Development of key competencies of students. Formation of key competencies of students

Personal competencies reflect the integral properties of a person related to how he builds relationships with other people, how he sets goals for himself, how he solves problems and handles information, and what level of self-regulation is available to him. http://olenka68.blogspot.ru/2013/01/blog-post_4853.html

The best way to understand what personal competencies are is to specific examples... There are several main clusters of personal competencies: http://olenka68.blogspot.ru/2013/01/blog-post_4853.html

• 1. Focus on results and efficiency - a person strives to improve in his studies, achieve better results, excel others, achieve significant success, solve challenging tasks, meet high standards, be proactive and come up with something new, always be one step ahead!
• 2. Communicative sophistication, interpersonal competence - a person is able to see the needs of other people, delve into their essence, receive and give feedback; he is able to understand their feelings and moods; sees the background of the relationship that develops between other people, his classmates, including the implicit reasons. Understands the nature of the relationship of others to oneself and can work with it; can predict human behavior; able to resolve conflicts.
• 3. Influence and influence on other people - a person is able to convince, persuade, make a good impression, to ensure that the people around him behave according to his expectations, owns many methods of argumentation.
• 4. Management competencies - a person is able to manage the activities of other people, direct and coordinate them, provide support in the development of their effectiveness, ensure compliance with established norms and standards; knows how to teach other people and strengthen their motivation to learn; knows how to distribute and delegate authority and responsibility. He is fluent in different leadership styles and knows how to choose the optimal style for each situation. Creates his own team, so to speak, a group, for some of his own purposes. Able to cooperate and teaches others to do so. Knows how to motivate people; encourages open interaction among all members of the group.
• 5. Cognitive competencies - systems thinking; the ability to find, process, interpret and present information; critical thinking; advanced planning skills; ability to analyze problems; ability and desire to learn.
• 6. Self-regulation and personal effectiveness - adequate self-esteem; self-control in stressful situations; time management; flexibility in the face of changing circumstances, in a situation of change; the ability to take responsibility; the ability to confidently express their own opinions and resist group pressure; the ability to learn from mistakes experience, instead of blaming external circumstances, falling into self-flagellation or doing nothing at all. The ability to see and understand different points of view.

Already from the description of personal competencies, it is clear that they reflect such skills, qualities and abilities that, to one degree or another, are necessary for any successful activity, whatever it may be.

Personal competence can help a child both at school and in any circles and sections where he constantly communicates, and many schoolchildren have a desire for leadership, but not everyone succeeds in becoming one.

The competencies of personal self-improvement are aimed at mastering the methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The student masters the methods of activity in his own interests and opportunities, which are expressed in his continuous self-knowledge, the development of the necessary modern man personal qualities, the formation of psychological literacy, culture of thinking and behavior. These competencies include the rules of personal hygiene, taking care of one's own health, sexual literacy, internal ecological culture, and ways of safe life. Fedulova M.A. Formation of special competence of future teachers of vocational training: author. Dis. ... Cand. Ped. Science. Ekaterinburg, 2008.19 p.

Most researchers studying the concept of competencies and their types note their multifaceted, systemic and diverse nature. Moreover, the problem of choosing the most universal of them is considered one of the central ones. Let us consider further what types and levels of competence development exist.

General information

Currently, there is a huge variety of approaches to their classification. At the same time, the main types of competencies are determined using both European and domestic systems. The GEF glossary provides definitions of the basic categories. In particular, the differences between competence and competence are indicated. The first is a complex of certain knowledge, skills and abilities in which a person is aware and has practical experience. Competence refers to the ability to actively use the acquired professional and personal knowledge in the course of their activities.

Relevance of the issue

It should be said that currently there is no single semantic space for the definition of "key competencies". Moreover, in different sources they are called differently. When identifying the types of key competencies in education, researchers find that these categories are vague and lax in dividing them. An example is the classification of G.K.Selevko. According to the researcher, there are such types of competencies as:

1. Communicative.
2. Mathematical.
3. Informational.
4. Productive.
5. Autonomization.
6. Moral.
7. Social.

The intersection of classes (laxity) is expressed in this classification in the fact that, for example, productivity can be considered as a general property of any activity: communication or decision math assignments... The information category overlaps with others, and so on. Thus, these types of competencies cannot be distinguished as isolated. Overlapping meanings are also found in the classification of A. V. Khutorsky. It defines the following types of competencies:

1. Educational and cognitive.
2. Value-semantic.
3. Social and labor.
4. Communicative.
5. General cultural.
6. Personal.
7. Informational.

Domestic classification

The most comprehensive, according to experts, the types of professional competencies are defined by I.A.Zimnyaya. Its classification is based on the category of activity. Winter highlights the following types of professional competencies:

1. Relating to a person as a person, as a subject of communication, activity.
2. Concerning the social interaction of people and the environment.
3. Directly related to human activities.

Each group has its own types of key competencies. So, the first includes the following categories:

1. Health preservation.
2. Value-semantic orientation in the world.
3. Citizenship.
4. Integration.
5. Subject and personal reflection.
6. Self-development.
7. Self-regulation.
8. Professional Development.
9. Speech and language development.
10. Meaning of life.
11. Knowledge of the culture of the native language.

