Lysikova Nadezhda Viktorovna
Job title: mathematic teacher
Educational institution: MKOU "Arkhangelsk" secondary school
Locality: Arkhangelskoye village, Anninsky district, Voronezh region
Name of material: article
Subject:"Competence as the goal and result of education. Types of competencies of schoolchildren."
Publication date: 07.06.2018
Chapter: secondary education
Competence as the goal and result of education. Types of competencies of schoolchildren.
The goal of modern education is to improve the quality of education. Quality
education – a set of educational results provided by the opportunity
students’ independent solution of problems that are significant to them (communication,
informational, educational, social). One of the conditions for improving quality
education is the formation of student competence. Competence is called
integral personality quality that characterizes the ability to solve problems and typical
tasks arising in real life situations, using knowledge, educational and
life experiences, values and inclinations. Understanding “ability”, in this case, not as
“predisposition”, but as “skill”. “Capable” i.e. "can do it." The result
education should be about developing students’ ability to act and be successful,
formation of such qualities as professional universalism, the ability to change spheres
activities, methods of activity at a fairly high level. Becoming in demand
such personality traits as mobility, determination, responsibility, ability
to assimilate and apply knowledge in unfamiliar situations, the ability to build communication with
other people. Shifting the ultimate goal of education from knowledge to “competence”
allows you to solve a problem typical of a Russian school, when students can do well
master a set of theoretical knowledge, but experience significant difficulties in activities,
requiring the use of this knowledge to solve specific problems or problem situations.
In this way, the disturbed balance between education and life is restored.
The competency-based approach corresponds to the general approach adopted in most developed countries
concept of the educational standard and is directly related to the transition - in the design
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. Different approaches
there are also ways to identify grounds for classifying student competencies. So, for example,
A.V. Khutorskoy proposes a three-level hierarchy of schoolchildren’s competencies and identifies:
1) key competencies that relate to general (meta-subject) content
education;
Key educational competencies are specified at the level of educational areas
and educational subjects for each level of education. In documents on the modernization of the Russian
education it is assumed that among the key ones formed and developed in school
competencies of schoolchildren should include information, socio-legal, and
communicative competence. In the structure of key competencies, according to the developers
project for the modernization of general education, the following must be submitted:
Competencies in the field of independent cognitive activity based on assimilation
ways of acquiring knowledge from various
sources of information, including extracurricular ones;
Competencies in the field of civil and social activities (performing the roles of a citizen,
voter, consumer);
Competencies in the field of social and labor activities (including the ability to analyze the situation
in the labor market, evaluate your own
professional opportunities, navigate the norms and ethics of labor relations,
self-organization skills);
Competencies in the everyday sphere (including aspects of one’s own health, family life, etc.)
Competencies in the field of cultural and leisure activities, the choice of paths and methods
use of free time, culturally and spiritually
enriching personality.
2) general subject competencies that relate to a certain range of academic subjects
and educational areas;
General subject competencies must be transferable to other subjects or
educational areas.
3) subject competencies – private in relation to the two previous competencies,
having a specific description and the possibility of formation within educational subjects.
Subject competencies relate to students' ability to engage in problem solving
knowledge, abilities, skills developed within a specific subject.
Orientation of educational standards, programs and textbooks in individual subjects to
the formation of common key competencies will ensure not only disparate
subject, but also holistic competency-based education. Educational competencies
students will play a multifunctional meta-subject role, manifested not only in
school, but also in the family, among friends, in future industrial relations.
There are quite specific definitions competencies as the skills needed to succeed at work, in school and in life (QCA definitions).
Competence translated from Latin means a range of issues in which a person is well informed, has knowledge and experience.
According to Doctor of Pedagogical Sciences German Selevko, competence– readiness of the subject to effectively
organize internal and external resources to set and achieve goals. Internal resources are understood as knowledge, abilities, skills, sub-disciplinary skills, competencies (ways of activity), psychological characteristics, values, etc. Competencies are qualities acquired through living situations and reflecting on experience.
Doctor of Pedagogical Sciences, Academician of the International Pedagogical Academy, Moscow, Andrey Viktorovich Khutorskoy gives his understanding of today’s term competence – an alienated, predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in a certain field.
Components of the concept of “competence”:
- knowledge is a set of facts required to perform a job. Knowledge is a broader concept than skills. Knowledge represents the intellectual context in which a person operates.
- skills- this is the possession of means and methods of performing a specific task. Skills come in a wide range; from physical strength and dexterity to specialized training. What skills have in common is their specificity.
- ability– an innate predisposition to perform a specific task. Ability is also a rough synonym for giftedness.
- behavioral stereotypes refers to the visible forms of action taken to accomplish a task. Behavior includes inherited and learned responses to situations and situational stimuli. Our behavior reveals our values, ethics, beliefs and reactions to the world around us. When a person demonstrates self-confidence, forms a team among colleagues, or shows a tendency to take action, his behavior corresponds to the requirements of the organization. The key aspect is being able to observe this behavior.
