3.1 The concept of creative competence

According to E. Torrens, creativity includes increased sensitivity to problems, to the lack or inconsistency of knowledge, actions to identify these problems, to find their solutions based on hypotheses, to test and change hypotheses, to formulate the result of the solution.

Creativity is the creative abilities of an individual, characterized by a willingness to generate fundamentally new unusual ideas that deviate from traditional or accepted patterns of thinking, as well as the ability to solve problems that arise within static systems. Many people who have a creative need lack creative competence. There are three aspects of such competence:

1. First, how ready a person is for creativity in the conditions of multidimensionality and alternativeness of modern culture.

2. Secondly, how much does he master the specific “languages” of different types of creative activity, so to speak, a set of codes that allow him to decipher information from different areas and translate it into the “language” of his work (for example, how a painter can use the achievements of modern music, or scientist-economist of discovery in the field of mathematical modeling). According to the figurative expression of one psychologist, creators today are like birds sitting on distant branches of the same tree of human culture, they are far from the earth and can hardly hear and understand each other.

3. The third aspect of creative competence is the degree to which a person masters a system of “technical” skills and abilities (for example, the technology of painting craft, a feature of working with photography), on which the ability to implement conceived and “invented” ideas depends.

Different types of creativity have different requirements for the level of creative competence. The inability to realize creative potential due to insufficient creative competence gave rise to mass amateur creativity, that is, “creativity at leisure”, a hobby. These forms of creativity are accessible to almost everyone and everyone, people who are tired of monotonous or highly complex professional activities.

So I got carried away and forgot that you may not know what creative competence is.

"Creative competence" is just a condition for the manifestation of creative ability. The same conditions include the presence of general intellectual and special abilities that exceed the average level, as well as enthusiasm for the task being performed, and, of course, certain life factors, called circumstances, with which unrealized individuals love to hide behind.

Creativity in the modern world is more and more beginning to be considered not as a process and not even as an activity, but as a characteristic of a person, an image or style of life, a way of relating to the world. The fate of creativity in individual development is determined by the interaction, the dialogue of the individual with culture. G. Allport wrote in his first fundamental book "Personality": - "Each artist has his own style, like every composer, pianist, sculptor, dancer, poet, playwright, artist, speaker, photographer, acrobat, housewife and Mechanics. We can recognize Chopin's sonatas, Van Gogh's paintings and Aunt Sally's pies from only one style. Style emerges whenever well-integrated and mature personality behavior is involved.

In other words, creativity as an expression of one's individuality in limited areas of practice does not necessarily mean painting pictures, it can also be expressed in such everyday and seemingly mundane things as cooking dinner, repairing a car, and even washing floors. Again, for example, many people all their lives consider their mother's pies to be the best in the world, which indicates the manifestation of the creative approach of some mothers to the preparation of these very pies and other dishes, and combined with love not only for children, but also for their own business turns the dinner into an unforgettable and unique. If you are still in doubt, then think about the new signature salad recipe invented by the chef of the restaurant, this is the real creativity ...

Well, so be it, but where should one start developing this wonderful ability? There are many and many absolutely different and vice versa absolutely similar opinions and treatises. So, I suggest that you decide this at your discretion, and for greater certainty, identify with me the main problems in the development of this very creativity in the next subparagraph.

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The article substantiates the need to develop a model for the formation of professional creative competence of a teacher of vocational training, the specificity of pedagogical creativity of which is determined by the binary essence of his qualifications. The essence and content of the concept of "professional creative competence of a teacher of vocational training" is considered. Based on the analysis of psychological and pedagogical literature and the use of methodological approaches (systemic, synergistic, competence-based and activity-based) underlying the problem under study, a model for the formation of professional creative competence of a teacher of vocational training is theoretically substantiated and developed, which is presented as a pedagogical system that includes a number of interrelated components : target, methodological, meaningful, procedural-technological and diagnostic-effective components. A distinctive feature of the model is the structure of the procedural and technological component, which represents the strategy for the formation of the professional creative competence of the future teacher of vocational training in the context of his creative self-development. The effectiveness of its application in the conditions of university education is proved experimentally.

professional competence of the teacher

pedagogical system

professional creative competence

vocational education teacher

1. Andreev V.I. Dialectics of upbringing and self-education of a creative personality: foundations of pedagogy of creativity. - Kazan: Kazan Publishing House. un-ta, 1988. - 236 p.

2. Gnatyshina E.A. Theoretical aspects of managing innovation processes in the institution of vocational education: monograph. - M .: Company "Sputnik-plus", 2007. - 184 p.

3. Zvyaginsky V.I. Research activities of the teacher: textbook. settlement for stud. universities. - M .: Publishing house. Center "Academy", 2008. - 176 p.

4. Zeer E.F. Modernization of vocational education: competence-based approach: textbook. allowance. - M.: Moscow Psychological and Social Institute, 2005. - 216 p.

5. Leontiev D. A. Self-realization and essential human forces. – M.: Meaning, 1997. – 127 p.

6. Morozov A.V., Chernilevsky D.V. Creative pedagogy and psychology. - M.: Academic Project, 2004. - 560 p.

7. Selevko G.K. Alternative pedagogical technologies. - M.: Research Institute of School Technologies, 2005. - 224 p.

8. Tutolmin A.V. Formation of professional and creative competence of a student-teacher: methodology and analysis of the experiment: monograph. - Glazov: Glazovsky state. ped. in-t im. V.G. Korolenko, 2006. - 250 p.

9. Chernilevsky D.V. Creative Pedagogy and Psychology: Proc. allowance for universities.

The introduction of the Federal State Educational Standards of Higher Professional Education, which determine the prospects for Russia's entry into the European educational space, objectively puts forward the problem of high-quality training of professional and pedagogical personnel as a priority, which is reflected in the draft of the Ministry of Education and Science of the Russian Federation "On priority directions for the development of the educational system of the Russian Federation" and other conceptual documents. There is a need for teachers who not only have a sufficient stock of professional knowledge and skills, but who have a creative personality and are ready to successfully realize their creative potential, capable of innovative activity and pedagogical creativity. In this regard, the problem of the formation of professional creative competence of future teachers of vocational training is actualized, the specificity of pedagogical creativity of which is determined by the binary essence of their qualifications and manifests itself in the originality and novelty of both the process itself and the result of pedagogical activity, in the application of a creative approach in the process of solving theoretical and practical tasks, a wide range of professionally important creative qualities that ensure the full implementation of their professional activities.

