Table 1

Traditional training	education
The teacher should present the basic ideas and concepts embedded in the content of the subject and reflected in the topic being studied.	The teacher should set a general (strategic) task for students and describe the type and characteristics of the desired result for the future. The teacher provides an information module or indicates the starting points for searching for information. The value of COO - a student and a teacher can actually interact as equal and equally interesting subjects to each other, because competence is not determined by knowledge and age, but by the number of successful tests
Vital ideas and concepts are learned through direct presentation by the teacher or in spite of him, since they are not directly discussed in the educational content, but quasi-problems are studied instead of life problems (in accordance with the topic written in the program)	Students isolate information that is significant for solving a problem; the problem itself is clarified as they become familiar with the information, as happens when solving life problems, i.e. there is no pre-prepared task or problem, with an approximate set of ready-made solutions
Management disciplines are taught as a holistic and complete set of authoritative and consistent information that is not subject to doubt	Management disciplines are taught as a system of laboratory and test tasks. Problems of the history of science are taught in a broad humanitarian context as blocks of research and quasi-research tasks
Educational and professional knowledge is built on a clearly logical basis, optimal for presentation and assimilation	Educational and professional cognition is based on a problem-solving scheme
The main goal of laboratory work is to develop practical manipulative skills, as well as the ability to follow directions aimed at achieving planned results.	Lab materials encourage students to come up with alternative ideas to those they study in class. This allows you to compare, contrast and independently select results based on your data during educational work.

End of table. 1

Traditional training	Competency-oriented education
The study of material during laboratory work and practical exercises follows precisely established instructions and is determined by a methodology aimed at illustrating the concepts and ideas being studied. This is a simulation study	Students encounter new phenomena, concepts, and ideas in laboratory experiments and practical exercises before they are studied in class. At the same time, everyone develops their own measure of independence
Practical classes must be planned by the teacher so that correct answers and results are achieved only by those students who strictly adhere to the instructions and recommendations for the tasks performed.	In practical classes, students are given the opportunity to independently plan, try, attempt, propose their research, determine its aspects, and anticipate possible results
To truly understand the content being studied, the student should master a body of factual information related to this content with built-in ready-made conclusions and assessments	Students question accepted notions, ideas, rules, and include in their search alternative interpretations, which they independently formulate, justify and express in a clear form. The work proceeds as a comparison of different points of view and attraction of the necessary facts

With the introduction of COO, the question arises: how should the system of assessing educational (and not only educational, but also scientific, quasi-professional) achievements change?

Today, the answer can only contain hypotheses that need scientific confirmation and are waiting for their researchers. Namely: the competence™ approach will allow us to evaluate the real, rejected and in demand, and not the abstract product produced by the student. That is, the system for assessing the level of student achievements must undergo changes first of all. The ability to solve problems that life and the chosen professional activity poses must be assessed. To do this, the educational process must be transformed in such a way that “real action spaces”, a kind of “initiative educational production”, appear in it. The products produced (including intellectual ones) are made not only for the teacher, but in order to construct and receive evaluation in the internal (university) and external (public) market.

Educational competence- this is a set of interrelated semantic orientations, knowledge and experience of a student’s activities, necessary to carry out personally and socially significant productive activities in relation to objects of reality.

Today, there is no single classification of competencies, just as there is no single point of view on how many and what competencies a person should develop. There are different approaches to identifying the basis for the classification of competencies. Thus, A.V. Khutorskoy proposes a three-level hierarchy of competencies:

I. Key - relate to the general (meta-subject) content of education.

II. General subject (basic) - relate to a certain range of academic subjects and educational areas.

III. Subject (special) - specific in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.

Key educational competencies are constructed at the level of educational areas and academic subjects for each level of education.

Key and general educational competencies are always manifested in the context of a subject or subject area (or subject competence) and are found in personally significant activities. You cannot develop undemonstrated competence.

Subject-specific competencies are associated with the ability to use knowledge, skills, and abilities developed within a specific subject to solve problems.

Professional competencies. In domestic pedagogical science there are prerequisites for the development of a competency-based approach in vocational education that meet modern realities. In higher education didactics, there is experience in considering the results of educational activities as some integral characteristics of the individual, which is in good agreement with the ideas of the competency-based approach.

