Kitchen 2017

Competence-based approach: implementation technologies. Formation of key competencies of schoolchildren at technology lessons through the interaction of the main and additional equipment Technology competencies

TECHNOLOGY OF FORMATION OF COMPETENCES IN THE PROCESS OF IMPLEMENTATION OF THE CURRICULUM OF THE DISCIPLINE

Sklyarenko A.N.

The article considers the possibility of solving the actual task of forming competencies in the process of implementing the curriculum of the discipline as a multidimensional concept. In particular, the author proposes a new approach to the organization of the educational process based on the Technology of Competence Formation. The article briefly presents the main features of the technology, the structure, rules for organizing and implementing the Technology for the formation of competencies.

In article the possibility of the decision of an actual problem of formation of the competence in the course of studying of the curriculum of discipline, as a multidimensional concept is analyzed. In particular, the author offers the new approach to the organization of educational process on the basis of Technology of formation of the competence. In article the basic signs of technology, structure, rules of the organization and realization of Technology of formation of the competence are short presented.

A feature of the new generation of curricula of disciplines (CUD) (modules, practices) as part of the main educational program that implements the Federal State Educational Standards of Higher Professional Education is the implementation of the ideas of a competency-based approach, one of characteristic features which is to shift the focus from the teacher and the content of the discipline (the "teacher-centered" approach) to the student and the expected learning outcomes (the "learner-centered" approach).

Such a shift in emphasis from the content of education to its results also implies a certain development of the Curriculum of Disciplines (CUD), which requires structural and procedural changes in the process of its design.

Designing curricula of disciplines (subject-disciplinary educational programs) on the basis of a competency-based approach is currently a rather complex, and at the same time, an urgent task of modern education. And the presentation of the results of mastering the curricula of disciplines (learning outcomes) in the format (in terms) of competencies is complicated by the multidimensional nature of the very concept of competency.

While there is no generally accepted definition of the concept of competence, despite its ever-increasing popularity. Numerous attempts to resolve this issue are being made to this day, but the starting point, against which it is possible to evaluate various approaches in the definition and application of the concept of competence, has been outlined only at the present time. It is the multidimensionality, which is a reflection of the very nature of the concept of competence, that formed the basis for the development of the Technology for the formation of competencies.

Competence formation technology ( short description technology)

Competence formation technology (CFC) is considered by the author as a system of methods for organizing the activities of a teacher and a student, which forms a programmed (algorithmic) process of their interaction aimed at achieving the planned learning outcomes (in the format of competencies) by increasing the efficiency of the educational process due to its maximum optimization.

The purpose of the creation and implementation of the TFK is to ensure the conditions for achieving the planned learning outcomes in the format of competencies (as a standard for the complete assimilation of the studied educational material (hereinafter referred to as the standard)) within the precisely established study time (classes).

The scientific idea of ​​TPC is to develop such a programmed (algorithmic) system of interaction between a teacher and a student, in which the achievement of planned learning outcomes in the format of competencies (as a standard for the complete assimilation of the studied educational material) becomes potentially possible for all students.

1. The main features of the technology for the formation of competencies.

According to the main methodological requirements for pedagogical technologies, the technology for the formation of competencies meets the following criteria of manufacturability.

Conceptuality (reliance on a certain scientific concept).

Consistency (possession of the logic of the process, the interconnection of all its parts, integrity).

Efficiency (guaranteeing the achievement of the established training standard).

Reproducibility (the ability to reproduce with a guarantee of a sufficiently high level of its effectiveness).

Manageability (possibility of preliminary planning, design and diagnostics of the learning process).

2. The structure of technology for the formation of competencies.

The listed criteria of manufacturability determine the structure of the pedagogical technology for the formation of competencies, which includes three parts.

1) Conceptual basis. The basis for the development of technology for the formation of competencies were the ideas of the following pedagogical technologies: traditional (reproductive) technology of education; technology of developing education (L.S. Vygodsky, L.V. Zankov, D.B. Elkonin, V.V. Davydov, etc.); distance learning technology; the theory of gradual formation of mental actions (P.Ya. Galperin, D.B. Elkonin, N.F. Talyzina, etc.); full assimilation technology (J. Carrol. B. Bloom); guaranteed learning technology (V.M. Monakhov).

3) Procedural part (technological process). It is characterized as a continuous process, designed, but initially not completely set, but formed and developed in the process of systematized, pre-designed (algorithmic) sequential actions of the teacher, guaranteeing the achievement of planned learning outcomes. The procedural part (technological process) is a combination of the following elements (Fig. 2): forms of organization of the educational process, teaching methods, teaching aids, diagnostics of the educational process, educational technologies.

3. The essence of technology for the formation of competencies.

Typical pedagogical technology is built according to the formula (Fig. 1).

TFC \u003d Goals + Tasks + Content + account. Views + Methods + | Forms +

technology technology discipline control 1 learning

(general and (rules (logic (types, (techniques, T (simple,

specific) organizations and the corresponding form, means) \ composite,

implementation of TPC) areas of science) methods) complex)

Figure 1. Technology formula

The specified sequence of elements of the structure of pedagogical technology (Fig. 1) is the most typical for many technologies. But at the same time, it should be noted that, depending on the goals and specifics of a particular technology, its elements can either be included in the technology structure to a greater or lesser extent, or completely absent. .

It should be noted that all these elements of the competence formation technology (Fig. 3.) should be considered in a certain relationship, arising from their regular conditionality to each other. So: the goals of technology determine the structure and logic of the content of the studied academic discipline; the tasks of technology determine the way to achieve its goal; goals and content - determine the methods and forms of training, the choice of educational technologies, types of control and organization of training.

Competence formation technology (TFK) is expressed by the following formula:

The standard of complete assimilation of the studied educational material *

TFC = Goals + technologies Tasks + technologies Content + account. Disciplines Types + Control Methods + Forms + Learning

(general and specific) (rules of organization and implementation of TFC) (logic of the corresponding field of science) (types, forms, methods) (techniques, means) (simple, compound, complex)

formed

DISCIPLINARY COMPETENCE

Figure 2. Formula of competency building technology

In other words, the organization and implementation of the competence formation technology is characterized by a special configuration of the elements of the structure of the FC technology in relation to each other, in a certain way designed by the mechanism of their interaction, subordinate hard rules, compliance with which guarantees the achievement of the set goal (planned learning outcomes in the format of competencies). The technology of competency formation, therefore, is faced with the task of formulating such rules for organizing and implementing the competency formation technology, which will become the basis for the mechanism of interaction between the elements of the TPC structure.

4. Rules for the organization and implementation of technology for the formation of competencies.

The structure of technology for the formation of competencies in general, corresponding to the typical sequence of elements of the structure of pedagogical technologies (Fig. 2), has some features that significantly distinguish it from the currently existing pedagogical technologies (Fig. 2).

1. The conceptual basis of the technology, which is built on the rules for the organization and implementation of several pedagogical technologies.