- efforts is the conscious application of mental and physical resources in a certain direction. Effort is the core of work ethic. Any person can be forgiven for lack of talent or average ability, but never for insufficient effort. Without effort, a person resembles carriages without a locomotive, which are also full of abilities, but stand lifelessly on the rails.
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.
Under key competencies refers to the competences that are most universal in nature and degree of applicability. Their formation is carried out within the framework of each academic subject; in fact, they are supra-subject.
CLASSIFICATION OF COMPETENCIES BY J. EQUAL
1970-1990 characterized by the use of the category competence/competence in the theory and practice of language teaching (especially a non-native one), as well as professionalism in management, leadership, management, and teaching communication; The content of the concept “social competencies/competencies” is being developed. The work of J. Raven “Competence in Modern Society”, which appeared in London in 1984, gives a detailed interpretation of competence. Competence “consists of a large number of components, many of which are relatively independent of each other... some components are more cognitive and others more emotional... these components can replace each other as components of effective behavior”.
37 types of competencies, according to J. Raven
- a tendency towards a clearer understanding of values and attitudes in relation to a specific goal;
- tendency to control one's activities;
- involvement of emotions in the process of activity;
- willingness and ability to learn independently;
- seeking and using feedback;
- self confidence;
- self-control;
- adaptability: lack of feelings of helplessness;
- tendency to think about the future: habit of abstraction;
- attention to problems associated with achieving goals;
- independence of thinking, originality;
- critical thinking;
- willingness to solve complex issues;
- willingness to work on anything controversial or troubling;
- study of the environment to identify its capabilities and resources (both material and human);
- willingness to rely on subjective assessments and take moderate risks;
- lack of fatalism;
- willingness to use new ideas and innovations to achieve goals;
- knowledge of how to use innovation;
- confidence in society's favorable attitude towards innovation;
- focus on mutual gain and broad perspectives;
- persistence;
- resource usage;
- confidence;
- attitude to rules as indicators of desirable modes of behavior;
- ability to make decisions;
- personal responsibility;
- ability to work together to achieve goals;
- the ability to encourage other people to work together to achieve a goal;
- the ability to listen to other people and take into account what they say;
- the desire for a subjective assessment of the personal potential of employees;
- willingness to allow other people to make independent decisions;
- ability to resolve conflicts and mitigate disagreements;
- ability to work effectively as a subordinate;
- tolerance towards different lifestyles of others;
- understanding pluralistic politics;
- willingness to engage in organizational and community planning.
Based on previous research, one should distinguish between the often synonymously used concepts of “competence” and “competence”.
KEY COMPETENCIES: EUROPEAN OPTION
There is no single agreed upon list of core competencies. Since competencies are, first of all, an order of society for the preparation of its citizens, such a list is largely determined by the agreed position of society in a particular country or region. It is not always possible to achieve such agreement. For example, during the international project “Identification and selection of key competencies”, implemented by the Organization for Economic Cooperation and Development and the National Institutes of Educational Statistics of Switzerland and the USA, a strict definition of key competencies was not developed.
During the Council of Europe symposium on the topic “Key Competences for Europe” the following indicative list of key competencies was identified.
Study:
- be able to benefit from experience;
- organize the interconnection of your knowledge and organize it;
- organize your own study methods;
- be able to solve problems;
- engage in your own learning.
Search:
- query various databases;
- survey the environment;
- consult an expert;
- get information;
- be able to work with documents and classify them.
Think:
- organize the relationship between past and present events;
- be critical of one or another aspect of the development of our societies;
- be able to confront uncertainty and complexity;
- take a stand in discussions and forge your own opinions;
- see the importance of the political and economic environment in which training and work take place;
- assess social habits related to health, consumption, and the environment;
- be able to evaluate works of art and literature.
Cooperate:
- be able to collaborate and work in a group;
- make decisions - resolve disagreements and conflicts;
- be able to negotiate;
- be able to develop and implement contracts.
Get down to business:
- join the project;
- be responsible;
- join a group or team and contribute;
- to prove solidarity;
- be able to organize your work;
- be able to use computational and modeling instruments.
Adapt:
- be able to use new technologies of information and communication;
- demonstrate flexibility in the face of rapid change;
- show resilience in the face of difficulties;
- be able to find new solutions.
KEY COMPETENCIES OF DOMESTIC EDUCATION
For Russia, trends in European education have never been indifferent. At the same time, the concept of “our own” path, unlike others, does not give up its position, the supporters of which justified such exclusion by the specifics of domestic traditions. However, our country can no longer and should not stand aside from the general processes and trends in the development of education. In this sense, the tendency to strengthen the role of competencies in education is no exception. Of course, when specifying the above key competencies, it is necessary to take into account the real situation. The list of key competencies given below is based on the main goals of general education, the structural representation of social experience and personal experience, as well as the main types of student activities that allow him to master social experience, gain life skills and practical activities in modern society.
Taking into account these positions and based on the research conducted, the following groups of key competencies have been identified:
– Value and semantic competencies. These are competencies associated with the student’s value guidelines, his ability to see and understand the world around him, navigate it, be aware of his role and purpose, be able to choose goals and meaning for his actions and actions, and 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 and the program of his life as a whole depend on them.