The general theoretical foundations for the formation of professional competence are disclosed in the works of V.I. Baidenko, E.F. Zeera, I.A. Zimney, A.K. Markova, L.M. Mitina, J. Ravena and others; features of the training of professional and pedagogical personnel for primary and secondary vocational education are reflected in the works of N.N. Bulynsky, G.N. Zhukov, P.F. Kubrushko, O.L. Nazarova, G.M. Romantseva, E.V. Tkachenko and others.

Our analysis of pedagogical research shows that scientists mainly turn to the study of certain aspects of professional creative competence (N.A. Borisova, A.A. Verbitsky, E.A. Gnatyshina, M.V. Klarin, E.A. Klimov, N. .E. Kostyleva, NI Khrapchenkova, etc.), not considering it as a holistic pedagogical phenomenon, they talk about its formation, leaving without attention the ability to self-development in the process of professional and personal development. Also, they did not find a proper theoretical justification for the goals, objectives, content and technologies for the formation of professional creative competence of teachers of vocational training at the stage of university education.

Professional creative competence of a teacher of vocational training, from our point of view, it should be considered as an integrative property of a person, including a system of special knowledge, skills, motives and a set of professionally important qualities that ensure readiness to carry out professional creative activity, reflecting the binary essence of the pedagogical process.

Professional creative competence is a qualitative characteristic of the level of preparedness of a specialist for pedagogical activity, as well as an element of professional and pedagogical competence, its closed subsystem and combines three main components - motivational, including professional and creative orientation (motives of professional creativity, motive of achievement, motive of creative self-development) - cognitive, determining knowledge in the field of pedagogy and psychology of creativity (knowledge about creative professional pedagogical activity, about the role of pedagogical creativity and creative self-development in it); activity, including gnostic, design, research, organizational skills and professionally important creative qualities , the totality of which ensures the full implementation of the professional and creative activity of the teacher, its effectiveness and productivity (creative activity, empathy, creativity, reflexivity).

Professional creative competence as a subjective phenomenon is characterized by dynamism, variability due to the transformations that occur in the experience of the teacher, the development of his creative potential. In our opinion, it is professional creative competence that provides the teacher with creative self-realization and professional success.

We consider it expedient to turn to the modeling method, which will allow us to present the process of forming the professional creative competence of future teachers of vocational training, since modeling, as a research method, according to V.I. the end of the planned period and the model of transition from one state to the required one.

The structural-content model of the formation of professional creative competence of future teachers of vocational training that we have developed is a pedagogical system that includes interrelated components: target, methodological, content, procedural-technological and diagnostic-effective. The structural components of the model reveal the internal organization of the process of forming the professional creative competence of future teachers of vocational training - the goal, tasks, content, means, stages - and are responsible for the constant reproduction of the interaction between the elements of this process.

Target Component The model includes a system of goals and objectives for the formation of professional creative competence of future teachers of vocational training. This component is backbone and acts as a control instance in relation to other components; serves as a determining factor in the development of their content. As the desired result, we have determined goal- formation of professional creative competence of future teachers of vocational training in the conditions of the university.

To achieve the goal, the following tasks are indicated: 1) to form the motives of professional creativity, the motives of achievement and creative self-development; 2) to expand ideas in the field of pedagogy and psychology of creativity (knowledge about creative pedagogical activity, about the role of pedagogical creativity and creative self-development in it); 3) to form professional creative skills (gnostic, design, research, organizational) and professionally important creative qualities (creative activity, empathy, creativity, reflexivity).

Methodological component the model is represented by a set of methodological approaches (systemic, synergistic, competency-based and activity-based) underlying the problem under study; principles, the observance of which regulates the process of formation of professional creative competence of future teachers of vocational training.

The system approach (I.V. Blauberg, V.N. Sadovsky, E.G. Yudin, etc.) allows us to consider the process of formation of professional creative competence of future teachers of vocational training as a complex pedagogical system; highlight the system-forming factor in the formation of professional creative competence of future teachers of vocational training, namely, the goal; identify the constituent components of the designed model, their place and significance; reveal the dialectic of their relationship.

The synergistic approach (V.I. Arshinov, I.R. Prigozhin, G. Khakeny, etc.) allows us to consider the teacher of vocational training as a self-organizing system capable of realizing its creative potential through self-organization in the process of educational and creative activity; to determine the essence and content of the creative self-development of the personality of future teachers in the conditions of the university as a strategy for unlocking their creative potential.

The competence-based approach (E.F. Zeer, I.A. Zimnyaya, etc.) makes it possible to study the professional creative competence of future teachers of vocational training; reveal its content and essence as a result of the professional training of future teachers in the conditions of the university; determine the criteria and indicators of formation.

The activity approach (L.S. Vygotsky, S.L. Rubinshtein, etc.) allows us to consider the features of the professional creative pedagogical activity of future teachers of vocational training; create conditions for the formation of professional creative competence and self-development of future teachers through their inclusion in various activities (creative games, research, design, etc.); determine the content of education, forms, methods for organizing the activity of future teachers of vocational training.

Content Component includes the entire scope of the content of the educational process aimed at the formation of the professional creative competence of future teachers of vocational training: the content of the curricula of the disciplines of the psychological and pedagogical cycle, and the variable part - the programs of elective courses and electives, the program of the author's special course "Fundamentals of professional and creative self-development of the personality of the teacher".

Procedural and technological component characterized by a two-block structure, due to the dual nature of the activities of future teachers of vocational training, and is represented by interrelated and complementary procedural and technological blocks, reflecting the strategy for the formation of professional and creative competence of students in a university environment. The basis for the phased formation of the professional and creative competence of future teachers is the concept of creative self-development by V.I. Andreeva, self-developing learning technology G.K. Selevko, as well as the concept of the formation of interest in the creative activity of N.I. Litvinova.

Numerous studies show that the pedagogical process as the transfer and assimilation of social experience can be represented as two successive phases: external and internal.

