Table 1

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

The end of the table. one

Traditional learning	Competence-based education
The study of the material in the course of laboratory work and practical exercises follows precisely established guidelines and is determined by a methodology aimed at illustrating the concepts and concepts being studied. This is an imitation study	Students encounter new phenomena, ideas, ideas in laboratory experiments and practical exercises before they are studied in class. At the same time, everyone develops his own measure of independence himself.
Practical classes should be planned by the teacher so that the correct answers, the results are achieved only by those students who clearly adhere to the instructions and recommendations for the tasks performed.	In practical classes, students are given the opportunity to independently plan, try, try, offer their research, determine its aspects, and suggest possible results.
For a real understanding of the content being studied, the student should learn a set of factual information related to this content with built-in ready-made conclusions and assessments.	Students question the accepted ideas, ideas, rules, include alternative interpretations in the search, which they independently formulate, justify and express in a clear form. The work proceeds as a comparison of different points of view and attraction of the necessary facts.

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

To date, the answer can only contain hypotheses that need scientific confirmation and are waiting for their researchers. Namely: the competence ™ approach will allow to evaluate a real, rejected and in demand, and not an abstract product produced by a student. That is, the system of assessing the level of student achievements should undergo a change first of all. The ability to solve the problems that life and the chosen professional activity puts before him should be evaluated. To do this, the educational process must be transformed in such a way that "spaces of real action" appear in it, a kind of "initiative educational production". Produced products (including intellectual ones) are made not only for the teacher, but in order to design and receive an assessment in the internal (university) and external (public) markets.

Educational Competence- this is a set of interrelated semantic orientations, ZUNov and experience of the student's activity, necessary to carry out personally and socially significant productive activity in relation to the objects of reality.

To date, there is no single classification of competencies, just as there is no single point of view on how many and what competencies should be formed in a person. There are different approaches to highlighting the grounds for the classification of competencies. So, A. V. Khutorskoy offers a three-level hierarchy of competencies:

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

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

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

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

Key and general educational competencies always manifest themselves in the context of a subject or subject area (or subject competence) and are found in personally significant activities. Unmanifested competence cannot be elicited.

Subject competencies are associated with the ability to involve knowledge, skills, and skills that are formed within a particular subject to solve problems.

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

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

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

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

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

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

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

The allocation of key, basic and special competencies in professional competence is rather conditional, they are interconnected, they can manifest themselves simultaneously.

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

Basic competencies should reflect the modern understanding of the main tasks of professional activity, and key competencies should permeate the algorithm for their solution.

Special competencies, on the other hand, implement the basic and key competencies in relation to the specifics of professional activity.

The essential characteristics of the competence-oriented approach in higher professional education are:

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

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

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

I. Practice-oriented modular training.

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

III. Social interaction in learning.

In these strategies, each student, the knowledge, skills, and competencies acquired by him are evaluated through peer review and self-assessment.

Questions for self-control

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

Tasks for independent work

• 1. Find the pros and cons of developing a student-centered paradigm of education and introducing a competency-based approach to the system of higher professional education at the Higher Business School. Justify each of the theses.
• 2. During the semester, the student studied poorly, skipped classes, received deuces for colloquia. But on the exam, he got an "A". How to evaluate the achievements of this student?

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

Competence Possession, possession by the student of the relevant competence, including his personal attitude towards it and the subject of activity; already held personal quality (a set of qualities) of the student and the minimum experience in a given field.

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

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

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

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

Principles of effective choice and use of technologies in the educational process: It is not information technology in itself that is important, but how much its use serves to achieve educational goals proper; More expensive and more modern technologies do not necessarily provide the best educational outcome. Quite often, rather familiar and not expensive technologies turn out to be the most effective;

Principles of effective choice and use of technologies in the educational process: The result of training does not significantly depend on the type of communication and information technologies, but on the quality of development and provision of developed programs, courses, methods; When choosing technologies, it is necessary to take into account the greatest correspondence of some technologies to the characteristic features of the trainees, the specific features of specific subject areas.

Generalized pedagogical technologies: Problem-based learning: consistent and purposeful advancement of cognitive tasks for students, solving which they actively acquire knowledge. Developing education: orientation of the educational process to the potential of a person and their implementation

Generalized pedagogical technologies: Differentiated learning: assimilation of program material in various planned classes, but below the required standard; Concentrated learning: deep study of subjects by combining knowledge into learning blocks;

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

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

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

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

Irina Cheredanova
Competence-oriented technologies for the professional development of teachers

Competence-oriented

technologies for the professional development of teachers.

Modern realities and requirements imposed by the state on the quality of educational work in kindergarten suggest that teacher must have the necessary pedagogical technologies.

For the formation professional competence of teachers Preschool educational institutions use the following most effective types of educational technologies:

1. Health-saving technology.

The goal of health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

Health saving pedagogical technologies include all aspects of impact teacher on the health of the child at different levels - informational, psychological, bioenergetic.

Tasks:

1. Mastering a set of the simplest forms and ways of behavior that contribute to the preservation and promotion of health.

2. Increase in health reserves.

Forms of organization:

1. Finger gymnastics

2. Gymnastics for the eyes

3. Respiratory

4. Articulation

5. Musical-breathing trainings

6. Dynamic pauses

7. Relaxation

8. Art therapy, fairy tale therapy

9. Movement therapy, music therapy

10. Color and sound therapy, sand therapy.

Khabarova T.V. « Pedagogical technologies in preschool education"- M., 2004.

2. Technology project activity.

Purpose, objectives Application Methodological guide

Target: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.

Tasks:

1. Development and enrichment of social and personal experience through the involvement of children in the sphere of interpersonal interaction

2. creation of a single educational space,

The project allows you to integrate information from different areas of knowledge to solve one problem and apply them in practice. Forms organizations:

1. Work in groups, pairs

2. Conversations, discussions

3. Socially active tricks: method of interaction, method of experimentation, method of comparison, observation

Evdokimova E. S. « Technology designing in preschool educational institution ". -: SC Sphere, 2006

L. S. Kiseleva, T. A. Danilova "Project method in the activities of a preschool institution"-M.: ARKTI, 2005

Novikov, A. M. "Educational project: methodology of educational activity "- M.: Egves, 2004.

3. Technology research activities.

Purpose, objectives Application Methodological guide

The purpose of research activities in kindergarten is to form the main key competencies

A task:

To form in preschoolers the main key competencies, the ability to research type of thinking.

Forms of organization:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

- fixing the results: observations, experiments, experiments, labor activity;

- "immersion" into the colors, sounds, smells and images of nature;

Use of artistic word;

Didactic games, game learning and creative developing situations;

Job assignments, actions.

Kulikovskaya, I. E. "Children's Experimentation". Senior preschool age, textbook, - M .: Pedagogical Society of Russia, 2003.

4. Information and communication technology.

Purpose, objectives Application Methodological guide

Target:

1. Become a guide for the child to the world of new technologies, a mentor in choosing computer programs;

2. Form the foundations of the information culture of his personality, improve.

3. Build possession skills computer, use of information and communication technologies in everyday work, the ability to use the Internet.

Informatization of society puts before teachers-preschoolers tasks:

To keep up with the times,

Become a guide for the child to the world of new technologies,

Mentor in choice computer programs,

To form the foundations of the information culture of his personality,

Boost professional level of teachers and competence of parents.