2. Planned learning outcomes guaranteed by competency building technology (in the format of competencies).

3. The standard for the complete assimilation of the studied educational material (standard), which is essentially the control element of the structure of the technology for the formation of competencies, on the other hand, provides the very special configuration of the elements of the TFK structure in relation to each other.

Planned learning outcomes guaranteed by competency building technology (in the format of competencies)

As a rule, the goals and objectives of training are prescribed in the curriculum of disciplines. Objectives are a broad general statement of the teacher's learning intentions. Objectives are prescribed by the teacher in order to show the overall content and focus of the program.

The tasks of the curriculum of disciplines are, as a rule, the formulation of educational intentions, i.e. How is the goal of studying the program achieved?

Thus, the goal of the program shows the general content and focus of the program, while the goal of the program provides more and more specific information about what results the teacher of the program plans to achieve.

The advantage of writing down learning outcomes is that they are clear statements of what the learner is expected to know, understand and/or be able to demonstrate at the end of the learning process and how they will demonstrate their achievement. Thus, learning outcomes are more accurate, easier to write, and much more acceptable than tasks.

An approach based on learning outcomes is the basis for developing a standard for the complete assimilation of the studied educational material. The standard is an element of the system for the formation of disciplinary competencies (TFK), which, in essence, without violating the logic of the process of cognition, without violating the structure of the process of assimilation of knowledge, and also, without "going against" the peculiarities of personality formation in the process of activity (cognitive activity), will provide consistent assimilation of knowledge, the formation of skills, skills, abilities, the assimilation of the experience of creative activity and the experience of emotional-value relations by organizing a programmed (algorithmic) process of interaction between a teacher and a student that fits within the time frame of one lesson.

The formulation of knowledge and understanding of the educational material studied by the student, the awareness of the opportunity to demonstrate the achieved learning outcomes are described by “action verbs” or “unambiguous action verbs”, according to other sources: action, quality, state verbs.

A clear formulation of learning outcomes contributes, on the one hand, to an accurate understanding by the teacher of the volume and form (etc.) in which it is necessary to teach and evaluate program material, and on the other hand, clarity for the student - what exactly he will study, what level of achievement he must achieve and how he must demonstrate his achievements.

Presentation of learning outcomes in the format of competencies

The multidimensionality of the concept of "competence" is a reflection of its very nature, which in itself allows the existence of several of its definitions. At the same time, the criterion for the certainty of a concept is not its only definition, but the boundaries of its semantic, defining space, for which it is proved that this aspect of the concept makes sense in the context used. Therefore, it is safe to say that the boundaries of the concept of competence are sufficiently defined.

In the technology of competence formation, the concept of "competence" is considered as multidimensional (interpretation of the concept of "competence" "A", "B", "C", according to the research of Zimnyaya I.A.). The author (with some modifications) took the results of the analysis, according to the study of I.A.

definitions of the concept of "competence", identifying the definition of the concept of "competence" and the obvious possibility of distinguishing between the concepts of "competence" and "competence". Accordingly, according to the study by Zimnyaya I.A.: Competence "A" is the set content of education (that is, the same knowledge, skills and methods of their formation as previously fixed by the teacher in the programs). Competence "B" - acts as a representation of the necessary qualities of a person (knowledge, skills) that ensure the effectiveness of the result of subsequent activities. a tangible learning outcome that must be qualitatively and quantitatively assessed. Competence "B" is an internal, hidden "mental phenomenon", it is an image of the result of an action, an action program ... which is a prerequisite and basis for the formation of competence. Where “competence” is an actualized, integrative, knowledge-based, intellectually and socio-culturally conditioned personal quality, manifested in a person’s activity, behavior and his interaction with other people in the process of solving various problems.

According to the author of this article, aspects of competence "A", "B", and "C" are components of one (single) concept - competence, which is formed, firstly, in the process of studying the academic discipline, and, secondly, in the process of the entire period of study at the university (Fig. 2), provided that the process of formation of competence is based on the technology of formation of competencies (CTF).

1 aspect. Actually pedagogical interpretation of competence.

In the interpretation of I.A. Zimnyaya, according to the first interpretation of the concept of "competence", competence is the content of training that is set and is to be mastered.

“The given requirement (norm) for the educational preparation of the student” in the technology of competence formation (Fig. 3) is the content of the academic discipline. This is the pedagogically (didactically) adapted system of scientific knowledge, abilities, skills, methods of activity that the student must learn in the process of studying the discipline. But at the same time, it should be noted that along with the content of the discipline, the student (albeit passively) also learns ways of joint activity - the activities of the student and the teacher, aimed at achieving the established educational goals, i.e. indirectly through forms of education, teaching methods, educational technologies.

The standard of complete assimilation of the studied educational material

(methodological support of the content of the academic discipline)

EDUCATIONAL TECHNOLOGIES

Figure 3. Competence A

2 aspect. Psychological interpretation of competence.

In the interpretation of I.A. Winter psychological interpretation of competence (Fig. 4) is revealed as an important condition for the effectiveness of the result of the activity.

Where efficiency is the ratio of the achieved level of mastering the standard to the maximum possible, pre-planned level of the standard for the complete assimilation of the studied educational material.

The result of the activity is what the student receives as a result of his educational activity.

value. The result of the activity is always associated with the goal (corresponds / does not correspond).

The understanding of this interpretation of the concept of competence is based on the most important problem of modern education - the formation of the motivation for learning, in particular the motivation for achievement-oriented activities (achievement motivation). Achievement motivation (as the desire for success (high results) in activities), manifested in active, goal-oriented behavior, is achievement activity, which is determined in situations where there is a task and a standard for its implementation.

The standard of complete assimilation of the studied educational material

(methodological support of the content of the academic discipline)

(logic of the relevant field of science) (types, forms, methods) (techniques, means) (simple, compound, complex)

EDUCATIONAL TECHNOLOGIES

Figure 4. Competence B.

3 aspect. Linguo-psychological interpretation of competence.

In the interpretation of I.A. Zimnyaya - the linguistic-psychological interpretation of competence (based on N. Chomsky's position on language competence) is interpreted as a kind of internal mental formation, a kind of program of action (Fig. 5), .

This interpretation of competence originates from N. Chomsky's position on the "fundamental difference" between competence (knowledge of one's language by the speaker - listener) and use (performance), i.e. actual use of the language in specific situations. At the same time, N. Chomsky emphasizes that "only in an idealized case ... use is a direct reflection of competence." In fact, usage cannot directly reflect competence, which is related to the opposition between knowledge of the language and proficiency in speech (by the language learner).

Therefore, if competence is a mastered and mastered structured and didactically organized content, which is some internal, mental education, an image of the content of knowledge, programs for their implementation, methods and algorithms of activity, then “use” is an actual motivated manifestation of competence as a hidden, potential in activities and behaviour. Thus, we can say that the use reveals a person’s psychological make-up, his personal characteristics, and in “our logic, the use of “perfomence” is interpreted as competence” .