External is an educational and creative activity - a procedural aspect, the specificity of which is due to the organization of the educational process using forms, methods, technologies of the educational process; actually educational influence, its pedagogical organization. The second, internal part (phase) of the process - self-development of the individual (activity in the internal plan) - is a controlled process of self-manifestation and this is the activity of the individual, aimed at a clearly conscious result through self-knowledge, self-improvement and self-realization of one's capabilities and creative potential, ensuring the effective formation of professional creative competencies (technology of creative self-development of the personality of the future teacher).

Procedural block reflects the process of creative self-development of the personality of future teachers, which is the basis for the formation of their professional creative competence and contributes to self-knowledge, self-improvement and self-realization of their creative potential and sets the orientation for the educational process, its leading direction, thereby ensuring the effectiveness of the quality training of the future teacher.

This makes it possible to restore the natural psychological structure of the student's activity in teaching, where the stages of goal-setting, planning, organization and analysis (reflection) of its results are presented, the choice of content and methods of activity is expanding. At the same time, we are not talking about the “formation of a personality” with given properties, but about creating conditions for the full manifestation of needs, motivation for self-development.

The stage of self-knowledge represents self-diagnosis by the future teacher of his creative potential. The stage of self-improvement represents the activity of the future teacher in self-change and self-improvement of his creative potential. The stage of self-realization is manifested in the ability of the future teacher to realize his creative potential and gain experience in creative pedagogical activity.

Technological block reflects the sequence of the implementation of the process of forming professional creative competence, taking into account the activity aspect of the creative self-development of future teachers and includes a system of methods and forms of educational and creative activities used depending on the tasks and the expected result of each of the stages.

Diagnostic-effective component reflects the effectiveness of the designed model and is represented by the criteria and levels of formation of the professional creative competence of future teachers of vocational training, as well as the expected results.

The diagnostic-effective component of the model performs a monitoring, analyzing, complex-corrective and feedback function and allows you to analyze information about the course of the educational process, correct activities to form the professional creative competence of the future teacher of vocational training.

The model designed by us is characterized by: integrity, since all these components are interconnected, carry a certain semantic load and work for the final result - the achievement of a higher level of formation of the professional creative competence of the future teacher of vocational training; pragmatism since the model acts as a means of organizing practical actions aimed at the formation of the motivational, cognitive and activity components of the professional creative competence of future teachers of vocational training; openness since the model is built into the context of the educational process of the university. All the indicated components of the model, their content and procedural content are interconnected, form an integral pedagogical system aimed at solving the tasks set in the study.

Distinctive feature model is the structure of the procedural and technological component, which is represented by interrelated and complementary procedural and technological blocks, representing the strategy for the formation of professional creative competence of future teachers of vocational training in a university environment in the context of their creative self-development.

The effectiveness of the implementation of the model for the formation of professional creative competence of future teachers of vocational training is confirmed by the results obtained in the process of conducting experimental work. So, by the end of the experiment, the number of students with a minimum level of professional creative competence decreased by 53.0%, with an optimal level - increased by 40.0%. In the control group, the changes that occurred were less significant. The use of the Student's statistical criterion showed that at a significance level of 0.05, the distribution of students by the levels of formation of professional creative competence in the control and experimental groups is significantly different. Consequently, the results obtained are not accidental, but are caused by our purposeful actions to develop and introduce the desired model into the pedagogical process of the university.

Thus, the author of the article solved the problem associated with the development of a structural-content model for the formation of professional creative competence of future teachers of vocational training and testing the effectiveness of its practical implementation.

Reviewers:

Gnatyshina E.A., Doctor of Pedagogy, Professor, Director of the Professional Pedagogical Institute, Chelyabinsk State Pedagogical University, Chelyabinsk;

Uvarina N.V., Doctor of Pediatric Sciences, Professor, Deputy Director for Research of the Professional Pedagogical Institute, Chelyabinsk State Pedagogical University, Chelyabinsk.

Bibliographic link

Pakhtusova N.A. STRUCTURAL-CONTENTAL MODEL FOR FORMATION OF PROFESSIONAL CREATIVE COMPETENCE OF A VOCATIONAL TRAINING TEACHER // Modern Problems of Science and Education. - 2014. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=16801 (accessed 17.09.2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The ability to see the creative principle in any work means to create something beautiful. Every person needs to feel and understand beauty not only for spiritual enrichment, but also for successful work. Regardless of the area in which a person will work, he must be able to see and understand grace and beauty.

The general education school, through various forms and methods of aesthetic education, is designed to influence the mind and feelings of the child, awaken aesthetic emotions in him, introduce him to the comprehension of harmony and beauty in all their manifestations, as well as develop his creative abilities, creative activity, which can be manifested in a variety of ways. areas for future activities.

It is necessary to develop creative activity from school age. The desire of children for creative activity manifests itself very early. The aesthetic experiences of childhood leave a deep imprint in the memory of a person, and what has sunk into his heart for a long time, and often for the rest of his life, accompanies him.

In this regard, the subject "Technology" is special. It not only forms a polytechnic outlook in children, introduces them to new technology, modern materials processing technologies, helps them navigate the world of professions, but also gives them the opportunity to join creative work at school. I would also note its important role in the development of students' independence, their aesthetic culture and taste.

The ability to do a lot (and well) with your own hands is a guarantee of self-confidence. “What a child can do today is in cooperation and under guidance,” argued the outstanding psychologist L.S. Vygodsky, “tomorrow he becomes able to do it on his own… Exploring what the child is able to do in cooperation, we determine the development of tomorrow.” This is largely facilitated by the implementation of creative work, projects.

The educational area "Technology" based on the project method of teaching involves not only "waking up" the dormant creative inclinations of the individual, but also creating conditions for their development. The resurgent project method of teaching, with its skillful application, really allows you to identify and develop the inclinations of the individual, her abilities. It is the creative project activities of schoolchildren that will contribute to technological education, the formation of a technological culture of each growing person, which will help him take a different look at the environment, more rationally use the available resources of the Fatherland, increase natural wealth and human potential.

The educational field "Technology" is designed to bring elements of novelty into the content of school education, and with it into the methods of teaching schoolchildren, to promote the development of personality traits and health of students, to compensate for the negative impact of the technosphere on their health and psyche. Using non-traditional methods of teaching, "Technology" will teach schoolchildren to "give birth" and bring ideas to life - ideas that can develop creativity, and along with it, production.

And it is quite natural that this requires a teacher who is able to teach schoolchildren to learn, to instill ways to quickly and effectively master knowledge by one of these methods - the method of projects.