– General cultural competencies. Knowledge and experience 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 the everyday, cultural and leisure sphere, for example, possession of effective ways to organize free time. This also includes the student’s experience of mastering a picture of the world that expands to a cultural and universal understanding of the world.
– Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, and general educational activities. This includes ways to organize goal setting, planning, analysis, reflection, and self-assessment. In relation to the objects being studied, the student masters creative skills: obtaining knowledge directly from the surrounding reality, mastery of techniques for educational and cognitive problems, actions in non-standard situations. Within the framework of these competencies, the requirements of functional literacy are determined: the ability to distinguish facts from speculation, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.
– Information competencies. Skills in relation to information in academic subjects and educational areas, as well as in the surrounding world. Proficiency in modern media (TV, tape recorder, telephone, fax, computer, printer, modem, copier, etc.) and information technologies (audio-video recording, e-mail, media, Internet). Search, analysis and selection of necessary information, its transformation, storage and transmission.
– Communication competencies. Knowledge of languages, ways of interacting with surrounding and remote events and people; skills of working in a group, team, mastery of various social roles. The student must be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are recorded for the student at each level of education within the framework of each study. subject or educational field.
– Social and labor competencies. Performing the role of citizen, observer, voter, representative, consumer, buyer, client, producer, family member. Rights and responsibilities in matters of economics and law, in the field of professional self-determination. These competencies include, for example, the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, and master the ethics of labor and civil relations.
– Competencies of personal self-improvement aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The student masters ways of acting in his own interests and capabilities, which are 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 rules of personal hygiene, taking care of one’s own health, sexual literacy, internal environmental culture, and methods of safe living.
List of used literature:
- Khutorskoy A.V. Article “Key competencies as a component of personality-oriented education” // Public education. – 2003. – No. 2. – P.58-64.
- Khutorskoy A.V. Article “Technology for designing key competencies and subject competencies.” // Internet magazine “Eidos”.
- Perelomova N.A., head of the department of IPKRO, Irkutsk.
- Article “Key competencies in education: a modern approach. // Internet magazine “Eidos”.
- S.A. Denisov, Novosibirsk.
- Article “Development of subjects of educational activities through the formation of key competencies.” http://den-za-dnem.ru/page.php?article=153
- I.A. Winter. Article "Key competencies - a new paradigm for educational results." // Internet magazine “Eidos”.
- G.V. Pichugina. Article “Competency-based approach in technological education.”
- Magazine "School and Production" No. 1 2006
Head of the sector for organizational and methodological work of the MKU "Center for ensuring the activities of budgetary institutions of the Sudak city district" - Sobko Yu.A.
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Main features of key competencies. Modern pedagogical literature presents a fairly large set of competencies, which actualizes the problem of their selection and systematization according to certain criteria. For example, during the Council of Europe symposium 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 supra-disciplinary and interdisciplinary, they are general in nature and are therefore easily transferable 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, communication, 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, including broad theoretical generalizations and 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 educational content into general metasubject (for all subjects), interdisciplinary (for a cycle of subjects) and subject (for a specific subject), A.V. Khutorskoy proposes a three-level hierarchy of competencies: 1) key competencies; 2) general subject competencies; 3) subject competencies. Key competencies relate to the general (meta-subject) content of education. General subject competencies relate to a specific cycle of subjects, and subject competencies are associated with a specific subject. All groups of competencies are interrelated: key competencies are specified first at the level of a cycle of subjects, and then at the level of each individual subject for each stage of education.
Analysis of the component composition of key competencies within the framework of various pedagogical and psychological studies allows us to turn to the definition of the structure of key competencies of students.
I.A. Zimnyaya and Yu.G. Tatur mandatory components of key competencies include: positive motivation (readiness) to demonstrate competence; value-semantic ideas (attitudes) to the content and result of activity (value-semantic aspect); knowledge underlying the choice of how to carry out the relevant activity (cognitive basis of competence); ability, experience (skill) to successfully implement the necessary actions based on existing knowledge (behavioral aspect); emotional-volitional self-regulation.
G.K. Selevko presents a 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 components: motivational, cognitive, value-semantic, behavioral, which should be reflected in the content of general secondary education.
Classifications of key competencies. The issue of classification of key competencies also does not have a clear solution in the literature.
