Portrait of a graduate: primary school - basic school Portrait of a graduate: primary school - basic school inquisitive, showing research interest research interest actively exploring the world friendly, benevolent, able to listen able to listen and hear a partner and hear a partner able to respect others, to a different point of view Able to respect others, to have a different point of view, able to learn, capable of self-organization, ready to act independently and be responsible to family and school, having the skills of self-organization and a healthy lifestyle, ready to make a choice, selectivity of interests, self-aware, asserting oneself as an adult, knows how to act as an adult act with an orientation towards a different position ready to bear responsibility to oneself, others to oneself, others knows how to work in a group and individually consciously follows the rules of a healthy and safe lifestyle and safe lifestyle

The formation of knowledge is not the main goal of education (knowledge for the sake of knowledge); knowledge and skills as a unit of educational result are necessary, but not sufficient; in order to be successful in the modern information society, it is not so much encyclopedic literacy that is important, but the ability to apply generalized knowledge and skills in specific situations, To solve problems that arise in real activities, knowledge is the basis of human competence. Thus, it can be said that

Based on the goals set, the school should help solve the following methodological tasks: to develop the skills of critical thinking in conditions of working with large volumes of information; to develop skills of critical thinking in conditions of working with large volumes of information; to develop skills for independent work with educational material using ICT; skills of independent work with educational material using ICT to form self-education skills, development of the ability for academic mobility of students to form skills of self-education, development of the ability for academic mobility of students to form teamwork skills to form teamwork skills to develop the ability to formulate a problem and cooperatively solve it develop the ability to formulate problem and solve it cooperatively build self-control skills build self-control skills

“A comprehensive school should form a holistic system of universal knowledge, skills, as well as independent activity and personal responsibility of students, i.e. key competencies that determine the modern quality of education.” Federal State Educational Standard: NEW EDUCATIONAL RESULT

What are competence and competency? What are competence and competency? Competence - Competence - 1) a range of issues in which someone is knowledgeable, has authority, knowledge, experience; 1) a range of issues in which someone is knowledgeable, has authority, knowledge, and experience; 2) the circle of someone’s powers, rights. 2) the circle of someone’s powers, rights. Competent – ​​Competent – ​​1) knowledgeable, aware; authoritative in a particular industry; 1) knowledgeable, aware; authoritative in a particular industry; 2) a specialist with competence 2) a specialist with competence

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

Key competencies include: Social competence – the ability to act in society, taking into account the positions of other people. Social competence is the ability to act in society taking into account the positions of other people. Communicative competence is the ability to communicate in order to be understood. Communicative competence is the ability to communicate in order to be understood. Personal competence is the ability to analyze and act from the perspective of individual areas of human culture. Personal competence is the ability to analyze and act from the perspective of individual areas of human culture. Information competence is the ability to master information technology and work with all types of information. Information competence is the ability to master information technology and work with all types of information. Moral competence is the willingness and ability to live according to traditional moral laws. Moral competence is the willingness and ability to live according to traditional moral laws.

Social competence is manifested in the formation and individual progress in the development of social skills: the ability to accept responsibility; ability to accept responsibility; ability to respect others; ability to respect others; ability to collaborate; ability to collaborate; the ability to participate in the development of a common decision; the ability to participate in the development of a common decision; ability to resolve conflicts; ability to resolve conflicts; ability to adapt to different roles when working in a group. ability to adapt to different roles when working in a group.

Communicative competence is manifested in the formation and individual progress in the development of a number of communication skills: listening (hear instructions, hear others, perceive information); listening (hear instructions, hear others, perceive information); speaking (express yourself clearly, express an opinion, give an oral report in a small and large group); speaking (express yourself clearly, express an opinion, give an oral report in a small and large group); reading (the ability to read for pleasure, communication and information); reading (the ability to read for pleasure, communication and information); letters (record observations, make extracts, provide summaries, prepare reports, keep a diary). letters (record observations, make extracts, provide summaries, prepare reports, keep a diary).

Information competence is manifested in the formation and individual progress in developing the skills of search and project activities: formulating a question, posing a problem; formulate a question, pose a problem; conduct surveillance; conduct surveillance; plan work, plan work, plan time; plan time; collect data; collect data; record data; record data; arrange and organize data; arrange and organize data; interpret data; interpret data; present the results or prepared product. present the results or prepared product.

The activity-based approach to learning presupposes: the presence in children of a cognitive motive (the desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered); children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered); students performing certain actions to acquire missing knowledge; students performing certain actions to acquire missing knowledge; identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge; identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge; developing in schoolchildren the ability to control their actions - both after their completion and during their course; developing in schoolchildren the ability to control their actions - both after their completion and during their course; inclusion of learning content in the context of solving significant life problems. inclusion of learning content in the context of solving significant life problems.

Subject-oriented approach to learning Competence-based activity approach to learning BASIS OF THE GRADUATE MODEL Image of a trained person Image of an educated person GOAL OF TRAINING To teach for life To teach to learn for life ACTIVITY OF SUBJECTS OF THE EDUCATIONAL PROCESS Active activity of the teacher predominates. By student activity we mean an observer, a passive performer. Independent, active activity of students predominates; The teacher's activity consists of organizing, correcting, monitoring, and managing the activities of students. FORMS OF ORGANIZATION OF EDUCATIONAL LESSONS (LESSONS) Academic classroom and lesson system Research; conferences; discussions, disputes, business and simulation games; presentations, defense; extracurricular design; workshops TRAINING TECHNOLOGIES Modern – traditional training; explanatory - illustrated method Block - modular training Project method Information and communication Problem - dialogic

A school focused exclusively on the academic and encyclopedic knowledge of a graduate is, from the point of view of new demands of the labor market, outdated today. Today, the whole world, when discussing the main tasks of education, talks about key competencies, which are formulated as the response of the education system to the requirements of the “world of work”.