From the standpoint of the competency-based approach, the result of professional education is competence, which is defined as the readiness to perform professional functions in accordance with the standards and norms accepted in society.

The concept of “professional competence” of a teacher includes the following components:

• personal and humane orientation, the ability to systematically perceive pedagogical reality and systematically act in it,
• free orientation in the subject area, mastery of modern pedagogical technologies.

The professional competence of a teacher is understood as an integral characteristic that determines the ability to solve professional problems and typical professional tasks that arise in real situations of professional teaching activity, using knowledge, professional and life experience, values ​​and inclinations. “Ability” in this case is understood not as “predisposition”, but as “skill”. “Capable”, i.e. "can do it." Abilities are individual psychological characteristics-properties-qualities of a person, which are a condition for the successful performance of a certain type of activity.

Professional competence is determined by the level of professional education itself, the experience and individual abilities of a person, his motivated desire for continuous self-education and self-improvement, a creative and responsible attitude to business.

The competency-based approach is manifested in the understanding of professional competence as a set of key, basic and special competencies.

The identification of key, basic and special competencies in professional competence is quite arbitrary; they are interrelated and can manifest themselves simultaneously.

Key, basic and special competencies are manifested in the process of solving vital professional tasks of various levels of complexity, using a certain educational space.

Basic competencies should reflect a modern understanding of the main tasks of professional activity, and key ones should permeate the algorithm for solving them.

Special competencies implement basic and key ones in relation to the specifics of professional activity.

The essential characteristics of a competency-oriented approach in higher professional education are:

• strengthening the personal orientation of education: it is necessary to ensure the student’s activity in the educational process, and for this, to increase the possibilities of choice and to form generalized ability to choose;
• developmental orientation and construction of age-appropriate education;
• orientation towards personal self-development, which is based on the postulates:
  • 1) awareness of the self-worth of each individual, its uniqueness,
  • 2) the inexhaustibility of development opportunities for each individual, including his creative self-development,
  • 3) the priority of internal freedom - freedom for creative self-development in relation to external freedom.

To build professional education focused on a competency-based approach, the teacher must understand his professional activities in a new way. It is necessary to change the position of the teacher to the position of “pedagogical support” of the student. The ability to coordinate pedagogical interests with the interests of the future professional is a necessary professional skill for a teacher.

Focusing on goals, we can outline the following educational strategies focused on developing competencies:

I. Practice-oriented modular training.

I. Learning through cases (a package of situations for decision making).

III. Social interaction in learning.

These strategies evaluate each student and their acquired knowledge, skills, and competencies through expert assessment and self-assessment.

Questions for self-control

• 1. Formulate the main goal of training a competency-based specialist. Classify educational competencies.
• 2. Describe the levels of professional competence of the teacher.
• 3. What are the origins of the idea of ​​the competency-based approach?
• 4. How do you think the concepts of “competence” and “competence” differ?

Assignments for independent work

• 1. Find the pros and cons of the development of a person-centered education paradigm and the introduction of a competency-based approach into the system of higher professional education at the Higher Business School. Justify each of theses.
• 2. During the semester, the student studied poorly, missed classes, and received bad grades for colloquiums. But he got a “5” on the exam. How to evaluate this student's achievements?

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

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

S.N. Wetlands

Belgorod, Belgorod region

OGAPOU "Belgorod College of Public Catering"

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

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

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

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

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

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

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

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

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

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

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

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

Bibliography

Anthony M. A. Interactive teaching methods as potential for personal development of students // Psychology of learning. - 2010. - N 12. - P. 53-63.

Ivanov, D.A. Competency-based approach in education. Problems, concepts, tools: Educational and methodological manual. / YES. Ivanov, K.G Mitrofanov, O.V. Sokolova - M.: APK and PRO, 2003. - 101 p.

Kukushin V.S. Theory and methodology of teaching: textbook. – Rostov-on-Don: Phoenix Publishing House, 2005. – 474 p.

Nikonova, T.V. Case studies in vocational education. Educational

methodological manual / T.V. Nikonova - Perm: PKIPKRO Publishing House, 2008 - 48 p.