“in the field of independent cognitive activity, based on the assimilation of methods of acquiring knowledge from various sources of information, including extracurricular ones;
in the sphere of civil and social activities (playing the roles of a citizen, voter, consumer);
in the field of social and labor activities (including the ability to analyze the situation on the labor market, assess one’s own professional capabilities, navigate the norms and ethics of relationships, self-organization skills);
in the everyday 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 that: a) a person is a subject of communication, cognition, and work (B.G. Ananyev);
b) a person manifests himself in a system of relationships to society, other people, to himself, 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. Competencies related to the person himself as an individual, subject of activity, communication:
Health care competencies: knowledge and adherence to healthy lifestyle standards, knowledge of the dangers of smoking, alcoholism, drug addiction, AIDS; knowledge and compliance with the rules of personal hygiene and 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); Sciences; production; history of civilizations, one’s own country; religion;
Integration competencies: structuring knowledge, situationally adequate updating of knowledge, expansion, increment of accumulated knowledge;
Citizenship competencies: knowledge and compliance with the rights and responsibilities of a citizen; freedom and responsibility, self-confidence, self-dignity, civic duty; knowledge and pride in the symbols of the state (coat of arms, flag, anthem);
Competencies of self-improvement, self-regulation, self-development, personal and subject reflection: the meaning of life; Professional Development; language and speech development; mastering the culture of the native language, proficiency in a foreign language.
2. Competencies related to social interaction between humans and the social sphere:
Competencies of social interaction: with society, community, team, family, friends, partners; conflicts and their repayment; cooperation; tolerance, respect and acceptance of others (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. Competencies related to human activities:
Cognitive activity competencies: setting and solving cognitive problems; non-standard solutions, problem situations - their creation and resolution; productive and reproductive cognition, research, intellectual activity;
Activity competencies: play, learning, work; means and methods of activity: planning, design, modeling, forecasting, research activities, orientation in various types of activities;
Information technology competencies: receiving, processing, issuing information (reading, note-taking), mass media, multimedia technologies, computer literacy; mastery of electronic and Internet technology.
Let us present another point of view on the issue under consideration. Based on the main goals of general education, as well as the structure of social experience, personal experience, and the main types of student activities, A.V. Khutorskoy identifies seven groups of key competencies for general education:
1. Value and semantic competencies. These are competencies in the field of worldview related to the student’s value orientations, his ability to see and understand the world around him, navigate it, realize his role and purpose, choose goals and meaning for his actions and actions, and 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 and the program of his life as a whole depend on them.
2. General cultural competencies. This is a range of issues in relation to which the student must be well informed, have knowledge and experience. This includes - features of national and universal culture, spiritual and moral foundations of human life, individual nations and humanity, cultural foundations of family, social and public phenomena and traditions, the role of science and religion in human life, their influence on the world, competencies in everyday life and cultural life. -leisure sphere. This also includes the student’s experience of mastering the scientific picture of the world.
3. Educational and cognitive competencies. This is a set of competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognizable objects. This includes knowledge and skills in organizing goal setting, planning, analysis, reflection, and self-assessment of educational and cognitive activities. In relation to the objects being studied, the student masters the skills of productive activity: obtaining knowledge directly from reality, mastering methods of action in non-standard situations, and heuristic methods for solving problems. Within the framework of these competencies, the requirements of appropriate functional literacy are determined: the ability to distinguish facts from speculation, mastery 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 student with the skills to act in relation to information contained in academic subjects and educational areas, as well as in the surrounding world.
5. Communication competencies. This is a set of competencies in the field of communication activities. They include knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, skills in working in a group, and mastery of various social roles in a team. The student must be able to introduce himself, write a letter, application, fill out a form, 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 recorded for a student at each level of education within each subject or educational field being studied.
6. Social and labor competencies. This is a set of competencies in various areas of human social and labor activity. This includes knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), the social and labor sphere (the roles 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 public benefit, know and be able to use one’s rights, etc.), in the field of professional self-determination. By mastering social and labor competencies, the student masters the minimum skills of social and labor activity necessary for life in modern society.
7. Personal self-improvement competencies. This is a set of competencies aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the sphere of these competencies is the student himself. He masters ways of acting 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, taking care of one’s own health, sexual literacy, and internal environmental culture. This also includes a set of qualities related to the basics of a person’s safe life.
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 fields and individual academic subjects.
An interesting point of view on this issue is A.M. Novikov, who talks about “basic qualifications”. By introducing supra-subject basic qualifications, he proceeds from the fact that between general and vocational education an increasingly powerful layer of educational components begins to grow, which cannot be attributed either to general education or to vocational education itself. They are necessary today in any work activity; these are the basic qualifications. These include possession of “cross-cutting” skills: working on computers, using databases and data banks, knowledge and understanding of ecology, economics and business, financial knowledge, commercial savvy, technology transfer skills (transfer of technologies from one area to another), marketing skills and sales, legal knowledge, knowledge of the patent and licensing sphere, skills in protecting intellectual property, knowledge of the regulatory conditions for the functioning of enterprises of various forms of ownership, skills in presenting technologies and products, knowledge of professional terminology in foreign languages. In addition, here we should add sanitary and medical knowledge, knowledge of the principles of existence in conditions of competition and possible unemployment, psychological readiness to change professions and fields of activity, etc. .
“Towards general education,” writes A.M. Novikov, training cannot be classified as these basic qualifications, since it is necessary to develop skills in using databases and data banks, technology transfer, 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 anywhere and in any profession. Perhaps this is precisely the area of polytechnic education, in a “new sound”, in a “new edition”.
