational project is an independent research activity of a student, which has not only educational, but scientific and practical significance, which is well understood by both the teacher - the project leader and its executor. This is a solution to a problem that requires integrated knowledge and research to solve it. Therefore, the presentation of the results of the project looks like a scientific report (for example, on the topic “The use of one-part sentences in the lyrical works of A.S. Pushkin”) with the formulation of problems and scientific conclusions about the trends that can be traced in the development of this problem (the creation of a dictionary of modern vocabulary, the project “ Museum of the Russian Word", the creation of the Society for the Protection of the Russian Language and the writing of its Charter, the preparation of computer programs on the Russian language called, for example, "Linguistic crosswords", etc.).

However, there are real problems in evaluating an educational project, because, as a rule, creating a project is a collective work (in a group, in pairs). If a student has completed an individual project, it can be assessed using the traditional assessment system. How, by what criteria, to evaluate the contribution of each participant in a collective project?

Such criteria are only outlined, namely:

The significance and relevance of the problems put forward, their adequacy to the topic being studied;

The correctness of the research methods used and the methods for processing the results obtained;

The activity of each project participant in accordance with his individual capabilities;

Collective nature of decisions made;

The nature of communication and mutual assistance, complementarity of project participants;

Necessary and sufficient depth of penetration into the problem, attraction of knowledge from other areas;

Evidence of decisions made, ability to justify one’s conclusions;

Aesthetics of presentation of the results of the completed project;

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

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

The project method is currently being actively adopted in teaching the Russian language. This method involves organizing joint or individual work of students on a particular problem with the obligatory presentation of the results of their activities.

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

According to many experts, the technology of the near future can be called distance learning, which makes it possible to effectively use study time through quick access to information and optimize the learning process by building an individual educational trajectory.

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

Information technologies used in distance learning provide new, broader opportunities in teaching the Russian language. This technology uses a specific way of presenting educational material based on hypertext - a system of links, which makes it easier for everyone to find and use the necessary information individually. However, this technology places special demands on educational electronic courses intended for distance learning. We can identify several leading principles that determine the content of electronic textbooks: the principle of accessibility and entertainment, which will increase interest in learning; the principle of science, which will ensure an increase in the educational level of the youth audience; the principle of total visibility, which involves the use of audiovisual and verbal clarity (in the context of preparing Internet versions of radio broadcasts), which ensures a greater understanding by the youth audience of language and speech problems, and actualizes the desire to participate in the discussion of proposed issues; the principle of dialogue, which involves modeling speech situations in which students take part.

We consider the most relevant content aspects that need to be implemented in electronic manuals to be a reflection of the problem of careful and respectful attitude towards the Russian language as the state language, the language

interethnic communication, the language of Russian fiction. It is necessary to touch upon the problems of speech etiquette in the process of interpersonal communication among young people, including on the Internet, in communication between young people and people of older generations, it is necessary to characterize typical speech errors found in both oral and written speech of young people.

In the materials of electronic books, it is necessary to present modern techniques, approaches that allow one to independently improve the skills of oral and written speech, therefore it is advisable to turn to the history of the development of the Russian literary language, the lexicographic resource of the Russian literary language (primarily, to the corpus of dictionaries of modern Russian speech), and study some techniques information and semantic processing of text, etc.

LITERATURE

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

Gats. I.Yu. Methodological notebook for Russian language teachers. - M.: Bustard, 2003.

Gosteva Yu.N., Shibaeva L.A. Integrated lessons (Russian language and mathematics) // Russian language at school. - 1993. - No. 3, 6.

Tretyakov P.I., Sennovsky I.B. Technology of modular teaching at school: Practice-oriented monograph. - M., 1997.

COMPETENCE ORIENTED DIDACTIC TECHNOLOGIES IN TEACHING RUSSIAN LANGUAGE

Russian Language Department Medical Faculty Peoples’ Friendship University of Russia Miklukho-Maklay str., 6, Moscow, Russia, 117198

The article is dedicated to innovative educational technologies. Modern education based on competence oriented technologies demands the necessity of acceleration of teaching process and its qualitative characteristics effectiveness due to inculcation of innovative methods and forms of teaching, increasing the students’ activity and oriented to their cognitive, psychological and other individual characteristics.