Within the framework of the second group, the main types of competencies include skills:

1. Communication.
2. Social interaction.

The last block includes competencies:

1. Activities.
2. Information technologies.
3. Cognitive.

Structural elements

If we analyze the types of competencies in education identified by the authors, then it is quite difficult to find fundamental differences between them. In this regard, it is advisable to consider categories as mutually subordinate components of the subject's activity. Within the framework of any field of activity, competence includes the following components:

An important point

The types of teacher competencies, according to a number of researchers, should include two basic elements. The first is the socio-psychological aspect. It presupposes a desire and willingness to coexist in harmony with others and with oneself. The second element is professional. It provides for the willingness and desire to work in a specific field of activity. Each of these components, in turn, can be divided into certain types of competencies. V pedagogical process there are basic and special elements. The first refers to graduates of all universities. The latter are important for a particular specialty.

Competencies (types in pedagogy)

A system consisting of 4 blocks has been developed for future specialists. Each of them defines the types of teacher:

1. General socio-psychological.
2. Special professional.
3. Special socio-psychological.
4. General professional.

The latter is defined as basic skills, knowledge, abilities, skills and readiness for their actualization within a group of specialties. This block may include such types of student competencies as:

1. Administrative and managerial.
2. Scientific research.
3. Production.
4. Design and constructive.
5. Pedagogical.

A special category assumes the level and type of training of a graduate, the presence of the aspiration and readiness necessary for the implementation of specific activities. Their content is determined in accordance with state qualification indicators. General socio-psychological competencies represent the desire and readiness for effective interaction with others, the ability to understand others and oneself against the background of constantly changing mental states, environmental conditions, interpersonal relationships... In accordance with this, the basic categories that make up this block are distinguished. It includes such types of competencies as:

Special socio-psychological competencies presuppose the ability to mobilize important, from a professional point of view, qualities that ensure the productivity of direct work.

Basic skills

The types of competencies of students act as the main criteria for the quality of their training, the degree of formation of basic skills. Among the latter, the following skills are present:

• self-government;
• communications;
• social and civil;
• entrepreneurial;
• managerial;
• analytical.

The base unit also includes:

• psychomotor skills;
• cognitive ability;
• general labor qualities;
• social abilities;
• individually oriented skills.

There are also:

• personal and sensorimotor qualifications;
• social and professional skills;
• polyvalent competence;
• special, etc.

Specifications

Analyzing the skills mentioned above, it can be noted that the basic types of competencies in education are consistent with them. So, the social block consists of the ability to take responsibility, jointly work out decisions and participate in their implementation. This also includes tolerance towards various religions and ethnic cultures, the manifestation of the conjugation of individual interests with the needs of society and enterprises. The cognitive block includes the readiness to increase the level of knowledge, the need for implementation and actualization. personal experience, the need to learn new information and acquire new skills, the ability for self-improvement.

Competence development levels

The characteristic of behavioral indicators undoubtedly has great importance when assessing a subject's skills. However, it is also important to highlight the levels of development of existing competencies. The description system used in some Western companies is considered to be the most universal. Within the framework of this classification, important qualities can be identified by placing them in the appropriate grades. V classic version there are 5 levels for each competency:

1. Lidersky - A.
2. Strong - V.
3. Basic - S.
4. Insufficient - D.
5. Unsatisfactory - E.

The latter degree indicates that the subject does not have the necessary skills. Moreover, he does not even try to develop them. This level is considered unsatisfactory, since the person not only does not use any skills, but also does not understand their importance. Insufficient degree reflects partial manifestation of skills. The subject strives, tries to use the necessary skills included in the competence, understands their importance, but the effect of this does not come in all cases. A basic degree is considered sufficient and necessary for a person. This level shows which specific abilities and behavioral acts are characteristic of this competence. A basic degree is considered optimal for effective performance. A strong level of competence development is required for middle managers. It assumes a very good formation of skills. A subject with complex skills can actively influence what is happening, resolve operational issues in critical situations. This level also assumes the ability to anticipate and prevent negative phenomena. The highest degree of skill development is required for top managers. Leadership level is required for leaders taking strategically important decisions... This stage assumes that the subject is not only able to independently apply the existing necessary skills, but also can form appropriate opportunities for other persons. A person with a leadership level of competence development organizes events, formulates rules, norms, procedures that contribute to the manifestation of skills and abilities.

Terms of sale

For the effective use of competencies, they must have a number of mandatory features. In particular, they should be:

1. Exhaustive... The list of competencies should cover all elements of the activity.
2. Discrete... A specific competence must correspond to a specific activity, clearly separated from others. Where skills overlap, it becomes difficult to evaluate work or subjects.
3. Focused... Competencies should be clearly defined. No need to aim for coverage in one skill maximum number spheres of activity.
4. Affordable... Each competency must be formulated in such a way that it can be used universally.
5. Specific... Competencies are designed to strengthen the organizational system and strengthen goals over the long term. If they are abstract, then they will not have the desired effect.
6. Modern... The set of competencies must be constantly reviewed and adjusted in accordance with reality. They should take into account both current and future needs of the subject, society, enterprise, state.