According to the linguo-psychological interpretation of competence (in the interpretation of I.A. Zimnyaya) within the framework of TPC, competence ( given fact requires further detailed additional research and refinement) is understood as both: firstly, the content of training that is set and to be mastered, secondly, as conditions for the effectiveness of the result of the activity, and, thirdly, as an action program for designing, providing, implementing and motivation, under predetermined conditions, given and subject to mastering the content of training.

The content of learning mastered in this way and representing “the image of the content of knowledge, programs for their implementation, methods and algorithms of actions, updated in activity and behavior, is the competence of the student, as a personally and intellectually conditioned, motivated manifestation of the competencies of the subject of educational

process".

Educational environment of the university

The standard of complete assimilation of the studied educational material

(methodological support of the content of the academic discipline)

Goals + technologies

Tasks + technologies

Views + controls

Forms + learning

(general and specific)

(rules of organization and implementation of TFC)

(the logic of the relevant field of science)

(techniques, means)

(simple, compound, complex)

EDUCATIONAL TECHNOLOGIES AND

formed DISCIPLINARY COMPETENCE

The mastered content of the academic discipline (the image of the content of knowledge, skills, experience, future knowledge; programs for their implementation; methods and algorithms of actions)

Figure 5. Competence B

This means that the linguo-psychological interpretation of competence goes beyond the curriculum of the discipline, and the formation and development of the declared competence to the level of the student's competence takes place already at the level of the educational environment of the university (Fig. 5).

Due to the fact that at this stage of development of higher professional education the specificity of competence-based training is just beginning to take shape, it is not yet possible to measure and evaluate the student's competence, because Competence, formed on the basis and foundation of competence, is a complex, heterogeneous, diverse, multidimensional, actually personal formation, approaches to measuring and evaluating which have yet to be formulated in the future.

Now, according to the author, we can only talk about the correspondence of the level of the student’s competencies declared for formation in the FSES HPE and the university’s ability to provide a mechanism for their formation, a system for measuring and evaluating the formation of established competencies at one level or another from that declared in the FSES HPE.

The formation of competencies based on technology, as perhaps one of the first, but quite realistic approaches to solving the issue of the transition to competency-based education, also determines a new idea of ​​the quality of education. The widespread system of assessing the quality of education that has developed over many years in terms of the level of knowledge-skills mastered by students in the learning process is supplemented by the task of developing and implementing mechanisms for ensuring the quality of competence-oriented education.

The quality of education can and does depend on many factors, and in particular on the quality of pedagogical activity. educational institution in which the student receives education, from its educational and material base and scientific, methodological, organizational and managerial, financial, economic, technical and personnel support, professional ethics of the university. Therefore, we can say with confidence that (according to the linguo-psychological interpretation of competence) the formed competence can only be considered

be considered as a prerequisite and basis for the formation of competence (as a personal quality of a student, manifested in activity), when the student is placed in the so-called "language environment", i.e. such a “scientific school of the university”, passing through which, in him (the student) will be formed “integrative, knowledge-based and socio-culturally conditioned personal qualities, manifested in his activities and behavior, interaction with other people in the process of solving various problems in learning, life and future professional activity”, in fact, competence. And this means that such a “scientific school of the university”, its professional educational environment should be formed already now, thereby ensuring the guaranteed quality of education in the future, as the degree of compliance of the obtained educational results with its stated goals.

Thus, the combination of these (three) approaches to the interpretation of the concept of "competence" was the basis for the development of a formula by which the technology of forming competencies is built and implemented (Fig. 2). Technology provides the possibility of forming competencies (disciplinary competencies) as a multidimensional concept, as a system of its three essential foundations: pedagogical, psychological, linguistic

psychological, causing its manifestation in activity.

One of the features of the competence formation technology is the introduction of the concept of “disciplinary competence” (DC), i.e. this is the competence, the formation of which is aimed at the study of one or another discipline of the educational program.

Disciplinary competencies, formulated in narrower, more specific terms of knowledge, skills, skills, experience, abilities, allow:

Detail the requirements for the level of mastering the curriculum of the discipline (by topics, sections, types of classes);

Plan and rationally allocate the time necessary for the student to master the material being studied;

Implement intra- and interdisciplinary connections, coordinate the content of the formed competencies, avoid duplication of the studied material;

Determine the contribution of each discipline to the formation of general professional and general cultural competencies, i.e. contribution to the final learning outcomes;

Rank the importance of each discipline of the educational program and more reasonably approach the definition of its labor intensity in credit units.

Disciplinary competencies are the result of the specification of competencies (professional and general cultural) defined in the Federal State Educational Standard of Higher Professional Education in the section Requirements for the results of mastering basic educational programs.

The organization of the educational process based on the systemic formation of competencies (based on the technology of competency formation) will, in the author's opinion, make it possible to take the first real steps in the transition from theoretically substantiated ideas of competency-based learning to their implementation in practice.

Thus, the task of the study, which was to develop an algorithmic mechanism for the interaction of a teacher and a student, aimed at achieving the planned learning outcomes (in the format of competencies) by optimizing the educational process, i.e. the development of a mechanism for the formation of competencies in the process of studying an academic discipline has been generally resolved.

The developed technology of formation of competencies uses the mechanism of formation of competencies (disciplinary competencies) within the framework of the curriculum of the discipline. But

about how the formation of disciplinary competence occurs in the process of studying an academic discipline, it seems possible to speak only after revealing the structure of disciplinary competences. This allows answering the question: what is formed in detail in the process of studying the discipline?

The choice of means, forms and methods for the formation of the disciplinary competence itself will depend on what components the structure of disciplinary competencies consists of, i.e. received an answer to the question: how is the process of formation of disciplinary competence? These questions and answers will be presented in the following articles of the cycle "Technology of Competence Formation".

Bibliographic list:

1. Bogdanov I.V., Lazarev S.V., Anufrienko S.S., Chmykhova E.V., Usoltseva I.V., Kalinina N.V. Psychology and pedagogy // Guidelines. [Electronic resource]. Access mode:

- (http://imp.rudn.ru/ffec/psych-index.html - August 2010)

2. Bologna Process: Learning Outcomes and Competency-Based Approach (book - Appendix 1) / Ed. ed. Dr. ped. Sciences, Professor V.I. Baidenko - M .: Research Center for the Problems of the Quality of Training of Specialists, 2009. - 536 p.

3. Fry H., Ketteridge S., Marshall A. Handbook for Teaching and Learning in Higher Education. London: Kogan Page, 2000

4. Report on the project "Scientific and methodological support for the design of basic educational programs of higher professional education that implement the Federal State Educational Standards of Higher Professional Education of a new generation based on a competency-based approach" of an analytical departmental target program (scientific supervisor of the project - Selezneva N.A., co-supervisor - Borisova N.V. , project coordinator - Azarova R.N.), - M .: 2008

5. Zimnyaya I.A. Formation and assessment of the formation of social competencies among university students in the development of a new generation of OEP HPE: Educational module. For the advanced training program for university teachers in the field of design of the PEP, implementing the Federal State Educational Standard of Higher Professional Education. - M.: Research Center for Quality Problems in Training Specialists, 2010. - 42 p.

