Article on the topic: "Formation core competencies students

in accordance with the requirements of the Federal State Educational Standard "

The introduction of GEF in open source software has proved the need for implementationcompetence-based approach and became the basisresult changes specialist training.New educational outcomes - these are formed by graduatesgeneral and professional competencies , provided by the Federal State Educational Standard, in accordance with the specialty (profession).

Competence in GEF is understood as the ability to apply knowledge, skills, personal qualities and practical experience for success in a particular area.

General competencies mean a set of social - personal qualities of a graduate, ensuring the implementation of activities at a certain qualification level. The main purpose of the OK is to ensure the successful socialization of the graduate.

Under professional competencies refers to the ability to act on the basis of existing skills, knowledge and practical experience in a particular professional activity.

At present, it is impossible to learn everything, since the flow of information is increasing very quickly, therefore, it is especially important not only what the student knows, but also how he perceives, understands information, how he relates to it, can explain it and put it into practice. Thus, to be competent means to be able to apply knowledge, skills, experience, to show personal qualities in a specific situation, including non-standard ones.

The main task of the teaching staff is to organize the conditions that initiate the development of competencies by students, ensuring the appropriate qualifications and level of education.

Each teacher repeatedly asked himself questions: what to teach? and for what to teach?, how to update the content academic discipline, MDT, so that it is meaningful for the student, makes sense for him, contributes to the development, mastering the type of professional activity as much as possible.

A legitimate question arises: how to teach? Answering this question with confidence, we say that it is necessary to use interactive, dialogue technologies, the method of projects and others, where the student acts as a subject of activity, learning occurs through the discovery, modeling of vital professional difficulties, and the search for ways to solve them.

It is necessary to change the position of the teacher in interaction with students. The effectiveness of interaction depends on many factors (successful definition of goals joint activities, correspondence pedagogical tactics specific task this interaction, the activity of the students themselves, etc.). In recent years, studies pedagogical opportunities methods active learning(problem lectures, group discussions, analysis specific situations, dynamic pairs, conferences, role-playing and business games, video method, multimedia, etc.), which, along with traditional ones (explanation, story, work with a textbook, conversation, demonstration, etc.), contribute to an increase in intensification, efficiency, quality and effectiveness of the learning process

A legitimate question arises: how to determine the degree of mastery of competencies by students? The answer is very simple: it is necessary to develop KOS, KIM, the development of which is complex and responsible.

As evaluation materials, you can use:

Portfolio (innovative educational technology, which is based on the method of authentic evaluation of results own activities. the method helps to activate the student's actions;

Project Method:

Business games;

Case method (special problem tasks in which the student is asked to comprehend the real professional situation)

Practice-oriented, simulation tasks "situation" + "role".

EVALUATION MATERIAL in the form of a "PORTFOLIO" made as part of the student's independent work

Portfolio is a set of students' works, connects certain aspects their activities into a more complete picture. Portfolio is a way of fixing, accumulating and evaluating individual achievements students in certain period learning, reflection of his own activities.

The Essence of a Portfolio is to organize the accumulation, selection, analysis of the products of educational, cognitive activities of students, as well as relevant information materials from external sources such as literature and the Internet.

Student by own choice selects works in his "dossier".

Portfolios are preceded by the student's explanation why he considers it necessary to select these particular works. Each work is also accompanied by a brief student commentary:

what did he succeed in this work (meaning the assignment received), and what did not;

whether he agrees with the assessment of the teacher;

What conclusions can be drawn from the results of the work.

Of course, each such work provides for reasoned error correction. The main thing in such work is the student's self-esteem, and in the form of reasoning, argumentation, justification.

GOALS, OBJECTIVES AND FUNCTIONS OF THE PORTFOLIO

1 . The main purpose of the portfolio - the formation of value orientations, an active personal position, readiness for cooperation and self-development through the presentation, reflection and analysis of educational and professional achievements.

2. Portfolio allows you to solve the following tasks :

Tracking individual student achievements; dynamics of professional development - significant qualities, the success of the development of general and professional competencies based on the accumulation and systematization of documents, reviews, works, other evidence;

Evaluation of the effectiveness of self-development based on results, materialized products, evidence learning activities;

Formation and improvement learning motivation, achievement motivation and motivation for professional activity;

Encouragement of activity and independence, expansion of opportunities for self-realization of students;

Development of skills of reflective and evaluative activity of students;

Improving the skills of goal-setting, planning and organizing one's own activities, designing professional and personal self-development.

3. Portfolio features:

The function of presenting personal, educational and professional achievements - educational characteristics, value orientations, professional competence student

The function of fixing, accumulating and evaluating the individual educational and professional achievements of the student, their dynamics in the process of mastering educational program;

The function of forming personal responsibility for the results of educational and professional activities, professional and personal self-improvement (student autonomization), motivation and interest

PORTFOLIO REQUIREMENTS AND ITS STRUCTURE

described inmethodological recommendations, indicators, evaluation criteria, such as:

Possession of knowledge, skills in discipline in accordance with the Federal State Educational Standard;

Formation of general, professional competencies;

Completeness of tasks fulfillment during the course of study;

Logic, meaningfulness of the speech;

Emphasizing in the content of the speech on the main results of independent work;

Possession of public speaking skills (logic of reasoning, culture of speech, the ability to reasonably answer the questions of the teacher.);

Availability of reflective explanations for the submitted materials;

The structuring of the presented materials, their integrity,

Thematic completeness;

Accuracy and aesthetics of the design of portfolio materials;

Correspondence of the content of the presentation with the content of the portfolio;

The manifestation of creativity.

Students highly appreciated the form of delivery, noted the advantages, efficiency compared to the traditional one (passing the exam on tickets). Everyone noted the complexity of preparation protective word and presentations. The highest results were shown by students in the development of general competencies:

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

OK 3 Assess risks and make decisions in non-standard situations.

OK 5 Use information and communication technologies to improve professional activities.

OK 6 Work in a team and team, interact with management, colleagues and social partners.

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

Returning to the beginning of the speech, we can say with confidence that students are actively mastering general competencies, which are the foundation for the formation of other OK and professional competencies.

Thus, the use of the case method, portfolio, practice-oriented, simulation tasks of the “situation” + “role” type as a means of assessing allows you to objectively determine the formation of OK and PC.

In senior courses, for assessing OK and PC, you can usecase method, where situational professional tasks act as a case.

PORTFOLIO STRUCTURE

ATtable of contents all sections of the portfolio are indicated with the page numbers on which they are located.

In chapterself-presentation the student can present to “self-present” himself in various ways (composition, essay, photographs, etc.). Sample presentation plan:

1. A few words about myself (in free form)

2. Personal victories and achievements.

3. Hobbies.

4. Opportunities (what abilities, personal qualities, knowledge and skills do you have).

5. The desire for development (what personal qualities, knowledge and skills you would like to have).

6. Incentives to study (your motives, i.e. what prompted you to study here).

7. Educational plans (for the next year or two).

8. Prospects (what would you like to achieve in 5, 10, 20 years).

The total length of the section can be 1–2 pages.