In accordance with the requirements of the Federal State Educational Standard, students of educational institutions of primary and secondary vocational education must have general and professional competencies.

The layout of the standard (2008) defines the following lists of general graduate competencies

- primary vocational education:

OK 2. Organize your own activities based on the goal and methods of achieving it, determined by the manager.

OK 3. Analyze the work situation, carry out current and final control, evaluate and adjust one’s own activities, and be responsible for the results of one’s work.

OK 4. Search and use information necessary to effectively perform professional tasks

- secondary vocational education:

OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

OK 3. Solve problems, make decisions in standard and non-standard situations, take responsibility for them.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team, communicate effectively with colleagues, management and clients;

OK 7. Take responsibility for the work of team members (subordinates) and for the result of the task.

- secondary vocational education (advanced level):

OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

OK 2. Organize your own activities, choose methods and methods for performing professional tasks from those known, evaluate their effectiveness and quality.

OK 3. Solve problems, assess risks, make decisions in non-standard situations.

OK 4. Search and use the information necessary for the effective performance of professional tasks, professional and personal development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues.

OK 7. Set goals, motivate the activities of subordinates, organize and control their work, taking responsibility for the results of completing tasks.

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.

In accordance with the levels of formation of the subject of activity discussed above, the lists of general competencies that graduates who have mastered the basic professional program in the specialty of initial vocational, secondary vocational and secondary vocational (advanced level) should have, need to be supplemented from the list of competencies considered by Zeer E.F.

The most harmonious list of competencies of a secondary vocational education graduate (advanced level) has been compiled, aimed at developing such personality qualities as independence, mobility, and the ability to perform leadership activities.

However, this list of competencies, like the others, must be supplemented with competencies that contribute to the development of creative qualities of the individual, such as the ability to create a product that is distinguished by novelty, originality, uniqueness, as well as competencies that develop aesthetic sensitivity, a sense of beauty in reality, and the ability to assimilate standards beauty and design, to feel the beauty of the created product of professional activity..

Such competence as the ability to use regulatory and legal documentation for the profession, State Standards for the profession, to take into account safety standards and regulations is among the key regulatory competencies; it is necessary to supplement it with the lists of general competencies of graduates of both primary vocational education and secondary vocational education.

The list of competencies of a graduate of primary vocational education, whose professional activity is mainly related to manual labor, must be supplemented with competencies that develop sensorimotor abilities (coordination of actions, speed of reaction, manual dexterity, eye, color discrimination, etc.).

The list of competencies of a graduate of secondary vocational education, whose professional activity is related to the manifestation of creative abilities, must be supplemented with the ability to generate unusual, original ideas, deviate from traditional thinking patterns, and readiness to innovate.

Self-improvement competencies are most fully represented in the list of competencies of a graduate of secondary vocational education (advanced level). It is necessary to supplement the lists of general competencies of graduates of primary and secondary vocational education with the ability to enrich their professional competence and be ready for advanced training.

It is possible to combine the competencies OK 4 and OK 5 into one competency based on the similarity of the tasks solved by students in accordance with these requirements.

In accordance with the types of basic competencies, the lists of general competencies of graduates who have mastered the basic educational program in their specialty can be classified as follows:

Types of competencies	Competencies (abilities) of an NPO graduate
Emotional - psychological	OK 1
OK 2	Develop aesthetic sensitivity, feel the beauty of the created product of professional activity.
Regulatory	OK 3	Organize your own activities based on the goal and methods of achieving it, determined by the manager (OK 2)
OK 4	Use regulatory and legal documentation for the profession, GOST for the profession, take into account safety standards and regulations.
OK 5	Develop sensorimotor abilities (coordination of actions, speed of reaction, manual dexterity, eye, color discrimination, etc.)
Analytical	OK 6	Analyze the work situation, carry out current and final control, evaluate and adjust one’s own activities, and be responsible for the results of one’s work. (OK 3)
	OK 7	Search and use information necessary to effectively perform professional tasks (OK4), use information and communication technologies in professional activities. (OK 5)
OK 8	Work in a team, communicate effectively with colleagues, management and clients. (OK 6)
Creative	OK 9
	OK 10	Enrich your professional competence, be ready to improve your skills.

Types of competencies	Competencies (abilities) of a secondary vocational education graduate
Emotional - psychological	OK 1	Understand the essence and social significance of your future profession, show sustained interest in it, enrich your professional competence. (OK1)
OK 2	To develop aesthetic sensitivity, a sense of beauty in reality, to assimilate standards of beauty and design, to feel the beauty of the created product of professional activity.
Regulatory	OK 3	Organize your own activities, choose methods and methods for performing professional tasks from those known, evaluate their effectiveness and quality (OK 2).
OK 4
Analytical	OK 5	Solve problems, make decisions in standard and non-standard situations, take responsibility for them. (OK 3)
OK 6
Social - communicative	OK 7
OK 8	Work in a team, communicate effectively with colleagues, management and clients. (OK6)
Creative	OK 9	To create a product that is novel, original, and unique.
Self-improvement competencies	OK 10	Take responsibility for the work of team members (subordinates), for the result of completing the task (OK7).