Forms of organization:

Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, internet, printer, presentation).

Selection of additional educational material for classes, acquaintance with the scenarios of holidays and other events.

Exchange of experience, acquaintance with periodicals, developments of others teachers from Russia and abroad.

Preparation of group documentation, reports.

Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and pedagogical competence parents during parent-teacher conferences.

Komarova T. S., Komarova I. I., Tulikov A. V., “Information and communication technology in preschool education "- M. Ed. Mosaic- Synthesis, 2011

5. Learner-centered technology.

Purpose, objectives Application Methodological guide

Target: ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for her development, realization of available natural potentials.

Creation of conditions for personality-oriented interactions with children in developing space which allows the child to show his own activity, to realize himself most fully.

Within the framework of personality-oriented technologies independent directions stand out:

Humane and personal technology, distinguished by their humanistic essence, psychological and therapeutic focus on helping a child with poor health, during the period of adaptation to the conditions of a preschool institution.

technology cooperation implements the principle of democratization of preschool education, equality in relations teacher with child, partnership in the system of relationships "Adult - Child".

Tasks:

1. The humanistic orientation of the content of the activities of the preschool educational institution

2. Providing a comfortable, conflict-free and safe environment child's personality development, realization of its natural potentials, individual approach to pupils.

teacher and children create conditions developing environment, make manuals, toys, gifts for the holidays. Jointly define a variety of creative activities (games, work, concerts, holidays, entertainment) .

Forms of organization:

1. Games, sports activities, GCD

2. Exercises, observations, experimental activities

3. Gymnastics, massage, training, role-playing games, sketches

Khabarova, T. V. « Pedagogical technologies in preschool education"- M., 2004.

6. Portfolio Technologies.

Purpose, objectives Application Methodological guide

Tasks:

1. Take into account the results achieved teacher in a variety of activities

2. Is an alternative form of evaluation professionalism and performance teacher

Forms of organization:

Attestation (reflect achievements teacher, DOW for the inter-certification period);

Cumulative (contain information on the results of activities teacher, preschool institution);

Thematic (reflect the experience of teacher, a team on a particular topic).

Belaya K. Yu. -M.: UTs perspective, 2011.

7. Social gaming technology.

Purpose, objectives Application Methodological guide

It is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes successively:

Games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them;

Groups of games for the generalization of objects according to certain characteristics;

Groups of games during which preschoolers develops the ability to distinguish real phenomena from unreal ones;

Groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.

Compilation of game technologies from individual games and elements - the concern of each educator.

Tasks:

1. Development of interaction"child-child", "child-parent", "child-adult" to ensure mental well-being.

2. Correction of impulsive, aggressive, demonstrative, protest behavior

3. Formation of skills and abilities of friendly communicative interaction

4. Problem solving "social" hardening

5. Development skills of full-fledged interpersonal communication, allowing the child to understand himself.

Forms of organization:

1. Collective affairs, work in small groups at GCD, trainings on the ability to negotiate

2. Games with rules, competition games, dramatization games, role-playing games

3. Fairy tale therapy

4. Method of creating problem situations with elements of self-assessment

5. Trainings, self-presentations

Belaya K. Yu. "Portfolio of participants in the educational process in preschool educational institutions"-M.: UTs perspective, 2011.

8. Case- technology.

Purpose, objectives Application Methodological guide

"Case - technology» - is interactive technology for short-term training based on real or fictional situations, aimed mainly at the formation of new qualities and skills.

The immediate goal of the method is to analyze the situation (case that arises in a specific state of affairs) by the joint efforts of a group of students and develop a practical solution; the end of the process is to evaluate the proposed algorithms and choose the best one in the context of the problem posed.

Tasks:

Acquaintance with a real or simulated problem and presenting your view on its solution;

Have a great influence on sensory, mental and speech child development;

Form the skills of communicative interaction of children.

This technology combines this complex reality and the learning task. Provides intellectual and moral development.

Teaching collective mental and practical work, the formation of skills and abilities of social interaction and communication, skills of individual and joint decision-making.

Forms of organization:

When case- technology specific answers are not given, they must be found independently. This allows, based on their own experience, to formulate conclusions, put into practice the acquired knowledge, and offer their own view of the problem. In the case, the problem is presented in an implicit, hidden form, and, as a rule, it does not have an unambiguous solution.

In some cases, it is necessary to find not only solutions, but also formulate a problem, since its formulation is not presented explicitly.

This is a method of active problem-situational analysis based on learning by solving specific problem-situations. (cases).

Davydova O. I., Mayer A. A., Bogoslavets L. G. "Interactive methods in the organization pedagogical councils in preschool educational institutions" - FROM - Pb: "CHILDHOOD - PRESS", 2008.

In this way: Technological approach, that is, new pedagogical technologies guarantee the achievements of the preschooler and further guarantee their successful education in school.

Each teacher - creator of technology, even if it deals with borrowings. Creation technology impossible without creativity.

MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

federal state budgetary educational institution

higher professional education

"Volga State Social and Humanitarian Academy"

History department

Department of Pedagogy, Psychology, Methods of Teaching History

Course work

Psychological and pedagogical approaches to assessing the results of competence-based education

Completed:

third-year full-time student

Budylev S.M.

Scientific adviser:

Candidate of Pediatric Sciences, Associate Professor O.A. Smagina

Samara 2013

Introduction

Chapter I. Theoretical foundations for assessing learning outcomes in competency-based education

1 Concepts and essence of evaluation of learning outcomes in competence-based education

2 Features of competence-based education

Conclusions on Chapter I

Chapter II. Ways and means of assessing learning outcomes in competency-based education

1 Features of the psychological and pedagogical approach to assessing learning outcomes

2 Ways and means of implementing competence-based education

Conclusions on Chapter II

Conclusion

Bibliography

Introduction

The purpose of this work is to substantiate the ways of implementing the assessment of learning outcomes in competence-based education.

The relevance of this work lies in the fact that competence-based education comes first in the educational process. Therefore, it is necessary to evaluate all the advantages and disadvantages of the competence-based approach. There is a need for new data, as there is no clear formulation of how to move from one model of education to another.

The research problem is how the competence-based approach affects the quality of education.

The object of the study is the assessment of learning outcomes. And the subject of the work is competence-oriented education as a condition for achieving the goal of modern education.

The research hypothesis is that the implementation of competence-based education will be effective if:

comprehend the theoretical foundations of the competence-oriented approach;

identify the concepts and essence of the quality of education;

To characterize the means of implementing competence-oriented education in the educational process.

The main objectives of the study:

To study the theoretical foundations of competence-oriented education;

Define the concepts and essence of the quality of education;

To analyze the ways and means of implementing competence-oriented education in a modern school.

Theoretical and practical significance: in modern society, it becomes important to put into practice the acquired knowledge at school. It should be taught in such a way that a person can be retrained throughout his life. With the help of competence-oriented education, knowledge becomes the cognitive base of human competence.

Research methods:

Study of the conceptual and theoretical base;

Study and generalization of advanced pedagogical experience.

Main literature:

· G. B. Golub, E. A. Perelygina, O. V. Churakova. The method of projects is the technology of competence-oriented education. Samara: 2006.

This manual discusses the methodological and didactic aspects of competence-based education.

· E.A. Samoilov. Competence-oriented education: socio-economic, philosophical and psychological foundations. Monograph. Samara: 2006.