The meaning of competency-based education is the dialectical synthesis of academic and pragmatic education, the enrichment of the subject’s personal experience in the construction of an educational environment that promotes the optimal development of the student’s individuality and uniqueness, taking into account universal human values. The thesis “there are no irreplaceable people” is becoming a thing of the past. Society and culture are enriched and developed thanks to the uniqueness of their representatives 7 .

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

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

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

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

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

Knowledge of methods and algorithms for designing a modern educational process and optimizing its elements.

Great importance is attached to activity-based teaching methods and technologies, since the essence of the concepts discussed is related specifically to the activities of participants in the educational process 8 .

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

Competency-oriented education is a process aimed at developing in a subject, in the course of activity, mainly of a creative nature, the ability to connect methods of activity with an educational or life situation in order to solve it, as well as acquire an effective solution to significant practice-oriented problems 9 .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Conclusions on Chapter I

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

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

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

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

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

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

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

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

Irina Cheredanova
Competency-oriented technologies for professional development of teachers

Competency-oriented

technologies for professional development of teachers.

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

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

1. Health-saving technologies.

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

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

Tasks:

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

2. Increase in health reserves.

Forms of organization:

1. Finger gymnastics

2. Gymnastics for the eyes

3. Respiratory

4. Articulatory

5. Musical and breathing training

6. Dynamic pauses

7. Relaxation

8. Art therapy, fairy tale therapy

9. Movement therapy, music therapy

10. Color therapy, sound therapy, sand therapy.

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

2. Technologies project activities.

Purpose, objectives Application Methodological manual

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

Tasks:

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

2. creation of a unified educational space,

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

1. Work in groups, pairs

2. Conversations, discussions

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

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

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

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

3. Technologies research activities.

Purpose, objectives Application Methodological manual

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

Task:

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

Forms of organization:

Heuristic conversations;

Raising and resolving problematic issues;

Observations;

Modeling (creating models about changes in inanimate nature);

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

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

Use of artistic words;

Didactic games, educational and creative games developing situations;

Work assignments, actions.

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

4. Information and communication technologies.

Purpose, objectives Application Methodological manual

Target:

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

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

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

Informatization of society poses teachers- preschoolers tasks:

To keep up with the times,

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

A mentor in choosing computer programs,

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

Promote professional level of teachers and competence of parents.

Forms of organization:

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

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

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

Preparation of group documentation and reports.

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

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

5. Personality-oriented technologies.

Purpose, objectives Application Methodological manual

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

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

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

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

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

Tasks:

1. Humanistic orientation of the content of preschool education activities

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

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

Forms of organization:

1. Games, sports activities, recreational activities

2. Exercises, observations, experimental activities

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

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

6. Technologies portfolio.

Purpose, objectives Application Methodological manual

Tasks:

1. Consider the results achieved teacher in various activities

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

Forms of organization:

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

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

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

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

7. Social gaming technologies.

Purpose, objectives Application Methodological manual

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

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

Groups of games to generalize objects according to certain characteristics;

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

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

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

Tasks:

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

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

3. Formation of skills and abilities of friendly communicative interaction

4. Problem solving "social" hardening

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

Forms of organization:

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

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

3. Fairy tale therapy

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

5. Trainings, self-presentations

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

8. Case- technologies.

Purpose, objectives Application Methodological manual

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

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

Tasks:

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

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

Forms children's communication skills.

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

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

Forms of organization:

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

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

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

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

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

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

1

An analysis of the pedagogical conditions necessary for the effective functioning of competency-oriented teaching technology in the system of secondary vocational education has been carried out. When identifying pedagogical conditions, the methodological and theoretical foundations of pedagogical research were taken into account, which can be presented in the form of requirements: the conditions must ensure the systematic implementation of competency-oriented learning technology, the implementation of a systematic approach, the phased implementation of competency-oriented learning technology in the secondary vocational education system, and should contribute to the intensification of educational activities students must take into account the individual characteristics of the future mid-level specialist. Identification of pedagogical conditions was carried out taking into account the content and features of the developed technology, the specifics of secondary vocational education, the social order of society, scientific achievements in the field of implementation of competency-oriented teaching technologies, and the author's experience in the field under study. As a result, we identified the following pedagogical conditions: a) practical training on the job in a corporate training and production center; b) organization of the educational process based on the “E-learning” system; c) continuous monitoring of the quality of professional training of students in secondary vocational education organizations.

corporate production center

pedagogical conditions

competency-oriented technology

2. Aranovskaya I. Specialist training as a sociocultural problem / I. Aranovskaya // Higher education in Russia. - 2002. - No. 4. - P. 115-121.