Chapter"What would that mean?" is a terminological dictionary. The terminological dictionary should contain at least 20 definitions of the basic concepts of the course "Informatics". Terms must be presented in alphabetical order, and at the end of each definition, the source of information from which this definition was written should be indicated. The total volume of the section can be 2-3 pages.

The maximum number of points for a well-executed section is 5 points.

In chapterUse of information technology the student creates two presentations on the topics of the course "Informatics", in which the main theoretical issues are disclosed and examples of tasks are given.

At the end of this section, the student must express his own point of view regarding the content of the presentation, justify why he chose this particular topic, and make value judgments about how it might be useful for him.

The total volume of the presentation can be 7-15 slides. Your value judgments should take up at least 0.5 pages.

The maximum number of points for a well-executed section is 5 points.

To sectionInformation retrieval student picks up additional sources and the Internet and information on topics provided by the teacher, and writes an abstract on these topics.

REQUIREMENTS FOR THE SUMMARY

The student performs abstract work on standard sheets of paper (A4 format) in a computer version. The exact volume of the abstract depends on the topic, and on the number of sources worked out, and on the task that the student-author has set for himself. It is more reasonable to accept the amount of work from 10 to 20 sheets (A4 format).

The text is placed on one side of the sheet with the obligatory selection of margins (left margin of the sheet - 20 mm, right - 10 mm, top and bottom - 15 mm) and serial numbering of sheets.

Page numbering is placed in the middle of the top margin of the sheet. The title page of the abstract is considered the first sheet, the content - the second. These pages are not numbered. It is counted from the number "3" (corresponds to the first sheet of the "Introduction"). Each new section the abstract is printed from a new page. Headings and subheadings are separated from the main text at the top and bottom by three intervals.
TITLE PAGE

Title page - the first page of the abstract, which should contain basic information about the work and its author. At the top of the sheet, the name of the educational institution is indicated in full, without abbreviations. In the center is the topic of the abstract. Below the topic on the right is the full name. student, group, full name leader.
At the bottom title page the city and year of writing the abstract are indicated.
CONTENT

The content follows after the title page of the abstract. It indicates the main parts of the abstract (introduction, main body, conclusion, list of references) indicating the relevant pages. Sections are numbered with Arabic numerals. If the sections of the "Contents" are divided into subsections, then their numbering is made up of the number of the section and subsection, separated by a dot. For example, section 1 "Preparing and writing an abstract", subsection 1.1. "Theme Choice".
INTRODUCTION

Introduction is the introductory part of the abstract, placed before the main text. The volume of the introduction is usually 1-2 pages of text.
MAIN (content) PART

Main text presented in a free form. In the course of the presentation of the material, the author may refer to other authors, various sources (documents, maps, tables, diagrams, etc.), which should be placed after the text. The total volume of the main part is 8-15 pages.
CONCLUSION

Conclusion - the part of the abstract in which conclusions are formulated. It should be clear and concise. The volume should not exceed the introduction (1-2 pages).
LIST OF LITERATURE AND SOURCES

The order in which the list is built is determined by the author himself. However, today the most common is the listing in alphabetical order (by the first letters of the names of authors or titles of collections). It is also necessary to indicate the place of publication, the name of the publisher, the year of publication.

In chapterStudent work statistics the student places the materials of practical, home, test and independent work which they have completed. Based on the materials of these works, the student analyzes what he learned new, what he learned, what he would like to study further, what turned out to be useful, what surprised him, what caused negative emotions etc.

The total volume of the section depends on the number of works. Your value judgments on the work should be at least 0.5 pages.

The maximum number of points for a well-executed section is 5 points.

In chapterIntrospection the student analyzes all the data obtained during the implementation of the portfolio, answering the following questions:

What new (interesting) did I learn (a) when studying the activities of teachers and their work, theories, when completing a portfolio?

What questions do I have when making a portfolio? What turned out to be positive, negative, interesting?

What would you like to study in more detail?

What advice, recommendations can I give to the teacher on the implementation of a portfolio, conducting classes, developing a course, etc.?

The total volume of the section is at least 3 pages.

The maximum number of points for a well-executed section is 5 points.

ChapterPortfolio evaluation designed to evaluate the portfolio of the teacher. The student puts a blank form in his portfolio to evaluate his work.

An experiment on creating a portfolio in informatics was carried out at school No. 1273 in 2004-2005 academic year in parallel 9th ​​grade during the year. The content of the training material included familiarity with the Windows2000 operating system and some information technologies: Word, Paint, PhotoShop, Excel, Power Point. The purpose of creating the Portfolio was to present a report on the process of a teenager's education, to see a "picture" of significant educational results in general and to track the individual progress of each student. The Portfolio method was used as a technology for collecting and analyzing information about the results of educational activities in the learning process.

Secondary school No. 1273 with in-depth study of English

_____________________________

Computer science portfolio

Surname:_____________

Name:_____________

Middle name:_____________

Class:_____________

The period for which materials are submitted is from 1.09.04 to 31.05.05.

______________________________

Student's signature: __________

Topic

Self-esteem

Portfolio Protection Evaluation

Text editor

Computer graphics

Spreadsheets

Computer

presentations

Final grade _________

Portfolio commission _______________________

Approximate portfolio structure:

One of the primary tasks of the development of modern education is to update its content, teaching methods and, on this basis, achieve a new quality of its results.

Educational institution should “form an integral system of universal knowledge, skills and abilities, as well as the experience of independent activity and personal responsibility of students, that is key competencies defining modern quality content of education.

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

In order to form key competencies, it is necessary to begin to develop certain skills, to promote the development of universal learning activities already from elementary school. What can be formed in a younger student, using continuity, continues to be developed further and form new actions of a teacher from middle and high school.

Primary school is called upon to plant a seed of trust in the educational process, to nurture the sprouts of a future independent personality with care and warmth. Of course, as in any field of activity, it is necessary to prioritize. Therefore, I will focus on the formation of those competencies that are necessary so that a primary school graduate can easily adapt to an already more independent learning environment (transition to secondary school).

All children are aware of their rights, but few of them think about what duties they must fulfill in order to be a full-fledged citizen of their country, a member of the student team, a person who is considered in the family. Therefore, the formation of communicative competencies is one of the priorities in elementary school. Communicative competence is when children have they can live and work in a team, they have an understanding of social roles (leader-organizer, leader-generator of ideas, performer, spectator). They have ideas about how to get out of conflict situations.

