Portrait of a graduate: primary school - primary school Portrait of a graduate: primary school - primary school inquisitive, showing research interest research interest actively exploring the world benevolent, benevolent, able to listen able to listen and hear a partner and hear a partner Able to respect others, to a different point of view A person who knows how to respect others, to a different point of view, who knows how to learn, who is capable of self-organization, is ready to act independently and answer to his family and school, who has the skills of self-organization and a healthy lifestyle, is ready to choose the selectivity of interests, who knows himself, asserting himself as an adult, who knows how to be an adult act with an orientation to another position is ready to be responsible to himself, others to himself, others knows how to work in a group and individually consciously follows the rules of a healthy and safe lifestyle and a safe lifestyle

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

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

« Comprehensive school should form complete system universal knowledge, skills and abilities, as well as independent activity and personal responsibility of students, i.e. key competencies defining modern quality education". GEF: NEW EDUCATIONAL RESULT

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

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

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

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

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

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

The activity approach to learning assumes: the presence of a cognitive motive in children (the desire to learn, discover, learn) and a specific learning goal (understanding what exactly needs to be found out, mastered); the presence in children of a cognitive motive (desire to learn, discover, learn) and a specific learning goal (understanding what exactly needs to be found out, mastered); performance by students of certain actions to acquire the missing knowledge; performance by students of certain actions to acquire the missing knowledge; identification and development by students of a method of action that allows them to consciously apply the acquired knowledge; identification and development by students of a method of action that allows them to consciously apply the acquired knowledge; the formation in schoolchildren of the ability to control their actions - both after their completion and along the way; the formation in schoolchildren of the ability to control their actions - both after their completion and along the way; inclusion of learning content in the context of solving significant life tasks. inclusion of the content of education in the context of solving significant life tasks.

Subject - oriented approach in teaching Competence - activity approach in teaching THE BASIS OF THE GRADUATE MODEL Image of a trained person Image educated person LEARNING PURPOSE To teach for life To teach to learn for life ACTIVITY OF THE SUBJECTS OF THE LEARNING PROCESS vigorous activity teachers. Under the activity of students is meant - an observer, a passive performer. Independent, active activity of students prevails; the teacher's activity consists in organizing, correcting, monitoring, managing the activities of students. FORMS OF ORGANIZING LEARNING SESSIONS (LESSONS) Academic class-lesson system Research; conferences; discussions, disputes, business and simulation games; presentations, protection; extracurricular design; workshops LEARNING TECHNOLOGIES Modern – traditional education; explanatory - illustrated block method - modular training Project method Information and communication Problem-dialogic

A school focused exclusively on the academic and encyclopedic knowledge of a graduate, in terms of new labor market demands, is outdated today. Today, the whole world, discussing the main tasks of education, speaks of key competencies, which are formulated as a response of the education system to the requirements of the "world of work".

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Competence is a predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in certain area. Competence - possession, possession by the student 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.

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Competencies Types of competencies Key They involve the formation of the student's ability to find and apply necessary information; work in a team; be ready for constant learning and relearning. General subjects Relate to a certain range of subjects and educational areas. It involves the formation of the student's ability to solve problems on the basis of known facts, concepts from various educational fields. Subject They have a specific description and the possibility of formation within the framework of academic subjects. It involves the formation of the student's abilities to involve knowledge, skills, and abilities of a particular academic subject to solve problems.

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Types of competencies Competence characteristics Educational-cognitive This is a set of student 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 objects being studied, the student masters the creative skills of productive activity: obtaining knowledge directly from reality, mastering the methods of action in non-standard situations, heuristic methods problem solution. Within the framework of these competencies, the requirements of the relevant functional literacy: the ability to distinguish facts from conjectures, possession of measuring skills, the use of probabilistic, statistical and other methods of knowledge.

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Types of competences Characteristics of competences Value-semantic These are competences in the sphere of worldview associated value orientations student, his ability to see and understand the world, navigate in it, be aware of their role and purpose, be able to choose the target and semantic settings for their actions and deeds, make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. They depend on individual educational trajectory student and the program of his life as a whole.

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Types of competencies Characteristics of competencies General cultural A range of issues in relation to which the student must be well aware, have knowledge and experience. These are the features of national and universal culture, the spiritual and moral foundations of human life and humanity, individual peoples, cultural foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their impact on the world, competencies in the everyday, cultural and leisure sphere, for example, possession effective ways free time organization. This also includes student experience. scientific picture world, expanding to a cultural and universal understanding of the world.