Types of competencies	Competencies (abilities) of a secondary vocational education graduate (advanced level)
Emotional - psychological	OK 1	Understand the essence and social significance of your future profession, show sustained interest in it. (OK 1)
Regulatory	OK 2	Organize your own activities, determine methods and means of performing professional tasks from known ones, evaluate their effectiveness and quality (OK 2).
OK 3	Use normative and legal documentation for the profession, state standards for the profession, take into account the norms and safety regulations.
Analytical	OK 4	Solve problems, assess risks and make decisions in non-standard situations. (OK 3).
OK 5	Generate unusual, original ideas, deviate from traditional patterns of thinking, readiness to innovate.
Social - communicative	OK 6	Search and use information necessary for the effective performance of professional tasks, professional and personal development (OK 4), use information and communication technologies in professional activities (OK 5).
OK 7	Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues (OK 6).
Creative	OK 8	To create a product that is novel, original, and unique.
Self-improvement competencies	OK 9	Set goals, motivate the activities of subordinates, organize and control their work, taking responsibility for the results of completing tasks. (OK 7)
OK 10	Independently determine the tasks of professional and personal development, engage in self-education, and consciously plan professional development. (OK 8)

The layout of the standard proposes to describe the lists of professional competencies developed by graduates who have mastered the basic educational program in their specialty based on the characteristics of the professions.

Let us give an example of the classification of professional competencies. As an example, let’s look at the list of professional competencies developed by students of the Regional College of Design and Service in the profession of “seamstress” and “fashion designer”.

Professional competencies for the seamstress profession
	- the need for seamstress labor; - aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (ability to coordinate actions when performing manual and machine work, eye, color discrimination, etc.)
Regulatory competencies	- ability to organize a workplace for working with a sewing machine and by hand; - ability to follow technology when performing manual and machine work: - choose needle and thread numbers in accordance with the type of fabric; - choose the type of stitch and machine seam in accordance with the purpose of the processing unit; - fill the machine with threads or the roll feeding mechanism; - process the details of the product: shelf, back, sleeve, front and back panels, hem, collar; - ability to process components and parts; - ability to use various types of equipment for wet-heat work: iron, press, steam-air dummy, steamer; - ability to perform various types of wet-heat work: ironing, ironing, ironing, ironing, pulling, steaming, duplicating, pressing; - grind down constructively – decorative lines; - process sections, etc.
Social competencies	- work with special information on sewing; - understanding of professional terminology;
Analytical Competencies	- ability to read diagrams; - analyze instruction cards; - determine the sequence of product assembly; - set the temperature regime of the equipment when performing wet-thermal work in accordance with the type of fabric;
Creative competencies	- use equipment for the manufacture of products from modern fabrics; - perform processing of components and parts of products made from modern fabrics;
Self-improvement competencies	- control the quality of work performed, identifying and eliminating identified defects; - asymmetrical arrangement of small parts; - uneven edges of parts, finishing stitches, seam allowances, - insufficient wet-heat treatment.
Professional competencies for the profession “constructor - fashion designer”
Emotional – psychological competencies	- aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (ability to coordinate actions when performing design work, eye, color discrimination, etc.)
Regulatory competencies	- remove dimensional characteristics; - build drawings of the basic structure; - perform technical modeling; - perform technical calculations: determine the consumption of materials for the product, choose the optimal type of layout; - make an experimental model: - make patterns; - draw up design and technological documentation; - fill out the order passport in accordance with the form; - draw up accompanying documentation for the technological processing of the product;
Social competencies	- ability to accept orders: establish contact with the customer; agree with customers on technical specifications for the design of garments; sketch the model; determine the number of complicating elements; - when constructing a drawing of the basic structure, use new information technologies: Autocad, CAD “Assol”; - present the project to the performers, motivate the team of performers to implement the project: justify the feasibility of the project, its originality, competitiveness, advise the masters of the experimental workshop on the manufacture of the product, methods of technological processing, production of a series of models;
Analytical Competencies	- determine the requirements for a new product: structural, technological, aesthetic; - analyze the purpose of the product being developed, taking into account the texture and structure of the materials used, processing technologies, and available equipment; - analyze the sketch of the model by structural belts: silhouette, horizontal and vertical lines, proportions, shape and arrangement of parts; - choose the most rational options for design solutions for the main methods of shaping and finishing details, external design of garments;
Creative competencies	- offer the customer models in accordance with the fashion trend, taking into account the properties of the fabric, features of the figure; - carry out the design of the product taking into account the properties of modern fabrics, - simulate various silhouettes of clothing and various types of sleeves; - choose the optimal technological option for the design solution of the silhouette line; - develop models and designs of products of different shapes and cuts for mass production; - create a family of models based on the original model; - evaluate the level of novelty of the received products;
Self-improvement competencies	- check the developed design drawings: the length of the mating sections, the mating of the sections of the neckline, armhole, hem, waist, sleeve, sleeve cap; - control and adjust the manufacturing process: check the quality of the cut, check the quality of tailoring of the product; evaluate the manufacturability of the design, monitor the compliance of the product with the original design, evaluate the aesthetic appearance of the product, improve the design of the product in order to reduce technological defects.