Orlov A.A. Introduction to pedagogical activity: studies, - method. aid for students higher ped. textbook Establishments. – M.: Publishing House “Academy”, 2004. – 281 p.

Selevko, G.K. Modern educational technologies: Textbook / G.K. Selevko – M.: Public education, 1998. – 256 p.

Educational competence A set of interrelated semantic orientations, knowledge, abilities, skills and experience of a student’s activities in relation to a certain range of objects of reality necessary for the implementation of personally and socially significant productive activities

Competence possession, the student’s possession of the corresponding competence, including his personal attitude towards it and the subject of activity; the already established personal quality (set of qualities) of the student and minimal experience in a given field.

Hierarchy of competencies: Key competencies – relate to the general (meta-subject) content of education; General subject competencies – relate to a certain range of academic subjects and educational areas; Subject competencies are private in relation to the two previous levels of competency, having a specific description and the possibility of formation within educational subjects

The meaning of cultural tradition: Reflects the value attitudes that have developed in society at a certain stage of its development, which have passed in society at a certain stage of its development, which have undergone practical testing, which guarantees the separation of utopian projects from those being implemented. Forms the spiritual sphere in which the functioning of social processes, including pedagogical ones, takes place. By defining the program of activity, communication, and behavior of subjects of a particular historical era, it determines the general orientation of pedagogical stereotypes.

A specific mechanism that largely sets the general direction of social development. After all, it is on the potentialities and prerequisites created by cultural tradition that creative innovations are based, thanks to which the corresponding, outdated stereotypes of human activity are overcome and society develops” E.S. Markaryan

Features of pedagogical innovations: The subject of pedagogical innovation is a personality, unique, developing, with specific characteristics; Dependence on objective conditions in the form of social order or demand by society; Psychological readiness of a teacher to accept and implement pedagogical innovations.

Principles for the effective selection and use of technologies in the educational process: It is not information technology itself that is important, but the extent to which its use serves the achievement of educational goals; More expensive and more advanced technologies do not necessarily provide the best educational results. Very often, fairly familiar and inexpensive technologies turn out to be the most effective;

Principles for the effective selection and use of technologies in the educational process: The learning outcome significantly depends not on the type of communication and information technologies, but on the quality of the development and delivery of developed programs, courses, and methods; When choosing technologies, it is necessary to take into account the greatest correspondence of some technologies to the characteristic features of students and the specific features of specific subject areas.

Generalized pedagogical technologies: Problem-based learning: consistent and purposeful presentation of cognitive tasks to students, by solving which they actively acquire knowledge. Developmental education: orientation of the educational process towards human potential and their implementation

Generalized pedagogical technologies: Differentiated learning: mastering program material in various planned classes, but below the mandatory standard; Concentrated learning: in-depth study of subjects by combining knowledge into learning units;

Generalized pedagogical technologies: Modular training: independent work of students with an individual curriculum; Didactic game: independent cognitive activity aimed at searching, processing, assimilation of educational information;

Generalized pedagogical technologies: Active (contextual) learning: modeling the subject and social content of future activities (including professional); Teaching to develop critical thinking: Developing critical thinking through interactive inclusion of students in the educational process.

Basic model of a specialist teacher-technologist: Knowledge of the basics of NOT and skills as role characteristics of a teacher’s personality. Personal work organization skills (OLT). Organizational abilities (OS) as part of pedagogical abilities, organization of collective work. Social attitudes and intellectual properties of the organizer as part of the personal assessment of the teacher.

Basic model of a specialist teacher-technologist: Knowledge of the theory and history of the development of educational technologies (PT). Knowledge and skills in the section “Methods for intensifying the learning process.” Pedagogical qualimetry (business games, testing, pedagogical standards). Knowledge and skills in the section “New information technologies for education”.

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Ministry of Education and Science of the Republic of Kazakhstan

Kazakh-Korean College Kwangseong

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 of 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 considered to be 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.

The competency-based approach to training specialists allows you 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 to 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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1. Competency-based approach: implementation technologies

If I tell my general to turn into a seagull,
and if the general does not carry out the order, it will not be his fault, but mine
Antoine de Saint-Exupery "The Little Prince"

Education is a kind of social systematized technology for the intensive introduction of a person into culture by people specially trained for this under the supervision of society (V.V. Serikov).