We must teach children to communicate, interact with people around them, not only with their peers, but also with adults. Here I really want to pay attention to the formation of skills to work in a group, to accept or not to accept the point of view of another person, justifying their position, to develop the ability to make joint decisions, find consensus, be responsible for decision, be able to negotiate, resolve emerging problems peacefully, be able to present yourself, the results of your work. The achievement of positive results in this direction is facilitated by nothing more than educational design, which is actively used by primary school teachers in their methodology.

The next significant competence for elementary school is educational and cognitive. Educational and cognitive competencies. Students are able to plan their own activities. Capable of self-realization, active in choosing activities, capable of self-education. Thanks to participation in design and research activities, they mastered the skills of productive activity. What can we, primary school teachers, develop here? We can teach children to learn, that is, to teach themselves: namely, to instill independence, to offer to find more than one solution to any important task, partially “extract” the information necessary to comprehend something new, do not stop in your development, every day receive a portion of the new, unknown, and therefore interesting. Quite an important skill that we must develop is to evaluate our work, our achievements. This leads to the next priority - competence of personal self-improvement. Here, the example that the child sees in front of him is very important: on the basis of an accessible understanding of certain goals by a younger student, to form such values ​​that require development throughout life, namely the realization that a person must learn constantly in order to improve himself.

Formation valuable competencies is achieved through the integration of subjects of various educational fields.

The goal of the program "The World Around" is the formation of a holistic picture of the world and awareness of a person's place on the basis of scientific knowledge and emotional and valuable understanding by the child of personal experience of communication with nature. The course "The World Around" provides a substantive basis for the broad implementation of interdisciplinary connections of all disciplines of elementary school.

main goal school subject"Fine Arts" is the development of visual-spatial thinking of students as a form of emotional and value. Aesthetic exploration of the world.

the main objective school subject "Literary reading" - to help students find themselves in this world. Become a person corresponding to both personal inclinations and public demand. Objects, facts, phenomena are presented in the form of images, studying which, under the guidance of a teacher, the child learns the world, himself.

Artistic and aesthetic development - important condition socialization of the individual, contributing to its entry into the world of human culture. Artistic development is carried out in an activity form in the process of artistic creation.

In the process creative activity an emotional and semantic vision of the world is formed. And, therefore, the purpose of objects is the formation of a personal value system.

There are great opportunities in creative activity in elementary school. The result of creative activity is a real product of creativity - a work that has personal meaning and reveals inner world child. Through the accumulation of experience in creative activity, the child develops creative ability

(creativity), which then moves on to other activities.

Thus, the integration of subjects provides an opportunity for the accumulation of experience, activities and the formation of emotional and value competencies.

information competence allows:

make informed decisions based on critically meaningful information;

independently set and justify the goal, plan and carry out cognitive activities to achieve this goal;

independently find, analyze, select, transform, save, interpret and transfer information, including with the help of modern information and communication technologies;

process information using logical operations (analysis, synthesis, generalization, structuring, direct and indirect evidence, evidence by analogy, modeling, thought experiment, systematization of materials);

use the information to plan and carry out their activities.

Level general cultural Competence allows a student of primary school age to control his communicative behavior, control the expression of his emotions, listen to the opinion of communication partners, support the topic of conversation, receive and transmit information. A student of primary school age with a high level general cultural competence, has a need for communication and establishing contacts with other people; desire to be the center of attention. He can freely support the topic of conversation, receive and transmit information. This level involves the possession of a culture of speech, the ability to build their statements competently, logically.

A younger student with a high level of general cultural competence is able to put forward many ideas regarding the implementation of a creative task, is able to create a large number of search options; is able to flexibly use various methods and techniques at work; shows originality and non-patterned thinking in the process of work. He is independent in choosing and solving problems, hardworking, able to see the main thing.

Besides, junior school student who has a high level of general cultural competence, actively learns aesthetic values, has deep emotional experiences of beauty, is polite in relations with people, is able to understand and aesthetically perceive the surrounding phenomena. Students who are aware of the choice of means of artistic expression, are distinguished by the breadth of the aesthetic phenomena mastered, are interested in various areas of human aesthetic activity, accept Active participation in all extracurricular activities held in the classroom and school, own a system of norms of moral behavior.

To achieve a new quality of education, it is necessary to organize the education of each child in such a way that it contributes to development, teaches them to create, independently acquire knowledge, navigate in a non-standard situation, and be responsible for their actions. The implementation of the competency-based approach is an important condition for improving the quality of education.

The main features of key competencies. In modern pedagogical literature, a fairly large set of competencies is presented, which actualizes the problem of their selection and systematization according to certain criteria. For example, during the symposium of the Council of Europe on the topic “Key competencies for Europe”, the following indicative list of key competencies was identified: study; search; think; cooperate; get down to business; adapt .

The problem of selecting basic (key, universal) competencies is one of the central ones for education. All key competencies are distinguished by the following characteristic features:

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

Secondly, key competencies are over-subject and interdisciplinary, they are of a generalized nature, which is why they are easily transferred to various situations, not only at school, but also at work, in the family, in the political sphere, etc.

Thirdly, key competencies require significant intellectual development: abstract thinking, self-reflection, defining one's own own position, self-esteem, critical thinking, etc.

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

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

Types of competencies and their structure. In accordance with the division of the content of education into general meta-subject (for all subjects), inter-subject (for a cycle of subjects) and subject (for a specific subject), A.V. Khutorskoy proposes a three-level hierarchy of competencies: 1) key competencies; 2) general subject competences; 3) subject competences. Key competencies refer to the general (meta-subject) content of education. General subject competences refer to certain cycle subjects, and subject competencies are related to a particular subject. All groups of competencies are interconnected: key competencies are specified first at the level of the cycle of subjects, and then at the level of each individual subject for each level of education.

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

I.A. Zimnyaya and Yu.G. Tatur the mandatory components of key competencies include: positive motivation (willingness) to demonstrate competence; value-semantic representations (relationships) to the content and result of activity (value-semantic aspect); knowledge underlying the choice of the method of carrying out the relevant activity (cognitive basis of competence); ability, experience (skill) of successful implementation of the necessary actions based on existing knowledge (behavioral aspect); emotional-volitional self-regulation.

G.K. Selevko presents the key competence as a complex of components, including knowledge (cognitive), activity (behavioral) and relational (affective) components. A.V. Tikhonenko, in addition to the listed components of key competencies, includes a social component (the ability and readiness to meet the requirements of the social order for a competent specialist).