The monograph analyzes the socio-economic, philosophical and psychological foundations of competence-based education in society.

· Zimnyaya I.A., Competence approach: what is its place in the system of modern approaches to the problem of education? (theoretical and methodological aspect)//Higher education today. 2006. No. 8., p. 20-26.

The article discusses the place of competence-oriented education in the modern educational process.

· I.I. Menyaeva. Competence-oriented education is a priority direction of the innovative activity of the school. Samara: Fort, 2008

“Stuffed with knowledge but not able to apply it in practice, a student resembles a stuffed fish that cannot swim” Academician A.L. Mints.

· Modernization of educational systems: from strategy to implementation: Collection of scientific papers / Nauch. ed. V.N. Efimov, under the general. ed. T.G. Novikova. - M.: APK and PRO, 2004. - 192p.

The paper analyzes the ways of implementing competence-oriented education in the educational process.

· Zolotareva, A.V. Monitoring the performance of an educational institution. - Yaroslavl, Publishing House of YaGPU named after. K.D. Ushinsky, 2006.

In this paper, monitoring is considered as an assessment of the result of students' activities.

Chapter I. Theoretical foundations for assessing learning outcomes in competency-based education

1.1 Concepts and essence of evaluation of learning outcomes in competence-based education

Due to the fact that in September 2003 Russia acceded to the Bologna Declaration, the direction of the domestic education system has changed. A course was taken to modernize this important system for society. For most of the Soviet period of Russian education, its competence program was based on the so-called principle of "knowledge, skills, skills" and included theoretical justification, definition of the nomenclature, hierarchy of knowledge, skills and abilities, methods of their formation, control and evaluation.

However, the changes taking place in the world and in Russia in the field of education goals, correlated, in particular, with the global task of ensuring the entry of a person into the social world, his productive adaptation in this world, necessitate the question of providing education with a more complete, personal and socially integrated result. As a general definition of such an integral social-personal-behavioral phenomenon as a result of education in the aggregate of motivational-value, cognitive components, the concept of "competence and competence" was used.

Practice has proved that modern education can no longer function successfully in the former content, organizational and - more broadly - pedagogical forms. This means that the new school, the educational system necessarily requires the use of other methods of management, which involves rethinking the basic conditions for organizing school life: reformulating goals, objectives, means, methods of assessment and communication3 .

Questions about how to assess the level of student achievement and what can be assessed are among the "eternal" issues of pedagogy. The reforms that began in our country in the late 80s. The twentieth century, according to G. Kovaleva, were associated with the "humanization of school spaces", that is, work on the "humanization of the views of an expert", humanization of the standard created by him and staying in the "teacher's head", as well as with the objectification of the assessment.

The need for an objective assessment of the results of human activity has always been and remains one of the most significant in any field of human activity. And the more versatile, multifaceted this activity, the more difficult it is to evaluate its result.

An objective assessment of the level of student achievement is intended to:

obtaining objective information about the results of educational activities achieved by students and the degree of their compliance with the requirements of educational standards;

identifying positive and negative trends in the teacher's activities;

establishing the reasons for the increase or decrease in the level of students' achievements with the aim of subsequent correction of the educational process.

The document "Strategy for the modernization of the structure and content of general education" emphasizes that the current system for assessing the quality of educational achievements of students in a general education school is hardly compatible with the requirements of education modernization. The most serious disadvantages include:

the orientation of the assessment solely on external control, accompanied by pedagogical and administrative sanctions, and not on supporting motivation aimed at improving educational results;

the predominant orientation of control and evaluation tools to check the reproductive level of assimilation, to check only factual and algorithmic knowledge and skills.

The planned changes in the system of general secondary education cannot be achieved without a significant transformation of the system for assessing the quality of students' educational achievements and the quality of education in general.

It is difficult not to agree with the opinion of T.G. Novikova and A.S. Prutchenkov that in the process of modernizing the control system, it is advisable to preserve and disseminate all the positive that has been accumulated in a number of schools in the country in recent years (the introduction of monitoring educational achievements within the framework of level differentiation in education; the use of various forms of control in the final certification of students, the introduction computer testing, etc.), and to change what hinders the development of the education system (subjectivity of assessments, the primary focus on checking factual material, the insufficient use of control tools that form the interest of each student in the results of their cognitive activity, the incompatibility of control results across schools, insufficient preparedness teachers and school administrations to the use of modern means of measuring the level of educational achievements, etc.).

Studies of a number of works by scientists allow us to conclude that one of the reasons for the lagging behind in learning is a poorly developed ability to critically evaluate the results of their educational activities. At present, the need to find effective ways to organize the evaluation activities of teachers and students has become quite clear. .

The main conditions for the modernization of the system for monitoring and evaluating educational achievements, outlined in the Concept for the Modernization of Russian Education until 2010, were:

openness of requirements for the level of training of students and control procedures for all participants in the educational process: students, parents, teachers, specialists, the general public;

creation of a system for assessing the achievement of the requirements of educational standards in the process of current and final control, adequate to new educational goals and aimed at improving the education system; standardization and objectification of the assessment of the quality of training of school graduates with the help of an external control system;

introduction, in addition to the traditional ones, of new types, forms, methods and means of assessing the dynamics of students' advancement in the educational process, contributing to an increase in motivation and interest in learning, as well as taking into account the individual characteristics of students.

The results of the international PISA study showed the need to change not only the system for assessing student learning achievements. The ability of the student to solve the problems that school life poses to him should also be assessed.

It is important to reorient control to assess the ability to apply the knowledge and skills acquired in the learning process in various life situations.

It is necessary that the modernized system work in "a mode of constant correction and updating, taking into account, on the one hand, real pedagogical practice, and on the other, the needs of social development."

Often in psychological and especially pedagogical literature, the concepts of "assessment" and "mark" are identified. However, the distinction between these concepts is extremely important for a deeper understanding of the psychological, pedagogical, didactic and educational aspects of the evaluation activities of teachers.

First of all, evaluation is a process, an activity (or action) of evaluation carried out by a person. All our tentative and in general any activity in general depends on the assessment. The accuracy and completeness of the assessment determine the rationality of moving towards the goal.

Evaluation functions, as is known, are not limited only to the statement of the level of learning. Evaluation is one of the effective means at the disposal of the teacher, stimulating learning, positive motivation, and influencing the personality. It is under the influence of objective assessment that schoolchildren develop an adequate self-esteem, a critical attitude towards their successes. Therefore, the significance of assessment and the diversity of its functions require the search for indicators that would reflect all aspects of schoolchildren's educational activities and ensure their identification. From this point of view, the current system of assessing knowledge and skills requires revision in order to increase its diagnostic significance and objectivity. A mark (score) is the result of the evaluation process, activity or action of evaluation, their conditionally formal reflection. Identification of evaluation and mark, from a psychological point of view, will be tantamount to identifying the process of solving a problem with its result. Based on the assessment, a mark may appear as its formal-logical result. But, in addition, the mark is a pedagogical stimulus that combines the properties of encouragement and punishment: a good mark is an encouragement, and a bad mark is a punishment.

Assessment is usually subject to the available knowledge of schoolchildren and the knowledge and skills they have shown. Knowledge, skills and abilities should be assessed primarily in order to outline ways for both the teacher and the student to improve, deepen, and refine them. It is important that the student's assessment reflects the prospects of working with this student and for the teacher, which is not always realized by the teachers themselves, who consider the mark only as an assessment of the student's performance. In many countries, student grades as a basis for assessing educational performance are one of the most important indicators of the quality of education6 .