The fundamental features of the modern world are accelerating changes. This is a world of information that quickly becomes outdated. This is a world where the ideas of the constant are reconstructed, re-examined and rethought; a world where no one can survive with one simple way of thinking, where one's own thinking must be constantly adapted to the thinking of others, where the desire for clarity, precision and thoroughness must be respected, where work skills must constantly develop and improve. Never before has the education system prepared students for such dynamics of change, unpredictability, complexity, such fermentation, confusion and the absence of one specific direction.

The fundamental transformation of the very way of life of the world community is associated with the entry of advanced countries into the new, which unfolded in the mid-twentieth century. Information society. Here, information not only multiplies in volume or becomes more complex at an ever-increasing speed, but also acquires qualitatively new functions, comparable to the basic functions of land ownership in the Middle Ages or capital in Modern times.

The consequences of the “information revolution” cover all spheres of human life, laying the foundations of a new “information civilization” on our planet (A. Toffler).

The information revolution has a significant anthropological component, implying the improvement of not only equipment or technology, but also the person himself, especially his thinking.
The competency-based approach does not put the student's awareness in the first place, but the ability to solve problems.

Educational goals of the 21st century, formulated Jacques Delors:

• be able to live;
• be able to work;
• be able to live together;
• be able to learn.

Search adequate competencies as an integrated result of education is an attempt to “revolt” against the process of desocialization, to keep the individual in the gravity of his equal responsibility to himself and society, “near” and far”, to mitigate frustration injuries, the likelihood of which increases many times in conditions of a rapid (spontaneous) increase in dynamism and uncertainty .

Due to this, competency-based approach in education, ultimately, there is a bringing the latter into line with new conditions and prospects - this is the emergence of a strategic orientation of education towards adequacy.

Educational competence – a set of interrelated semantic orientations, knowledge, abilities, skills and experience of a student’s activities in relation to a certain range of objects of reality, necessary for the implementation of personally and socially significant productive activities.

Competence – alienated, predetermined social requirement (norm) for the educational preparation of a student, necessary for his high-quality productive activity in a certain field.

Competence – possession, possession by the student of the relevant competence, including his personal attitude towards it and the subject of activity. Competence is an already established personal quality (set of qualities) of a student and minimal experience in a given field.

Competence – a set of personal qualities of a student (value and semantic orientations, knowledge, abilities, skills, abilities), conditioned by the experience of his activities in a certain socially and personally significant area.

Hierarchy of competencies :

• core competencies – relate to the general (meta-subject) content of education;
• general subject competencies – relate to a certain range of academic subjects and educational areas;
• subject competencies – private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.

Key competencies:

• value-semantic competence (worldview, value guidelines of the student, mechanisms of self-determination in various situations);
• educational and cognitive competence (elements of logical, methodological, general educational activities; goal setting, planning, analysis, reflection, self-esteem; techniques for solving educational and cognitive problems; functional literacy);
• sociocultural competence (knowledge and experience of activities in the field of national and universal culture; spiritual and moral foundations of human life and humanity, individual nations; cultural foundations of family, social, public phenomena and traditions; the role of science and religion in human life; competencies in everyday life and cultural and leisure activities sphere);
• communicative competence (knowledge of languages, ways of interacting with surrounding and distant people and events; skills of working in a group, team, mastery of various social roles);
• information competence (search, analysis and selection of necessary information, its transformation, storage and transmission; mastery of modern information technologies);
• health-preserving competence (methods of physical, spiritual and intellectual self-development; emotional self-regulation and self-support; personal hygiene, taking care of one’s own health, sexual literacy; internal ecological culture; ways of safe living).

Competencies are “built into” the educational process through:

• educational technologies ;
• content of education;
• lifestyle of the educational institution;
• type of interaction between teachers and students and between students.

Activities of a teacher, with the goal of achieving the student’s level of competence, should include(V.V. Serikov):

• identifying signs of the expected level of student competence;
• determination of a necessary and sufficient set of educational tasks-situations, the sequence of which is built in the direction of increasing completeness, problematic, creativity, novelty, practicality, interdisciplinary, specificity, value-semantic reflection and self-esteem, the need to combine fundamental and applied knowledge;
• introduction of task-situations of various types and levels;
• development and application of algorithms and heuristic schemes that organize students’ activities to overcome problem situations;
• accompanying students in the process of creating a specific product.