6. Klepko S.F. "Philosophy of enlightenment in the European context" - Poltava: POIPPO, 2006. -328 p. (Translated by Borovaya O.A.).

7. Khurum S.Kh. Formation of achievement motivation in adolescents / Bulletin of the Adyghe State

State University No. З, 2008, registered on December 1, 2008 under the number 042080005З / 0111 in the Register of Electronic Scientific Publications. [Electronic resource]. Access mode: (http://vashabnp.info/_ld/4/467_s.khurum2008_3.pdf) or

(http://db.inforeg.ru/eni/artUst.asp?j=10&id=0220611340&idfull=0421000053).

8. Devisilov V.A. Journal of Higher Education Today No. 9, 2008. - P. 18-22.

9. Verbitsky A.A., Larionova O.G. Personal and competence approaches in education. Integration problems. - M.: Logos, 2009. - 336 p.

10. Sklyarenko A.N. Innovative technologies in education. Guidelines. // M.: Publishing House of the International Law Institute, 2011. - p. 225.

Keywords: technology of competence formation, pedagogical technology, disciplinary competence, curriculum of disciplines.

Keywords: technology of formation of the competence, pedagogical technology, the disciplinary competence, the curriculum of disciplines.

Competency-Based Approach: Implementation Technologies

Deputy Director for SD Voytovich T.S.

The tasks of the modern system of general secondary education are due to the many changes taking place in all spheres of life in our society. The democratic educational paradigm orients the pedagogical community towards the development of the child's personality, the upbringing of a free and self-sufficient person who knows his rights and obligations, who knows how to make decisions, be responsible for their implementation and positively influence social processes. In this regard, the importance of the process of forming certain competencies in students that will allow them to be successful in life is of particular relevance.

Changing the educational paradigm

Paradigm - the whole set of beliefs, values, technical means, etc., which is characteristic of the members of this scientific community.

« Paradigm is the mental window (mentalwindow) through which the researcher views the world"C. Bailey

Pedagogical paradigm - this is a well-established, habitual point of view, a certain standard, a model in solving educational and research problems.

"KL-paradigm of the result of education" includes a theoretical substantiation, definition of nomenclature, hierarchy of knowledge, abilities, skills, methods of their formation, control and evaluation.

"Key competencies - a new paradigm of the result of education"

In contrast to the qualification approach, which is focused on the formation of a system of knowledge, skills and abilities for a specialist to perform, as a rule, typical types of professional activities, the competency-based approach involves the formation of a teacher's socio-professional competence (an integrated result of education) which contributes to a more effective solution of professional, social, personal problems in a rapidly developing society.

The crisis of the knowledge-enlightenment paradigm

The reasons:

1. Changing the very phenomenon of knowledge and its relationship with social practice: obtaining information becomes a priority area of ​​human professional activity and a condition for the existence of any modern production in general, the pace of knowledge renewal is commensurate with the pace of restructuring production production lines.

The reasons:

2. There is no need to overload the child's memory with the truths "in reserve" because there are repositories of information of a different nature. You just need to teach students how to use them.

Change of priorities

The priority of independence and subjectivity of the individual requires the strengthening of the general cultural foundation of education, the development of skills to mobilize one's personal potential for solving various kinds of social, environmental and other problems and a reasonable morally expedient transformation of reality.

A specialist who does not expect instructions is in demand , but enters into life with already established creative, design-constructive and spiritual-personal experience.

Factors that determine the significance of the competency-based approach:

Integration of Belarus into global processes that sharply increase the requirements for the competitiveness of national systems, including education, in almost all areas;

Modernization of national education;

Changing lifestyles at all levels;

Strengthening the factor of dynamism of life and its uncertainty;

Crisis of competence modern people;

Changing attitudes towards the direction, goals and results of education, both in its individual parts and as a whole;

Expansion of the professional functions of the teacher and, accordingly, the requirements imposed on him by the state, society, family, school.

social order

« developing society needs modernly educated, moral, enterprising people who can independently make decisions of choice, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, possessing a sense of responsibility for the fate of the country, for its socio-economic prosperity”

The development of a teacher's professional activity appears as a process of development of his personality. Personal development stimulates the transformation of professional activity, the deepening of ideas about it. The transformation of professional activity, its qualitatively new level, in turn, leads to further personal growth of the teacher, i.e. there is a process of mutual influence and mutual enrichment.

Therefore, in modern conditions, a competitive resource for a teacher's activity is his personal and professional competence. As you know, the higher the competence of the teacher, the more productive his activity will be at a low cost of personal, temporary, material resources.

Competence and competence
A. V. Khutorskoy

    Competence - a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes and necessary in order to act qualitatively and productively in relation to them

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

Competence and competence
activity approach

    Competence - a form of combination of knowledge, skills and abilities that allows a person to set and achieve goals to transform the environment

    Competence - a set of internal means of a person, allowing him to solve problems and solve problems in the conditions of developing activity (in situations of uncertainty, when there is no clear regulatory prescription)

Professional Competence - the level of professional skills of the teacher. You can master a specialty with varying degrees of skill, those at different qualification levels. But there is only one way to reach the heights of mastery: “from the bottom up”, from small to big, from inability to skill.

In the structure of professional competence of teachers, methodological and pedagogical competences are distinguished.

Pedagogical competence includes the ability to plan a lesson, draw up a thematic plan using educational material, the ability to organize the learning process using effective modern methods, forms of work, ensure interaction "teacher - student", "student - teacher".

Methodical competence - this is a free orientation of the teacher in modern concepts of education and upbringing, who is fluent in various educational technologies, varies ready-made methods, supplements them and makes adjustments to them.

Competence framework

    Motivational aspect -readiness to the manifestation of competence.

    cognitive aspect - possessionknowledge content of competence.

    Behavioral aspect -an experience manifestations of competence in a variety of standard and non-standard situations.

    Axiological aspect -value-semantic relation to the content of competence and the object of its application.

    Emotional-volitional regulation the process and result of the manifestation of competence.

The main features of a teacher's competence are:

    availability of subject knowledge for effective activity, understanding by the teacher of the significance of this knowledge for practical activities;

    a set of operational skills;

    possession of algorithms (techniques, methods, methods) for solving professional problems;

    the ability to creatively approach pedagogical activity.

Elements of pedagogical competence:

    special competence in the field of the taught subject;

    methodological competence in the field of ways of forming knowledge, skills and abilities of students;

    psychological and pedagogical competence in the field of motives, abilities, orientation of trainees;

    reflection of pedagogical activity.