Analyzing the data on the classification of professional competencies, we can conclude that regulatory competencies predominate in the structure of a seamstress’s activity. When analyzing the professional competencies of a fashion designer, creative, social, analytical competencies, and self-improvement competencies come to the fore, while regulatory competencies play a less significant role. It is necessary to pay attention to this when developing basic (general) competencies among students in the educational and professional process.

This does not mean that in the training of a seamstress it is necessary to pay attention only to the formation of regulatory competencies. Personal development requires the harmonious development of all competencies, therefore, subject to the mandatory formation of regulatory competencies, it is necessary for students of the seamstress profession to develop other competencies, especially creative and self-improvement competencies, since these competencies are not sufficiently developed in further professional activities.

Thus, the classification of general and professional competencies allows us to identify the features of assessing the level of formation of the subject of a particular activity in the educational process of educational institutions of primary and secondary vocational education.

12. Personality of the teacher, basic competencies of the teacher

13. Universal learning activities

Concept, functions, composition and characteristics of universal educational activities at the level of primary general education
Consistent implementation of the activity approach is aimed at increasing the effectiveness of education, more flexible and durable learning by students, the possibility of their independent movement in the field of study, and a significant increase in their motivation and interest in learning.
Within the framework of the activity approach, the main structural components of educational activities are considered as general educational actions - motives, features of goal setting (educational goals and objectives), educational actions, control and evaluation, the formation of which is one of the components of the success of learning in an educational institution.
When assessing the formation of educational activities, age specifics are taken into account: a gradual transition from joint activities of the teacher and student to jointly shared activities and to independent activities with elements of self-education and self-education (in early adolescence and older adolescence).
The concept of “universal learning activities”
The term “universal educational actions” means the ability to learn, i.e., the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.
Universal learning activities as generalized actions open up the opportunity for students to have a broad orientation both in various subject areas and in the structure of the learning activity itself, including awareness of its target orientation, value-semantic and operational characteristics. Thus, achieving the ability to learn requires students to fully master all components of educational activity, which include:

• cognitive and educational motives,
• educational goal, educational task, educational actions and operations (orientation, transformation of material, control and evaluation).

Functions of universal educational actions:

• ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;
• creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Universal educational activities are supra-subject, meta-subject in nature; ensure the integrity of general cultural, personal and cognitive development and self-development of the individual; ensure continuity at all stages of the educational process; are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content.
Universal educational activities provide the stages of mastering educational content and the formation of the student’s psychological abilities.
Types of universal learning activities
The main types of universal educational activities can be divided into four blocks: personal, regulatory(including also self-regulation actions), informative And communicative.

14. Personal, regulatory and communicative UUD

Personal universal learning activities provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of personal actions should be distinguished:

• personal, professional, life self-determination;
• meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out;
• moral and ethical orientation, including assessment of the acquired content, ensuring personal moral choice.

Regulatory universal learning activities provide students with the organization of their educational activities. These include:

• goal setting as setting an educational task based on the correlation of what is already known and learned by students and what is still unknown;
• planning - determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions;
• forecasting - anticipation of the result and level of knowledge acquisition;
• control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard;
• correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result, taking into account the assessment of this result by the student, teacher, and comrades;
• assessment - identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation; performance evaluation;
• self-regulation as the ability to mobilize strength and energy, to exert volition and overcome obstacles.

Communicative universal learning activities ensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.
Communicative actions include:

• planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, methods of interaction;
• asking questions - proactive cooperation in searching and collecting information;
• conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;
• managing your partner’s behavior;
• the ability to express one’s thoughts with sufficient completeness and accuracy; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language and modern means of communication.

15. Cognitive UUD

Cognitive universal learning activities include: general educational, logical educational activities, as well as formulation and solution of problems.
General educational universal actions:

• independent identification and formulation of a cognitive goal;
• search and selection of necessary information;
• structuring knowledge;
• conscious and voluntary construction of a speech utterance in oral and written form;
• choosing the most effective ways to solve problems depending on specific conditions;
• reflection on methods and conditions of action, control and evaluation of the process and results of activity;
• semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;
• formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

16. Knowledge, abilities, skills

17. Training and development

18. Basic principles of research in educational psychology

19. Problems of educational psychology

20. The problem of a child’s psychological readiness for learning

21. History of educational psychology

22. Theories of learning in Ancient Greece (Plato, Aristotle)

Plato
Plato (c. 427-347 BC) was Socrates' most famous student. In fact, Socrates never wrote a single word about his philosophy; Plato did. This is extremely important, since Plato's early dialogues were created by him mainly to show Socrates' approach to knowledge, and were memoirs of the great teacher. However, later dialogues represent the philosophy of Plato himself and have practically nothing to do with Socrates. Plato was so depressed by the execution of Socrates that he went into voluntary exile in southern Italy, where he came under the influence of the Pythagoreans. This fact was important for the Western world and has direct implications for all areas of epistemology, including learning theory, that have emerged since then.
The Pythagoreans believed that numerical relations govern the Universe and influence the world of things. They believed that numbers and their various combinations were the cause of events in the physical world. And both events, both the number itself and the physical phenomenon caused by it, were really existing. Therefore, for the Pythagoreans, the abstract objectively existed and had the ability to influence physical objects. Moreover, physical phenomena were considered only as manifestations of the abstract. Although numbers and matter interact, it is matter, not numbers, that we perceive with the help of our senses. From this follows a dualistic view of the Universe, in which one aspect of it can be known empirically and another cannot. Following these ideas, the Pythagoreans achieved great success in mathematics, medicine and music. However, over time, this trend turned into a mystical cult, and only a select few could become its members and join its wisdom. Plato was one of these people. Plato's later dialogues reflect a complete acceptance of the dualistic universe that the Pythagoreans believed in. He developed a theory of knowledge based on the Pythagorean idea that the existence of the abstract is objective and meaningful.