In contrast to the formal - in the form of a score - the nature of the mark, the assessment can be given in the form of detailed verbal judgments, explaining to the student the meaning of the then "folded" assessment - the mark.

Researchers have found that a teacher's assessment leads to a favorable educational effect only when the student internally agrees with it. For well-performing schoolchildren, a coincidence between their own assessment and the assessment given to them by the teacher occurs in 46% of cases. And for those with poor progress - in 11% of cases. According to other researchers, the coincidence between the teacher's and the student's own assessment occurs in 50% of cases. It is clear that the educational effect of the assessment will be much higher if the students understand the requirements placed on them by teachers7 .

The results of the control of educational and cognitive activity of students are expressed in its assessment. To evaluate means to establish the level, degree or quality of something.

Grade- a qualitative indicator (for example, "You are well done!").

mark- quantitative indicator (five or ten-point scale, percent).

Stages of development of a five-point rating scale:

) May 1918 - the decision of A.V. Lunacharsky "On the abolition of marks";

) September 1935 - five verbal (verbal) ratings were introduced: "very bad", "bad", "mediocre", "good", "excellent";

) January 1944 - return to the digital "five-point" system for assessing academic performance.

1.2 Features of competence-based education

The meaning of competence-oriented education is in the dialectical synthesis of academic and pragmatic education, in enriching the subject's personal experience in constructing such an educational environment that contributes to the optimal development of the student's individuality, uniqueness, taking into account universal human values. The thesis “there are no irreplaceable people” is a thing of the past. Society, culture are enriched, developed due to the uniqueness of their representatives7 .

In accordance with the Strategy for the Modernization of the Russian System of General Secondary Education, the teacher is called upon to ensure the integration and continuity of the processes of formation of a complex of universal knowledge, skills, and the formation of key competencies.

Important components of the teacher's readiness for competence-oriented education of schoolchildren are:

the teacher's awareness of the objective need for changes in the educational system and his active position on the problem under consideration;

understanding the essence of the terms "competence", "competence" and "competence-oriented education";

the ability to solve open problems (that is, problems without a clearly defined condition, without a solution algorithm known in advance, with a multiple answer);

possession of methods, algorithms for designing a modern educational process for optimizing its elements.

Great importance is attached to activity methods and teaching technologies, since the essence of the concepts discussed is connected precisely with the activities of participants in the educational process8 .

The competence-oriented approach in determining the goals and content of general education is not completely new, and even more so alien to the Russian school. Orientation towards the development of skills, methods of activity and, moreover, generalized methods of action was the leading one in the works of such domestic teachers and psychologists as M.N. Skatkin, IYA. Lerner, V.V. Kraevsky, town of settlement Shchedrovitsky, V.V. Davydov and their followers. In this vein, separate educational technologies and educational materials have been developed. However, this orientation was not decisive; it was practically not used in the construction of standard curricula, standards, and evaluation procedures.

Competence-oriented education is a process aimed at developing in the subject in the course of activity, mainly of a creative nature, the ability to connect the methods of activity with the educational or life situation in order to solve it, as well as to acquire an effective solution to significant practice-oriented problems9 .

In competence-oriented education, we can talk about the pedagogy of opportunities; the motivation for competence is based on the motivation of compliance and orientation towards the long-term goals of personality development.

Competence-oriented education speaks precisely about the regulation of the result, as required by the letter and spirit of the law.

Competence-oriented education requires the addition of internal teacher control with self-control and self-assessment, the importance of external expert evaluation of alienated products of educational activity, considers rating, accumulative assessment systems more adequate, the creation of a portfolio (portfolio of achievements) as a tool for the student to present himself and his achievements outside the school.

Competence-oriented education speaks of the multiplicity of levels in the possible field of student achievement.

In the competence-based approach, the teacher does not claim to have a monopoly of knowledge, he takes the position of an organizer, a consultant.

In the competence-based approach, the student himself is responsible for his own progress, he is the subject of his own development, in the learning process he occupies different positions within the pedagogical interaction.

In competence-based education, the lesson is retained as one of the possible forms of organizing learning, but the emphasis is on expanding the use of other, non-curricular forms of organizing classes - a session, a project group, independent work in a library or a computer class, etc.

The main unit for organizing material for classes can be not only a lesson, but also a module (case). Therefore, educational books within the framework of the new approach have a structure different from the traditional one - these are materials for organizing classes in a fairly short time (from 10 to 70 hours), the structure of which is indicated not as lessons, but as blocks (modules).

The method closest to competence-oriented education is the experience of organizing a research model of a lesson, a problem-task approach, and situational pedagogy.

The central point in the modernization of education based on the idea of ​​a competency-based approach is the change in teaching methods, which consists in the introduction and testing of forms of work based on the responsibility and initiative of the students themselves.

There is another topic for further innovative search - how should the assessment system at school change?

The competency-based approach will allow evaluating a real, and not an abstract, product produced by a student. That is, the system for assessing the level of student achievement should undergo a change first of all. We accept not only educational ones. The student's ability to solve the problems that school life puts before him should be assessed. The educational process should be transformed in such a way that “spaces of real action” appear in it, a kind of “initiative”, to use the conventional language, “student productions”, the products of which (including intellectual ones) are performed not only for the teacher, but for to compete successfully and get the desired score in the domestic (school) and foreign (public) market.

Innovative approaches to learning are divided into two main types, which correspond to the reproductive and problem orientation of the educational process.

Innovation modernization, the educational process aimed at achieving guaranteed results within its traditional reproductive orientation. Transformation innovations that transform the traditional educational process, aimed at ensuring its research nature, organizing search educational and cognitive activities.

Conclusions on Chapter I

The topic of competence-based education is of fundamental importance, because it concentrates the ideas of the emerging new educational system, which is often called anthropological, since the shift vector is directed towards the humanization of social practice.

The actualization of competence-oriented education in recent decades is due to a number of factors. The transition from an industrial to a post-industrial society is associated with an increase in the level of environmental uncertainty, with an increase in the dynamism of the processes, and a multiple increase in the information flow. Market mechanisms in society began to work more actively, role mobility increased, new professions appeared, there were changes in the old professions, because the requirements for them changed - they became more integrated, less special. All these changes dictate the need for the formation of a person who knows how to live in conditions of uncertainty.

The complex of methods of activity obtained in different subject areas at different age stages, in the final analysis, should lead to the formation in the child of generalized methods of activity at the end of the main school, applicable in any activity, regardless of the subject area. These generalized modes of activity can be called competencies.

Another aspect of this education concerns the adequacy of the content of education to modern trends in the development of the economy, science, and social life. The fact is that a number of school skills and knowledge no longer belong to any professional occupation.

In the competency-based approach, the list of required competencies is determined in accordance with the requests of employers, the requirements of the academic community and broad public discussion based on serious sociological research. Mastering various kinds of competencies becomes the main goal and results of the learning process. Competencies and competency-based approach occupy a central place in the education quality management system.

The basic competence of a teacher lies in the ability to create, organize such an educational, developing environment in which it becomes possible for the child to achieve educational results, formulated as key competencies.