4 types of professional competence:

    functional, characterized by the teacher having a certain level of professional knowledge and the ability to implement them;

    intellectual, expressed in the teacher's ability to think analytically, predict, design, model different kinds professional activity and its result, as well as to implement an integrated approach to the performance of their duties;

    social, assuming the presence of communicative and integrative abilities;

    situational, giving the opportunity to effectively act in accordance with the emerging situation.

The process of "cultivating" professional competence largely depends on the level of its formation in the teacher:basic, private, specific. Accounting for these levels will contribute to the provision of meaningful content in practice and building a system in working with teaching staff to form or develop their professional competence.

On the basic level the teacher develops universal (key) competencies, which will be the basis for acquiring other competencies that are significant for him: social-personal, functional, legal, psychological-pedagogical, general cultural, organizational, communicative, etc.

Private level will be represented by those competencies, formation, which the school requires from the teacher: intellectual-pedagogical, methodical, analytical, situational, system-modelling, prognostic, design, research, innovation, etc.

On the specific level the individual competencies of the teacher develop: adaptive, experimental research, reflective, technological, subjective, innovative, etc.

Content of education

Content basis education becomes not knowledge, butholistic competence .

It is impossible to teach a student competence.

He can become such only by himself, having found and tested various models of behavior in a certain subject area, choosing from them those that best correspond to his style, claims, aesthetic taste and moral orientations.

According toV.A. Bolotova, V.V. Serikov , nature of competence is such that it, being a product of learning, does not directly follow from it, but rather is a consequence of the self-development of the individual, his not so much technological as personal growth, a consequence of self-organization and generalization of activity and personal experience.

    Competence - this is a way of existence of knowledge, skills, education, contributing to personal self-realization, finding students their place in the world, as a result of which education appears as highly motivated and in a true sense, personality-oriented, ensuring the demand for personal potential, recognition of the personality by others and awareness of its very own significance.

    Competence Thus, it appears as a complex synthesis of cognitive, subject-practical and personal experience.

    Method , providing the formation of competence - project.

    The result of competence-based learning - a material or ideal, socially and personally significant product created by the student himself.

Competence approach

Determination of a graduate who has competencies, that is, what he can do, what way of activity he has mastered, what he is ready for. The competence-based approach puts forward in the first place not the awareness of the student, butability to solve problems arising in the following situations :

    1) in the knowledge and explanation of the phenomena of reality;

    2) in the development of modern equipment and technology;

    3) in the relationship of people, in ethical standards when assessing one's own

    deeds;

    4) in practical life when fulfilling the social roles of a citizen, family member, buyer, client, spectator, city dweller, voter;

    5) in legal norms and administrative structures, in consumer and aesthetic assessments;

    6) when choosing a profession and assessing their readiness to study at a vocational school, when it is necessary to focus on the labor market;

    7) if necessary, resolve their own problems: life self-determination, choice of style and way of life, ways of resolving conflicts.

    Graduate Model

    the breadth and depth of formation of the picture of the physical, organic, social worlds

    breadth and depth of the image of "I"

    formation of the value of self-development and self-realization as the main life values

    maturity of value orientation

    maturity of self-determination:

      • activity

        National

        religious

        Political

        civil

the subject of life activity has:

    communicative culture

    the ability to build one's life strategy, to meaningful analysis, planning and reflection of one's life activity

    the ability of self-control (the ability to ensure compliance of one's actions and deeds with accepted rules, plans, norms)

owns :

    the full range of implemented activities

    an arsenal of funds for the implementation of ongoing activities

Competence approach - this is a set of general principles for determining the goals of education, selecting the content of education, organizing the educational process and evaluating educational results. These principles include the following:

Principles of the competency-based approach

The meaning of education is to develop students' ability to independently solve problems in various fields and activities based on the use of social experience, an element of which is the students' own experience.

    Content of education is a didactically adapted social experience of solving cognitive, ideological, moral, political and other problems.

    The meaning of the organization of the educational process is to create conditions for the formation of students' experience of independent solution of cognitive, communicative, organizational, moral and other problems that make up the content of education.

    Assessment of educational results is based on an analysis of the levels of education achieved by students at a certain stage of education.

    From the standpoint of the competence-based approach, the level of education is determined ability to solve problems of varying complexity based on existing knowledge.

    From the standpoint of the competence-based approach, the main direct result of educational activity is the formation key competencies .

Competencies / Competence

When distinguishing concepts

Competences - Latincompetentia means a range of issues in which a person is well aware, has knowledge and experience.

activity attribute

Competence is a knowledge-based, intellectually and personally conditioned socio-professional activity of a person.

Human attribute

Possession of competencies -

"know how"

(solution algorithm)

Possession of competence

"I know that"

(decision-making methods)

Key competencies

General educational and cognitive skills

A basic level of

High level

Ability to identify and formulate a cognitive problem

Formulation of the contradiction between the existing and the ideal situation underlying the cognitive problem

Analysis of the reasons for the existence of a cognitive problem, assessment of the problem as solvable or not solvable for oneself, establishing the degree of its social relevance and personal significance for the student

The ability to formulate goals aimed at resolving an established and formulated cognitive problem

Determination of goals that are complete in composition, allowing to resolve the established causes of the existing problem

Determination of a fan of possible, sometimes alternative directions for resolving an established and formulated problem

The ability to determine the resources (temporary, logistical, informational, financial, etc.) necessary and sufficient to achieve the intended goals of resolving a cognitive problem

Determination of resources complete in composition, allowing to fulfill the goals of solving an existing cognitive problem

Determination of the degree of necessity and sufficiency, the possibility of procedural discreteness (intermediate results of current control) of attracting resources that ensure the fulfillment of the goals of resolving an existing cognitive problem

The ability to identify sources of information necessary and sufficient to achieve the intended goals of resolving a cognitive problem

Identification of sources that are diverse in nature (written, oral, real objects or their models) and complete in composition, allowing to fulfill the goals of resolving an existing cognitive problem

Evaluation of information sources in terms of importance and minority, reliability and probability (hypotheticality) to achieve the intended goals of resolving a cognitive problem

The ability to search for information necessary and sufficient to fulfill the intended goals of resolving a cognitive problem

The implementation of the primary processing of information, which leads to the creation of a secondary information source for students (notes, plan, abstract, etc.), aimed at fulfilling the goal of resolving an existing cognitive problem

Establishment as a result of information search of existing alternative approaches to solving a cognitive problem and the formation of one's own point of view on this matter

Ability to formulate a solution to a cognitive problem

Generalization and argumentation of solutions borrowed from various studied sources of information that allow solving the problem

Building a set of conclusions and arguments based on a critical analysis of existing different points of view, comparing primary and secondary information that allows solving a cognitive problem

The ability to evaluate the course and result of solving a cognitive problem

Determination of difficulties and situations of success in the implementation of the solution of a cognitive problem

Determining the causes of difficulties and situations of success in the implementation of a solution to the problem, establishing a fan of prospects for further development solutions to this problem

Internet magazine "Eidos"- the official printed organ of the Scientific School of A.V. Khutorsky and the Center for Distance Education "Eidos". The magazine was founded in 1998. Registered in the RSCI - Russian Science Citation Index (ID=9259).