Competence, translated from Latin, means a range of issues in which a person is knowledgeable, knowledgeable and experienced. A person competent in a particular area has the appropriate knowledge and abilities that enable him to make informed judgments about that area and act effectively in it.
Currently, there is no exact list of key human competencies that need to be developed in a secondary school. The most common classification is A.V. Khutorskogo. He identifies the following types of competencies:
value-semantic competencies;
general cultural competencies;
educational and cognitive competencies;
information competencies;
communication competencies;
social and labor competencies;
personal self-improvement competencies.
Value and semantic competencies. These are competencies in the field of worldview related to the student’s value orientations, his ability to see and understand the world around him, navigate it, realize his role and purpose, be able to choose goals and meaning for his actions and actions, and 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 and the program of his life as a whole depend on them.
General cultural competencies. The range of issues in relation to which the student must be well informed, have knowledge and experience of activities, these are the features of national and universal culture, the spiritual and moral foundations of human life and humanity, individual nations, the cultural foundations of family, social, public phenomena and traditions, the role of science and religion in human life, their influence on the world, competencies in the everyday, cultural and leisure sphere, for example, possession of effective ways to organize free time. This also includes the student’s experience of mastering a scientific picture of the world, expanding to a cultural and universal understanding of the world.
Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognizable objects. This includes knowledge and skills in organizing goal setting, planning, analysis, reflection, and self-assessment of educational and cognitive activities. In relation to the objects being studied, the student masters creative skills of productive activity: obtaining knowledge directly from reality, mastering methods of action in non-standard situations, heuristic methods of solving problems. Within the framework of these competencies, the requirements for appropriate functional literacy are determined: the ability to distinguish facts from speculation, mastery of measurement skills, the use of probabilistic, statistical and other methods of cognition
Information competencies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio - video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information, organize, transform, store and transmit it. These competencies provide the student with the skills to act in relation to information contained in academic subjects and educational areas, as well as in the surrounding world.
Communication competencies. They include knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, skills in working in a group, and mastery of various social roles in a team. The student must be able to introduce himself, write a letter, questionnaire, statement, ask a question, lead a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are recorded for the student at each level of education within each study. subject or educational field.
Social and labor competencies mean possession of knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), in the social and labor sphere (the rights of a consumer, buyer, client, manufacturer), in the field of family relations and responsibilities, in matters of economics and law, in the field of professional self-determination. This includes, for example, the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, and master the ethics of labor and civil relations. The student masters the minimum skills of social activity and functional literacy necessary for life in modern society.
Personal self-improvement competencies are aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the sphere of these competencies is the student himself. He masters ways of acting in his own interests and capabilities, which are 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, taking care of one’s own health, sexual literacy, and internal environmental culture. This also includes a set of qualities related to the basics of a person’s safe life.
Competence [lat. competentia - belonging by right] 1) the terms of reference of any body or official; 2) the range of issues in which the person has knowledge and experience. In turn, competence is defined as compliance of the occupant or applicant with the place, imputation, i.e. ability.
In the domestic literature, attempts are made to separate these two terms, filling them with different content. For example: “competence is understood as some alienated, predetermined requirement for a person’s training, and competence is an already established personal quality (characteristic).
Thus, competence is the demonstrated competence of a person. Competence may include a set of competencies that are found in different areas of activity." Nevertheless, competence remains a characteristic of a person, and competence is what he already possesses (ability, skill). It is what he owns that defines him as competent. Therefore, what is important to us is not the characteristic itself, but what determines it, what can and should be mastered, what can be learned, i.e. competencies or competencies.
The last two terms can be used as synonyms in two main meanings - knowledgeable, in the sense of being able and in the sense of the skills that he possesses, as well as capable, in the sense of having a certain potential, the ability to carry out certain actions. It should be noted that in Russian education the term “knowledgeable” is more often used in the meaning of informed, erudite, having knowledge, than capable. However, in light of the above, we propose to use the term “competence” as an already established concept in the international educational community.
From the point of view of the authors of the strategic report within the framework of the project “Definition and Selection of Competencies (DeSeCo): Theoretical Foundations” (Switzerland and the USA), competence is defined as the ability to satisfy requirements or successfully complete a task and has both cognitive and non-cognitive components.
Competence is the ability to successfully respond to individual or societal demands or to perform a task (or activity). As can be seen from the above definition, competence is considered in one more dimension: competence must meet individual and social requirements. In other words, it should allow obtaining individually or socially significant products or results. According to Doctor of Pedagogical Sciences German Selevko, competence is the subject’s readiness to effectively organize internal and external resources to set and achieve goals. Internal resources are understood as knowledge, abilities, skills, sub-disciplinary skills, competencies (ways of activity), psychological characteristics, values, etc. Competencies are qualities acquired through living situations and reflecting on experience.