3. Afanasyev V.G. Society: systematicity, knowledge and management / V.G. Afanasyev. - M.: Politizdat, 1981. - 432 p.

4. Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research / Yu.K. Babansky. - M.: Pedagogy, 1982. - 192 p.

5. Bidenko V.I. Competencies in vocational education / V.I. Bidenko // Higher education in Russia. - 2004. - No. 11. - P. 3-13.

6. Sailor D.Sh. Quality management of education based on new information technologies and educational monitoring / D.Sh. Sailor, D.M. Polev, N.N. Melnikova. - 2nd ed., rev. and additional - M.: Ped. Society of Russia, 2001. - 128 p.

7. Novikov A.E. Network information technologies in education / A.E. Novikov // Methodist. - 2008. - No. 9. - P. 2-9.

8. Serikov V.V. Competence model: from idea to educational program / V.V. Serikov, V.A. Bolotov // Pedagogy. - 2003. - No. 10. - P. 8-14.

9. Talyzina N.F. Pedagogical psychology: textbook. allowance / N.F. Talyzin. - M.: Academy, 2001. - 288 p.

When developing competency-oriented learning technology in the system of secondary vocational education based on a systemic, activity-based and modular competency-based approach, it is necessary to highlight the main pedagogical conditions for its effective functioning.

Yu.K. Babansky, N.M. Yakovleva and others understand pedagogical conditions as a set of measures in the educational process that ensure the student achieves the highest level of activity. IN AND. Andreev rightly notes that pedagogical conditions are the result of “... purposeful selection, design and application of content elements, methods (techniques), as well as organizational forms of training to achieve didactic goals.” These conditions relate to the activities of the teacher and are external (objective) in relation to the student.

Agreeing with this opinion, it is also necessary to note that the training system can function under a certain set of conditions, since random and isolated conditions, as N.M. rightly notes. Yakovlev, cannot solve this problem effectively. Therefore, from the entire set of objects that make up the environment of the pedagogical phenomenon being studied, it is important to choose those that have a positive impact.

When identifying pedagogical conditions, the methodological and theoretical foundations of pedagogical research were taken into account, which can be presented in the form of requirements:

1. The conditions must ensure the systematic implementation of competency-oriented learning technology and the implementation of a systematic approach.
2. Conditions should ensure the gradual implementation of competency-oriented training technology in the system of secondary vocational education.
3. It is necessary that the conditions contribute to the activation of educational activities of secondary vocational education students.
4. The conditions must take into account the individual characteristics of the future mid-level specialist (needs, motives, professionally significant qualities).

Identification of pedagogical conditions was carried out taking into account the content and features of the developed technology, the specifics of secondary vocational education, the social order of society, scientific achievements in the field of implementation of competency-oriented teaching technologies, and the author's experience in the field under study. As a result, we identified the following pedagogical conditions:

a) practical on-the-job training at a corporate training and production center;

b) organization of the educational process based on the “E-learning” system;

c) continuous monitoring of the quality of professional training of students in secondary vocational education organizations.

Let's consider the first pedagogical condition - practical on-the-job training at a corporate training and production center.

The social order of the education system, determined by the Law of the Russian Federation “On Education”, the Federal State Educational Standard for Secondary Vocational Education, the Federal Target Program for the Development of Education, guides educational institutions to improve the quality of professional training of qualified specialists who are competent in modern technologies, capable of innovation and creativity in their field. workplace.

Society's demands for the quality of secondary vocational education are being implemented in order to implement transformations in the system of secondary vocational education aimed at competency-oriented training of specialists.

An objective need has arisen to reorganize the educational process, allowing, along with the study of disciplines, the formation of professional competencies in the profile of the future specialty.