Features of formation

Within the framework of the competence-based approach, the formation of basic skills acts as a direct result of pedagogical activity. These include abilities:

1. Explain current phenomena, their essence, causes, relationships between them, using the relevant knowledge.
2. Learn - solve problems in the field of learning activities.
3. Navigate in topical issues modernity. These include, in particular, political, environmental, intercultural issues.
4. Solve tasks that are common to different types professional and other activities.
5. Find your bearings in the spiritual realm.
6. Solve problems related to the implementation of specific social roles.

Tasks of teachers

The formation of competencies is determined by the implementation of not only the new content of education, but also technologies and teaching methods that are adequate to modern conditions. Their list is quite wide, and the possibilities are very diverse. In this regard, key strategic directions should be identified. For example, the potential of productive technologies and techniques is quite high. Its implementation affects the achievement of competence and the acquisition of competencies. The list basic tasks teachers, therefore, include:

To implement the above tasks, you should be guided by some rules:

1. First of all, the teacher must understand that the main thing in his activity is not the subject, but the personality, which is formed with his participation.
2. You should not spare time and effort to foster activity. It is necessary to help children learn the most productive methods of educational cognitive activities.
3. For the development of the thinking process, the question "Why?" Should be used more often. Understanding causality is essential to effective work.
4. Creativity is developed through comprehensive problem analysis.
5. When solving cognitive tasks, you should use several methods.
6. Students need to understand the perspectives of their learning. In this regard, they often need to explain the consequences of certain actions, the results that they will bring.
7. For better assimilation of the knowledge system, it is advisable to use plans and schemes.
8. In the course of the educational process, it is imperative to take into account the individual characteristics of children. To facilitate the solution of educational tasks, they should be conditionally combined into differentiated groups. It is advisable to include children with approximately the same knowledge in them. For a better understanding of individual characteristics, it is advisable to talk with parents and other teachers.
9. It is necessary to take into account the life experience of each child, his interests, the specifics of development. The school must work closely with the family.
10. Children's research work should be encouraged. It is necessary to find an opportunity to acquaint students with the technique of experimental activity, algorithms that are used in solving problems or processing information from various sources.
11. It should be explained to children that there is a place for every person in life if he masters everything that in the future will contribute to the implementation of his plans.
12. It is necessary to teach so that each child understands that knowledge for him is a vital need.

All these rules and recommendations are only a small part of the teaching wisdom and skill, the experience of previous generations. Their use, however, greatly facilitates the process of implementing tasks and contributes to a more rapid achievement of the goals of education, consisting in the formation and development of the personality. Undoubtedly, all these rules need to be adapted to modern conditions. A rapidly changing life makes new demands on the quality of education, qualifications, professionalism, and personal qualities of all participants in the process. When planning his activities, the teacher must. If this condition is met, his activities will bring the expected result.

"Competence" is a word that is used, perhaps not so often, but sometimes it still slips in certain conversations. Most people perceive its meaning somewhat vaguely, confusing it with competence and using it out of place. At the same time its exact value can serve as a powerful argument in polemics and discussion, as well as in proceedings. So what do they mean and what are they? Let's figure it out in more detail.

Terminology

According to Efremova, competence is defined as a field of knowledge and the range of issues in which an individual is well aware. The second definition, according to the same source, says that this word also denotes a set of rights and powers (refers to an official). The latter is reduced to the term He is somewhat stricter than the first. But this definition is much more suited to the essence of the present question of what competence is, since the first option has many synonyms and is not so narrowly defined.

Competence and related terms

There are two approaches to interpreting the terms competence and competence:

• identification;
• differentiation.

Competence, roughly speaking, is the possession of some kind of competence. In accordance with how widely the last term is considered, and their relationship with the first concept is interpreted. By the way, it is described as characterizing the quality of the individual, his ability. Competence is interpreted differently - it is, first of all, an aggregate.

Structuring

Competence is an integral result of the interaction of the following elements of its structure:

1. Trust. Defining personal goals, drawing up certain plans, building models of projects, as well as actions and deeds in order to achieve the desired result. The ratio of goals and personal meanings is assumed.
2. Motivational. True interest and sincere curiosity in the work in which a person is competent, the presence of his own reasons solve every arising task associated with this activity.
3. Orientational. Consideration in the process of work of external prerequisites (understanding the basis of one's work, the presence of experience in it) and internal (subjective experience, intersubject knowledge, methods of activity, specific features of psychology, and so on). Adequate assessment of reality and yourself - your strengths and weaknesses.
4. Functional. Having the ability not only to have, but also to use in practice the acquired knowledge, skills, methods and methods of activity. Awareness of information literacy as a basis for the formation of their own development, innovation of ideas and opportunities. Lack of fear of difficult conclusions and decisions, the choice of unconventional methods.
5. Control. There are limits for measuring the flow and conclusions in the course of the activity. Moving forward - that is, improving ideas and consolidating the right and effective ways and methods. The ratio of actions and goals.
6. Evaluating. The principle of three "self": analysis, evaluation, control. Assessment of the position, necessity and effectiveness of knowledge, skills or the chosen way of acting.