Doctor of Pedagogical Sciences, Academician of the International Pedagogical Academy, Moscow, Andrey Viktorovich Khutorskoy gives his understanding of today’s term competence - an alienated, predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in a certain field. What qualities does a person need in any professional activity? J. Raven, author of the book “Competence in Modern Society,” based on surveys of young people who worked in organizations where they had to engage in situations of communication, forecasting, leadership, coordinating actions with colleagues, showing ingenuity and perseverance, trying to understand people and social situations, to navigate group processes, answers this question this way:
ability to work independently without constant supervision;
ability to take responsibility on one's own initiative;
the ability to take initiative without asking others whether to do so;
willingness to notice problems and look for ways to solve them;
the ability to analyze new situations and apply existing knowledge for such analysis;
ability to get along with others;
the ability to master any knowledge on one’s own initiative (i.e., taking into account one’s experience and feedback from others);
the ability to make decisions based on sound judgment, i.e. not having all the necessary material and not being able to process the information mathematically.
Thus, the essential features of competence are the following characteristics - constant variability associated with changes to the success of an adult in an ever-changing society. The competency-based approach presupposes a clear orientation towards the future, which is manifested in the possibility of building one’s education taking into account success in personal and professional activities.
Competence is manifested in the ability to make choices based on an adequate assessment of one’s capabilities in a specific situation, and is associated with motivation for lifelong education.
State Institution "Svobodnenskaya Secondary School"
(Speech at a meeting of the methodological association)
Head of the Ministry of Defense M. Tokhasheva
2013-2014 academic year
FORMATION OF STUDENTS' KEY COMPETENCIES
One of the main tasks of modern education is to achieve a new, modern quality of education. The new quality of education is understood as focusing on the development of the child’s personality, his cognitive and creative abilities. A comprehensive school should form a new system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students, that is, modern key competencies.
Key competencies should include generalized, universal competencies, the mastery of which is necessary for a graduate to further study, personal development, self-realization in life, regardless of the level of his education, development and profession that he chooses. In other words, the list of competencies, one way or another, reproduces a certain list of basic types of human activity.
What theoretical principles should be followed when developing key competencies in the educational process? It should be noted that, seeing the shortcomings of the current content of education, teachers themselves try to improve it, without waiting for regulatory documents.
Research has shown that constructing the content of education only on the basis of a competency-based approach is inappropriate. At the same time, a superstructure over the current content of education in the form of content that determines the formation of competencies leads to overloading the already overloaded content of education. The solution is seen in the emphasis on methods of activity and creating conditions for students to gain experience in activity.
Firstly, at the level of pre-subject content of education, key competencies are formed and their content is determined. Secondly, educational situations are constructed, the experience of action in which contributes to the formation of key competencies.
Taking into account the above, we can formulate didactic guidelines for the selection of pre-subject content of education (of a general theoretical nature) from the position of a competence-based approach:
The idea of core competence as the ability to solve vital problems in specific situations.
A set of key competencies and their content.
The structure of key competencies, the central element of which is the experience of activity based on the acquired knowledge and skills of the individual.
Research has shown that it is advisable to highlight as key competenciesgeneral cultural, social and labor, communicative, personal self-determination.
General cultural competence - this is a person’s ability to navigate in the space of culture, it includes a knowledge component: an idea of the scientific picture of the world, knowledge of the main scientific achievements, an idea of artistic values.
The content of general cultural competence includes generalized methods of activity that allow an individual to appropriate cultural patterns and create new ones. The idea of these methods of action is formed within the framework of the competency-based approach. In general cultural competence, one can distinguish cognitive-information competence, which includes the following methods of cognitive activity: intellectual skills (analysis, synthesis, comparison, classification, systematization, vision of patterns), skills of searching, processing, using and creating information, as well as observation, experiment, definition concepts, hypotheses, etc.
The experience of cognitive and information activities is formed in conditions of a high degree of independence of students in the learning process.
Social and labor competence - the ability of an individual to interact with social institutions, perform social functions, and navigate the labor market. Social and labor competence presupposes knowledge about society (its functions, values, development), social institutions (their functions, interaction with people and with each other), the labor market (its current needs, development prospects, requirements for a professional in one or another other industry).
The methods of activity can be distinguished as follows:
the ability to perform social functions that belong to a certain social role:
ability to solve problems in the labor market.
Students' experience in the area of responsibility of social and labor competence is formed in business, role-playing and simulation games, social practices and projects.
Communicative competence - in the activity approach, communication is considered as a joint activity of communication participants, during which a common (to a certain limit) view of things and actions with it is developed.
Communication is an integral part of the communication process, which is the interaction of two or more people, including the exchange of information (i.e. communication) and mutual perception and understanding of students. Communicative competence is associated with information competence, covering the receipt, use, and transmission of information in the process of interaction.
The main emphasis should be placed on methods of activity, which include:
1. ways to exchange information
monologue skills - perceive monologue speech, determine the main thing, compose a monologue statement, analyze the received information, and treat it critically;
dialogical skills - begin communication, perceive information during interaction, ask questions, analyze information during interaction, ask questions, analyze information, clarify details, express your opinion;
2. ways to organize joint activities -
setting a goal, choosing methods of action, etc., complemented by the skills to distribute responsibilities, be able to lead and obey, participate in the discussion of a problem, and sum up.