Students see the end result in front of them - a thing that they can use in everyday life, which they made with their own hands, put their soul into it, and for this it is worth working hard. Creating beauty with hands exalts a person in his own eyes, educates morally.

Conducting lessons by the method of creative projects makes it possible to identify and develop the creative competencies of students, teach them to solve new non-standard tasks, and identify the business qualities of a new type of employee.

Professional self-determination - it is during the implementation of a creative project that students think about the questions: what are they capable of, where to apply their knowledge, what still needs to be done and what to learn so as not to be superfluous on the path of life.

When choosing a project topic, the individual abilities of students are taken into account: strong - complex, weak - according to their real capabilities. Individual work with students is the knowledge of each personality, character traits and habits. Accepting the student as he is, you need to do everything possible so that the good and kind in the soul, combined with desire and abilities, become the basis for creating the intended product.

Project-based learning develops the social aspect of the student's personality by including him in various activities in real social and industrial relations, helps to adapt in a competitive environment, instills in students vital knowledge and skills in the field of housekeeping and family economics.

The project activity is aimed at cooperation between the teacher and the student, the development of creative abilities, is a form of assessment in the process of continuous education, and makes it possible for the early formation of professionally significant skills of students. Project technology is aimed at developing the personality of schoolchildren, their independence, and creativity. It allows you to combine all modes of work: individual, pair, group, collective.
The implementation of the project method in practice leads to a change in the role and function of the teacher. With this approach, the teacher acts as a consultant, partner, organizer of the cognitive activity of his students. In the process of working on a project, students have a need to acquire new knowledge and skills. There is a process of consolidating the skills of working on a separate topic or a large block of the course.

The main goal of the project is to form the creative competence of students.

There are many classifications of teaching methods, but almost all of them contain a research method, when students are given a cognitive task that they solve on their own, choosing the necessary methods for this and using the help of a teacher. The project method can be attributed to the research type, in which students individually deal with a given problem.

The basis of the educational process is the cooperation and productive communication of students, aimed at joint problem solving, the formation of the ability to highlight the important, set goals, plan activities, distribute functions and responsibilities, think critically, and achieve significant results. In Russian pedagogy, this approach is associated with the use of such teaching methods as problem-based and project-based. Educational activities in this case are focused on successful activities in a real society. The result of training is no longer the assimilation of knowledge, skills and abilities, but the formation of key competencies that ensure the success of practical activities.

An important feature of the project approach is humanism, attention and respect for the personality of the student., a positive charge, aimed not only at learning, but also at the development of the personality of the trainees.

The training project is based on the following points:

• development of cognitive, creative skills of students, the ability to independently search for information, the development of critical thinking;
• independent activity of students: individual, pair, group, which students perform for a certain period of time;
• solving some problem that is significant for students, modeling the activities of specialists in any subject area;
• presenting the results of completed projects in a “tangible” form (in the form of a report, report, wall newspaper or magazine, etc.), and in the form of concrete results ready for implementation;
• cooperation of students between themselves and the teacher ("pedagogy of cooperation").

The project method develops students' cognitive interest in the subject being studied., makes it possible to deepen knowledge, reveal one's inclinations and abilities, develops interest in research work, teaches to experiment, observe, work with literature, and make a report. This, as a rule, is a collective work, involving the cooperation of students and teachers. Using the project-based learning method will allow:

• individualize learning;
• update knowledge and skills;
• to study the problems of interest to each student;
• do the work for each child (which is very important) at their own pace;
• organize a new interaction of students in the same group in the process of their joint research work.

The main pedagogical goal of any project is the formation of key competencies, which in modern pedagogy is understood as an integrated property of a person, including interrelated knowledge, skills, methods of activity, value relations, as well as the willingness to mobilize and implement them if necessary.

External (visible) competencies are manifested, as a rule, in the form of skills and methods of activity. Therefore, one of the understandable and quite competent ways of formulating the goals of the project is the choice of general educational skills and abilities suitable for this project.

Here is a list of such skills and abilities that are formed in the process of project activities, which, of course, can be supplemented and expanded.

1. Reflective skills

• the ability to comprehend a problem for which there is not enough knowledge;
• the ability to answer the question: what needs to be learned to solve the problem?

2. Search (research) skills

• the ability to independently generate ideas, develop a method of action, attracting knowledge from various fields;
• the ability to independently find the missing information in the information field;
• the ability to request missing information from an expert (teacher, consultant, specialist);
• the ability to find multiple solutions to a problem;
• the ability to put forward hypotheses;
• the ability to establish causal relationships.

3. Evaluation skills
4. Skills and skills of working in cooperation:

• team planning skills;
• ability to interact with partners;
• skills of mutual assistance in a group in solving common problems;
• business partnership skills;
• the ability to find and correct errors in the work of other group members.

5. Managerial skills and abilities:

• the ability to design a process (product, product);
• ability to plan activities, time, resources;
• the ability to make decisions and predict their consequences;
• skills of analyzing one's own activity (its course and intermediate results).

6. Communication skills:

• the ability to initiate educational interaction with adults (to enter into a dialogue, ask questions, etc.);
• the ability to participate in a discussion;
• the ability to defend one's point of view;
• the ability to find a compromise;
• the skill of interviewing, oral questioning, etc.

7. Presentation skills and abilities:

• monologue speech skills;
• the ability to confidently behave during a speech;
• artistic skills;
• the ability to use various visual aids when speaking;
• ability to answer unplanned questions.

8. Advantages of the project-based learning method:

• teamwork skills;
• communication skills;
• interdisciplinary skills;
• development of individual skills of project participants;
• work with personal consciousness.

The role of the student is also changing, who instead of a passive listener becomes a person who is able to use all the media that are available to him, to show his individuality, his vision, his emotions, his taste.
Practice shows that knowledge obtained independently and with good motivation is the most durable and effective. Students who have completed some serious work from beginning to end receive a good incentive for further study, go through the next stage of self-affirmation in life. They see how the acquired knowledge finds practical application, which makes the learning process much more effective. The resulting projects clearly demonstrate the high efficiency of this method.

Design thinking is necessary for adults and children. We are constantly faced with the problem of properly designing our activities, planning our work. Today, any person must foresee his life, go towards the new. That is, to be able to design interaction with the constantly and unpredictably changing world. This means that we need to learn continuously and non-stop.