Aristotle (348-322 BC), one of Plato’s students, was the first to follow Plato’s teachings and later almost completely abandoned it. The main difference between the two thinkers was their attitude towards sensory information. For Plato it was an unworthy hindrance, but for Aristotle it was the basis of knowledge. Because of his favorable attitude toward empirical observation, Aristotle amassed a vast collection of facts about physical and biological phenomena.
However, Aristotle did not reject reason in any way. He assumed that sensory perceptions were only the beginning of knowledge, then the mind needs to reflect on these perceptions in order to find the logical connections hidden in them. The laws that govern the empirical world cannot be known through sensory information alone, but must be discovered through active reflection. Therefore, Aristotle believed that knowledge is acquired from sensory experience and reflection.
There are two main differences between Aristotle's and Plato's theories of knowledge. First, the laws, forms or universals that Aristotle sought did not exist separately from their empirical embodiment, as was the case with Plato. They were simply observable relationships in the natural environment. Secondly, according to Aristotle, all knowledge is based on sensory experience. For Plato, of course, this was not the case. It is precisely because Aristotle argued that the source of knowledge is sensory experience that he is classified as an empiricist.
While developing his empirical views on knowledge, Aristotle formulated the laws of associations. He said that an experience or memory of an object will evoke memories of similar things (law of similarity), memories of opposite things (law of contrast), or memories of things that were originally associated with that object (law of contiguity). Aristotle also noted that the more often two events are part of the same experience, the more likely it is that interaction or memory of one of these events will trigger a memory of the other. Later in history, this pattern became known as the law of repetition. Therefore, according to Aristotle, sensory experience gives rise to ideas. Ideas stimulated by sense experience will stimulate other ideas according to the laws of similarity, contrast, contiguity and the principle of repetition. In philosophy, the position that the relationships between ideas can be explained by the laws of associations is called associationism. An example of how ideas are related through the law of contiguity.
In addition to raising the status of empirical research, Aristotle contributed greatly to the development of psychology. He wrote the first history of psychology, entitled “On the Soul” (De Anima). He wrote many works devoted to the human senses, which he included vision, hearing, smell, taste and touch. He made significant contributions to the further development of the concepts of memory, thinking and learning. As we noted, his associative principles of similarity, contrast, contiguity, and repetition later became the basis of the doctrine of associationism, which is still part of modern learning theory. Given his enormous contribution to the development of science, one can forgive him for placing the mind in the heart and considering the brain as a cooling system for the blood. Of Aristotle's enormous influence on learning theory, Weimer (1973) said:
Even with a moment's reflection... it will be obvious that Aristotle's doctrines are the core of modern epistemology and learning psychology. The centrality of associationism as a mechanism of the mind is so generally accepted, if only as an observation, that no theory of learning proposed for discussion in the present century has failed to base its arguments on associative principles (p. 18).
With the death of Aristotle, the development of empirical science stopped. In the following centuries, scientific research, the direction of which was set by the philosophical teachings of Aristotle, was not continued. The fall of the ancient Greek city-states, barbarian raids on Europe (the spread of Christianity stopped the development of scientific research in the early Middle Ages were based on the teachings of ancient authorities, instead of looking for new ideas. Plato's philosophy had a great influence on early Christianity. The concept of man that prevailed at that time is described by Marx and Cronan-Hillix (1987): Human beings were viewed as creatures with a soul and free will , which alienated them from simple natural laws and subjected them only to their own willfulness and, possibly, the power of God.Such a being, possessing free will, could not be the object of scientific research.

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 of 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”.

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Competence is a predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in a certain field. Competence is the student’s possession of the relevant competence, including his personal attitude towards it and the subject of activity. Competence is an already established personality quality (set of qualities) of a student and minimal experience in a given field.

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Competencies Types of competencies Key Involve the formation of the student’s ability to find and apply the necessary information; work in a team; be prepared for constant learning and retraining. General subject Refers to a certain range of academic subjects and educational areas. They assume the formation of the student’s ability to solve problems based on known facts and concepts from various educational fields. Subject-specific They have a specific description and the possibility of formation within academic subjects. They assume the formation of the student’s ability to use knowledge, skills, and abilities of a specific academic subject to solve problems.

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Types of competencies Characteristics of competence Educational and cognitive 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 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.

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Types of competencies Characteristics of competencies Value-semantic These are competencies in the field of worldview associated with the student’s value guidelines, 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, accept solutions. 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.

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Types of competencies Characteristics of competencies General cultural Range of issues in relation to which the student must be well aware, have knowledge and experience. 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 everyday life and cultural and leisure activities. 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.

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Types of competencies Characteristics of competencies Communicative Includes knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, skills of working in a group, 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.

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Types of competencies Characteristics of competencies Information Using 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 and analyze is formed 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.

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Types of competencies Characteristics of competence Competencies of personal self-improvement 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.