Each of the elements can influence all the others by its behavior and is a significant factor for the concept of "competence formation".

Categorization

The terminology made it possible to understand what competence is in general sense... More specifically, it falls into three broad categories:

• self-management;
• leading others;
• leadership of the organization.

Competencies can also be divided according to another principle: for example, based on who owns them. Such types will affect professions, organizations and social groups.

Consider the following:

1. Teacher competencies. The essence of professional and pedagogical competence.
2. Competencies of students. Determination of a limited set of knowledge and skills.

Why were these chosen?

Relevance

The relationship between teacher and student is an intricate structure that consists of many elements. Lack of competence in matters of one entails a similar problem for the other. As for what exactly should be within the competence of a teacher, an even more ambiguous situation can be observed here.

Competencies of pupils

Most scholars insist that the competence of students, or rather, their number, should be strictly limited. Consequently, the most important ones were chosen. Their second name is key competencies.

The Europeans made their list approximately, without specifying. It has six points. The student must:

• to learn as the main action;
• to think as an engine of development;
• search - as a motivational layer;
• cooperate as a communicative process;
• adapt as social improvement;
• to get down to business - as the implementation of all of the above.

Domestic scientists took a more responsible attitude to the matter. Here are the core competencies of the learners (seven in total):

• Ability to learn. Assumes that a student who is able to learn independently will be able to apply the same skills of independence in work, creativity, development, life. This competence involves the student's choice of a learning goal or awareness and acceptance of the goal chosen by the teacher. This also includes the planning and organization of work, the selection and search for special knowledge, the presence of self-control skills.
• General cultural. Development of personal self-perception of oneself in general and in society, spiritual development, analysis of national and international culture, the presence and use of language skills, self-education of moral and sociocultural common values, focus on tolerant intercultural interaction.
• Civil. This competence includes the ability to navigate social and political life, that is, to be aware of oneself as a member of society, the state, and also social groups. Analysis of current events and interaction with society and authorities state power... Reckon with the interests of others, respect them, act in accordance with the relevant legislation of a particular country.
• Entrepreneurial. It assumes not only the presence, but also the realization of abilities. These, among others, include the ratio of the desired and the actual, the organization of activities, the analysis of opportunities, the drawing up of plans and the presentation of the results of labor.
• Social. Determining your place in the mechanisms of social institutions, interaction in social groups, compliance with the social role, diplomacy and the ability to come to compromises, responsibility for their actions, community.
• Information and communication. Rational use information technology capabilities, building information models, evaluating the process and the result of technical progress.
• Healthcare. Preservation of both their own health (moral, physical, mental, social, etc.) and those of those around them, which implies basic skills that contribute to the development and maintenance of each of the above types of health.

European countries synonymously mean "qualifications" and "competencies". Key competencies also called basic skills. They, in turn, are determined by those personal and interpersonal qualities that are expressed in different forms in various social and work situations.

List of key competencies in vocational education Europe:

• Social. The development of new solutions and their implementation, responsibility for the consequences, the balance of personal interests with workers, tolerance to intercultural and interethnic characteristics, respect and cooperation as a guarantee of healthy communication in a team.
• Communicative. Oral and written communication in various languages, including various programming languages, communication skills, communication ethics.
• Social and informational. Analysis and perception of social information through the prism of critical sanity, possession and use of information technologies in various situations, understanding the human-computer scheme, where the first link commands the second, and not vice versa.
• Cognitive, also called personal. The need for spiritual self-development and the realization of this need is self-education, improvement, personal growth.
• Intercultural, including international as well.
• Special. It includes the skills necessary for sufficient competence in the professional field, independence in this activity, an adequate assessment of one's actions.

Competence and qualifications

For a person of the post-Soviet space, however, it is a little strange to hear the terms given in the title in The question of what competence is, begins to arise again and needs some clarification for a clearer definition. Domestic researchers call qualifications sufficient preparation for framework activities, in stable and limited states. It is considered an element of the competence structure.

But this is only the beginning of the divergence. Also, key competencies in various sources have different names and interpretations.

Zeer called universal knowledge, as well as intercultural and intersectoral knowledge key. In his opinion, it is they who help to realize more specific skills necessary for a certain professional field of activity, and also are the basis for adaptation in non-standard and new situations and productive and effective work under any circumstances.

Professional competence

V.I.Baydenko singled out another important layer - professionally oriented competences.

The concept has four linking interpretations:

1. A combination of persistence and flexibility in receiving and accepting information, as well as in applying the obtained data to solve problems in an openness to interact with the above environment.
2. Quality criteria, scope and relevant information used as constructs for the design of standards.
3. Effective implementation of qualities and skills that contribute to productivity and effectiveness.
4. Combining experience and information that allows a person to progress in his labor activity.

If we consider the terminology proposed by Bidenko, then we come to the conclusion that professional competence- this is not only a skill, it is an internal predisposition to act in one's work sphere expediently and in accordance with the requirements of the task being performed. A competent employee is ready to do this.