  • scientific school
  • Under the FGOS
  • Methodology at school
  • Experimental site
  • Digital Learning
  • Competence approach
  • Meta-subject approach
  • Heuristic learning
  • modern upbringing
  • University preparation
  • Training
  • Education abroad
  • Inclusive education
  • Famous learning systems
  • Ratings
  • Discussions


In the RSCI citation rating, the Eidos magazine is in the top twenty among 450 pedagogical journals in Russia. According to the Hirsch index for 10 years, the journal "Eidos" ranks 6th among all pedagogical journals, including VAKovskie.


Subscription to new issues of the magazine


Issues of the journal from 1998 to 2014 were placed in the public domain. Since 2014, according to a license agreement with the Scientific Electronic Library Elibrary.ru (RSCI), articles of the Eidos online journal can be purchased on a paid basis on the elibrary.ru website or in the Eidos online store.



Contact your institution's library to include access to Eidos articles with your order.


Buying magazine articles


If you want to receive this or that article from the Eidos magazine of any year of publication, starting from 1998, to receive a selection of articles on a specific topic (for example, to prepare a dissertation, term paper or thesis), send a preliminary application by e-mail: [email protected] website. In the application, indicate your full name, e-mail, as well as the imprint of the articles (author, title, year, number). You will be sent a quote for your order.


You can also immediately pay for your order through the online store:



Log output"Eidos"

Journal Founder and Publisher: Distance Education Center "Eidos".
Chief Editor log: doc. ped. Sci., Prof., Corresponding Member of the Russian Academy of Education Khutorskoy A.V.
Publication start year: 1998. Language: Russian
Journal website address: http://site/journal/
Journal editorial address: Moscow, Tverskaya st., 9, building 7, of. 111.
e-mail: [email protected] website

The journal is peer-reviewed, has an educational and methodological focus. Designed for teachers, educators, methodologists, university teachers, education administrators.

Publication form: Internet magazine. According to GOST 7.83-2001, the journal is a network, popular science, continuing, text, independent, electronic publication. Frequency - 4 issues per year.

Members of the editorial board:

  • Khutorskoy Andrey Viktorovich, Doctor of Pedagogical Sciences, Professor, Corr. RAO, ch. editor.
  • King Andrei Dmitrievich
  • Vorovshchikov Sergey Georgievich, doctor of pedagogical sciences, professor.
  • Svitova Tatyana Viktorovna
  • Andrianova Galina Alexandrovna, Candidate of Pedagogical Sciences, Associate Professor.
  • Skripkina Yulia Vladimirovna, Candidate of Pedagogical Sciences, Associate Professor.
  • Krasnoperova Tatyana Vadimovna, candidate of pedagogical sciences.

The publication of articles is free. Articles are reviewed before publication. Payment for reviewing is made by the authors or their organizations according to the current rates. The standard cost of a review of one article for one author is 998 rubles. Articles along with an application for their publication in the journal "Eidos" are sent to the editorial office by e-mail: [email protected] website

How to link to journal articles

According to the current GOSTs, the correct link to an article or other material published in the journal looks like this:

Why does school need internet? Conversation between E.P. Velikhov and A.V. Khutorsky on the TV channel "Culture" [Electronic resource] // Internet magazine "Eidos". - 1999. - November 9. - Log access mode. from the screen.

Or like this:

Kraevsky V.V. How many teachers do we have? // Internet magazine "Eidos". - 2003. - July 11..htm..

Part of the URL of the 2003/0711-05 type indicates the date the article was received in the Eidos Internet journal, where 2003 is the year, 07 is the month, 11 is the day, 05 is the serial number of the article received on that day (the serial number may be absent if no other articles were received on that day).

Each article electronic journal only one page, not their range. Reference examples in articles from 2014 may not include the page number of the article. If you need to indicate the number of its pages in a link to an article from a journal, they can be easily identified by the name of the pdf-file of the article: the last two digits in the number are the page number. For example, an article with the file name Eidos-2011-103 -Khutorskoy.pdf has the number 03 , and its page in the journal is also 3 .

The property rights to this electronic publication as a whole and its individual parts, unless otherwise specified, belong to the Center for Distance Education "Eidos". Property rights are non-exclusive, i.e. The author has the right to publish his article in other publications.

Forwarding, reprinting, replication, distribution, publication of the materials of the Eidos Internet magazine in electronic, "paper" or other form by persons who are not their authors, as well as by any organizations, is allowed ONLY with the official direction or permission of the editorial board of the magazine.

TECHNICAL DESCRIPTION

Competence

"TECHNOLOGIES OF FASHION"

The WorldSkillsRussia (WSR) organization, with the consent of the technical committee and in accordance with the charter of the organization and the rules for holding competitions, has established the following minimum requirements for this professional skill to participate in the competition.

The technical description includes the following sections:

1. INTRODUCTION

2. QUALIFICATIONS AND SCOPE OF WORK

3. COMPETITION PROJECT

4. SKILL MANAGEMENT AND COMMUNICATION

6. INDUSTRY SAFETY REQUIREMENTS

7. MATERIALS AND EQUIPMENT

8. REPRESENTATION OF COMPETENCE TO VISITORS AND JOURNALISTS

9. APPENDIX

Effective date:

Tymchikov Alexey, Technical Director of WSR

WSR Chief Expert

WSR Expert

1. INTRODUCTION

1.1. Name and description of competence

1.1.1 Competency name:
fashion technology

1.1.2 Description of competence

Fashion Technology is a competency that demonstrates the skills of creating clothes. The technical skills associated with this competency include design, pattern development, cutting skills, and finished garment technology.

A fashion industry worker must possess all of the listed practical skills, while at the same time possessing the business acumen and interpersonal skills required when working with clients. Excellent customer service skills are critical to sales. The fashion designer must understand the needs of the client and be able to suggest appropriate technologies for the development and implementation of the project. Client requests must be understood and fulfilled clearly, accurately and on time.


The practicing fashion designer must be familiar with the raw materials with which he works and apply extensive knowledge of the effective sourcing, procurement, processing and storage of all materials. Fabrics are often expensive and can be easily damaged if not handled properly.

Fashion design requires creativity, artistic and design talent, knowledge of technological innovations, including aesthetics and practicality. A fashion designer, a tailor must know the laws of composition and apply them in practice, know the theory and techniques of design. Demonstrate a thorough knowledge and understanding of specialized equipment. Its correct use is essential. Another requirement is a high level of technical knowledge of design methods. Different tissues react differently to manufacturing process, and this should be taken into account already at the stage of pattern making.