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Types of competencies Characteristics of competencies Social and labor 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 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.

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Key competencies in the educational process.

Global trends in the field of school education show that today such forms of education are becoming a priority, in which methods of acquiring knowledge are put at the forefront.

The modern situation, notes E.V. Korotaeva, is characterized by a change in the “educational paradigm: from impersonal to personality-oriented, from unified to variable, from adaptive to developmental, from knowledge-based to activity-based.”

The modern learning process is “familiarizing the student with concepts unknown to him, already established in the culture of mankind, with the goal of developing in the student the ability to independently translate myths that arise in the mind on the basis of spontaneously acquired experience into concepts obtained as a result of learning, which is an artificially organized situation impact on the child with the help of scientifically based evidence,” writes E.S. Antonova, Doctor of Pedagogical Sciences.

In order to properly organize teaching, the teacher must understand that the information on the subject that he conveys to the student in the lesson is only information, i.e. raw material for future knowledge or skill.

The success of the learning process is due to the development in schoolchildren of the ability to transform received information into knowledge. The discovery of this didactic law by teachers and psychologists made it possible to see the prospects for using the theory of developmental education (works by P.Ya. Galperin, L.V. Zankov, D.B. Elkonin, V.V. Davydov, L.I. Aidarova, V.V. Repkin, etc.) and technologies of the activity approach to the study of the Russian language and literature based on the psychology of mastering educational actions. This will help develop in students skills, abilities, and competencies that can be used or transformed in relation to a number of life situations in the modern world of accelerating the pace of social development. We must prepare children for life, so we need to cultivate in them a readiness for change, developing such qualities as mobility, constructiveness, and the ability to learn. Accordingly, the goals of education change fundamentally. The domestic school needs a shift in emphasis from a knowledge-based to a competency-based approach to education. It is present in the second generation state educational standard. In this document, the result of education, along with traditional knowledge, abilities, skills, is understood as a certain integrated result that includes all the traditional results of education.

For the first time, the idea of ​​​​forming key competencies in the educational process was put forward by experts of the Council of Europe in 1996. in the European Project on Education.

Competence translated from Latin competentia means a range of issues in which a person is well aware, has knowledge and experience.

It is difficult to imagine a person who is knowledgeable in any field, but does not have the knowledge, skills and abilities that allow him to achieve professionalism in this field. However, the presence of certain knowledge, skills and abilities does not give the right to say that a person has competencies. This requires conditions in which these categories will develop and thanks to which they will be transformed into categories of a much higher level. A competent person is a formed personality, capable of taking responsibility in various situations, ready to expand the boundaries of his knowledge and improve it. Competence is considered as the ability to establish a connection between knowledge and a situation or as the ability to discover knowledge and take actions appropriate to solve a problem in the specific conditions of its implementation. Competence includes the mobilization of knowledge, skills and behavioral attitudes focused on the conditions of specific activities. If educational training was aimed at the formation and development of key competencies, then the person who completed it should “be able to”:

Benefit from experience;

Organize the interconnection of your knowledge and organize it;

Organize your own teaching methods;

Be able to solve problems;

Engage in your own learning.

Competence for a student is an image of his future, a guideline for mastery. During the period of training, he develops certain components of such “adult” competencies, and in order for him not only to prepare for the future, but also to live in the present, he masters them from an educational point of view.

The key words in the characteristics of competencies are the words search, think, collaborate, get down to business, adapt. If you decipher the key words in the characteristics of competencies, it will look like this:

Search: poll the environment; consult a teacher; get information.

Think: establish relationships between past and present events; be critical of this or that statement or proposal; be able to confront uncertainty and complexity; take a position in discussions and develop your own opinions; evaluate works of art and literature.

Cooperate: be able to work in a group; decisions; resolve disagreements and conflicts; agree; develop and carry out assigned responsibilities.

Get down to business: join a group or team and make a contribution; prove solidarity; organize your work; use simulators.

Adapt: use new technologies of information and communication; confront difficulties; find new solutions.

The ability to analyze, compare, highlight the main thing, solve a problem, the ability to improve oneself and the ability to give adequate self-esteem, to be responsible, independent, to be able to create and collaborate - this is what a child needs to enter this world with. And we need to structure the learning process in such a way as to help the child reveal his spiritual powers. Therefore, it is necessary not only to tell and show everything in an accessible way, but also to teach students to think and instill practical action skills.

Khutorskoy Andrey Viktorovich, Doctor of Pedagogical Sciences, Academician of the International Pedagogical Academy, Moscow, identifies key, general subject, subject competencies.

I. Fundamental, or key, competencies in education (according to V.A. Khutorsky) are the following:

Value-semantic,

General cultural,

Educational and cognitive,

Informational,

Communication,

Social and labor,

Personal self-improvement competencies.

How to develop these competencies in literature lessons? Let's introduce some of them.

Value-semantic competence- 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. When conducting a lesson, the teacher strives to ensure that the student clearly understands: what and how he is learning today, in the next lesson, and how he will be able to use the acquired knowledge in his future life. To develop this type of competence, the following techniques are used: before studying a new topic, the teacher tells students about it, and students formulate questions on this topic that begin with the words: “why”, “why”, “how”, “what”, “about” “what”, then, together with the students, the most interesting is assessed, while striving to ensure that not a single question is left unanswered. If the lesson regulations do not allow answering all the questions, students are asked to reflect at home and the teacher must return to them later in class or outside of class.