For a school of post-industrial society, it is no longer enough to provide a graduate with knowledge for decades to come. In the labor market and from the point of view of life prospects, the ability and willingness to study and retrain all one's life are becoming more in demand. And for this, apparently, you need to learn in a different way, in other ways.

So, the new quality of education is connected, first of all, with a change in the nature of the relationship between the school, family, society, state, teacher and student. That is, updating the educational process is a meaningful resource for reorienting the school to work in the logic of a different approach to assessing the success of education.

Chapter II. Ways and means of assessing learning outcomes in competency-based education

2.1 Features of the psychological and pedagogical approach to assessing learning outcomes

The adaptability of the education system requires determining the compliance of the activities of a particular pedagogical system with the opportunities and educational needs of a particular student. Learning in the conditions of competence-oriented education becomes predominantly an active independent activity, managed through the use of control and diagnostics10 .

Means of control and diagnostics in the new conditions are changing. A marking system that measures only a single specific result becomes insufficient. To track the process of achieving educational goals, tools are needed that make it possible to track and evaluate the dynamics of the process of achieving goals. Thus, there is a need to introduce a cumulative assessment system, which includes monitoring, rating assessment, portfolio known in the domestic education system. Cumulative assessment also includes interviews, business games, self-assessment diaries, the agreement method and other methods used in Western didactics used for assessment.

Cumulative assessments allow students to develop a positive attitude towards learning, as they give them the opportunity to demonstrate how much they know and can do, and not their shortcomings, which is typical of traditional assessment methods. They make the learning process more effective, especially with properly organized and constructive feedback. New assessment methods, such as simulations, practice, role-plays, allow the student to understand how to apply the acquired skills inside and outside the educational environment. It becomes possible to assess a more diverse range of student skills in more situations. At the same time, not only teachers can evaluate, but also parents, and, most importantly, the student himself11 .

The main characteristics of an effective evaluation are that it focuses on the process and on the product. It is not only what the student is taught that is evaluated, but also what is expected of him. Both teachers and students are actively involved in the assessment process. Evaluation is based on diverse and variable means; evaluation takes place at all stages and levels of learning and provides participants with the necessary information to improve the learning process through feedback. Cumulative valuation, when properly used, fulfills all of these requirements.

It is possible to evaluate the learning outcomes in competence-based education with the help of control as monitoring. Pedagogical monitoring is a form of organizing, collecting, processing, storing and disseminating information about the activities of the teaching staff, which allows you to continuously monitor the state and predict its activities.

In the process of monitoring, trends in the development of the education system, correlated over time, as well as the consequences of decisions taken, are revealed. Within the framework of monitoring, the identification and evaluation of the conducted pedagogical actions is carried out. At the same time, feedback is provided, informing about the compliance of the actual results of the pedagogical system with its ultimate goals.

Monitoring affects various aspects of the life of an educational institution:

analysis of the expediency of setting the objectives of the educational process, plans for educational and educational work;

work with personnel and creation of conditions for the creative work of teachers;

organization of the educational process;

a combination of control with the provision of practical assistance.

The main difference between monitoring the quality of education and control, first of all, is that the task of monitoring is to establish the causes and magnitude of the discrepancy between the result and the goals. In addition, monitoring is systematic and time-consuming, with applied criteria and indicators.

The main monitoring functions include:

diagnostic - scanning the state of the education system and the changes taking place in it, which makes it possible to assess these phenomena;

expert - within the framework of monitoring, it is possible to carry out an examination of the state, concept, forms and methods of development of the education system, its components and subsystems;

informational - monitoring is a way to regularly obtain comparable information about the state and development of the system, necessary for the analysis and forecast of the state and development of the system;

integrative - monitoring is one of the system-forming factors that provide a comprehensive description of processes.

There are general features of the activity:

monitoring objects are dynamic, subject to external influences that can cause various changes in the state of the object;

the implementation of monitoring involves the organization of constant monitoring of the object, the study and assessment of its condition;

the organization of tracking provides for the selection of reasonable criteria and indicators by which the measurement and description of the parameters of the object is carried out;

each specific monitoring system is focused on a specific consumer, which can be both a separate institution and the state as a whole.

It is possible to single out the main types of monitoring by content:

didactic monitoring, the subject of which is neoplasms of the educational process (acquisition of knowledge, skills, compliance of their level with the requirements of the SES, etc.);

educational monitoring, which takes into account changes in the creation of conditions for the education and self-education of students, the "increment" of their educational level;

socio-psychological, showing the level of socio-psychological adaptation of the student's personality;

management activity, showing changes in various management subsystems.

By the nature of the methods and techniques used - statistical and non-statistical monitoring.

Direction:

process monitoring - presents a picture of the factors affecting the implementation of the final goal;

monitoring the conditions for organizing activities - reveals deviations from the planned norm of activities, the level of rationality of activities, the necessary resources;

results monitoring - finds out what was done from the planned, what results were achieved.

When organizing monitoring, it is important to perform the following tasks:

Determine the criteria for the quality of monitoring implementation, develop a set of indicators that provide a holistic view of the state of the system, qualitative and quantitative changes in it.

Select diagnostic tools.

Set the level of compliance of the real state of the object with the expected results.

Systematize information about the state and development of the system.

Provide regular and visual presentation of information about ongoing processes.

Organize information support for the analysis and forecasting of the state and development of the education system, development of management decisions.

The information collected during the monitoring process must meet the requirements of objectivity, accuracy, completeness and sufficiency.

Traditional monitoring in the form of tests, exams, inspections is not effective enough. First of all, because:

control of the state of learning is irregular, episodic, the dynamics of changes is not revealed;

controlling the results of training, they disregard the learning process itself;

quite subjective scores and integral assessments of the performance of test tasks in general are used, which does not allow us to find out which specific and to what extent elements of the content have not been mastered;

in essence, diagnostic methods are not used to reveal the causes of certain mistakes of students, shortcomings in the work of a teacher, to identify factors that affect academic performance.

For monitoring, general methods of psychological and pedagogical research can be used - observation, questioning, questioning, testing, experiment. Specific methods are also used - analysis of activity products (for example, documents), methods for studying the state of educational work, game methods, creative reports, methods of expert assessments, analytical and evaluation methods (self-assessment, lesson analysis, scaling, etc.). Mathematical-statistical method is used to process monitoring results.

Monitoring is carried out in the following stages:

Preparatory stage:

formation of an order for monitoring,

selection of the monitoring object,

methodological support of monitoring,

definition of criteria and indicators,

creation of a working project or program,

briefing or training of monitoring personnel.

Monitoring stage:

carrying out diagnostics of the system using the selected methods in accordance with the work program,

collection and analysis, storage of results.

Stage of data processing and decision making:

data processing, including mathematical and statistical,

analysis, generalization and systematization of the obtained data,

preparation of the final document,

making decisions,

a set of measures that activate the use of data, including information support for monitoring12 .

Control in a broad sense - checking something, establishing feedback. The control of students' learning activities provides information about the result of their learning activities, contributes to the establishment of external feedback (control performed by the teacher) and internal feedback (student self-control).

2.2 Ways and means of implementing competence-based education

pedagogical monitoring competency-based education

Competence-based education, as opposed to the concept of “acquisition of knowledge” (and in fact the sum of information), involves the development of skills by students that allow them to act effectively in the future in situations of professional, personal and social life. Moreover, special importance is attached to skills that allow you to act in new, uncertain, problematic situations for which it is impossible to accumulate appropriate funds in advance. They need to be found in the process of resolving such situations and achieve the required results13 .