There is a wide range of industries in the fashion sector. Some manufacturers produce small batches for retailers or work for haute couture houses or tailor-made designs for individual clients. The other side of the professional spectrum is large mass productions and large clothing enterprises for which a fashion designer can produce prototypes. The fashion industry is a truly global process: a product prototype can be designed in one country and produced in another.

It is important that the contestant is aware of the latest fashion trends. Equally important is the knowledge of innovations in the production of textiles, as well as new machines and equipment.

Significant damage to the company can be caused if fashion trends are not taken into account when designing a collection or single items.

1.2. Application area

1.2.1 This document contains information about the standards required for participation in the competition, the evaluation criteria, methods and procedures that govern competition. Each Expert and Competitor is obliged to familiarize themselves with this Technical Description and follow it during the preparation and conduct of the competition.

1.3. Supporting documentation

1.3.1 Since this Technical Description contains only information related to the relevant professional competence, it must be used in conjunction with the following documents:

· "WorldSkillsRussia", Rules for the competition;

· "WorldSkills International", "WorldSkills Russia": online resources referred to in this document;

2. QUALIFICATIONS AND SCOPE OF WORK

The competition is held to demonstrate and evaluate qualifications in this type of skill. The competition task consists only of practical tasks.

2.1. Qualification Requirements

During the completion of one or more of the task modules listed below, the following skills will be tested:

Organization of work and management

Materials, their characteristics, properties and applications

· Processes of the fashion industry all over the world

· Processes of mass production, production of small collections and principles of work with the individual client


Terminology, including designations in English

Sectoral specialization of areas in the industry, including: knitwear, men's clothing, children's and babies' clothing

· Marketing and business practices

The importance of continuous professional development

· Safety regulations

Importance of cleanliness and better organization of the workplace

The importance of effective planning and organization of work

The importance of care in fabric preparation and care during production and sales

Rules for the use of special tools and equipment used in the fashion industry

Purchase materials and fabrics at the lowest possible cost and in an ethical and environmentally responsible manner

Communication and interpersonal skills

The contestant must know and understand:

· That the confidentiality of the client is decisive in relations with him

Tact, confidentiality and diplomacy when meeting with clients are very important

Effective communication with other industry professionals (including material suppliers or sub-contractors)

· Effective presentation and sales skills

The participant must be able to:

Communicate effectively with clients and work with clients with complete confidentiality and discretion

· Provide expert advice on style, color and fabrics that will meet the needs of the client and will suit specific events.

Present ideas, projects, visions and manufacturing solutions to individual and corporate clients

Problem solving, innovation and creativity

The contestant must know and understand:

Importance of individuality and relevance to the workplace in the fashion industry

The importance of creativity and its relevance to the fashion industry

The participant must be able to:

Demonstrate design innovation

Think and creatively develop innovative solutions

Use creativity to solve design and production problems

· Modify clothing to provide better user experience: fit, update, or make clothing more appropriate for the situation

Critically evaluate the quality of clothing and actively seek solutions to achieve excellence

fashion design

The contestant must know and understand:

Elements and principles of design

The range of fabrics and materials available to the fashion designer, their characteristics, application and care

· Fashion trends of the current season (color, style, materials, branding, silhouettes and accessories)

Influence of culture and traditions in fashion design

The range and type of substitute materials that can be used in the creation of garment parts

Consistency of colors and styles, materials/fabrics, fittings and inspirational themes

Range of styles, silhouettes and designs found in clothing

The influence of the shape and size of the human body on appearance products and fit

· Influence national characteristics and traditional tailoring techniques for fashion design

· How to apply design concepts and ideas to potential clients or industry professionals

The participant must be able to:

Apply current fashion trends to a new project

Define designs for the target market or individual when developing fashion items

Create illustrations, trendboards and inspirational collages to share ideas, concepts, visions

Identify and apply different fabric types and select appropriate materials for specific tasks

Apply knowledge to develop basic designs and styles

The main features of key competencies. In modern pedagogical literature, a fairly large set of competencies is presented, which actualizes the problem of their selection and systematization according to certain criteria. For example, during the symposium of the Council of Europe on the topic “Key competencies for Europe”, the following indicative list of key competencies was identified: study; search; think; cooperate; get down to business; adapt .

The problem of selecting basic (key, universal) competencies is one of the central ones for education. All key competencies are distinguished by the following characteristic features:

Firstly, they are multifunctional, mastering them allows you to solve various problems in everyday professional or social life.

Secondly, key competencies are over-subject and interdisciplinary, they are of a generalized nature, which is why they are easily transferred to various situations, not only at school, but also at work, in the family, in the political sphere, etc.

Thirdly, key competencies require significant intellectual development: abstract thinking, self-reflection, determining one's own position, self-esteem, critical thinking, etc.

Fourthly, key competencies are multidimensional, that is, they include various mental processes and intellectual skills (analytical, critical, communicative, etc.), know-how, as well as common sense.

Key competencies are based on universal knowledge, skills, generalized experience of creative activity, emotional and value relations. Universal, according to L.N. Bogolyubov, are fundamental knowledge, which includes broad theoretical generalizations, basic scientific categories. For example, in mathematics, such concepts include the concept of "number", in physics - "energy", in history - "state", etc., and universal skills are generalized methods of activity.

Types of competencies and their structure. In accordance with the division of the content of education into general meta-subject (for all subjects), inter-subject (for a cycle of subjects) and subject (for a specific subject), A.V. Khutorskoy offers a three-level hierarchy of competencies: 1) key competencies; 2) general subject competences; 3) subject competences. Key competencies refer to the general (meta-subject) content of education. General subject competencies relate to a certain cycle of subjects, and subject competencies are associated with a specific subject. All groups of competencies are interconnected: key competencies are specified first at the level of the cycle of subjects, and then at the level of each individual subject for each level of education.

Analysis of the component composition of key competencies in the framework of various pedagogical and psychological studies allows us to turn to the definition of the structure of students' key competencies.

I.A. Zimnyaya and Yu.G. Tatur the mandatory components of key competencies include: positive motivation (willingness) to demonstrate competence; value-semantic representations (relationships) to the content and result of activity (value-semantic aspect); knowledge underlying the choice of the method of carrying out the relevant activity (cognitive basis of competence); ability, experience (skill) of successful implementation of the necessary actions based on existing knowledge (behavioral aspect); emotional-volitional self-regulation.

G.K. Selevko presents the key competence as a complex of components, including knowledge (cognitive), activity (behavioral) and relational (affective) components. A.V. Tikhonenko, in addition to the listed components of key competencies, includes a social component (the ability and readiness to meet the requirements of the social order for a competent specialist).

Thus, the structure of key competencies is characterized by an integrative nature and represents the unity of its constituent components: motivational, cognitive, value-semantic, behavioral, which should be reflected in the content of general secondary education.

Classification of key competencies. The issue of classification of key competencies also does not have an unambiguous solution in the literature.