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

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

“in the field of independent cognitive activity, based on the assimilation of ways to acquire knowledge from various sources of information, including extracurricular ones;

in the field of civil and social activities (performing the roles of a citizen, voter, consumer);

in the field of social labor activity(including the ability to analyze the situation on the labor market, evaluate their own professional capabilities, navigate the norms and ethics of relationships, self-organization skills);

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

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

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

b) a person manifests itself in the system of relations to society, other people, to oneself, to work (V.N. Myasishchev); c) human competence has a vector of acmeological development (N.V. Kuzmina, A.A. Derkach); d) professionalism includes competencies (A.K. Markova) I.A. Zimnyaya identified three main groups of competencies:

1. Competences relating to the person himself as a person, the subject of activity, communication:

Health saving competencies: knowledge and compliance with the norms of a healthy lifestyle, knowledge of the dangers of smoking, alcoholism, drug addiction, AIDS; knowledge and observance of the rules of personal hygiene, everyday life; physical culture of a person, freedom and responsibility of choosing a lifestyle;

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

Integration competencies: structuring knowledge, situationally adequate updating of knowledge, expansion, increment of accumulated knowledge;

Citizenship competencies: knowledge and observance of the rights and obligations of a citizen; freedom and responsibility, self-confidence, dignity, civic duty; knowledge and pride in the symbols of the state (coat of arms, flag, anthem);

Competencies of self-improvement, self-regulation, self-development, personal and subject reflection: the meaning of life; Professional Development; language and speech development; mastery of the culture of the native language, knowledge of a foreign language.

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

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

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

3. Competences related to human activities:

Competencies of cognitive activity: setting and solving cognitive problems; non-standard solutions, problem situations - their creation and resolution; productive and reproductive cognition, research, intellectual activity;

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

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

Let us present another point of view on the question under consideration. Based on the main goals of general education, as well as the structure of social experience, personal experience, the main activities of the student, A.V. Khutorskoy identifies seven groups of key competencies for general education:

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

2. General cultural competencies. This is a range of issues in relation to which the student must be well aware, have knowledge and experience of activity. These include - features of national and universal culture, spiritual and moral foundations of human life, individual peoples and humanity, culturological foundations of family, social and social phenomena and traditions, the role of science and religion in human life, their impact on the world, competencies in the domestic and cultural and leisure sphere. This also includes student experience. scientific picture peace.

3. Educational and cognitive competencies. This is a set of competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity. In relation to the studied objects, the student masters the skills of productive activity: obtaining knowledge directly from reality, mastering the methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of these competencies, the requirements for appropriate functional literacy are determined: the ability to distinguish facts from conjectures, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.

4. Information competencies. This is a set of competencies in the field of information activities using a complex of modern information and computer technologies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier, scanner) and information technologies (audio, video, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information is formed, organize, transform, store and transmit it. These competencies provide the skills of the student's activity in relation to the information contained in the subjects and educational areas, as well as in the surrounding world.

5. Communication competencies. This is a set of competencies in the field of communicative activity. They include knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, group work skills, and mastery of various social roles in a team. The student must be able to introduce himself, write a letter, an application, fill out a questionnaire, ask a question, participate in a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are fixed for the student of each level of education within each subject or educational area being studied.

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

7. Competencies of personal self-improvement. This is a set of competencies aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the field of these competencies is the student himself. He masters the methods of activity in his own interests and capabilities, which is expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include the rules of personal hygiene, taking care of own health, sexual literacy, internal ecological culture. This also includes a set of qualities associated with the basics of the safe life of the individual.

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

An interesting point of view on this issue is A.M. Novikov, who speaks of "basic qualifications". Introducing over-subject basic qualifications, he proceeds from the fact that between general and vocational education, an increasingly powerful layer of educational components begins to grow, which cannot be attributed to any general education, nor to the actual professional. They are necessary today in any work activity, these are the basic qualifications. These include the possession of “cross-cutting” skills: working on computers, using databases and data banks, this is knowledge and understanding of ecology, economics and business, financial knowledge, commercial ingenuity, technology transfer skills (transferring technologies from one area to another), marketing skills and sales, legal knowledge, knowledge of the patent and licensing sphere, the ability to protect intellectual property, knowledge of the regulatory conditions for the functioning of enterprises of various forms of ownership, the ability to present technologies and products, knowledge of professional terminology of foreign languages. In addition, sanitary and medical knowledge, knowledge of the principles of existence in a competitive environment and possible unemployment, psychological readiness for a change in profession and field of activity, etc. should be added here. .

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

Municipal budgetary educational institution for children

pre-school and primary school age "Kharatirgen primary school -

Kindergarten

669334, Russia, Irkutsk region, Bokhansky district, Kharatirgen village, Lenina street, 49

e-mail: [email protected]

"Formation of key competencies of students in the framework of the implementation of the Federal State Educational Standard."

(district seminar primary school teachers 15.03.13)

The work was done by a primary school teacherI.M Nigametzyanov.

2013

Improving the quality of education is one of the urgent problems for the educational systems of most countries of the world community, including Russia. The solution to this problem is associated with a change in the content of education, optimization of methods and technologies for organizing educational process and, of course, rethinking the purpose and result of education. In this regard, the competence-based approach is one of the directions for transforming the assessment of educational results, it forms new goals in the education of children.

The concept of "competence-based approach" means the orientation of the learning process towards the formation and development of key (basic, basic) and subject competencies of the individual. The formation of students' competencies is due to the implementation of not only the updated content of education, but also adequate teaching methods and technologies. The competence-based approach in education suggests that the meaning of education is not to increase the amount of awareness in various subject areas, but to develop the ability of students to independently solve problems in various fields and activities based on the use of social experience, an element of which is the social experience of students.

The meaning of the organization of the educational process is to create conditions for the formation of students' experience of independent solution of cognitive, communicative, organizational, moral and other problems that make up the content of education. The competency-based approach focuses on the development of practically expedient activities of students, highlighting the general and special skills that are directly in demand in life, and subsequent vocational education school graduates. With this approach, the goals of education and the goals of applying the competency-based approach cannot but coincide, since it is precisely the tasks of social development, the combination of the intellectual-informational and "skill" components of education that underlie those pedagogical technologies that characterize the educational process.

From the standpoint of the competence-based approach, the result of education should be the formationkey competencies -such universal skills that “help a person navigate new situations in their professional, personal and social life and achieve their goals”

The competence-based approach underlies many documents that formulate the main directions of reform Russian system education. Thus, the Concept of Modernization of Russian Education (2010) formulated the main goal secondary school, which is to form complete system universal knowledge, skills, as well as the experience of independent activity and personal responsibility of students, that is, modern key competencies.

According to the teacher Khutorsky, it is necessary to distinguish between the concepts

"competency" and "competency". The word "competence" means knowledge of rules, laws, hypotheses - i.e. common truths, and the word

"competence" means not only knowledge of these rules and laws, but also their application in Everyday life, with his personal understanding, attitude. The task of every thinking teacher is not only to educate the child, but also to create conditions for each student to master exactly the competencies.

In the context of this concept, the requirements for a student of a general education school are changing: the priority is the "education" of a person, and not his "learning". The new FSES of the second generation are based on a system-activity approach, while the formation of universal learning activities among students is directly correlated with the formation of key competencies.

the main task modern system education – creating conditions for quality education. Studies show that the quality of assimilation of the material directly depends on the method of obtaining information and the degree of activity of students. During the course, the student learns:

10% read

20% heard

30% of what you see

90% of what he did himself.