In fact, in this approach, the understanding of knowledge as an increase in the amount of subject information is opposed to knowledge as a set of skills that allow you to act and achieve the desired result, often in uncertain, problematic situations.

“We have given up not knowledge as a cultural “object”, but a certain form of knowledge (knowledge “just in case”, that is, information).

What is knowledge in competence-based education. What is a concept.

Knowledge is not information.

Knowledge is a means of transforming the situation.

If knowledge is a means of mentally transforming a situation, then this is a concept.

We are trying to construct concepts in such a way that they become means of transforming situations into action.

Zinchenko V.P. contrasts knowledge and information:

“Information has overwhelmed humanity. This fate has not escaped education, which is increasingly being built according to the type of a “smorgasbord of knowledge” (E. Fromm's expression). The boundaries between them are increasingly blurred, as are the boundaries between knowledge and information. Nevertheless, such limits exist. An experienced teacher can easily distinguish a "know-it-all" and a "quick-hook" from "thoughtful"and "solid"student. Something else is more dangerous: students' illusions that what they remember is what they know. These illusions are still fresh in both pedagogy and psychology. Let's take a look at their background. It is fair to say that knowledge cannot be defined, since it is a primary concept. Several metaphors can be imagined:

An ancient metaphor is a metaphor for a wax tablet on which external impressions are imprinted.

A later metaphor is that of a vessel that is filled either with our external impressions or with text that carries information about these impressions.

Obviously, in the first two metaphors, knowledge is indistinguishable from information. The main means of learning is memory.

The metaphor of Socrates is a metaphor of childbirth: a person has knowledge that he cannot realize on his own, and an assistant is needed who can help give birth to this knowledge by maeutic methods. Gospel metaphor for growing grain. Knowledge grows in the mind of a person, like a grain in the soil, which means that knowledge is not determined by an external message. Knowledge arises as a result of cognitive imagination, stimulated by a message, an intermediary. .

The last two metaphors are much more interesting. In the metaphor of Socrates, the place of the teacher-intermediary is clearly indicated, in the gospel metaphor it is implied. It is important to emphasize that in the last metaphors the cognizer acts not as a "receiver", but as a source of his own knowledge. In other words, we are talking about knowledge as an event. A personal, life event. An event that takes place in the mind of the student. Knowledge is always someone’s, belonging to someone, it cannot be bought (like a diploma), it cannot be stolen from the knower (except perhaps with the head), and information is no man’s territory, it is subjectless, it can be bought, it can be exchanged or stolen, which often happens. Knowledge, becoming a common property, enriches those who know, and information in this case depreciates. Knowledge matters, and information has a purpose at best. Information at its best is a tool that may have a price, but no value. Knowledge has no price, it has vital and personal meaning.

Finally, one more important clarification. There is a subject that generates knowledge, and there is a user that consumes information. Their distinction should not be judged in terms of better or worse. It's just fixing it. Of course, both knowledge and information perform important instrumental functions in human behavior and activity. Information is a temporary, transient, perishable subject. Information is such a tool, a tool that, like a stick, can be discarded after use. Not so with knowledge. Knowledge, of course, is also a means, a tool, but one that becomes a functional organ of the individual. It irreversibly changes the knower. Like a stick you can't throw it away. If we continue this analogy, then knowledge is a staff that helps to go further into the world of knowledge and into the world of ignorance.

Thus, the competence-oriented approach is to strengthen the applied, practical nature of all school education (including subject education). This direction arose from simple questions about what results of school education a student can use outside of school. The key idea of ​​this direction is that in order to ensure “the long-term effect of school education, everything that is studied must be included in the process of use, use. This is especially true of theoretical knowledge, which should cease to be dead baggage and become a practical means of explaining phenomena and solving practical situations and problems.

Another aspect of applicability concerns the adequacy of the content of education to modern trends in the development of the economy, science, and social life. The fact is that a number of school skills and knowledge no longer belong to any professional occupation. An example of such an exotic type of schoolwork can be the whole subject of drawing. This also includes the so-called industrial training, in which girls learn how to sew a skirt, and boys learn how to work on machines that are left only in schools and vocational schools. Here, of course, a revision of the content of education is urgently needed. In the UK, for example, in the course of such a revision, when discussing the standard in mathematics, the topics of multiplication of large numbers were excluded in favor of rounding off sums in counting and evaluation of statistical data. In many countries, traditional vocational training and home economics courses have been replaced by courses in Technology and Design, Entrepreneurship, or secondary vocational education courses that provide specific vocational skills in electrical, plumbing, etc. And all this is part of the renewal of the school, which takes place under the slogans of competence-oriented education.

In competency-based education, the list of necessary competencies is determined in accordance with the requests of employers, the requirements of the academic community and broad public discussion based on serious sociological research. Mastering various kinds of competencies becomes the main goal and results of the learning process. Competences and a competence-based approach occupy a central place in the education quality management system. In essence, education quality management begins with determining the composition of those competencies that should be mastered in the educational process at school as educational outcomes. Then the entire intra-school education quality management system is built in such a way that at the end each student would, to one degree or another, possess the required competencies15 .

Conclusions on Chapter II

In modern conditions, we should talk about the presence of many requests that the school must respond to. The real customers of the school are the student, his family, employers, society, professional elites, while maintaining a certain position of the state. For the education system, this means that state educational institutions are obliged, on the one hand, to conduct a dialogue with all consumers of education (the goal is to find a reasonable compromise), and on the other hand, to constantly create, update and multiply the range of educational services, the quality and effectiveness of which will determine consumer. Otherwise, the public school cannot fully fulfill its functions.

For a modern school, it is no longer enough to provide a graduate with knowledge for decades to come. In the labor market and from the point of view of life prospects, the ability and willingness to study and retrain all one's life are becoming more in demand. And for this, apparently, you need to learn in a different way, in other ways.

So, the new quality of education is associated primarily with a change in the nature of the relationship between the school, family, society, state, teacher and student. That is, updating the educational process is a meaningful resource for reorienting the school to work in the logic of a different approach to assessing the success of education.

The competence-based approach can be attributed to one of the ways to achieve a new quality of education. It determines the priorities, the direction of change in the educational process.

Key competencies as a result of general education mean the readiness to effectively organize one's internal and external resources for decision-making and achievement of the set goal.

The list of key competencies of students for the Samara region, adequate to the socio-economic conditions, includes:

readiness to solve problems;

technological competence;

readiness for self-education;

readiness to use information resources;

readiness for social interaction.

Competency-oriented education can be understood as the ability to act effectively. The ability to achieve results is to effectively solve a problem.

At school, it is not competence itself that is predominantly formed, but independence in solving problems, the condition of which is the transformation of an objective mode of action (i.e. knowledge, skills) into a means of solving problems. The main innovation of the competency-based approach, therefore, is to create educational conditions for the transformation of modes of action into means of action.

Conclusion

This study is necessary to better understand and understand competence-based education. In most countries of the world, dissatisfaction with the quality of modern education is expressed. In an open, changing world, the traditional educational system, designed to serve the needs of an industrial society, becomes inadequate to the new socio-economic realities.