The project approach is applicable to the study of any school discipline and is especially effective in technology lessons.

The work on the project involves the following steps:

1. stage - problem;
2. stage - awareness of the problem area;
3. stage - identification of a specific need;
4. stage - definition of a specific task and its formulation;
5. stage - identification of the main parameters and limitations;
6. stage - mini-research (identification of traditions, history, trends);
7. stage - development of ideas, options, alternatives;
8. stage - the choice of material;
9. stage - the choice of tools, equipment;
10. stage - development of a technological project;
11. stage - organization of the workplace;
12. stage - economic and environmental justification;
13. stage - quality control;
14. stage - execution of technological operations;
15. stage - control, test;
16. stage - advertising;
17. stage - registration;
18. stage - self-assessment;
19. stage - protection of the project.

The work with the project can be demonstrated by the following diagram.

Project Structure

The creative competencies of schoolchildren are especially well manifested when studying the block “Artistic processing of materials”. I will dwell in more detail on the education of schoolgirls beading technology.

Beads have unique decorative possibilities, which allows students to show creativity and individuality even when using ready-made patterns and patterns. Introducing students to the history of Russian beads, showing them illustrations of bead paintings made in the 17th-19th centuries, I set myself the goal of introducing schoolgirls to this fine artistic needlework, developing their artistic taste, forming a receptivity to the world of beauty, a desire to study their past in depth. people, because the study of folk art is a step towards creativity.

These days, beaded products, especially those made individually, are in great demand. This gives particular relevance to teaching schoolchildren beading.

Classes, as a rule, are held in the form of combined lessons and include a theoretical part and a practical assignment. At the same time, the teacher uses various teaching methods (verbal, visual, practical), most often combining them. The leading place is occupied by the method of labor assignments, which is implemented on the basis of the implementation of products that have socio-economic significance and market demand, as well as methods for monitoring and evaluating finished products.

Forms of work in the lesson, both individual and in groups. Combining students into small groups allows you to include each student in the work, giving them the opportunity to choose the level of its complexity, the option of a technological solution, teaches them to work in a team, use the help of group members if necessary.

Teaching methods: reproductive - work according to ready-made schemes, and inductive, search - students themselves draw up schemes or make their own changes to the finished ones, and also draw up schemes for the finished product. Well, there is a spirit of competition and creativity in the lessons, because schoolgirls independently select colors, change schemes or make new ones to their liking. Having gained skills, they can already independently perform more complex products.

The methodological support of the lesson includes drawings, diagrams, product samples, illustrative material, tools and devices for working with beads, magazines, books, videos. The younger the students, the more visual the lesson should be.

We start working with beads in grade 5 with the manufacture of the simplest chains in one and two threads. Moreover, schoolgirls immediately make a finished product - a bauble bracelet, independently choosing the color scheme to their taste. I gradually complicate the weaving technique, and in grades 6-7 we master weaving on wire, fishing line, openwork weaving, mosaic, canvas, weaving in 1.5; 2 diamonds. And in the 8th grade, students work on a creative task - each individually makes a product (necklace, necklace, collar, etc.).

For training, I select such objects of labor, performing which, students see the result of their activities after 1-2 lessons. This allows you to introduce a large number of beading technologies, expands the general horizons of students. I organize lessons so that schoolgirls can make more complex and interesting products for them.

Beadwork is a fascinating but painstaking task that requires attention and perseverance. For schoolgirls, the desire to make an original gift for relatives and friends that will delight them with its beauty and originality is also attractive.

When developing a project plan, students turn to reference books, use the Internet, other sources of information, consult with family members, knowledgeable people, study the tools and materials necessary to complete the project. The initial project implementation plan is constantly reviewed, possible omissions are corrected.

The technique of drawing up the plan, of course, can be the most varied, as varied as the projects themselves. The most important thing is that the plan corresponds to the project, and not vice versa.

Of particular importance is the project method, which allows schoolchildren in the system to master organizational and practical activities along the entire design and technological chain - from an idea to its implementation in models, products, services, integrate knowledge from different areas, apply them in practice, while creating new ones. knowledge, ideas, material values. The use of the project method as the leading one in the technological education of schoolchildren contributes to the implementation of didactic functions: educational, upbringing, developing.

Thus, the main result of the project activity of students is the interest in the study of technology, the development of creative competence, the education of the need to constantly replenish their knowledge, the development of skills that allow them to find the necessary information in the sea of ​​environmental information that can be used in their future life.

During the project, the student is active, he shows creativity. Working on the project, each student has the opportunity to show their own imagination, activity and independence. The project changes the responsibilities of the student and teacher. The first is actively involved in the selection, organization and design of the content of training and a particular lesson; the second - acts as a consultant, assistant.

The idea of ​​this approach is very attractive to me, because the training is focused on personal characteristics. Previous experience, the level of intellectual, moral and physical development of the child, the peculiarities of his psyche (memory, perception, thinking), and also allows each teacher to work in his own individual mode, which in turn allows the implementation of health-saving technologies in education.

The project method allows you to solve the problem of motivation, create a positive attitude for students, teach them not only to memorize and reproduce the knowledge that the school gives them, but to be able to apply it in practice to solve problems related to life. In solving problems, the personality grows and develops.

You can often hear from teachers that today's students study without interest, at best they complete the task “from and to”. Based on my own experience, I can say that the passivity of students in the classroom is often determined not by their inertia, but by the low personal relevance of educational tasks or the unattractive appearance of the object of labor offered in the lesson, or by difficult work that does not correspond to their learning opportunities. The ability to interest schoolchildren is one of the areas of pedagogical search for both a young specialist and a professional.

You can turn "passive" children into "active" ones by forming a motive for completing the task.. It is known that the motive is the basis of any activity. No motive - no activity - no result.

Bibliography

1. Simonenko V.D. Technology. Grade 5 (version for girls) / V.D. Simonenko. - M.: "Ventana-Count", 2010. S. 48.
2. Simonenko V.D. Technology. Grade 6 (version for girls) / V.D. Simonenko. - M.: "Ventana-Count", 2010. S. 61.