The modular-competency approach in vocational education represents the totality of the student’s professional competencies as the goal of training, and the modular construction of the content and structure of vocational training as a means of achieving it. It is advisable to realize this goal in a corporate training and production center, in which the educational process consists of two interrelated parts: theoretical and practical. The purpose of theoretical training is a step-by-step study of the content of the functional duties performed, awareness of their necessity and logical feasibility. The theoretical part mainly consists of the independent work of a student trainee using an e-learning system (the Moodle software shell can be used as such a system) under the guidance of a teacher-methodologist. For this purpose, an interdisciplinary electronic educational and methodological complex on competencies is being developed and implemented into the educational process. The basis of the complex is electronic training manuals on competencies. The practical part of the training is carried out directly at the student-trainee’s workplace, where he performs his functional duties under the guidance of a mentor.

Let's move on to the description of the second pedagogical condition - organization of the educational process based on the system "E- learning» .

A modern educational institution needs to timely adapt to global changes occurring in the world community, meet international criteria for the quality of education, the requirements of employers and new technologies.

Teachers must meet the demands of the new audience to which they contribute knowledge. A modern student is a member of an online community of progressive youth, fluent in information technologies suitable for communication, work, and learning anywhere, at any time, in any format. Students perceive information better in high-tech paradigms that are close to them. The teacher must not only master the technology, but also understand the concept, turning from a source of information into a guide to the global world of knowledge. The rapidity of the modern world requires the use of the fastest and cheapest methods of knowledge generation and transfer processes. E-learning is one of the possible tools to solve this pressing problem of our time. One of the main definitions E-Learning states that e-learning E-learning, abbreviation from English. Electronic Learning) is an e-learning system, training using information and electronic technologies.

The recent experience of fairly intensive development and practical implementation of E-Learning methods convincingly proves that they provide a significant increase in the quality of the educational process and an increase in the level of knowledge of students. But this effect is achieved only in conditions of complex, systematic use of information technologies, with maximum use of their capabilities, as a result of which the technology of organizing the educational process radically changes.

When designing it for each academic discipline, the goals of strengthening the creative elements of learning, expanding the possibilities of monitoring students’ progress in mastering the theoretical and practical foundations of the subject being studied, reducing subjectivity and greater objectivity in assessing learning outcomes are invariably set. However, these goals can be fully achieved only if the technology for organizing the educational process ensures the minimum possible labor intensity, when it is focused on, so to speak, increasing labor productivity of both teachers and students. It should be noted that this side of educational technology has so far received very little attention in specific E-Learning developments.

While much has already been said about the development of lecture materials, the methods of implementing the workshop are an area that requires special approaches. And we can say that it is the level of technical solutions in the workshop that will determine the overall level of effectiveness of using E-Learning methods in the educational process in the context of the implementation of third-generation federal state standards, when the main learning outcomes should be acquired practical experience and developed professional competencies.

The third pedagogical condition is continuous monitoring of the quality of professional training of students in secondary vocational education organizations.

An analysis of psychological and pedagogical literature on the research problem shows that secondary vocational education is impossible without constant diagnostics of the correspondence of the actual results of the activities of a given pedagogical system to its intermediate and final goals. The final goals do not always, to one degree or another, correspond to the given, planned ones, but this situation is rarely taken into account by practitioners. However, omissions and shortcomings at any stage of work can become irreparable pedagogical losses, which are almost impossible to correct at subsequent levels of education, since its continuity is disrupted.

The main condition for the social effectiveness of vocational training is the inclusion in it of a powerful diagnostic block, which provides students with the opportunity not only to clarify their attitude towards this or that type of professional activity, but also to know their professionally important qualities, the degree and potential of them development. Thus, a person-oriented orientation of learning is manifested.

Innovative processes and the search for reserve opportunities to improve the quality of specialist training in the secondary vocational education system require a fundamentally new approach to diagnosing the development and self-development of educational systems. We are in solidarity with V.I. Andreev is that this is more consistent with pedagogical monitoring. Based on the above, we came to the conclusion that it is necessary to develop continuous monitoring of the quality of professional training of students in secondary vocational education organizations, which includes several stages.