Since the beginning of the twenty-first century, Russian psychological and pedagogical publications have been widely discussing the possibilities and advantages of the so-called competence-based learning as an alternative to traditional education. However, there is still no convincing, scientifically based interpretation of the concepts of "competence", "competence", "competence-oriented education" in psychological and pedagogical publications. Therefore, there is a threatening tendency to “call everything competencies”. This discredits the very idea and creates significant difficulties in its practical implementation.

First of all, this is due to the systemic changes that have taken place in the sphere of labor and management. The development of information technologies has led not only to an increase in the amount of information consumed tenfold, but also to its rapid aging and constant updating. This leads to fundamental changes not only in economic activity, but also in everyday life.

In this study, we came to the conclusion that the topic of competence-based education is of fundamental importance, because it concentrates the ideas of an emerging new educational system, which is often called anthropological, since the shift vector is directed towards the humanization of social practice.

Competence-oriented education can be attributed to one of the ways to achieve a new quality of education. It determines the priorities, the direction of change in the educational process.

Bibliography

1. Golub G.B., Perelygina E.A., Churakova O.V. The method of projects is the technology of competence-oriented education. Samara: Educational literature, 2006.

Zheleznikova T.P. Competence approach in education. - Samara: "etching", 2008.

Zimnyaya I.A., Competence approach: what is its place in the system of modern approaches to the problem of education? (theoretical and methodological aspect)//Higher education today. 2006. No. 8., p. 20-26.

Zolotareva, A.V. Monitoring the performance of an educational institution. - Yaroslavl, Publishing House of YaGPU named after. K.D. Ushinsky, 2006.

Ivanov D.A. Competencies and competency-based approach in modern education. - M.: Chistye Prudy, 2007.

Kaluzhskaya, M.V., Ukolova, O.S., Kamenskikh, I.G. Rating system of evaluation. How? What for? Why? - M .: Chistye Prudy, 2006

Menyaeva I.I. Competence-oriented education is a priority direction of the innovative activity of the school. Samara: Fort, 2008

Modernization of educational systems: from strategy to implementation: Collection of scientific papers / Nauch. ed. V.N. Efimov, under the general. ed. T.G. Novikova. - M.: APK and PRO, 2004. - 192p.

Samoilov E.A. Competence-oriented education. - Monograph. Samara: SGPU, 2006.

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COMPETENCE-ORIENTED PEDAGOGICAL TECHNOLOGIES IN TEACHING THE RUSSIAN LANGUAGE

Yu.N. Gostev

Center for Philological Education ISMO RAO Laboratory for teaching Russian (native) language Department of the Russian language of the Faculty of Medicine Peoples' Friendship University of Russia st. Miklukho-Maklaya, 6, Moscow, Russia, 117198

The article emphasizes the relevance of the technological approach in education. The idea of ​​introducing competence-oriented technologies into the learning process reflects the need to improve the efficiency of the educational process, the quality of education due to the use of modern methods and forms in the learning process that enhance the activity component and take into account the peculiarities of personality development.

In modern didactics, in many methodological works, the term "pedagogical technology" is widely used. The concept of "technology" is currently being clarified, the term is used in a fairly broad context. In practice, there are such terms as pedagogical technologies, educational technologies, new pedagogical, innovative educational technologies.

It is possible to outline the stages of development of the concept of "pedagogical technology": from the use of audiovisual means in the educational process (1940s - mid-1950s), programmed learning (mid-1950s - 1960s) to a pre-designed educational process guaranteeing the achievement of clearly defined goals (1970s), to the creation of computer and information technologies for education (early 1980s).

More often, educational technology is defined as a set of certain forms and methods of teaching that ensures the creation of educational products by students (A.V. Khutorskoy). Thus, the definition of educational technologies is based on the goals that must be achieved (educational result), the way the teacher and student interact and their role in the educational process.

The main direction of competence-oriented education technologies in world pedagogy is the formation and development of students' intellectual skills, their moral development, the formation of critical and creative thinking as priority areas for human development.

Modern educational technologies take into account the age, individual psychological characteristics of students, focus on the student as a subject of the educational process, which, together with the teacher, can determine the learning goal, plan, prepare and implement the educational process, and analyze the results achieved.

In accordance with this approach, the teacher creates conditions for the formation of the student's personality in educational activities.

The educational activity of students in the course of performing educational tasks is the basis of the learning process. The teacher involves each student in active cognitive activity, organizes joint work in cooperation in solving various educational problems, introduces the ways of obtaining the necessary information in order to form their own reasoned opinion on a particular problem, the possibility of its comprehensive study.

How can one explain the increased attention to the search for new educational technologies? It is obvious that the development of competence-oriented technologies is a search for ways to obtain a guaranteed high-quality educational result.

Competency - oriented technologies are diverse . For example, in the practice of teaching the Russian language, modular learning technology is used (T. Shamova, P. Tretyakov, I. Sennovsky), problem-heuristic technology (A.V. Khutorskoy), learning in collaboration, project method, information technology (E.S. Polat), information technology based on algorithms (N.N. Algazina).

The description of pedagogical technologies in the teaching of the Russian language is proposed largely on the basis of the development of this problem in didactics. To some extent, studies on this issue are taken into account in the methodology of teaching the Russian language. In the future, it seems necessary to highlight this problem on the basis of studies devoted to the development of speech-cogitative abilities of students by means of their native language, as well as in line with developing, differentiated, individual, problem-based teaching of the native language (E.S. Antonova, A.D. Deikina, T.K. Donskaya, O.M. Kanarskaya, T.A. Ladyzhenskaya, S.I. Lvova, M.R. Lvov, T.V. Napolnova, E.N. Puzankova, M.M. Razumovskaya, etc.).

The question arises, how do these modern technologies differ from traditional ways of learning and how do they compare with them?

Basically, the methodologists, taking into account the problems of the practice of teaching the Russian language, went in the direction of introducing modern methods and forms of teaching into the traditional structure of the lesson, developed models of non-traditional forms of the lesson. So, in the last decade, a system of non-traditional lessons has developed in the practice of teaching the Russian language: integrated lessons based on interdisciplinary connections, lessons in the form of competitions (linguistic tournament, linguistic battle), lessons based on forms, genres and methods of work known in social practice. (interview, reportage, linguistic research), lessons based on non-traditional organization of educational material (wisdom lesson, presentation lesson), lessons using fantasy (fairy tale lesson), lessons with imitation of public forms of communication (press conference, auction, benefit performance, TV show), lessons based on imitation of the activities of organizations and institutions (meeting of the academic council, debates in parliament), lessons simulating social and cultural events (correspondence excursion, lesson-travel, living room, linguistic theater) .

In contrast to the structural modernization of the traditional lesson, new educational technologies offer such innovative models for constructing the educational process, where the interconnected activities of the teacher and the student are brought to the fore, aimed at solving both educational and practically significant tasks.

What organizational models of teaching the Russian language have entered the practice of teaching? First of all, it is modular training. Modular learning is based on an activity approach to learning: only that educational content is consciously and firmly acquired by the student, which becomes the subject of his active actions. The implementation of this technology requires that learning takes place constantly in the zone of proximal development of the student. In modular training, this is achieved by differentiating the content and dose of assistance to the student, organizing educational activities in various forms: individual, pair, group, in pairs of shifts. A lot of modular learning uses from programmed learning. Firstly, the clear actions of each student in a certain logic, secondly, the activity and independence of actions, thirdly, an individualized pace and, fourthly, constant reinforcement, which is carried out by comparing (verifying) the course and result of activities, self-control and mutual control.