The competence of a teacher is one of the categories of professional, as well as covering the area of ​​professional and pedagogical competence. More on this below.

Professional and pedagogical competence

The concept of a teacher's competence is an expression of the teacher's personal capabilities, thanks to which he is able to independently effectively solve the tasks set for him by the administration of an educational institution, as well as those arising in the course of training. This is a theory applied in practice.

The skills of the teacher are reduced to three main layers of abilities:

• using teaching techniques in the real state of affairs;
• flexibility in decision making, a variety of techniques for each of the tasks;
• developing oneself as a teacher, innovating ideas and improving skills.

Depending on the ownership of these layers, there are five levels:

• The first level of competence is reproductive.
• The second is adaptive.
• The third is local modeling.
• The fourth is the system-modeling knowledge.
• Fifth - system-modeling creativity.

Competencies are assessed based on the following requirements:

• focus on individual characteristics;
• comparison of previous estimates for the purpose of identification;
• diagnosis - should also be aimed at developing competencies, drawing up ways and plans for improvement;
• creating motivations and opportunities for introspection, self-esteem.

Competency assessment relies on the following criteria:

• knowledge of the subject;
• innovation;
• attitude to work;
• knowledge of psychological and pedagogical bases;
• the ability to draw up curricula;
• effectiveness of curricula;
• pedagogical tact;
• attitude towards students;
• application of an individual approach in work;
• motivation of students;
• developing students' scientific thinking skills;
• development of students' creative thinking;
• the ability to arouse interest in the subject;
• competencies in the lesson - types of work and activities;
• correctness of speech;
• Feedback;
• paperwork;
• self-education, self-improvement of personality and skills in objective activity;
• extracurricular work:
• communication with parents, colleagues, administration.

Competence of parent organizations

Interesting for consideration are those instances that themselves determine the management of the competences of lower ranks. What qualifications should they have?

Competence of the authorities:

• implementation of policies (internal and external);
• control of the socio-economic sphere;
• management of the competences of subordinate authorities, ensuring the efficient operation of a single structure;
• the ability to maintain the integrity of the connecting elements;
• formation of special programs appropriate to emerging problems, implementation of programs;
• implementation of the right to legislative initiative.

Power, as you know, is subdivided into executive, judicial and legislative. The competence of the courts is determined on the basis of their level. For example, the International Court of Justice can resolve cases only between states, while the arbitration court has jurisdiction over economic cases. The competences of such organizations are determined by their charter and also set out in the Constitution.

Competence of business organizations, firms, etc.

The company's core competencies are the basis for its strategic development are aimed at improving activities and making a profit. Having sufficient qualifications allows an organization not only to stay afloat, but also to progress to the next level. The core competency should be closely related to the activities of the company. This is how it allows you to be of the greatest benefit.

Competencies of the organization on the example of a business company in the field of trade:

• knowledge of the field of activity (market) and constant updating of this knowledge;
• the ability to analyze and implement the right decisions for the benefit of the company;
• the ability to constantly move forward.

Conclusion

The concept of competencies borders on two more terms: competence, the scope of which is somewhat blurred, and qualifications. The first can be somewhat confused with the original, due to lexical features and etymology, and the relationship with it is determined from the choice of the term competence. It is somewhat more complicated with qualifications: in the European community, concepts are identified, while domestic science has tacitly agreed to more than differentiate them. Because of this, it is not as clear as we would like, the situation is with the designation of key competencies.

Key features of key competencies. In modern pedagogical literature, a fairly large set of competencies is presented, which actualizes the problem of their selection and systematization according to certain criteria. For example, during the Council of Europe symposium on “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 core competencies have the following characteristics:

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

Secondly, the key competencies are supra-subject and interdisciplinary, they are generalized in nature, due to which they are easily transferable into different 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, determination of one's own position, self-esteem, critical thinking, etc.

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

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

Types of competencies and their structure. In accordance with the division of the content of education 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 competences; 3) subject competences. Key competencies relate to the general (metasubject) content of education. General subject competences relate to a specific cycle of subjects, and subject competencies are related to a specific subject. All groups of competencies are interconnected: key competencies are specified first at the level of the subject cycle, and then at the level of each individual subject for each stage of study.

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

I.A. Winter and Yu.G. Tatura compulsory components of key competencies include: positive motivation (readiness) to demonstrate competence; value-semantic representations (relations) to the content and result of activity (value-semantic aspect); knowledge underlying the choice of the way to carry out the corresponding activity (cognitive basis of competence); ability, experience (skill) of successful implementation of the necessary actions on the basis of existing knowledge (behavioral aspect); emotional and volitional self-regulation.

G.K. Selevko presents 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 (ability and readiness to meet the requirements of a social order for a competent specialist).