An important factor in a successful lesson is structuredness, clarity of presentation of the material, highlighting the main thing. At the same time, the lesson should be emotional, exciting, motivated. The lesson is creativity! The pedagogical skill of the teacher lies precisely in making each student the creator of the modern lesson. Inspire first, then teach.

In elementary school, we highlight the following competencies:

1. Educational and cognitive.The student obtains knowledge directly from the surrounding reality, owns methods for solving educational and cognitive problems, actions in different (non-standard) situations. In the process of such tasks, we develop cognitive interest. We teach to choose the main thing from the general and bring it into the system.

2. Value-semantic competences.

Related value orientations student, his ability to see and understand the world around him, to navigate in it, to realize his role and purpose. The child must know the rights and their duties, be self-confident.

3. Communicative competencies.

Skills of owning work in a group, a team with various social roles. The student should be able to introduce himself, write a letter, application, fill out a questionnaire, ask a question, lead a discussion.

4. Information competencies

The well-known truth, expressed by the words of K. D. Ushinsky "Children's nature requires visibility" can now easily be satisfied by means computer technology. But in order for the computer not to become a means of only simple visualization, the teacher must model the lesson well and correctly.

New information technologies of education also have certain didactic capabilities:

The source of information;

increase visibility;

Organize and direct perception;

Most fully meet the interests and needs of students;

Create an emotional relationship with students educational information, positive motivation;

This and additional material, leading out of the required level.

Information technology, not only additional opportunities for learning and development of students, but help to organize the work of young children in a project mode. Moreover, priority pedagogical task for an elementary school teacher is the development of the child's abilities. The learning environment with information technology integrated into it creates high motivation for students and conditions for the implementation of their own ideas prepares them for comfortable life in the information society.

The introduction of information technology in the educational process is considered:

- Not as a goal, but as another way for students to comprehend the world;

− As a source of additional information on subjects;

− As a way of self-education of the teacher and students;

5. Social and labor competencies

During the period of study from grades 1 to 4, students acquire basic technical knowledge; design skills and skills in the manufacture of products from various materials; self-care skills.

6. Health-saving competencies

Knowledge and adherence to the norms of a healthy lifestyle; knowledge and observance of personal hygiene, everyday life; Physical Culture human, freedom and responsibility in choosing a way of life.

Maybe only one group of key competencies will be used in the lesson, but then there will be another and a third. The main thing is that children should be interested in teaching themselves, developing themselves, learning about the world.

For the formation of key competencies, modern technologies for organizing the educational process are needed: the technology of problem-based and project-based learning; development of critical thinking; learning in the global information society.

Including tasks of a competency-based nature in their lessons, tasks that imply the student's ability for creative activity.

Research activities, project activities in the classroom and extracurricular time, participation in extracurricular activities, intellectual competitions, olympiads, projects, concerts - all this contributes to the formation of key competencies.

Life in the real world is extremely volatile. Significant changes in education are impossible without fundamental changes in the professional consciousness of the teacher. A lot of new knowledge, concepts that are necessary for a modern teacher have appeared.

It is obvious that the teacher must own the competencies that he teaches! That is, to implement a competency-based approach. In contrast traditional approach The competence approach in education is based on the following principles:

• Education for life, for successful socialization in society and personal development.
• Assessment to enable the learner to plan their own learning outcomes and improve them through ongoing self-assessment
• Various forms of organization of independent, meaningful activities of students on the basis of own motivation and responsibility for results.

Based on the standard, the formation of personal characteristics is supposedgraduate ("portrait of a primary school graduate") such as:

• Inquisitive, interested, - actively learning about the world
• Able to learn, able to organize their activities
• Respecting and accepting the values ​​of the family and society, the history and culture of each nation
• Loving his motherland
• Friendly, able to listen and hear a partner, respecting his own and others' opinions
• Ready to act independently and be responsible for their actions
• Understanding the basics of a healthy and safe lifestyle

Competence is not limited to learning. It connects the lesson and life, is connected with education and extracurricular activities.

For the modern teacher is priority education of a socially adapted personality.

Competence (active knowledge) reveals itself outside of learning situations, in tasks that are not similar to those in which this knowledge was acquired. In order to develop competencies in students, a modern teacher must first of all possess these competencies.

The main competencies of the modern teacher

• Be able to learn together with students, independently closing their "educational holes".
• Be able to plan and organize independent activity learners (to help the learner define goals and learning outcomes in the language of skills/competences).
• Be able to motivate students, including them in a variety of activities that allow them to develop the required competencies;
• To be able to "scene" the educational process, using various forms of organizing activities and including different students in different types of work and activities, taking into account their inclinations, individual characteristics and interests.
• Be able to take the position of an expert in relation to the competencies demonstrated by the student in various activities and evaluate them using appropriate criteria.
• To be able to notice the inclinations of the student and, in accordance with them, determine the most suitable for him educational material or activity.
• Own project thinking and be able to organize group project activities of students and manage it.
• Possess research thinking, being able to organize the research work of students and manage it.
• Use an assessment system that allows students to adequately assess their achievements and improve them.
• To be able to carry out the reflection of their activities and their behavior and be able to organize it with students in the process of training sessions.
• Be able to organize the conceptual work of students.
• To be able to conduct classes in the mode of dialogue and discussion, creating an atmosphere in which students would like to express their doubts, opinions and points of view on the subject under discussion, discussing not only among themselves, but also with the teacher, accepting that their own point of view can also be questioned and criticized.
• Own computer technologies and use them in the educational process.

Of course, these tips are only a small part of the pedagogical

Wisdom, general pedagogical experience many generations. But

To remember them, to inherit them, to be guided by them is a condition,

Which can make it easier for the teacher to achieve overriding goal- formation and development modern personality, socially

Adapted, which is the most important task for the implementation of plans

GEF.

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Report "Formation of key competencies of primary school students in the framework of the implementation of the Federal State Educational Standard" The work was carried out by a primary school teacher Nigametzyanova Irina Mikhailovna 2013

Formation of key competencies in the conditions of the Federal State Educational Standard Educational and cognitive competencies: set a goal and organize its achievement, be able to explain your goal; organize planning, analysis, reflection, self-evaluation of their educational and cognitive activities; ask questions to the observed facts, look for the causes of phenomena, indicate your understanding or misunderstanding in relation to the problem under study; set cognitive tasks and put forward hypotheses; choose the conditions for conducting an observation or experiment, describe the results, formulate conclusions; speak orally and in writing about the results of their research; have the experience of perceiving the picture of the world.