The experience of such activity is acquired in situations of perception and implementation of a monologue, participation in dialogues, discussions, joint solution of various problems: practical, philosophical, ethical, aesthetic, etc.
Ways of activity:
1) self-knowledge skills (self-observation, reflection, self-esteem);
2) the ability to make appropriate choices (identify possible alternatives, analyze the positive and negative aspects of each, predict consequences, both for oneself and for others, make choices and justify them, admit and correct mistakes).
Since a key competency is considered as an individual’s ability to solve vital problems in specific situations, the ability to identify a problem, formulate it, analyze available information and identify missing information, etc., arising from the stages of problem solving, should be present in every competency. Such skills are called organizational; their essence is the ability to organize one’s activities to solve emerging problems.
Communicative competence is formed in the aspect of subject competencies associated with teaching monologue and dialogic speech.
In the formation of key competencies, a combination of classroom and extracurricular activities is necessary, since these competencies are formed in the entire life space of the student, which is broader than the school one.
Various methods and approaches contribute to the formation of key competencies.
For example, how can a chemistry lesson be structured under the conditions of integration of subject-oriented and competency-based approaches. So, when studying the topic “Electrolytic dissociation” in an 8th grade chemistry course, during updating, the knowledge that students already have from a physics course is established: usually children already know what electric current is, sources of electric current, effects of electric current, etc. . The next point in the actualization block is clarifying the expectations of students, identifying cognitive and practical problems that they would like to solve. These may be problems associated with the operation of a specific device for experiments in chemistry with electric current, questions in which the key word is: “Why?” The next point is conducting elementary experiments that prove the electrical conductivity or non-electrical conductivity of certain substances and solutions.
The workshop provides an opportunity to pay significant attention to the formation of key competencies. In this block, students solve practical problems, including those reflecting real life situations, in which there is always an element of uncertainty.
The project method significantly contributes to the formation of key competencies.
Value and semantic competencies - these are competencies associated with the student’s value guidelines, his ability to see and understand the world around him, navigate it, be aware of his role and purpose, be able to choose goals and meaning for his actions and actions, and 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 and the program of his life as a whole depend on them.
Educational and cognitive competencies - this is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, and general educational activity. This includes ways to organize goal setting, planning, analysis, reflection, and self-assessment. In relation to the objects being studied, the student masters creative skills: obtaining knowledge directly from the surrounding reality, mastery of techniques for educational and cognitive problems, actions in non-standard situations. Within the framework of these competencies, the requirements of functional literacy are determined: the ability to distinguish facts from speculation, mastery of measurement skills, and the use of probable, statistical and other methods of cognition.
Information competencies - these are the skills of activity in relation to information in academic subjects and educational areas, as well as in the surrounding world. Possession of modern media (TV, DVD, telephone, fax, computer, printer, modem, copier, etc.) and information technologies (audio - video recording, e-mail, media, Internet). Search, analysis and selection of necessary information, its transformation, storage and transmission.
In each educational subject (educational field), it is necessary to determine the necessary and sufficient number of interconnected real objects being studied, the knowledge, abilities, skills and methods of activity that form the content of certain competencies. The society of the future is a society with in-demand education, therefore the most important task today is the development of the required level of competencies achieved by students, as well as the appropriate measurement tool, methods that will make it possible to maintain equal rights to a decent education, allowing for individual achievements in the form of key competencies.
The emergence of competencies is a pattern of development in the history of education, which itself is marked by changes in educational activities. The dramatic change in many professional tasks, in particular as a result of the introduction of new technologies, requires new actions and qualifications, the general educational basis of which must be laid in school.
An important issue in the development of competencies is its knowledge content. Competencies cannot be reduced only to factual knowledge or operational skills. There are people who have extensive knowledge, but at the same time do not know how to apply it. The question arises, what should be the minimum that all young people should know by the time they graduate from school, what elements of history, art, literature, science and technology should be included in education in order to ensure an understanding of the current situation, the realities of life and the ability to adequately act, which are in demand today . Knowledge cannot remain academic, and this issue is resolved through the development of key competencies.
Let us dwell in more detail on the concept of key competencies. What can be called key competencies? In a metaphorical sense, this concept can be presented as a tool with which you can carry out various actions and be prepared for new situations. Thus, the more actions you can perform using a given tool, the better it is.
It should be noted that educational self-organization and self-education should be classified as the most significant key competencies. One of the goals of education is to create educational conditions for students to master key competencies.
Using European and Russian experience, we can name two different levels of key competencies. The first level concerns the education and future of students and can be called “core competencies for all students.” The second, narrower, level relates to the development of personality traits that are necessary for the new Russian society. The proposed system contains samples of competencies compiled on the basis of various domestic and foreign educational documents.
Educational competencies:
Organize the learning process and choose your own educational trajectory.
Solve educational and self-educational problems.
Link together and use separate pieces of knowledge.
Benefit from educational experiences.
Take responsibility for the education you receive.
Research competencies:
Receiving and processing information.
Accessing and using various data sources.
Organizing consultations with an expert.