Analysis of generalized pedagogical technologies

Name	Target	Essence	Mechanism
Problem-based learning	Development of cognitive activity and creative independence of students	Consistent and purposeful presentation of cognitive tasks to students, by solving which students actively acquire knowledge	Search methods; setting cognitive tasks
Concentrated training	Creating a structure of the educational process that is as close as possible to the natural psychological characteristics of human perception	In-depth study of subjects by combining classes into blocks	Teaching methods that take into account the dynamics of students’ performance
Modular training	Ensuring flexibility, adapting it to the individual needs of the individual, the level of his basic training	Independent work of students with an individual curriculum	Problem-based approach, individual learning pace
Developmental education	Development of personality and its abilities	Orientation of the educational process towards human potential and their implementation	Involving students in various activities
Differentiated learning	Creating optimal conditions for identifying inclinations, developing interests and abilities	Mastery of program material at various planned levels, but not lower than mandatory (standard)	Individual training methods
Active (contextual) learning	Organization of student activity	Modeling the subject and social content of educational (profile, professional) activities	Active learning methods
Game-based learning	Ensuring the personal and active nature of acquiring knowledge, skills, and abilities	Independent cognitive activity aimed at searching, processing, and assimilating educational information	Game methods of involving students in creative activities
Training to develop critical thinking	Ensure the development of critical thinking through the interactive inclusion of students in the educational process	The ability to pose new questions, develop a variety of arguments, and make independent, thoughtful decisions	Interactive teaching methods; involving students in various activities; compliance with three stages of technology implementation: challenge (updating subjective experience); comprehension; reflection.

Questions for self-control:

• What are the reasons for the competency-based approach in organizing the learning process?
• What is the humanitarian component of competency-based education technologies related to?
• What is the place of competencies in the design of learning technology?

Technology for developing critical thinking

The Bologna Process, the Council of Europe announced:

• Education is the most important priority of state policy;
• the main goal of the European school – formation of critical thinking;
• maintain a single educational space.

Critical thinking:

• The ability to analyze information from a logical perspective, the ability to make informed judgments, decisions and apply the results obtained to both standard and non-standard situations, questions and problems (Explanatory Dictionary);
• A special type of thinking aimed at evaluating ideas. More narrowly, it is associated with checking the accuracy of statements and the validity of reasoning (and American textbook for the CM course);
• Systematic evaluation of arguments based on clear rational criteria (American QM textbook).
• A special type of mental activity that allows a person to make a sound judgment about a point of view or model of behavior proposed to him (Professor Ralph H. Johnson from Canada).
• Making thoughtful decisions about how to act and what to believe.
• Thinking that leads to self-improvement.
• The ability to pose new questions, develop a variety of arguments, and make thoughtful decisions (Russian pedagogy).

Critical Thinking (David Kluster):

• Critical thinking is independent thinking;
• Information is the starting point, not the end point, of critical thinking;
• Critical thinking begins with asking questions and understanding the problems to be solved;
• Critical thinking strives for persuasive argumentation;
• Critical thinking is social thinking .

Two areas of practice for developing critical thinking:

• Teaching CT as an independent discipline;
• CM is the methodological core of teaching a number of academic disciplines, i.e. is not just one of the objects, but system-forming factor of education.

The purpose of technology for developing critical thinking:

• To ensure the development of CT through the interactive inclusion of students in the educational process.

Initial scientific ideas:
Critical thinking promotes:

• Mutual respect between partners, understanding and productive interaction between people:
• Facilitates understanding of different “world views”;
• Allows students to use their knowledge to make sense of situations with a high level of uncertainty;
• Create a basis for new types of human activity.

In terms of CM development technologies, the following are distinguished:

• Sociocultural context : O The idea of ​​educating citizens of an open society is new (the educational process is associated with life situations, solving the problems that a person faces in real life).
• Technological context : the basis is a model of three stages: 1) Challenge - updating the knowledge of students before studying a new topic; 2) Comprehension – searching for information to solve a given problem at the challenge stage; 3) Reflection - thinking about what students learned in the process of searching for learning new material.
• Methodological context : a set of methods that include techniques for types of educational activities, regardless of the subject content (the triune basis of technology (challenge - comprehension - reflection) sets a consistent structure of the lesson and a certain combination of specific methodological techniques).