Blazhnova I.P.,
technology teacher MOU secondary school No. 19,
Abakan

Development of creative abilities of students in the process of forming subject competencies

Key and subject competencies

One of the key ideas for modernizing education in recent years has been the idea of ​​developing competencies, which are manifested in the ability of students to integrate, transfer and use knowledge in various life situations. Today, the so-called subject and key competencies have already been identified, the idea of ​​forming which in the educational process was first put forward by the experts of the Council of Europe in 1996 in the "European project" on education. The project's final documents stated that many young people “leave school with no idea of ​​the competencies that they will desperately need in their professional lives: the ability to work in a team; team spirit and taste of risk; sense of responsibility and personal discipline; a sense of initiative, curiosity, creativity; spirit of professionalism, striving with excellence; a sense of competition; sense of service to the common cause, patriotism"

The documents "The Concept of Modernizing Russian Education for the Period up to 2010" and "The Strategy for Modernizing the Content of General Education" defined subject competencies that are specific goals for teaching the Russian language at school, namely: the formation of linguistic, linguistic, communicative and cultural competencies, which is laid in new programs and textbooks for basic secondary schools.

Competence-based approach, subject and key competencies have now become relevant concepts for the world pedagogical science and practice. They were not always familiar in the education system. To designate what was intended to give students, most often resorted to the concepts of knowledge, values ​​and beliefs. Competence-based learning is associated with the concepts of competence and competence. In some cases, competence and competence are considered as two different concepts, in others they are not distinguished. In the explanatory dictionary, “competence” is defined as “a range of issues, phenomena in which someone is well aware” or “a range of issues, phenomena in which this person has authority, knowledge, experience”; competence - awareness, authority. Competence is a phenomenon, a “range of issues”, and competence is a property, a quality of a person. Competence is a field of knowledge in which a person can be knowledgeable; Competence, on the other hand, usually implies a high level of proficiency in a particular area. V.I. Kapinos, who considers these terms as two independent concepts, also stands on these positions.

The competence-based 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. The competence-based approach to teaching the Russian language allows you to answer the question of how the student speaks the language, at what level: linguistic (knowledge of the norms of the literary language), linguistic (knowledge of the language, its structure), communicative (knowledge of language means), sociocultural (knowledge of the culture of speech and ethics of communication on a national-cultural basis).

The new requirements for teaching Russian language and literature at school are largely due to the transition of high schools to specialized education and the passing of final exams in a new format for Russian schools - as a unified state exam (USE). It is necessary to distinguish between the often used synonymous terms "competence" and "competence". Competence is a social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in a certain area. Competence - the student's possession of the relevant competence, including his personal attitude towards it and the subject of activity. Competence is an already established personality quality (a set of qualities) of a student and a minimum experience in a given field.

Competence - a set of personal qualities of a student (value-semantic orientations, knowledge, skills, abilities), due to the experience of his activities in a certain socially and personally significant area. Competencies should be distinguished from educational competencies, i.e. from those that model the activity of the student for his full life in the future. Educational competence is a requirement for educational preparation, expressed as a set of interrelated semantic orientations, knowledge, 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. Competencies for a student are an image of his future, a guideline for mastering.

The key competencies of national education include:

- Value-semantic competences. These are competencies associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic settings for his actions and deeds, and make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities.

- General cultural competencies. Knowledge and experience of activities in the field of national and universal culture; spiritual and moral foundations of the life of man and mankind, individual peoples; cultural foundations of family, social, public phenomena and traditions; the role of science and religion in human life .

- Educational-cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities. This includes ways to organize goal setting, planning, analysis, reflection, self-assessment. In relation to the objects being studied, the student masters creative skills: obtaining knowledge directly from the surrounding reality, mastering the techniques of educational and cognitive problems, actions in non-standard situations.

- Information competencies. Skills of activity in relation to information in academic subjects and educational areas, as well as in the surrounding world. Possession of modern media (TV, tape recorder, telephone, fax, computer, printer, modem, copier, etc.) and information technology (audio-video recording, e-mail, media, Internet). Search, analysis and selection of the necessary information, its transformation, storage and transmission.

- Communicative competencies. Knowledge of languages, ways of interacting with surrounding and remote events and people; skills of working in a group, team, possession of various social roles. The student should be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc.

- Social and labor competencies. Acting as a citizen, observer, voter, representative, consumer, buyer, client, producer, family member. Rights and obligations in matters of economics and law, in the field of professional self-determination.

- Competencies of personal self-improvement aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support.

A lot of attention in the pedagogical and methodological literature is also paid to the problem of speech development, which primarily contributes to the development of educational competencies.

Many researchers (L.P. Krysin, Yu.N. Karaulov) write about the implementation of the concept of mastery of speech and the change of priorities in this paradigm. There are also attempts to describe the language itself from the point of view of a native speaker, to create a different "user" grammar. What is interesting here is Karaulov's associative grammar and the work done in the logic of "active grammar" - from meaning to form, to means of expression (F. I. Buslaev). These studies, which consider the problems of the formation of language ability, the mechanisms of speech activity, etc., help to find answers to the questions: "What is language proficiency?" and "How does knowledge of a language exist?"

There are different ideas in the methodology of teaching the Russian language, starting with the denial of the need for "inclusion of the national language in the number of school subjects" and ending with the creation of complex language courses that are as close as possible to university ones. F. I. Buslaev noted that “the first thing in the field of teaching the national language is for the student to learn all forms of speech in a practical way, so that they appear to him ... and in an organic connection with the thought expressed by them ...”, “the first and the most important thing is to develop the practical ability, which consists in understanding the expressed forms of speech and using them in the right way. Buslaev left the scientific understanding of the language to a later period of study: "With the material and the system will be." The point of view expressed more than a hundred years ago seems to me very important and extremely relevant.

According to A.V. Khutorsky's concept of educational competence includes a set of semantic orientations, knowledge, skills, experience of the student. And their introduction into teaching practice will just solve the problem typical for the Russian school, when a student, having mastered a set of theoretical knowledge, experiences difficulties in their implementation when solving specific problems or problem situations. Educational competence presupposes the mastery of a complex procedure by students, in which for each selected area an appropriate set of educational components is determined. Those. competence includes a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity) assigned in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them. It turns out that competence for a student is an image of his future, a guideline for mastering. We call competencies meta-subject, which means “beyond the subject” or “pre-subject”, meaning that they are of a general nature, go beyond individual subjects, and only during the development of training projects for any of these subjects are they specified in the program and in educational material. Subject competencies - the ability of students to use the studied spelling and punctograms that regulate the norm in any speech situation. Communicative competence includes knowledge of the necessary languages, ways of interacting with surrounding people and events, group work skills, and possession of various social roles in a team. The student should be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion. Language competence implies knowledge of the language itself, its structure and functioning, language norms, including spelling and punctuation.