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

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

“In the field of independent cognitive activity, based on the assimilation of methods of acquiring knowledge from various sources of information, including extracurricular ones;

in the field of civic activities (fulfilling 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 their own professional capabilities, navigate the norms and ethics of relationships, skills of self-organization);

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

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

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

b) a person manifests itself in the system of relations 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 a person, a subject of activity, communication:

Healthcare Competencies: Knowledge and Compliance healthy way life, knowledge of the dangers of smoking, alcoholism, drug addiction, AIDS; knowledge and observance of the rules of personal hygiene, everyday life; physical culture of a person, freedom and responsibility of choosing a way of life;

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

Integration competencies: structuring knowledge, situationally adequate updating of knowledge, expanding, increasing accumulated knowledge;

Citizenship competencies: knowledge and observance of the rights and duties 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 objective reflection: the meaning of life; Professional Development; language and speech development; mastering the culture of the native language, knowledge of a foreign language.

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

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

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

3. Competencies related to human activities:

Cognitive activity competencies: setting and solving cognitive tasks; non-standard solutions, problem situations - their creation and resolution; productive and reproductive cognition, research, intellectual activity;

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

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

Let us present one more 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, the main activities of the student, A.V. Khutorskoy identifies seven groups of key competencies for general education:

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

2. General cultural competences... This is a range of issues in relation to which the student must be well informed, have knowledge and experience of activity. This includes - features of national and universal culture, spiritual and moral foundations of human life, individual peoples and humanity, culturological foundations of family, social and social phenomena and traditions, the role of science and religion in human life, their impact on the world, competence in everyday life and cultural -the 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 the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activities. In relation to the studied objects, the student masters the skills of productive activity: the acquisition of knowledge directly from reality, the possession of methods of action in non-standard situations, heuristic methods of solving problems. Within the framework of these competencies, the requirements of the corresponding functional literacy are determined: the ability to distinguish facts from conjectures, possession of measuring 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. Using real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier, scanner) and information technology (audio, video, Email, The media, the Internet), the ability to independently search, analyze and select the necessary information, organize, transform, save and transmit it are formed. These competencies provide the skills of the student's activity in relation to the 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. They include knowledge of the necessary languages, ways of interacting with people around and distant people and events, skills in working in a group, possession of various social roles in a team. The student must be able to introduce himself, write a letter, an application, fill out a questionnaire, ask a question, participate in a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are recorded for the student of each stage of education within each studied subject or educational area.

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

7. Personal self-improvement competencies... This is a set of competencies aimed at mastering the methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the field of these competencies is the student himself. He masters the methods of activity in his own interests and opportunities, 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 the rules of personal hygiene, taking care of one's own health, sexual literacy, and internal ecological culture. This also includes a complex of qualities associated with the basics of a person's safe life.

This list of core competencies is presented in the general view, it is concretized depending on the age characteristics of the student, the content of education in educational areas and individual academic subjects.

An interesting point of view on this issue is A.M. Novikov, who talks about "basic qualifications". 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 to either general education or vocational education itself. They are necessary today in any work activity; these are the basic qualifications. These include possession of "end-to-end" skills: working on computers, using databases and data banks, this knowledge and understanding of ecology, economics and business, financial knowledge, commercial ingenuity, technology transfer skills (transfer of technology from one area to another), marketing skills and sales, legal knowledge, knowledge of the patent and licensing sphere, the ability to protect intellectual property, knowledge of the regulatory conditions for the functioning of enterprises of various forms of ownership, the ability to present technologies and products, knowledge of the professional terminology of foreign languages. In addition, this should add sanitary and medical knowledge, knowledge of the principles of existence in conditions of competition and possible unemployment, psychological readiness to change profession and field of activity, etc. ...

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

SI "Svobodnenskaya high school»

(Speech at a meeting of the methodological association)

Head of the Ministry of Defense M.Tokhasheva

2013-2014 academic year

FORMATION OF KEY COMPETENCES OF STUDENTS

One of the main tasks modern education is the achievement of a new, modern quality of education. The new quality of education is understood as an orientation towards the development of the child's personality, his cognitive and creative abilities. A general education school should form a new system of universal knowledge, skills, abilities, as well as the experience of independent activity and personal responsibility of students, that is, modern key competencies.

The core competencies should include generalized, universal competencies, the mastery of which is necessary for the graduate for further education, his own development, self-realization in life, regardless of the level of his education, development and the profession he chooses. In other words, the list of competencies, one way or another, reproduces a certain list of the main types of human activity.

What theoretical principles should be guided by when forming 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 normative documents.

Research has shown that building the content of education only on the basis of a competency-based approach is inappropriate. At the same time, the superstructure over the current content of education in the form of content that determines the formation of competencies leads to an overload of the already overloaded content of education. The way out is seen in the emphasis on the methods of activity and the creation of conditions for the appearance of activity experience among students.

First, at the level of the pre-subject content of education, key competencies are formed and their content is determined. Secondly, educational situations are constructed, the experience of acting in which contributes to the formation of key competencies.

Taking into account the above, it is possible to formulate didactic guidelines for the selection of the pre-subject content of education (of a general theoretical nature) from the standpoint of the competence-based approach:

The concept of key 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 link of which is the experience of activities based on the acquired knowledge and skills of the individual.