KM technology structure:
3 stages (stages):
First stage: call (his presence at every lesson is mandatory), allows:

• Update and summarize the student’s existing knowledge on a given topic or problem;
• Arouse sustained interest in the problem being studied, motivate learning activities;
• encourage students to actively work in class and outside of it.

Second stage– comprehension. Allows:

• Get new information;
• Make sense of it;
• Compare with existing knowledge.

Stage 3 – reflection:

• Holistic comprehension, generalization of the information received;
• Assignment of new knowledge, new information by the student;
• Formation of each student’s own attitude to the material being studied.

Result evaluation criteria:

• Evaluation (Where is the error?);
• Diagnosis (What is the reason?);
• Self-control (What are the disadvantages?);
• Criticism (Do you agree? Refute. Give counterarguments);
• Forecast (make a forecast).

Restrictions:

• Preparation of special content of texts.
• Low level of development of independent work skills among students.
• Lack of time in class to go through all three stages of learning, which is an indispensable condition.

Questions for self-control:

• Explain the essence of technology for developing students' critical thinking. What theoretical ideas underlie it?
• What fundamentally new technology has been proposed to implement the competency-based approach to learning?
• What means are the main ones in managing teaching in this technology?

Literature

Agapov I. G. Learning to think productively // Library of the “Bulletin of Education”. - M., 2001. - No. 2.

Bidenko V.I. The Bologna Process: Structural Reform of European Higher Education. – M., 2002.

Bespalko V.P. Components of pedagogical technology. – M., 1989.

Borisova N.V. Educational technologies as an object of pedagogical choice: Textbook. Benefit. – M., 2000.

Guzeev V.V. Pedagogical technology in the context of educational technology. – M.: Public Education, 2001.

Gorchakova – Sibirskaya M.P. Innovations in vocational education: pedagogical technologies: Textbook. Benefit. – M., 2001.

Zagvyazinsky V.I. Pedagogical creativity of the teacher. - 2000.

Zair-Bek E. S. Fundamentals of pedagogical design. - St. Petersburg. 1999.

Clarin M. V. Innovative models of teaching in foreign pedagogical searches. - M., 1994.

Clarin M.V. Innovations in world pedagogy. - Riga, 1995.

The concept of modernization of Russian education for the period until 2010. – M., 2002.

Levites D. G. Teaching practice: Modern educational technologies. - Murmansk, 1997.

National doctrine of education in the Russian Federation. Decree of the Government of the Russian Federation of October 4, 2000 No. 751.

Sibirskaya M.P. Concept of pedagogical technology // Encyclopedia of professional education: In 3 volumes/Ed. S.Ya. Batysheva. – M., 1998.

Ivleva I.A., Panasyuk V.P., Chernysheva E.K. Conceptual basis for constructing a quality system for vocational education. – St. Petersburg, 2001.

Panfilova A.P. Game modeling in the activities of a teacher: textbook. aid for students Higher Textbook Establishments / A.P. Panfilova; under the general editorship of V.A. Slastenina, I.A. Kolesnikova. – M.: Publishing Center “Academy”, 2006. – 368 p.

Pedagogical Workshops: France - Russia / Comp. E. S. Sokolova, I. A. Mukhina: Ed. E.S. Sokolova; Per. from fr. - M., 1997.

Pedagogical technologies: what they are and how to use them at school / Scientific. ed. T. I. Shamova, P. I. Tretyakov. - M.; Tyumen, 1994.

Prigozhy A.I. Innovations: Incentives and obstacles. - M., 1989. Development of giftedness in children: (The experience of the finalists of the All-Russian competition “Teacher of the Year in Russia”). - M., 1997.

Russian Pedagogical Encyclopedia / Ch. ed. V. V. Davydov. - M-, 1993.

Federal program for the development of education in Russia. – M., 2000.

Serikov V.V. Personality-oriented education: Phenomenon, concept, technology // Pedagogical education for the 21st century: Materials of the international scientific and practical conference. - M., 1994.