The educational material is divided into thematic blocks, each thematic block fits into the rigid time frame of a two-hour lesson. For better assimilation of the content of the thematic block, the teacher follows the rigid structure of the modular lesson: repetition, perception of the new, comprehension, consolidation of what has been learned, control. Each stage of the lesson begins with a target setting, then the system of actions is indicated, each stage of the lesson ends with a test task that allows you to establish the success of training.

With the help of modules, the teacher manages the learning process. At the training session itself, the role of the teacher is to form a positive motivation for the student, to organize, coordinate, advise, control. A modular lesson allows you to use the entire arsenal of methods and forms of teaching that has been accumulated by the practice of teaching the Russian language, that is, modular learning, in fact, is an integrative technology.

One of the emerging technologies for teaching the Russian language has become the technology of level differentiation, in which the transition from the assimilation by students of all the educational material presented by the teacher to the obligatory assimilation of only precisely specified is obligatory. The teacher conducts training at a high level, but at the same time he constantly highlights the basic mandatory component, and the student himself chooses the level of development, but not lower than the basic one. The undoubted advantage of using the technology of level differentiation is the formation of positive motivation in relation to the subject.

Among the new pedagogical technologies, the most adequate to the set goals of teaching the Russian language, from our point of view, is the technology of projects, or the method of projects. It is known that the project method has a long history both in world and domestic pedagogy.

The technology of projects, or the method of projects, by virtue of its didactic nature, allows solving the problems of the formation and development of intellectual skills of critical and creative thinking.

The work of the student on the educational project, as a rule, is carried out throughout the academic year and includes several stages: preliminary selection of the topic, taking into account the recommendations of the teacher; drawing up a plan, studying the literature on a given topic and collecting material, creating your own text containing an analysis of the literature and your own conclusions on the topic, defense, which involves an oral presentation containing a brief description of the work, answers to questions on the topic of the work. To some extent, this brings the educational project closer to the already traditional form - the abstract. However, the point of view is becoming more widespread that the educational project is an independent research activity of the student, which has not only educational, but also scientific and practical significance, which is well understood by both the teacher - the project manager and its executor. This is a solution to a problem that requires integrated knowledge, research search for its solution. Therefore, the presentation of the results of the project looks like a scientific report (for example, on the topic “The use of one-component sentences in the lyrical works of A.S. Pushkin”) with the formulation of problems and scientific conclusions about the trends that can be traced in the development of this problem (creation of a dictionary of modern vocabulary, the project “ Museum of the Russian Word”, the creation of the Society for the Protection of the Russian Language and the writing of its Charter, the preparation of computer programs in the Russian language called, for example, “Linguistic Crosswords”, etc.).

However, there are real problems in the evaluation of the educational project, because, as a rule, the creation of a project is a team work (in a group, in pairs). If the student has completed an individual project, then it is possible to evaluate it in the traditional grading system. How, according to what criteria, to evaluate the contribution of each participant in a collective project?

Such criteria are only outlined, namely:

The significance and relevance of the problems put forward, the adequacy of their study topics;

The correctness of the research methods used and the methods for processing the results obtained;

The activity of each project participant in accordance with his individual capabilities;

The collective nature of the decisions made;

The nature of communication and mutual assistance, complementarity of project participants;

Necessary and sufficient depth of penetration into the problem, attraction of knowledge from other areas;

Evidence of decisions made, the ability to argue their conclusions, conclusions;

Aesthetics of registration of the results of the completed project;

The ability to answer opponents' questions, the conciseness and reasoning of the answers of each member of the group.

However, these qualitative criteria must be formalized in order for the assessment to be objective. The development of a system for evaluating an educational project is a matter for the future.

The project method is currently being actively approved in teaching the Russian language. This method involves the organization of joint or individual work of students on a particular problem with the obligatory presentation of the results of their activities.

This technology makes it possible to actualize the most important speech skills of students, to include them in all types of speech activity (speaking, listening, reading, writing), to improve the skills of informational and semantic processing of texts. The project method is of interest to teachers of the Russian language, but the experience of creating projects in the Russian language is still small.

According to many experts, the technology of the near future can be called distance (distance) learning, which allows you to effectively use study time through quick access to information and optimize the learning process by building an individual educational trajectory.

The student receives a set (portfolio) of educational and methodological materials, studies them independently, contacting the teacher as necessary, works in forums, and participates in discussions. Finishing the study of the subject or the course, the student takes the exam, receives the examination materials (questions and tasks) in electronic form, performs work on the computer and sends it to the teacher for verification by e-mail. The teacher acts in this case both as a consultant, assisting the student in choosing a curriculum, literature, helping with the development of difficult sections of the course, and as an examiner.

Information technologies used in distance learning present new, wider opportunities in teaching the Russian language. This technology uses a specific way of presenting educational material based on hypertext - a system of links, which makes it easier for everyone to find and use the necessary information on an individual basis. However, this technology places special demands on e-learning courses designed for distance learning. It is possible to identify several leading principles that determine the content of electronic manuals: the principle of accessibility and entertainment, which will increase interest in learning; the principle of scientific character, which will ensure an increase in the educational level of the youth audience; the principle of total visibility, which involves the use of audiovisual and verbal visibility (in the context of preparing Internet versions of the radio program), which provides a greater understanding of language and speech problems by the youth audience, actualizes the desire to participate in the discussion of the proposed issues; the principle of dialogue, which involves modeling speech situations in which students take part.

We consider the most relevant content aspects that need to be implemented in electronic manuals to be a reflection of the problem of careful and respectful attitude to the Russian language as the state language, the language

interethnic communication, the language of Russian fiction. It is necessary to touch upon the problems of speech etiquette in the process of interpersonal communication in the youth environment, including in the Internet space, in communication between young people and people of older generations, it is necessary to characterize typical speech errors that occur both in oral and written speech of young people.

In the materials of e-books, it is necessary to present modern techniques, approaches that allow you to independently improve the skills of oral and written speech, therefore it is advisable to refer to the history of the development of the Russian literary language, the lexicographic resource of the Russian literary language (primarily to the corpus of dictionaries of modern Russian speech), the study of some techniques information and semantic processing of the text, etc.

LITERATURE

Selevko G.K. Modern educational technologies. - M.: People's education, 1998.

Gatz. I.Yu. Methodical notebook of a teacher of the Russian language. - M.: Bustard, 2003.

Gosteva Yu.N., Shibaeva L.A. Integrated lessons (Russian language and mathematics) // Russian language at school. - 1993. - No. 3, 6.

Tretyakov P.I., Sennovsky I.B. Technology of modular education at school: Practice-oriented monograph. - M., 1997.

COMPETENCE ORIENTED DIDACTIC TECHNOLOGIES IN TEACHING RUSSIAN LANGUAGE

Russian Language Department Medical Faculty Peoples’ Friendship University of Russia Miklukho-Maklay str., 6, Moscow, Russia, 117198

The article is dedicated to innovative educational technologies. Modern education based on competence oriented technologies demands the necessity of acceleration of teaching process and its qualitative characteristics of effectiveness due to inculcation of innovative methods and forms of teaching, increasing the students’ activity and oriented to their cognitive, psychological and other individual characteristics.