Research has shown that it is advisable to single outgeneral cultural, social - 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 advances, 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 competence-based approach. In the general cultural competence, it is possible to distinguish cognitive and informational competence, which includes the following methods of cognitive activity: intellectual skills (analysis, synthesis, comparison, classification, systematization, seeing patterns), the ability to search, process, use and create information, as well as observation, experiment, determination concepts, hypothesis, etc.

The experience of cognitive and informational activity 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, to perform social functions, navigate the labor market. Social and labor competence presupposes knowledge about society (its functions, values, development), social institutions(their functions, interaction with a person and with each other), the labor market (his needs at the moment, development prospects, requirements for a professional in a particular industry).

The methods of activity can be distinguished as follows:

the ability to perform social functions that belong to a particular social role:

ability to solve problems in the labor market.

The experience of students 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 the participants in communication, during which a common (up to a certain limit) view of things and actions with it is developed.

Communication - component communication process, which is the interaction of two or more people, including the exchange of information (i.e. communication) and mutual perception, understanding of students. Communicative competence is coupled with information competence, covering the receipt, use, transmission of information in the process of interaction.

The main emphasis must be placed on the methods of activity, which include:

1. ways of sharing information

monologic skills - to perceive a monologue speech, to determine the main thing, to compose a monologue statement, to analyze the perceived information, is critical of it;

dialogical skills - start communication, perceive information during interaction, ask questions, analyze information during interaction, ask questions, analyze information, clarify details, express your opinion;

2. ways of organizing joint activities -

goal setting, choice of methods of action, etc., complemented by the ability to distribute responsibilities, be able to lead and obey, participate in the discussion of the problem, and summarize.

The experience of such activities is acquired in situations of perception and implementation of a monologue statement, participation in dialogues, discussions, joint decision various problems: practical, philosophical, ethical, aesthetic, etc.

Activity methods:

1) self-knowledge skills (self-observation, reflection, self-esteem);

2) the ability to make the appropriate choice (identify possible alternatives, analyze the positive and negative sides of each, predict the consequences, both for oneself and for others, make a choice and justify it, admit and correct mistakes).

Since the key competence is considered as the ability of an individual to solve vital problems in specific situations, the ability to isolate a problem, formulate it, analyze the available information and determine what is missing, etc., arising from the stages of solving the problem, should be present in each competence. Such skills are called organizational, their essence is the ability to organize their activities to solve emerging problems.

Communicative competence is formed in the aspect of subject competences associated with teaching monologue and dialogic speech.

In the formation of key competencies, a combination of lessons and extracurricular activities, since these competencies are formed throughout the student's life space, which is broader than the school one.

Various methods and approaches contribute to the formation of core competencies.

For example, how can a chemistry lesson be built in the context of the integration of subject-orientated and competency-based approaches. So, when studying the topic "Electrolytic dissociation" in the course of chemistry of the 8th grade, during the actualization, the knowledge that students already have from the course of physics is established: usually children already know what an electric current is, sources of electric current, the action of an electric current, etc. ... Next moment in the actualization block - clarifying the expectations of students, defining cognitive and practical problems that they would like to solve. These may be problems associated with the operation of a specific instrument for experiments in chemistry with electric shock, questions in which the key word is: “Why?” The next point is the conduct of elementary experiments proving 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 with students, practical tasks are solved, 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-semantic competencies - these are competencies related to the value orientations of the student, his ability to see and understand the world around him, to navigate in it, to be aware of his role and purpose, to be able to choose target and semantic attitudes for his actions and deeds, to make decisions. These competencies provide a mechanism for the student's 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 - a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities. This includes ways of organizing goal-setting, planning, analysis, reflection, self-assessment. In relation to the studied objects, the student masters creative skills: obtaining knowledge directly from the surrounding reality, mastering the techniques of 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 probable, statistical and other methods of cognition.

Information competencies - these are skills of activity in relation to information in academic subjects and educational fields, as well as in the world around them. Possession modern means information (TV, DVD, telephone, fax, computer, printer, modem, copier, etc.) and information technology(audio - video recording, e-mail, mass media, Internet). Search, analysis and selection necessary information, its transformation, preservation and transmission.

In each academic subject (educational area), it is necessary to determine the necessary and sufficient number of interconnected real objects of study, the knowledge, skills, skills and methods of activity that are formed in this process, which make up the content of certain competencies. The society of the future is a society with a demanded education, therefore, the most important task today is to develop the required level of competencies achieved by students, as well as an appropriate measurement tool, ways that will make it possible to preserve equal rights to a decent education, allowing for individual achievements in the form of key competencies.

The emergence of competencies is the pattern of development of the history of education, which itself is marked by changes in educational activities. A sharp change in many professional tasks, in particular, as a result of the introduction of new technologies, requires new actions and qualifications, the general educational foundation of which must be laid in the school.

An important issue in the formation of competencies is its knowledge content. Competencies cannot be reduced only to factual knowledge or to activity skills. There are people who have extensive knowledge, but at the same time do not know at all how to apply it. The question arises of what should be the minimum that should be known to all young people by the end of school, what elements of history, art, literature, science and technology should be included in education in order to provide an understanding of the current situation, the realities of life and the ability to perform adequate activities that are in demand today ... Knowledge cannot remain academic, and this issue is resolved through the development of key competencies.