Organizational and preparatory work involves determining the criteria and indicators of the phenomenon being studied. In order to make the goals fully diagnosed, that is, verifiable, and the process of secondary vocational education reproducible, it is necessary to put forward criteria for their achievement.

The theory of pedagogical monitoring describes in detail the feedback criteria necessary to manage the process of secondary vocational education:

• accuracy - the coincidence of the result and its assessment with the corresponding conventional norm;
• completeness - assimilation of the maximum possible number of elements of knowledge, connections and relationships of their elements, generalization of their content, implementation of methods of activity by students;
• adequacy - correspondence of the type of problems being solved to the type of thinking;
• the presence or absence of cognitive, emotional and behavioral relationships, their positive or negative orientation.

When developing criteria and indicators, we were based on internal (structural-logical) and external (compliance with the intended goal) indicators. The criteria for the level of formation of professional competence of a future specialist of average qualification level are professional knowledge, professional skills and personality, each of which represents a certain component of the content of secondary vocational education. A detailed description of the criterion-level scale is presented below (Table 1).

Table 1

Criteria-level scale for assessing the level of development of professional competence of a future mid-level specialist

Level	Criteria	Indicators
		Superficial assimilation of professional knowledge; lack of desire for research work. Empirical-everyday stage of development of thinking; lack of ability to solve high-quality interdisciplinary problems of increased complexity; superficial assimilation of connections and relationships of professional knowledge
	Professional orientation	Cognitive inertia; lack of interest in professional activities
	Professional knowledge and skills	Understanding the essence of the content of professional knowledge; desire to carry out research work. Empirical-scientific or differential-synthetic stage of thinking; ability to solve some professional problems of increased complexity
	Professional orientation	Unsustainable interest in professional activities
	Professional knowledge and skills
	Professional orientation	Sustained interest in professional activities

Pedagogical diagnostics involves collecting information using selected methods depending on the age and individual characteristics of students, their level of preparedness; quantitative and qualitative processing of the results obtained with a focus on a criterion-level approach; making a pedagogical diagnosis through the following analytical actions: comparing the results obtained from data processing, establishing and analyzing cause-and-effect relationships that determined the state of secondary vocational education.

To determine the level of quality of specialist training in the system of secondary vocational education, we have developed pedagogical diagnostics based on the methods of S.A. Starchenko, N.F. Talyzina, A.V. Usova.

The criteria for judging the quality of secondary vocational education are professional knowledge and skills and the professional orientation of the student’s personality.

Analysis of diagnostic results associated with the procedure for searching and determining the causes of the current situation. Correction of educational content involves carrying out corrective work. Correction of external conditions involves eliminating the causes or overcoming factors that slow down the process of secondary vocational education, procedural and technological support for this procedure with forms, methods and means of education.

It should be noted that the continuous monitoring we have developed allows us not only to obtain reliable and sufficiently complete information about changes in the level of formation of professional competence of a future mid-level specialist, but also to identify ways to achieve more effective results, to detect what has not been taken into account and introduce it into the logic of the content of the technology.

Thus, the study of the essence of the problem of improving the quality of professional training of students in secondary vocational education organizations, the development and scientific justification of competency-oriented technology in the system of secondary vocational education, made it possible to identify and justify the necessary pedagogical conditions for its effective functioning.

Reviewers:

Salamatov A.A., Doctor of Pedagogical Sciences, Professor, Director of the Institute of Additional Education and Professional Training of the Chelyabinsk State Pedagogical University, Chelyabinsk.

Uvarina N.V., Doctor of Pedagogical Sciences, Professor, Deputy Director for Scientific Work of the Professional Pedagogical Institute of the Chelyabinsk State Pedagogical University, Chelyabinsk.

Bibliographic link

Kalinovskaya T.S. PEDAGOGICAL CONDITIONS FOR THE EFFECTIVE FUNCTIONING OF COMPETENCE-ORIENTED TRAINING TECHNOLOGY IN THE SYSTEM OF SECONDARY VOCATIONAL EDUCATION // Modern problems of science and education. – 2013. – No. 5.;
URL: http://science-education.ru/ru/article/view?id=10493 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"