Slastenin V.A., Shiyanov E.P. Humanistic paradigm of pedagogical education // Pedagogical education for the 21st century: Materials of the international scientific and practical conference. - M., 1994.

Managing the development of innovative processes in school / Scientific editor. T.I. Shamova, P.I. Tretyakov. - M., 2001.

Fridman L. M., Mahu V. I. Problem-based organization of the educational process. - M., 2003.

Khutorskoy A.V. Heuristic learning: Theory, methodology, practice. - M., 1998.

Khutorskoy A.V. Workshop on didactics and teaching methods / A.V. Khutorskoy. – St. Petersburg: Peter, 2004. – 541 p. – (Series “Tutorial”).

Shamova T.P. and others. Management of the educational process at school based on teacher technological maps. - M., 1994.

Shamova T.P., Davydenko T.M. Managing the educational process in an adaptive school. - M., 2001.

4. Debate method

Holding competitions using the “Debate” method among students contributes to the formation of a new generation of civil open society: tolerant and mobile, critically reflecting on change

Debate form:

• the ability to form and defend one’s position;
• public speaking and dialogue skills;
• team spirit and leadership qualities.

This method develops abilities and forms the necessary skills for dialogue and discussion:

• development of critical thinking (rational, reflective and creative thinking necessary in formulating, defining, justifying and analyzing the thoughts and ideas discussed);
• development of communication culture, public speaking skills;
• formation of research skills (the arguments presented require evidence and examples, the search for which requires working with sources of information);
• formation of organizational skills (implies not only the organization of oneself, but also the materials presented);
• developing listening and note-taking skills.

Debate is an intellectual competition that develops the ability to actively defend one’s views and judgments. Most suitable for conducting classroom and extracurricular activities in high schools. Requires certain preparation from participants and presenter. Debates involve the following sequence of actions: preparation for the game, game, analysis of the game.

Game conditions : Two teams take part in the game (one affirms the thesis, and the other denies it). Teams, depending on the debate format, consist of two or three players (speakers). The point of the game is to convince a neutral third party, the judges, that your arguments are better (more convincing) than your opponent's.

Each stage of debate has its own structure and system of methods and techniques used.

I. Preparing for the game

Preparation for the game begins with determining its theme (thesis). In the "Debate" it is formulated in the form of a statement, for example: "Technological progress leads to the death of civilization." When selecting a topic, it is necessary to take into account the requirements according to which a “good” topic should:

• provoke interest by addressing issues that are significant to debaters;
• be balanced and give equal opportunities to teams to present quality arguments;
• have a clear formulation;
• stimulate research work;
• have a positive wording for the approving party.

In general, the structure of the preparatory stage can be presented as follows.

Working with information on the topic:

• activation of students' knowledge (brainstorming);
• searching for information using various sources;
• systematization of the received material;
• drawing up cases (argumentation systems) for asserting and denying the thesis, preparing a round of questions, etc.

Formation of general and special skills:

• formulation and substantiation of arguments, supports, supports;
• building a strategy for the denying side;
• the ability to formulate questions correctly;
• mastering the knowledge of rhetoric and logic, applying them in practice;
• mastering the skills of effective group work, auto-training and relaxation.

So, at the preparatory stage, students must not only deeply study and carefully study the content of the topic proposed for the game, but also give definitions to each concept in the thesis, create cases (a system of arguments) for both the affirmative and the denying side, since the teams are drawn by lots shortly before the start of the game itself. At the same time, a strategy of denial is thought out for each side, that is, counterarguments are drawn up to the possible arguments of opponents, and questions are proposed that help identify contradictions in the position of the opposite side.

Each team (consisting of three speakers) has the opportunity to take time-outs between any rounds for a total duration of 8 minutes.

Debate form

U1 - the first speaker of the approval team;

O1 is the first speaker of the negation command, etc.

During the game, each speaker performs roles and functions strictly defined by the game technology, and the roles of the first speakers differ from each other, and the roles of the second and third are the same.

The time is monitored throughout the game by a “time keeper” who warns teams and judges 2, 1 and 0.5 minutes in advance about the end of the performance (preparation) time. To do this, he uses cards with the time written on them, which he shows to the teams.