    “in the field of independent cognitive activity, based on the assimilation of ways to acquire knowledge from various sources of information, including extracurricular ones;

    in the field of civil and social activities (performing the roles of a citizen, voter, consumer);

    in the field of social and labor activity (including the ability to analyze the situation on the labor market, evaluate their own professional capabilities, navigate the norms and ethics of relationships, self-organization skills);

    in the domestic sphere (including aspects of one's own health, family life, etc.);

    in the field of cultural and leisure activities (including the choice of ways and means of using free time, culturally and spiritually enriching the individual)" .

Based on the provisions formulated in Russian psychology regarding the fact that: a) a person is a subject of communication, cognition, labor (B.G. Ananiev);

b) a person manifests itself in the system of relations to society, other people, to oneself, to work (V.N. Myasishchev); c) human competence has a vector of acmeological development (N.V. Kuzmina, A.A. Derkach); d) professionalism includes competencies (A.K. Markova) I.A. Zimnyaya identified three main groups of competencies:

1. Competences relating to the person himself as a person, the subject of activity, communication:

Health saving competencies: knowledge and compliance with the norms of a healthy lifestyle, knowledge of the dangers of smoking, alcoholism, drug addiction, AIDS; knowledge and observance of the rules of personal hygiene, everyday life; physical culture of a person, freedom and responsibility of choosing a lifestyle;

Competencies of value-semantic orientation in the world: values ​​of being, life; cultural values ​​(painting, literature, art, music); science; production; history of civilizations, own country; religion;

Integration competencies: structuring knowledge, situationally adequate updating of knowledge, expansion, increment of accumulated knowledge;

Citizenship competencies: knowledge and observance of the rights and obligations of a citizen; freedom and responsibility, self-confidence, dignity, civic duty; knowledge and pride in the symbols of the state (coat of arms, flag, anthem);

Competencies of self-improvement, self-regulation, self-development, personal and subject reflection: the meaning of life; Professional Development; language and speech development; mastery of the culture of the native language, knowledge of a foreign language.

2. Competences related to the social interaction of a person and the social sphere:

Competencies of social interaction: with society, community, team, family, friends, partners; conflicts and their settlement; cooperation; tolerance, respect and acceptance of the other (race, nationality, religion, status, role, gender); social mobility;

Competencies in communication (oral, written): dialogue, monologue, generation and perception of text; knowledge and observance of traditions, ritual, etiquette; cross-cultural communication; business correspondence; office work, business language; foreign language communication, communicative tasks, levels of influence on the recipient.

3. Competences related to human activities:

Competencies of cognitive activity: setting and solving cognitive problems; non-standard solutions, problem situations - their creation and resolution; productive and reproductive cognition, research, intellectual activity;

Activity competencies: play, study, work; means and methods of activity: planning, design, modeling, forecasting, research activities, orientation in various activities;

Information technology competencies: receiving, processing, issuing information (reading, taking notes), mass media, multimedia technologies, computer literacy; possession of electronic, Internet technology.

Let us present another point of view on the question under consideration. Based on the main goals of general education, as well as the structure of social experience, personal experience, the main activities of the student, A.V. Khutorskoy identifies seven groups of key competencies for general education:

1. Value-semantic competencies. These are competencies in the field of worldview associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, choose the target and semantic settings for his actions and deeds, make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student, the program of his life as a whole depends on them.

2. General cultural competencies. This is a range of issues in relation to which the student must be well aware, have knowledge and experience of activity. This includes - the features of national and universal culture, the spiritual and moral foundations of human life, individual peoples and mankind, the cultural foundations of family, social and social phenomena and traditions, the role of science and religion in human life, their impact on the world, competence in everyday life and cultural - leisure area. This also includes the student's experience of mastering the scientific picture of the world.

3. Educational and cognitive competencies. This is a set of competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity. In relation to the objects being studied, the student masters the skills of productive activity: obtaining knowledge directly from reality, mastering the methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of these competencies, the requirements for appropriate functional literacy are determined: the ability to distinguish facts from conjectures, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.

4. Information competencies. This is a set of competencies in the field of information activities using a complex of modern information and computer technologies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier, scanner) and information technologies (audio, video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information is formed, organize, transform, store and transmit it. These competencies provide the skills of the student's activity in relation to the information contained in the subjects and educational areas, as well as in the surrounding world.

5. Communication competencies. This is a set of competencies in the field of communicative activity. They include knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, group work skills, and mastery of various social roles in a team. The student must be able to introduce himself, write a letter, an application, fill out a questionnaire, ask a question, participate in a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are fixed for the student of each level of education within each subject or educational area being studied.

6. Social and labor competencies. This is a set of competencies in various areas of social and labor activity of a person. This includes knowledge and experience in the field of civil society activities (playing the role of a citizen, observer, voter, representative), social and labor field (the role of consumer, buyer, client, producer), in the field of family relations (son-daughter roles, father roles). or mother, grandfather or grandmother), in the field of economics and law (the ability to analyze the situation on the labor market, act in accordance with personal and social benefits, know and be able to use their rights, etc.), in the field of professional self-determination. Mastering social and labor competencies, the student masters the minimum necessary for life in modern society skills of social and labor activity.

7. Competencies of personal self-improvement. This is a set of competencies aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the field of these competencies is the student himself. He masters the methods of activity in his own interests and capabilities, which is expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include personal hygiene rules, personal health care, sexual literacy, internal environmental culture. This also includes a set of qualities associated with the basics of the safe life of the individual.

This list of key competencies is presented in the most general form, it is specified depending on the age characteristics of the student, the content of education in educational areas and individual academic subjects.

An interesting point of view on this issue is A.M. Novikov, who speaks of "basic qualifications". Introducing oversubject basic qualifications, he proceeds from the fact that an increasingly powerful layer of educational components begins to grow between general and vocational education, which cannot be attributed either to general education or to professional education proper. They are necessary today in any work activity, these are the basic qualifications. These include the possession of “cross-cutting” skills: working on computers, using databases and data banks, this is knowledge and understanding of ecology, economics and business, financial knowledge, commercial ingenuity, technology transfer skills (transferring technologies from one area to another), marketing skills and marketing, legal knowledge, knowledge of the patent and licensing sphere, the ability to protect intellectual property, knowledge of the regulatory conditions for the functioning of enterprises of various forms of ownership, the ability to present technologies and products, knowledge of professional terminology of foreign languages. In addition, sanitary and medical knowledge, knowledge of the principles of existence in a competitive environment and possible unemployment, psychological readiness for a change in profession and field of activity, etc. should be added here. .

“Toward a general education,” writes A.M. Novikov, training in these basic qualifications cannot be attributed, since it is impossible to develop the skills to use databases and data banks, transfer technologies, etc. is possible only in the process of any specific professional (educational and professional) activity. At the same time, basic qualifications are “cross-cutting” knowledge and skills necessary to work everywhere and in any profession. Perhaps this is just the field of polytechnic education, in a "new sound", in a "new edition" .