Formation of key competencies in the context of the Federal State Educational Standard Information competencies: have the skills to work with various sources of information: books, textbooks, reference books, the Internet; independently search, extract, systematize, analyze and select the necessary information, organize, transform, store and transmit it; navigate information flows, be able to highlight the main and necessary in them; be able to consciously perceive information disseminated through the media; master the skills of using information devices; apply information and telecommunication technologies to solve educational problems: audio and video recording, e-mail, the Internet.

Formation of key competencies in the conditions of the Federal State Educational Standard Communicative competencies: be able to present yourself orally and in writing, write a questionnaire, letter, congratulations; be able to represent your class, school, country, use knowledge foreign language; own ways of interacting with other people; speak with an oral message, be able to ask a question, correctly conduct an educational dialogue; own different kinds speech activity(monologue, dialogue, reading, writing); own ways of joint activity in a group, methods of action in situations of communication; the ability to seek and find compromises; have positive communication skills in society, based on knowledge of the historical roots and traditions of various national communities and social groups.

Formation of key competencies in the context of the Federal State Educational Standard Social competencies: to have knowledge and experience in performing typical social roles: family man, citizen; be able to act in everyday situations of the family and household sphere; determine their place and role in the world around them, in the family, in the team, in the state; own cultural norms and traditions lived in their own activities; own effective ways of organizing free time; have an understanding of systems social norms and values ​​in Russia and other countries; act in the sphere of labor relations in accordance with personal and social benefit, possess the ethics of labor and civil relations; master the elements of artistic and creative competencies of a reader, listener, performer, spectator, young artist, writer.

Tips for the formation of key competencies in the work on the quality of education: the main thing is not the subject you teach, but the personality you form; help students master the most productive methods of educational and cognitive activity, teach them to learn; it is necessary to use the question "why" often to teach causal thinking: understanding causal relationships is prerequisite developmental education; remember that it is not the one who retells, but the one who uses in practice who knows; teach students to think and act independently; creative thinking develop a comprehensive problem analysis; solve cognitive tasks in several ways, practice creative tasks more often; in the course of training, be sure to consider individual characteristics for each student, combine into differentiated subgroups of students with the same level of knowledge; encourage student research; teach in such a way that the student understands that knowledge is for him vital necessity; explain to students that each man will find his place in life, if he learns everything that is necessary for the implementation of life plans.

Of course, these tips are only a small part of pedagogical wisdom, the general pedagogical experience of many generations. But remembering them, inheriting them, being guided by them is a condition that can make it easier for the teacher to achieve the most important goal - the formation and development of a modern personality, socially adapted, which is the most important task for implementing the plans of the Federal State Educational Standard.

Thank you for your attention! I wish you all health, creativity, family well-being, smart and grateful students!

Formation of key competencies of students in accordance with the requirements of the Federal State Educational Standard in the lessons of history and social studies.

Under competence GEF refers to the ability to apply knowledge, skills, personal qualities and practical experience for successful activities in a particular area.

The concept of "competence" as pedagogical problem is relatively new.

The concept of "competence" refers to the field of skills, not knowledge. "Competence is general ability based on knowledge, experience, values, inclinations that are acquired through training. Competence is neither knowledge nor skill; being competent does not mean being learned or educated.” It is necessary to distinguish between competence and skill. Skill is an action in a specific situation, competence is a characteristic that can be derived from observations of actions, of skills. Thus, skills are presented as competencies in action. Competence is what generates skill, action.

You can often meet people who have extensive knowledge, but do not know how to mobilize them in right moment when given the opportunity. It is necessary to be able to demonstrate the appropriate competence in these conditions.

The main task of the modern education system is to create conditions for quality education. The introduction of a competency-based approach is an important condition for improving the quality of education. According to modern teachers, the very acquisition of vital competencies gives a person the opportunity to navigate in modern society, forms the ability of a person to quickly respond to the demands of the time.

The competence-based approach in education is associated with student-centered and current approaches to education, since it concerns the personality of the student and can be implemented and verified only in the process of performing a certain set of actions by a specific student.

There are a lot of competencies, but among them there are key (basic) ones.

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 specific description and the possibility of formation within the framework of academic subjects.

To key competencies relate:

social competence- the ability to act in society, taking into account the positions of other people.

Communicative competence - the ability to communicate in order to be understood.

Subject Competence- the ability to analyze and act from the standpoint of certain areas of human culture.

Information Competence– ability to own information technologies, to work with all kinds of information.

Autonomization competence– ability to self-development, self-determination, self-education, competitiveness.

Mathematical competence- Ability to work with numbers numerical information.

Productive competence– the ability to work and earn money, to be able to create your own product, make decisions and be responsible for them.

Moral Competence- willingness, ability to live according to traditional moral laws.

The following groups of key competencies are distinguished domestic education:

1. Value-semantic competence.

2. General cultural competence.

3. Educational and cognitive competence.

4. Information competence.

5. Communicative competence.

6. Social and labor competence.

7. Competence of personal self-improvement.

Key competencies are formed only in the experience of their own activities, so the educational environment should be built in such a way that the child finds himself in situations that contribute to their formation. The most successful tool, an assistant in this matter, in my opinion, is research method learning. After all, when preparing any project, a child needs to learn how to make decisions, set a goal and determine the direction of his actions and actions (and this is a value-semantic competence); work in a team, accept and understand the point of view of another person (and this is a general cultural competence); independently find the material necessary for work, draw up a plan, evaluate and analyze, draw conclusions and learn from their own mistakes and the mistakes of their comrades (and this is educational and cognitive competence); In addition, the student has to learn modern facilities information and information technology (and this is information competence); learn to present yourself and your work, defend a personal point of view, lead a discussion, convince, ask

questions (and this is a communicative competence); the child, doing work on his own project, learns to be a person, realizing the necessity and importance of the work that he performs (and this is both social and labor competence, and the competence of personal self-improvement).

Formation of value-semantic competence

When conducting a lesson, the teacher strives to ensure that the student clearly understands what and how he is studying today, in the next lesson, and how he can use the knowledge gained in later life.

- Before studying a new topic, the teacher tells the students about it, and the students formulate questions on this topic that begin with the words: “why”, “why”, “how”, “what”, “what”, then, together with the students, it is evaluated the most interesting, while striving to ensure that not one of the questions remains unanswered. If the timetable of the lesson does not allow answering all the questions, the students are invited to reflect on the questions at home and subsequently, in the lessons or after school hours, the teacher will definitely return to them. This technique allows students to understand not only the goals of studying this topic as a whole, but also to comprehend the place of the lesson in the system of classes, and, consequently, the place of the material of this lesson in the whole topic.

- Sometimes the teacher allows the students to independently study a paragraph of the textbook and draw up brief summary this paragraph as homework. The students are given the task of determining the main thing in a paragraph... As a result, students not only understand the material being studied more deeply, but also learn to choose the main thing, justify its importance not only for others, but, most importantly, for themselves.