Table

Regulations for "Debates"

Action	Time
Performance U1
OZ questions for U1
Performance 01
KZ questions for 01
U2 performance
Questions 01 to U 2
Performance 02
Questions U1 to 02
Speech by UZ
Performance 03

Speaker Roles

Speaker U1:

• team introduction;
• topic formulation, relevance;
• identification of key concepts included in the topic;
• putting forward a criterion (the value or goal of the team);
• presentation of the approver's case;
• conclusion (thus...ready to answer questions...).

Speaker 01:

• team introduction;
• formulation of the thesis of denial;
• adoption of definitions of key concepts;
• attacking or accepting opponents' criteria;
• refuting the position of the statement;
• presentation of the case of the denying party.

Specially selected judges or a neutral audience evaluate the teams' performances according to selected criteria and announce the winner.

III. Game Analysis

After the completion of the “Debate,” a reflective analysis of the activities of all participants takes place. The preparation of teams for the “Debate”, their methods of putting forward arguments and answering questions from opponents, and other elements of activity are analyzed.

Getting ready for the lesson

Develop a preparatory stage for the “Debate”. To do this, together with proactive students, determine the following:

• academic subject, class;
• “Debate” topic (several options);
• the purpose of the Debate;
• principles of team formation;
• types of work with information on the topic of “Debate”;
• preparing teams for “Debates”;
• evaluation criteria for “Debates”;
• form of analysis and evaluation of “Debates”.

Implement the developed activities with students or colleagues. Discuss the results.

The debater's code of honor includes the following rules:

The debate should promote careful analysis of a variety of issues, recognizing, however, that respect for each person and tolerance are core values ​​that should be held dear by all people.

Debate should promote and inspire the search for truth, rather than a mere exercise in rhetoric.

Competition and the desire to win should not prevail over the willingness to understand and study the issues discussed.

Debate should promote the ideal of tolerance of other people's points of view, promoting the search for common values ​​while accepting the differences that exist between the people involved in the debate.

Debater Ethics:

When debating sides, debaters should refrain from making personal attacks on their opponents;

Debaters should argue in a friendly manner;

The language and gestures used by debaters should reflect their respect for others;

Debaters must be honest and accurate to the best of their knowledge when presenting support and information. Debaters should never intentionally misrepresent facts, examples, or opinions;

Debaters should listen carefully to their opponents and try their best not to misrepresent their words during the debate.

Trainer ethics:

Coaches should encourage debaters' personal contributions and free exchange of ideas in preparation for debate;

Trainers should provide a friendly environment for debaters and provide positive and stimulating feedback;

Coaches should facilitate debate preparation, but should not create the arguments themselves;

Coaches should emphasize educational rather than competitive goals for debaters;

The relationship between coaches and debaters should

be based on mutual trust and

Reflection

Analyze your activities in preparation for the Debate. Determine the most successful and problematic stages of their preparation. Name the main difficulties and ways you overcame them. What is the main educational result at the stage of preparation of the “Debates” received by each of the participants in this preparation? Analyze the “Debates” in the same way.

Literature

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Gin A. A. Techniques of pedagogical technology: Freedom of choice. Openness. Activity. Feedback. Ideality: A Manual for Teachers. - M.: Vita-Press, 1999.

Guzeev V.V. Pedagogical technology in the context of educational technology. - M.: Public Education, 2001.

Zaitsev V. N. Practical didactics: Textbook. For ped. special Universities and institutes of pov. qualified works, image. - M.: Public Education, 1999.

Zvereva N. M. Practical didactics for teachers: Textbook. - M.: Pedagogical Society of Russia, 2001.

Kolechenko A.K. Encyclopedia of educational technologies: A manual for teachers. - St. Petersburg: KARO, 2002.

Kulnevich S. V., Lakotsenina T. P. A very unusual lesson: Practical. manual for teachers and class teachers, pedagogical students. textbook institutions, IPK students. - Rostov n/a: TC “Teacher”, 2001.

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

Shchurkova N. E. Workshop on educational technology. - M.: Pedagogical Society of Russia, 2001.

Educational technologies (from the experience of developing students' global thinking) / Ed. Yu. N. Kulyutkina, E. B. Spasskoy. - St. Petersburg: KARO, 2002. - pp. 134-136.