Present and discuss different types of materials to a variety of audiences.
Use of documents and their systematization in independently organized activities.
Social and personal competencies:
Critically examine one or another aspect of the development of our society.
See connections between present and past events.
Recognize the importance of the political and economic contexts of educational and professional situations.
Assess social attitudes related to health, consumption and the environment.
Understand works of art and literature.
Engage in discussion and develop your own opinion.
Coping with uncertainty and complexity.
Communication competencies:
Listen and take other people's views into account.
Discuss and defend your point of view.
Perform in public.
Express yourself in a literary work.
Cooperation:
Decisions.
Establish and maintain contacts.
Deal with diversity of opinions and conflict.
Negotiate.
Collaborate and work as a team.
Organizational activities:
Organize your work.
Accept responsibility.
Master the modeling tool.
Be included in and contribute to a group or community.
Join the project.
Personally adaptive competencies:
Use new information and communication technologies.
Come up with new solutions.
Be flexible when faced with rapid change.
Be persistent and resilient in the face of difficulties.
Be prepared for self-education and self-organization.
It is possible to define core competencies without relating them to the interests of those who must acquire them. Earlier, speaking about competencies, it was noted that all students need to master them. But it is well known that educational institutions have different types and are organized in various areas. In this regard, it is important to determine how far it is possible to go in defining a common approach to education and relevant competencies. Core competencies, by definition, should be considered as belonging to the overall selection of qualities necessary for a person, as well as being part of the overall core of education.
Currently, criteria are being developed to determine the content of key competencies. They are based on the strategy of reorienting education towards the development of the student’s personality.
Modern society requires an open-minded personality capable of intercultural interaction and cooperation. Therefore, one of the leading tasks of pedagogical activity is the formation of communicative competence at all levels of the educational process at school.
The competency-based approach involves combining the educational process and its understanding into a single whole, during which the formation of the student’s personal position and his attitude to the subject of his activity occurs. The main idea of this approach is that the main result of education is not individual knowledge, abilities and skills, but a person’s ability and readiness for effective and productive activity in various socially significant situations. In this regard, within the framework of the competency-based approach, it is logical to analyze not a simple “increasing the volume” of knowledge, but the acquisition of diverse operational experience. In the competency-based approach, one of the first places is given to personal qualities that allow a person to be successful in society. From this point of view, the advantages of active, as well as group and collaborative teaching methods are:
development of positive self-esteem, tolerance and empathy, understanding of other people and their needs;
prioritizing the development of cooperation skills rather than competition;
providing opportunities for group members and their teachers to recognize and appreciate the skills of others, thereby gaining affirmation of their sense of self-worth;
development of listening and communication skills;
encouraging innovation and creativity.
We will separately focus on the formation of key competencies through collective forms of learning.
KEY COMPETENCIES
Competence
Scope of competence
Types of activities within the competence
Academic subjects where this competence is the leading one
social
sphere of public relations (politics, labor, religion, interethnic relations, ecology, health)
ability to take responsibility and participate in shared decision making
physical training
story
social science
technology
economy
economical geography
ecology
self-building
social and cultural sphere
determining the main life goals and ways to achieve them. Active adaptation to the sociocultural environment to achieve basic life goals
story
social science
economy
health-saving
healthy lifestyle area
the formation of basic guidelines for maintaining a healthy lifestyle. A clear vision of a plan for maintaining and developing your own health and the health of others
all things
PDO
Classroom hour
communicative
sphere of communication
mastery of oral and written communication
all things
PDO
Classroom hour
informational
sphere of information
mastery of new technologies, ability to evaluate information
all things
PDO
educational and cognitive
sphere of science, art
ability to learn throughout life, possession of knowledge, skills and abilities
physics
chemistry
geography
mathematics
art
Competence of professional self-determination
field of career guidance and pre-professional education
determining one’s own interests in professional activities. A value-based attitude towards work and its results. Ability to design your own life program and readiness to implement it
All things
PDO
Classroom hour
Possessing these competencies, students will be able to freely and independently choose the goals and means of various types of activities, manage their activities, while simultaneously improving and developing their abilities to implement them.
The introduction of a competency-based approach should be carried out in a differentiated manner, taking into account the specifics of individual subjects.
The competency-based approach, which is gaining strength in modern schools, is a reflection of society’s perceived need to prepare people who are not only knowledgeable, but also able to apply their knowledge.
Literature:
1. Barannikov A.V. Contents of general education. Competence-based approach - M., State University Higher School of Economics - 2002
2. Bodalev A.A. Personality and communication Fav. tr. - M., Pedagogy, 1983
3. Khutorskoy A.V. Key competencies. Design technology - M., Pedagogy, 2003, No. 5
4. Competency-based approach in teacher education. Ed. V.A. Kozyreva, N.F. Radionova - St. Petersburg, 2004
5. Lyceum education: experience, problems, prospects. Ed. ABOUT. Repina - M., 2007
6. New requirements for the content and methodology of teaching in Russian schools in the context of the results of the international study PISA - 2000 - M., 2005