It is the language and communicative competencies that contribute to the formation of the skills and abilities of verbal communication. And for this it is necessary to create conditions for verbal communication at each lesson. Speech activity is formed in all its types - reading, speaking, writing, listening.

Formation of subject competencies

in Russian language lessons.

It is known that the subject "Russian language" in a modern school has a cognitive and practical orientation, that is, it gives children knowledge about their native language and develops their language and speech skills. In this regard, the important goals of teaching the Russian language at school are the formation of the language, communicative, linguistic and cultural competencies of students.

The need for creativity and self-expression, inherent in the very nature of man, is usually not fully realized during life. And the teacher can help the child with this.

Therefore, I try to create conditions in which a creative person would successfully develop, that is, to organize creative interaction in learning, as well as to stimulate the student's creative activity.

Creative interaction in teaching is built on the basis of problem-search forms of work in the classroom. The possibility of discovery, the possibility of creative activity is the stimulus and meaning of the educational process. The problem statement, its analysis, the search for the principle of solution and the solution itself are the stages of work in such a creative way. This justifies itself, because, firstly, a heuristic task is the best way to instantly arouse attention and educational interest, to bring the possibility of discovery closer; secondly, the correction and editing of the text, which contains typographical errors, provide concentration of attention, as well as self-examination; thirdly, it becomes possible to turn to etymological excursions; fourthly, children learn how to compose reference signals, and individual work is also possible.

Special pedagogical techniques also help to create a creative atmosphere in the classroom. An important of them is the feeling of surprise, novelty, as well as the willingness to accept a non-standard question, a non-standard solution. No less important is the development of thinking and figurative perception. This is facilitated by tasks that teach children not to be afraid to fantasize, help to look at everyday things from a new, unusual angle (for example, inventing monologues on behalf of the things around us: an old comb, a burnt out light bulb, etc.). The methods that activate creative activity include work with associations. All these techniques are aimed not only at activating the general processes in gifted children, but also at stimulating the need for creative self-manifestation of all students.

The formation of linguistic and linguistic competences is carried out in the process of conducting vocabulary work.

Ample opportunities are given by lessons on "Vocabulary and phraseology". Phraseology lessons are especially interesting, in which children figuratively represent phraseological units and depict them in humorous drawings.

When studying “Morphology”, non-standard forms of the lesson, which are very fond of children and which show good results in students' knowledge, are very helpful in developing the creative abilities of students. These are excursion lessons, travel lessons, crossword puzzle lessons, etc. Such forms and methods of work in the classroom contribute to the development of language and linguistic competencies.

The topic “Spelling” is very beneficial in terms of developing the creative abilities of students. I have already noted that children are very fond of composing fairy tales on linguistic topics. They use this type of work by playing with spelling rules. their own adjustments in the chart tables, and in the algorithms, and in the supporting notes, which also speaks of the development of their creative potential. Thus, the creativity of children contributes to the formation of spelling and punctuation skills of students, i.e. language competence. This work has acquired particular relevance at the present time, when the quality of spelling and punctuation skills is negatively affected by the decrease in the level of speech culture in general.

The formation of cultural competencies is also important.

The most complete combination of the tasks of speech development and acquaintance with the culture of the people is the use of paintings in the lessons of the Russian language. Pictures, influencing the senses, make it possible to perceive reality more deeply, contribute to the development of the emotional sphere of a person, his thinking and, on this basis, the formation of thought and speech processes. Work on the picture immerses students in the world depicted by the artist, allows you to implement the position on the relationship between language and culture, communication and cultural studies. The use of paintings in Russian language lessons contributes to the implementation of an important social and linguistic function: cumulative, cumulative, because, acting as a source of reflection of the outside world, paintings contribute to the fixation and preservation in linguistic units of information about the reality comprehended by a person around him.

The objective essence of painting provides material both for the formation of speech skills and for the activation of the passive vocabulary. While working on the picture, the children independently extract cultural facts from the content of the picture and find their verbal equivalent. Thus, the picture becomes a source of enrichment of students' vocabulary, primarily with vocabulary that serves the socio-cultural sphere. Work on the picture allows you to correlate communication skills with the types of speech activity, since it is a visual-semantic support for building a speech work in oral and written form.

Teaching types of speech activity (speaking and writing, firstly) with the use of painting is carried out more successfully with the help of language exercises.

The development of the creative abilities of students is carried out not only in the lessons of the Russian language, but also in the lessons of literature. And whenever possible, I try to connect these two subjects. When selecting didactic material on the Russian language, I also try to use the texts of the works studied in literature lessons. When at literature lessons we study poems by Russian poets about nature, at a Russian language lesson I spend miniature essays about spring, winter, summer, autumn. Children, if desired, can write them in poetic form.

The founder of scientific pedagogy in Russia K.D. Ushinsky wrote that teaching is labor, full of activity of thought. But it is precisely the active mental and, above all, the creative side of teaching, in my opinion, that cannot always be realized with the so-called traditional organization of teaching. It is also known that it is impossible to transfer knowledge from one head to another, the student must take it himself, get it through his own activity of creative work.

Formation of communicative and cultural competences at literature lessons

In the context of the growing information flow, no doubt, special attention must be paid to the development of speech and speech culture of students. Therefore, the priority direction in my work is the formation of a culture of speech and a culture of communication.

Speech is a channel for the development of intellect. The more fully and deeply the language is mastered, the better knowledge will be acquired. I am convinced that it is possible to captivate children with learning a language only if they show the beauty and richness of their native speech, help students wrap their thoughts in well-formed statements, and make them think. This is largely facilitated by the lessons of literature, the Russian language, extracurricular activities in circles, elective courses, in which children get the opportunity to express their thoughts, exchange opinions, think about what they have read; they get the opportunity to think and create. It is appropriate to recall the words of the great Russian writer L.N. Tolstoy: "If a student at school does not learn to create anything, then in life he will always only imitate."