Let's 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 being prepared for new situations. Thus, the more actions you can perform with a given tool, the better it is.

It should be noted that educational self-organization and self-education should be attributed to the most significant key competencies. One of the goals of education is to create an educational environment for students to master key competencies.

Using the European and Russian experience, two different levels of key competencies can be named. The first level concerns education and the future of learners and can be called “core competencies for all learners”. The second, more narrow, level refers to the development of personality traits, which is necessary for a new Russian society... The proposed system contains samples of competencies based on various domestic and foreign educational documents.

Learning competencies:

Organize the learning process and choose your own educational path.

Solve educational and self-educational problems.

Tie together and use separate pieces of knowledge.

Benefit from educational experiences.

Take responsibility for the education you receive.

Research competencies:

Receiving and processing information.

Appeal to various sources data and their use.

Organization of consultations with an expert.

Presenting and discussing different types of materials in a variety of audiences.

Use of documents and their systematization in independently organized activities.

Social and personal competencies:

Critically consider this or that aspect of the development of our society.

See connections between present and past events.

Be aware of 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.

Get involved in a discussion and develop your own opinion.

Deal with uncertainty and complexity.

Communication competencies:

Listen to and take into account the views of others.

Discuss and defend your point of view.

Performing in public.

Express yourself in a literary work.

Cooperation:

Make decisions.

Establish and maintain contacts.

Deal with a variety of opinions and conflicts.

Negotiate.

Collaborate and work as a team.

Organizational activity:

Organize your work.

Take responsibility.

Master the modeling tool.

Be included in a group or community and contribute to it.

Join the project.

Personally - adaptive competencies:

Use new information and communication technologies.

Come up with new solutions.

Exercise flexibility when confronted with rapid change.

Be persistent and resilient in the face of adversity.

Be prepared for self-education and self-organization.

Key competencies can be identified without aligning them with the interests of those who need to 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 Various types and the views are organized in a variety of ways. In this regard, it is important to determine how far one can go in defining a general approach to education and meaningful competences. Key competencies, by definition, should be considered as belonging to the general choice of the qualities that a person needs, as well as part of the general core of education.

Currently, criteria are being developed that 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 an open-minded person is required, 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 competence-based approach presupposes the connection into a single whole of the educational process and its comprehension, during which the formation of the student's personal position, his attitude to the subject of his activity takes place. The main idea of ​​this approach is that the main result of education is not individual knowledge, skills and abilities, 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 competence-based approach, it is logical to analyze not a simple "increase in the volume" of knowledge, but the acquisition of versatile experience. In the competence-based approach, one of the first places is personal qualities allowing a person to be successful in society. From this point of view, the advantages of active as well as group and collective teaching methods are:

development of positive self-esteem, tolerance and empathy, understanding of other people and their needs;

priority attention to the development of skills of cooperation, rather than competition;

providing opportunities for group members and their teachers to recognize and value the skills of others, thereby gaining validation of self-esteem;

development of listening and communication skills;

encouraging innovation and creativity.

Let us dwell separately on the formation of key competencies through collective forms learning.

KEY COMPETENCES

Competence

Sphere of manifestation of competence

Types of activities within the competence

Academic subjects where this competence is the leading

social

the sphere of public relations (politics, labor, religion, interethnic relations, ecology, health)

the ability to take responsibility to participate in joint decision-making

physical Culture

history

Social Studies

technology

economy

economical geography

ecology

self-building

social and cultural sphere

determination of basic life goals and ways to achieve them. Active adaptation to the socio-cultural environment to achieve basic life goals

history

Social Studies

economy

health-preserving

healthy lifestyle sphere

the formation of the main attitudes towards maintaining healthy lifestyles. A clear idea of ​​the plan for the preservation and development of one's own health and the health of others

all things

PDO

class hour

communicative

sphere of communication

proficiency in oral and written communication

all things

PDO

class hour

informational

sphere of information

possession of new technologies, the ability to evaluate information

all things

PDO

educational and cognitive

the sphere of science, art

ability to learn all life, possession of knowledge, skills and abilities

physics

chemistry

geography

maths

art

Competence of professional self-determination

the field of vocational guidance and pre-vocational education

defining one's own interests in professional activity... Valuable attitude to work and its results. Ability to design your own life program, readiness to implement it

All things

PDO

class hour

With these competencies, students will be able to freely and independently choose the goals and means of various types of activities, manage their activities, while improving and developing their abilities to implement them.

The implementation of the competence-based approach should be carried out differentially, taking into account the specifics of individual subjects.

The competence-based approach, which is gaining strength in the modern school, is a reflection of the perceived need of society in training people who are not only knowledgeable, but also able to apply their knowledge.

Literature:

1. Barannikov A.V. The content 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. Competence-based approach in teacher education. Ed. V.A. Kozyreva, N.F. Radionova - S Pb, 2004

5. Lyceum education: experience, problems, prospects. Ed. ABOUT. Repina - M., 2007

6. New requirements for the content and methods of teaching in Russian school in the context of the results of the international research PISA - 2000 - M., 2005