This technique allows students to understand not only the goals of studying this topic as a whole, but also to comprehend the place of the lesson in the lesson system, and therefore the place of the material of this lesson in the entire topic. Sometimes the teacher gives students the right to independently study a paragraph of the textbook and write a short summary of it as homework. The students are given the task of determining the main thing in a point, writing out new properties, and establishing which of the previously studied properties they rely on. As a result, students not only understand the material being studied more deeply, but also learn to choose the main thing and justify its importance not only for others, but also, most importantly, for themselves. Test structures are used that contain tasks with missing units of measurement of quantities, test structures that contain tasks with extra data. It is important to involve students in subject Olympiads, which include non-standard tasks that require the student to apply subject logic, and not material from the school course.

General cultural competence. The range of issues in relation to which the student must be well aware, have knowledge and experience of activity, 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, social 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 competence – this is a set of competencies

The student in the sphere 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. 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. This type of competence develops especially effectively when solving non-standard, entertaining problems, as well as when presenting a new topic in a problematic way, conducting mini-research based on studying the material. Creating problem situations, the essence of which comes down to the education and development of students’ creative abilities, to teaching them a system of active mental actions. This activity is manifested in the fact that the student, analyzing, comparing, synthesizing, generalizing, concretizing the factual material, himself receives new information from it. When introducing students to new mathematical concepts, when defining new concepts, knowledge is not communicated in a ready-made form. The teacher encourages students to compare, contrast and contrast facts, as a result of which a search situation arises.

Information competence 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 , save and transmit it. These competencies also 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. When planning an information search, the student looks for the necessary information, attracting additional sources. We often give tasks for which it is necessary to use the Internet, reference books, dictionaries, encyclopedias, etc. For example, when studying the topic “Phraseologisms”, “Etymology of words”, students need to resort to various sources of information to learn about the origin of words and phraseological units. A very interesting aspect of information competence is the secondary extraction of information when it is presented by several sources. When studying the topic “Figurative means of language”, students are given texts of poems by different poets, and before doing the work they are given a stimulus. For example: you are a member of a linguistic circle and are preparing a memo “Figurative means of language” for your classmates, or you have to write an essay-argument on the problem presented in the source text. The students’ task is to select examples of such tropes and stylistic figures as metaphor, simile, personification, anaphora, epithet, etc. In addition, through their analysis, see the position of the author of this text. Students need to navigate a large amount of information and make the right choice.

Communicative competence- this is the creation of various texts (essays, messages), public speaking, productive group communication, creating dialogues, working in groups. Most often they are combined in class. Let us give examples of such work in middle management. The class is divided into groups. Each of them is given a task: to create a dialogue and speak with it (this can be done in a playful way). We immerse students in a real life situation: you called a friend on the phone to arrange a meeting with him. Either a friend, his parents, or a stranger (if you have the wrong number) answered the phone. Talk to them, observing the necessary etiquette. Students work in groups, then present the results of their work in front of their classmates. When studying topics on speech culture, it is necessary to create dialogues: a conversation with a salesman in a store, with a doctor in a hospital, with a conductor on a bus, etc. Students present their work as a public performance. When students find themselves in a real-life situation while completing a task, this increases their motivation to learn. They enjoy making recipes for the school canteen (while studying the topic “Imperative Mood of the Verb”). When studying the topic “N and НН in the suffixes of adjectives and participles,” they create a menu for a camping trip, for a dining room, for dinner in the family, for receiving guests, etc., forming the necessary participles and adjectives from the proposed nouns and including them in the names of dishes.

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 economic matters and rights 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. In order to develop this competence, the teacher uses such type of activity in lessons as completing tasks with “extra data” (the fourth is extra). In order to develop this type of competencies, the teacher uses tasks to develop self-control skills. One of the methods for developing self-control is to check the completion of any exercises. Such a test requires persistence and certain volitional efforts. As a result, students develop the most valuable qualities - independence and decisiveness in actions, a sense of responsibility for them. For example, sometimes the answers do not agree when checking. Looking for a mistake. This is how children solve the problem. After this, students very carefully follow the teacher’s thoughts and logic. The result is attentiveness and interest in the lesson, the development of skills of a critical attitude to the results, checking the compliance of the received answer with all the conditions of the tasks.

II. General subject competencies. Relate to any range of academic subjects and educational areas. They assume the formation of the student’s ability to solve problems based on known facts and concepts from various educational fields. For example: the ability to define concepts, create generalizations, establish analogies, classify, independently select grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions; the ability to consciously use verbal means in accordance with the task of communication, to express one’s feelings, thoughts and needs; planning and regulation of its activities; mastery of oral and written speech; monologue contextual speech, etc.

III. Subject competencies. They have a specific description and the possibility of formation within educational subjects. They assume the formation of the student’s ability to use knowledge, skills, and abilities of a specific academic subject to solve problems. Subject competence acquired in the process of studying language as an academic subject and characterizing a certain level of language proficiency includes the following types of competence: linguistic (linguistic), speech, communicative, sociocultural, as well as professional, if the language being studied is used as a means of professional activity. Already in elementary school, it is necessary to introduce elements of linguistic text analysis into lessons, “self-dictations” on memorized texts, practice thematic speech lessons, and include situational exercises and games on speech culture to develop communication skills. It has been noted that working with text allows not only to improve the spelling skills of students, but also to increase their speech competence. In teenage schools, it is necessary to deepen work on speech development, paying attention to working with text as a means of students’ speech development. The practice of a text-oriented approach in teaching the Russian language is facilitated by educational and methodological complexes edited by M.M. Razumovskaya and P.A. Lekant in middle classes, A.I. Vlasenkova and L.M. Rybchenkova, A.D. Deykina and T.M. .Pakhnova in high school.