- Engage students in subject Olympiads, which include non-standard tasks that require the student to use the subject logic, and not the material from the school course.

- Offers students questions, the answers to which are found in a certain professional environment. Some of the tasks of this kind require not only knowledge of the subject, but also practical ingenuity, the ability to navigate in a particular situation.

Formation of general cultural competence

Many teachers know that students who are confident in using a certain skill in one subject will not always be able to apply it in another discipline. To overcome this barrier, one needs special work, in which the teacher helps the child to clarify the problem, highlight the subject component, show the use of known methods in a new situation, new designations.

Possible ways to solve this problem are:

- for the formation of competent, logically correct speech, oral tasks are used for the correct pronunciation and use of names, terms, geographical names, etc.;

- during oral work, always monitor the literacy of students' speech;

- use tasks with an informational and cognitive orientation;

– practice asking for homework writing text assignments. The analysis of the compiled tasks takes place in the lesson by the students using words: compared to ..., unlike ..., suppose, probably, in my opinion ..., this is related to ..., I conclude ..., I do not agree with ..., I prefer ... my task is to...

Formation of educational and cognitive competence

- Particularly effective this species competence develops when solving non-standard, entertaining, historical tasks, as well as with a problematic way of presenting a new topic, conducting mini-research based on the study of the material.

– Creation of problem situations, the essence of which is reduced to education and development creativity students, to teaching them a system of active mental actions. This activity is manifested in the fact that the student, analyzing, comparing, generalizing, concretizing the factual material, himself receives new information from it. When introducing students to new historical or social science concepts, when defining new concepts, knowledge is not communicated in ready-made. The teacher encourages students to compare, compare and contrast facts, as a result of which there is search situation.

- When forming this type of competence, the teacher uses test structures with an information-cognitive orientation, test structures compiled by students, test structures containing tasks with extra data.

Formation of information competence

To develop this type of competence, the teacher uses the following techniques:

- when learning new terms, students, using explanatory dictionary, give various definitions concepts, for example: in mathematics, a module is ..., in construction, a module is ..., in astronautics, a module is ..., etc.

– preparing your own presentations, using material from various sources, including the Internet

– Therefore, when preparing for a lesson, the teacher uses assignments from other sources, in which data are presented in the form of tables, charts, graphs, sounds, video sources, etc.

- gives students the opportunity to make all kinds of test structures themselves;

- the use of applied tasks. As a result, students not only form information competence, but also accumulate life experience.

Formation communicative competence

To develop this competence, the teacher uses the following methods and techniques:

– oral review of homework answers by students;

- the use of test structures of a free presentation of the answer and oral test structures;

- use of group work, for example: tell a classmate a definition, listen to the answer, correct definition discuss in a group;

- delivery of various oral tests.

Formation social and labor competence

best development This competence is facilitated by the following techniques:

– test papers various kinds, for example, using electronic test structures;

- tasks of a social and labor nature;

– conducting various studies;

- writing tests by the students themselves.

The introduction of a competency-based approach should be carried out in a differentiated way, taking into account the specifics of individual subjects. The competence-based approach, which is gaining momentum in the modern school, is a reflection of perceived need society in training people who are not only knowledgeable, but also able to apply their knowledge.

One of the conditions for the formation of key competencies is the introduction of modern pedagogical technologies, including interactive ones. Interactive technologies have a number of features that allow them to be used with sufficient efficiency in the learning process: they organize the process of acquiring new experience and exchanging existing ones, allow the maximum use of the personal experience of each participant, use social modeling, are based on an atmosphere of cooperation, respect for the opinions of everyone, free choice of personal decisions. Here are some

examples of interactive techniques that I use in my practice.

The use of various sources in the lesson greatly increases the cognitive interest in the subject.

A particularly important impact on the emotional sphere of perception of historical and social science material is produced by the use of literary material. In the 10th grade world history you can hold a seminar: “Renaissance. Reformation. In Search of a New Identity” Task: What reverse side individualism reveals the famous monologue of Hamlet W. Shakespeare?

Information technologies make it possible to use text, sound, graphic and video information in a new way in the lessons of history and social studies, which allows the teacher and students to use various sources of information in creative activities.

In the process of demonstrating the presentation, students gain experience public speaking. The element of competition increases the student's self-esteem, which allows him to develop and form his personal qualities in the modern information society.

An important part extracurricular activities in history and social science are preparing students for participation in olympiads different levels by subject

In the Federal State educational standard(FGOS) clearly defines the requirements for the results of education of schoolchildren: personal, meta-subject and subject. To personal The results of students include value-semantic attitudes that reflect individual-personal positions, social competence, and the formation of the civic identity of schoolchildren. Metasubject the results imply the mastery of universal educational activities necessary for solving educational and practical problems. subject the results include the experience of activity specific to a given educational subject for the acquisition of new knowledge, its transformation and application.

Obviously, to implement the requirements of the Federal State Educational Standard, innovative teaching aids are needed, one of which is information, project, group and modular technologies, etc.

In my opinion, the most important are informational andcompetence of personal self-improvement.

Information technology

Information technology is a way of transferring information in a special way through a computer.

A modern schoolchild should not only be able to work on a computer, but also properly satisfy the "information hunger", and in this big role the teacher is playing.

We use information technology in history lessons in the following ways:

1) The most common type is multimedia presentations. Preparing presentations is serious, creative process, each element of which must be thought out and comprehended from the point of view of the student's perception.

2) For a deeper assimilation of the material and control of knowledge in my lessons, I use various kinds of tests and simulators. It can be like tests compiled by the teacher in Word programs or Power Point, or ready-made test options, of which there are a lot on the Internet now. In case of an unsuccessful response from students, the created presentation allows students, using hyperlinks, to return to the desired fragment of the lesson, where there is the necessary information for the answer. (slide)

3) A lot practical tasks in history lessons, we perform together with students directly on the interactive whiteboard. And here before the teacher is an inexhaustible variety of work. All types of tasks used by me can be conditionally divided into several groups:

1. "Working with drawings"

2. "Crossword"

3. "Contour map"

4. "Insert a word"

5. "Names"

6. "Relate"

7. Mark.

And, of course, an important element of the pedagogical process is the project activity of students. Project activities - comparatively new form work, especially in relation to computer programs. Firstly, the theme of the project should carry either research element, or it must be a compilation that has not yet been in electronic form. Secondly, a multimedia project, by its very nature, arises at the intersection of at least two disciplines (as applied to this work, IWT and history), but in reality, its implementation affects a much wider range of subjects - the Russian language, literature, world art culture and a number of others. depending on the topic. Therefore, there can be two or three project managers. It is important to determine the optimal number of project participants.

From experience I can say that students are actively engaged in project activities, this causes them great interest and the results are almost always good.