The basis of my pedagogical activity is the development of students' creative abilities and skills of independent research work. A positive result in the implementation of this complex problem can be achieved only through the use of pedagogy of cooperation, which contributes to the creation of conditions for the development of speech and the creative realization of students. Therefore, the focus of attention in my lessons is the human student.

Today, methods aimed mainly at transmitting a certain amount of educational information have largely ceased to satisfy both the teacher, especially the creative worker, and the student. The task facing the teacher at the present stage is, first of all, to contribute in every possible way to the self-development of the student's personality. It is extremely difficult to do this in today's conditions, with such powerful and terrible competitors: a muddy television wave pouring completely different values ​​on our children, demonstrating violence and outward brilliance, promoting a new "morality" - it is extremely difficult. But without the development of a full-fledged personality of a schoolchild, without familiarization with a true culture and, in particular, literature, the task of education and upbringing cannot be solved.

I believe that literature as a form of art provides great opportunities for familiarizing children with eternal moral values, points the way for their spiritual personal development and maturation. But for that to happen, children need to become engaged, skilled readers.

The path of educating a qualified reader is extremely difficult. To do this, students must not only master the sum of literary concepts, although one cannot do without knowledge of the basics of text interpretation. This is, first of all, learning to dialogue with the writer, the formation of the ability to perceive a literary text as a system of images, the ability to see ways to create an artistic image, learning to independently in-depth analysis of a work of art, the ability to reason and the desire to reason. Reasoning is a capacious concept. In the broad sense of the word, this is almost a synonym for thinking. Without it, there is neither a work of art, nor a person himself, a “thinking reed”, in the words of B. Pascal. Every artist, using the wealth of his native language, creates his own figurative language, creates his own aesthetic reality. Even L.N. Tolstoy in 1857 wrote in his diary: “I can’t write without thinking.” Reasoning, reflections permeate all stages of artistic creativity: from the concept of a work to the last point in it. Therefore, I see my task primarily in teaching children to catch the movement of the writer’s thoughts, and not in pursuit of the now fashionable analysis of the means of linguistic expression. Undoubtedly, the form of the work, the “vessel” in which the author clothed his creation, is important, but the idea is still valuable in itself. That is why I put exactly this at the forefront in the work of analyzing a work of art: the ability to follow the author’s thoughts, think about the problems that he raises in the work, learn to formulate these problems themselves, draw conclusions and generalizations, argue, disagree, experience and rejoice, be sad and laugh, be amazed by unexpectedly revealed truths, but not remain indifferent. The main task for me is to try to interest in my subject all the students who come to the lesson. To achieve such results, I try to make each lesson interesting, informative, encouraging research, discovery of something new, the desire to think.

The literature program edited by V. Korovina offers an opportunity to join the literature of both ancient times and our days, gives Russian classics against the backdrop of world classics, allows you to show a complete genre and thematic picture of the literary process, convey the richness of feelings, thoughts and forms of literature of our century giving the teacher some freedom of choice. Trying to involve children in the process of learning, I make the first serious journey into the world of literature for students a journey into the world of their own creativity. First of all, this is a journey into the world of the reader, this is the co-creation of the reader. The path “from a small writer to a big reader”, which M.A. Rybnikov, is not closed to modern schoolchildren. The co-creation of the reader is the main direction in my work, it helps the student to feel like a creative person, to experience a sense of satisfaction from the very process of his spiritual enrichment.

The method of scientific knowledge, in my opinion, cannot be realized without using various forms of work that can awaken the thought of students, the need for creative activity. I use the method of problem-based learning most successfully. One of the means of achieving the effectiveness of the lesson is the creation of problem situations in the lesson, or, as psychologists say, situations of intellectual difficulty. This technique is especially effective in the lessons of generalization and systematization of knowledge. Solving problem situations, reflecting on the problematic issues that I pose to students, students learn to independently transfer previously acquired knowledge and skills to an unusual situation, to realize the relationship of language phenomena, its structure, patterns. All this has a positive effect on the development of activity, independence of thinking, and on improving the literacy of schoolchildren.

Thus, literature lessons provide not only the assimilation of a certain amount of knowledge by schoolchildren, but create conditions for the development of students' creative abilities, their intellectual and emotional activity, to form a personality and worldview. In a word, they contribute to the formation of communicative and cultural competences.

Use of modern educational technologies

In the process of teaching the Russian language and literature, as well as in extracurricular and educational work, I use various modern educational technologies, including information and communication technologies:

At the lessons of the Russian language and literature, I introduce elements of technology for the development of critical thinking.

An important place in working with children at all levels is occupied by project technology, or the method of projects.

In the lower grades, gaming technologies are the main ones.

All the techniques and methods I use are based on differentiated education and health-saving technologies.

findings

Thus, the use of modern technologies and methods contributes to the development of a creative personality. As a result, key competencies are formed. I believe that a modern teacher should use all possible resources to develop the student's competencies. It is clear that this requires greater dedication, scrupulous care when planning each lesson topic, mobile response to assimilation or, conversely, difficulty in mastering the topic. The professionalism of a modern teacher is the key to the success of students. To be knowledgeable in a certain field of knowledge, to build one's own point of view with reason, to construct a dialogue logically and consistently - to be competent, possessing knowledge and experience. The student's knowledge of the curriculum must be applied. Knowledge of the Russian language will help you become successful, the result of the Unified State Examination will help you first - the number of points received can leave competitors far behind.

References

Bermus A.G. Problems and prospects for the implementation of the competency-based approach in education//On the website: http: //www.eidos.ru/journal/2005/0910-12.htm.

Blinov V. I., Sergeev I. S. How to implement a competency-based approach in the classroom and in extracurricular activities: a practical guide. – M.: ARKTI, 2007.

Bolotov V. A., Serikov V. V. Competence model: from idea to educational program//Pedagogy. - 2003. - No. 10.

Zimin VN Methods of active learning as a necessary condition for students to master key competencies. - Irkutsk, 2003.

Lebedev O. E. Competence-based approach in education// School technologies. - 2004. - No. 5.

Khutorsky A. V. Key competencies and educational standards: Report at the department of philosophy of education and theory of pedagogy. Center "Eidos"//On the website: www/eidos/ru/news/compet.htm.

Vygotsky L.S. Psychology of art. M.: Labyrinth.

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