Description of the means to achieve the goal (methods and forms of organizing work).

The most effective are the following forms and methods of organizing work with text in the lesson: integrated work with text;

linguistic text analysis; thematic (speech) lessons; "self-dictations"; lexical warm-ups; essays-reasonings, mini-statements and mini-essays; text editing; various types of dictations; intellectual and linguistic exercises; working with miniature texts; comparison of two texts; communicative and gaming situations.

Non-standard forms of conducting educational activities also activate the intellectual and speech activity of students, for example: a linguistic laboratory; workshop lesson; lesson-research; lesson-creative workshop; lesson test; lesson-competition; lesson-game.

The formation of the necessary competencies is facilitated by the use of modern educational technologies: problem-based learning technologies, integrated learning technologies, multi-level learning technologies; technologies of dialogue interaction (CSR, group work, cooperative learning, pedagogical workshops), as well as gaming technologies, information technologies.

The structure of the lessons built within the framework of these technologies is such that, sequentially, through a number of stages, the child gets the opportunity to understand what he is doing, justify his activities, build a system of arguments proving the truth of the conclusions made, the reasonableness of the chosen work plan, and the correctness of the selection of research tools.

With a competency-based approach, the main feature of teaching is the shift of the educational process from transferring a certain amount of knowledge to students to mastering their abilities for active action.

One of the modern technologies that encourages students to take active action is problem-based learning technology, which has its own methods and techniques. There are many methodological techniques for creating problem situations:

The teacher brings the students to a contradiction and invites them to find a way to resolve it;

Confronts contradictions in practical activities;

Presents different points of view on the same issue;

Invites the class to consider the phenomenon from different positions;

Encourages students to make comparisons, generalizations, conclusions from situations, and compare facts;

Raises specific questions on generalization, justification, specification, logic of reasoning;

Identifies problematic theoretical and practical tasks;

Poses problematic tasks with insufficient or redundant initial data, with uncertainty in the formulation of the question, with contradictory data, with obviously made mistakes, with limited time for solution.

There are several methods for finding a solution to an educational problem. This is a dialogue that encourages hypotheses, a leading dialogue that unfolds both from a formulated educational problem and without it.

A learning problem can be a question or a lesson topic.

The student, in his own way, must express knowledge by formulating the topic of the lesson, questions, creating reference signals, tables, creating an artistic image (write an essay, a fairy tale, etc.).

Based on the knowledge gained about problem-based learning technology, the following stages of the lesson can be traced:

staging– formulating the question of an educational problem or lesson topic,

search for a solution– discovery of subjectively new knowledge,

expression– expression of new knowledge, solutions in an accessible form,

implementation– presenting the product to the teacher and class.

A learning problem can be posed in three ways:

The first is a dialogue motivating a problematic situation (it consists of separate phrases for strong children).

The second is a dialogue leading to the topic (a system of questions and tasks, i.e. a logical chain, for weak children).

The third is the message of the topic with a motivating technique.

So, in the lesson there are three possible methods for finding a solution to the UE:

hypothesis-provoking dialogue that develops students' creativity and language skills;

a leading dialogue that unfolds from the formulated UP - it develops logical thinking and speech;

the introductory dialogue that unfolds without the UE - it develops logical thinking and speech.

Thus, the best way to ensure that hypotheses are generated and tested in the classroom is through stimulating dialogue.

As the dialogue develops, inaccurate or erroneous formulations may appear. It is important that the teacher react neutrally - with a nod of the head, the word “so” - and invite students to reformulate the problem.

A modern problem lesson pursues developmental goals that are focused on the student’s cognitive sphere and include the development of attention, education, memory, thinking, speech, and abilities. Educational goals instill moral values, ethical guidelines, norms of behavior, and correct character traits for the better.

If we compare a traditional lesson and a lesson using problem-based learning technology, we can see that in a problem-based lesson there are more opportunities for the development of speech, thinking, and creative abilities of students. In other words, “the system-forming, key concepts of the innovative methodology are the student as an emerging linguistic personality, his individual picture of the world as the basis of his own “thought about the world” (M. Bakhtin) and the personal concept as its structure-forming element.” eleven

Literature

Antonova E.S. “Where can I look for resources to update school methods?”

Magazine “Russian Language at School” No. 6, 2007.

Guzeev V.V. "Educational technology from reception to philosophy"

M., September, 1996

Denisova L.O. “Development of creative abilities of schoolchildren”

“Russian language at school” No. 3, 2007.

Korotaeva E.V. “On personal development technologies in educational

process." “Russian language at school” No. 5, 2008.

Melnikova E.L. “Problem lesson or how to discover knowledge with students”

M., “Public Education”, 1998.

Mishatina N.L. “Modern methodology: innovative path of development.”

“Russian language at school” No. 2, 2009.

Perelyaeva V.V. “Formation of key and subject competencies in

students." Internet resource

Khutorskoy A.V. "Classification of competencies." Internet resource

1 Mishatina N.L. “Modern methodology: innovative path of development” RYAS No. 2, 2009.