Thus, the use of information technology helps the teacher to increase the motivation of teaching children to the subject and leads to a number of positive consequences (psychologically facilitates the process of mastering the material by students, expands the general outlook of children; the level of use of visualization in the lesson increases; students are mastering the ability to extract information from various sources , process it with the help of computer technology; the ability to briefly and clearly formulate one's point of view is formed, etc.)

Therefore, both the elements and the actual technology of the project should be applied at the end of the study of the topic in a certain cycle, as one of the types of a repetitive-generalizing lesson. One of the elements of such a methodology is a project discussion, which is based on the method of preparing and defending a project on a specific topic.

essence discussions consists in the fact that as a result of researching the topic and identifying difficulties in solving it, students during the dispute outline possible attempts to resolve the problem, and they are discussed during the discussion or debate.

Another option for using project technology is the direct development and defense of a project on a selected topic.

Formation of the competence of personal self-improvement

- In order to form this competence, the teacher uses this type of activity in the lessons of history and social science, as solving problems with "extra data".

- In order to develop this type of competence, the teacher uses tasks to develop self-control skills. One of the techniques for developing self-control is to check completed tasks. Checking a solution requires perseverance and certain volitional efforts. As a result, the most valuable qualities are brought up in students - independence and determination in actions, a sense of responsibility for them.

- In order to form this competence, the teacher invites students to compose a test themselves, finding options for erroneous and correct answers.

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

It should be said that key competencies are formed only in the experience of their own activities, so the educational environment should be built in such a way that the child finds himself in situations that contribute to their formation. Here are just a few examples from own experience.

An important role in the formation of the “critical reader” and “critical viewer” is played by the technology of developing critical thinking. In this technology, I spend entire lessons and use individual techniques.

The “challenge” stage” is aimed at challenging students' existing knowledge on the issue under study, motivation for further work. The student remembers what he knows about the issue being studied, makes assumptions, asks questions that he wants to get answers to. At this stage, I use the following methods:

true and false statements

Keyword suggestion story

logical chains

cluster.

The students love the reception very much” keywords". Acceptance of "true-false statements". Another interesting technique for the guys is the “mixed up logical chains” technique. This technique is well suited for “event” topics, such as wars, changes in the life of the country and people, causes and effects are identified.

The challenge stage consists of the fact that students are asked to determine the sequence of what is happening. To do this, they are given cards where the elements of the event are indicated in a confused form. The guys in their notebooks mark the sequence in the form of a chain of numbers, each of which means a certain element of the event. This is the same as in the previous case, written in pencil. After the guys have compiled their chains, we listen to who did what, and the results are written on the board: what numbers and how much they take certain place. From the results of the recordings, it can be seen that there were disagreements about the sequence. Plus, I ask everyone to write a story according to their chain of numbers, or I myself will make several versions of the story. This moment intensifies the desire to find out: how it really was. Here, a situation of rivalry still arises, because Everyone wants their chain to be right.

The stage of comprehension of the content can be carried out in different ways: reading a text, a teacher's story or a video film. In any case, children have a holistic view of the event, and they can refine their chain and determine the sequence of event elements. Here attention plays a big role, so not all students get it right. After completing individual work, they check each other, check either in groups or in pairs. At the end of all this, the correct version of the chain sounds, and everyone can check the quality of their work.

At the stage of reflection students work with new information, making notes in the margins “v” - I already know, “+” - new information, “?” - I do not understand, there are questions. Based on this marking, you can make a table.

The stage of comprehension of the content can be carried out in different ways:

text reading,

teacher's story

video film.

newsreel

Stop reading.

In any case, children have a holistic view of the event, and they can clarify their chain, correct and incorrect sentences, correct the cluster, etc. Here attention plays a big role, so not all students get it right. After completing individual work, they check each other, check either in groups or in pairs. At the end of it all, the correct options sound and everyone can check the quality of their work.

Reflection suggests summarizing the topic. This could be a resume:

“I realized that…”, “… can lead…”, etc.,

drawing that reflects the meaning of the topic,

cinquain,

Sequence is an unrhymed poem of five lines. This is a creative, generalizing work that allows in a concise form to capture the student's emotional experience of the topic being studied. At first, the guys get inexpressive syncwines, with a set of words familiar to their speech. Over time, the work becomes better: more original, more emotional.

Cluster - the selection of semantic units and their graphic design in a certain order in the form of a bunch, it seems, at first glance, one of the easiest types of work. But this is far from true. At the call stage, the cluster can be used on a topic in which it is possible to systematize information obtained before getting to know the main source of information, often the difficulty lies in systematization, namely, to identify semantic blocks. Therefore, you need to start with those topics that are close and understandable to the guys. These can be topics about economic activities, social development, culture, for example: “Writing and knowledge of the ancient Egyptians”, “ Olympic Games in antiquity”, “In the city of the goddess Athena”, “In the theater of Dionysus”, “Slavery in Ancient Rome”, etc. controversial points. Thus, the call stage is carried out.

To resolve conflicts, the guys are invited to read the text, where they select information in the cluster. Depending on the volume of text, the work is built: with a large volume, the text is distributed between groups or pairs, and then the semantic blocks are filled in separately; with a small amount of text, everyone reads the same thing, but at the same time they make up their own version of the cluster. Thus, at the stage of reflection, incorrect sentences in the original cluster are corrected and new information is filled in. Then there is a presentation, and all the works are correlated with each other: they create a single cluster of individual works or refine and complement each other.

The reception of the cluster is also of great importance for the development of students, as forms the following skills: to systematize information, to correlate phenomena and facts, to highlight the main words, to correct their mistakes.

Questions help develop critical thinking. I pay special attention to the formation of the ability to design questions. AT lower grades I am playing the game “The most attentive reader”. Students should compose as many questions as possible to the text. The method “Thick and thin questions” is effective, especially in high school, when the whole class asks the student questions on the topic studied. I evaluate questions: the most difficult, the most interesting, original. Students love answering questions.

The formation of key competencies, as well as the introduction of a competency-based approach, should be carried out in a differentiated way, taking into account the specifics of individual subjects. The competence-based approach, which is gaining momentum in the modern school, is a reflection of the perceived need of society to train people who are not only knowledgeable, but also able to apply their knowledge.

And in conclusion, I would like to say a few words about the training of a teacher involved in the formation of key educational competencies. It seems to me that it is not enough for a teacher to be knowledgeable in this area, it is necessary to clearly present the result of his work, both final and intermediate, it is necessary to think about optimization educational process, which will allow you to comfortably and efficiently organize the work of the student. And this means that a modern teacher must have a great life experience, scientific knowledge be proactive and creative person. This is necessary in order to develop a sufficiently high competence in transferring knowledge to students and applying the acquired knowledge to life in a complex. I think that we need to remember that going beyond the threshold of the school, a teenager will take advantage of the experience and be able to realize himself, relying on it.