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Types of competencies Characteristics of competencies Communicative Include knowledge required languages, ways of interacting with surrounding and remote people and events, group work skills, knowledge of various social roles in a collective. The student must be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc. To master these competencies in educational process the necessary and sufficient number of real objects of communication and ways of working with them for the student of each level of education within the framework of each subject or educational area are fixed.

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Types of competencies Characteristics of competency Informational With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, e-mail, media, Internet), the ability to independently search, analyze select the necessary information, 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.

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Types of competencies Competence characteristics Competencies of personal self-improvement Mastering the methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the field of these competencies is the student himself. He masters the methods of activity in his own interests and capabilities, which are expressed in his continuous self-knowledge, the development of the necessary modern man personal qualities, the formation of psychological literacy, culture of thinking and behavior. These competencies include the rules of personal hygiene, taking care of 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.

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Types of competencies Competence characteristics Social and labor Possession of knowledge and experience in the field of civil and social activities (acting as a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relations and duties, in matters of economics and law, in the field professional self-determination. This includes the ability to analyze the situation on the labor market, act in accordance with personal and social benefits, and master the ethics of labor and civil relations. The student masters the skills of social activity and functional literacy that are minimally necessary for life in modern society.

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Formation core competencies 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 a pedagogical problem is relatively new.

The concept of "competence" refers to the field of skills, not knowledge. “Competence is a 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 gives rise to 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 modern system education – creating 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 respond quickly 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.

Key competencies include:

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 own product make decisions and take responsibility for them.

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

The following groups of key competencies of domestic education are distinguished:

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 experience own activities Therefore, 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 the research method of teaching. 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 master modern media 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 imagines for himself what and how he is studying today, in the next lesson, and how he can use the knowledge gained in later life.

- Before studying 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”, “about what”, then the most interesting one is evaluated together with the students, while strives to ensure that none of the questions remain 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 entire topic.

- Sometimes the teacher allows students to study a paragraph of the textbook on their own and write a short summary of this paragraph as homework. The students are given the task of determining the main point in the 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.

- Involves 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 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 application known ways in a new situation, new designations.

Possible following paths solutions to this problem:

- to form a competent, logical right speech are used oral assignments correct pronunciation and use of names, terms, geographical names and 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 actual material, himself receives from it new information. 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 studying new terms, students, using an explanatory dictionary, give various definitions to 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 different sources, including 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 of 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 of social and labor competence

best development This competence is facilitated by the following techniques:

- various kinds of control work, for example, using electronic test structures;

- tasks of a social and labor nature;

– holding 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 the conscious need of society to train 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 you to make the most of personal experience each participant, use social modeling are based on an atmosphere of cooperation, respect for the opinions of everyone, free choice 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 cognitive interest to the subject.

A particularly important impact on emotional sphere perception of historical and social science material produces the use of literary material. In the 10th grade on world history, you can conduct 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 a presentation, students gain experience in 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 of extracurricular work in history and social science is the preparation of students for participation in olympiads of various levels in the subject

The Federal State Educational Standard (FSES) clearly defines the requirements for the results of schoolchildren's education: personal, meta-subject and subject. To personal the results of students include value-semantic attitudes that reflect individual-personal positions, social competence, well-formedness civic identity schoolchildren. Metasubject the results imply the mastery of universal learning activities necessary for solving learning and practical tasks. 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.

Modern schoolboy not only must be able to work on a computer, but also properly satisfy the “information hunger”, and the teacher plays a big role in this.

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

1) The most common type is multimedia presentations. Preparation of presentations is a 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 options tests, which are now very much on the Internet. 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) We perform a lot of practical tasks in history lessons 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, important element 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 in electronic format. 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 much more wide range subjects - Russian language, literature, world artistic 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 involved 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 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 on certain cycle, as one of the types of iterative-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. Verification of the solution requires perseverance and certain strong-willed 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 the goals and means of various 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. On the this stage I use methods:

true and false statements

Keyword suggestion story

logical chains

cluster.

Students are very fond of the “keywords” technique. 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 got what, and the results are written on the board: what numbers and how many occupy a 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 household chores, about 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. Here it is not difficult for children to guess semantic blocks and their elements, and since everyone has different knowledge and ideas, there are 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 the text, the work is built: with a large volume, the text is distributed between groups or pairs, and then 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 complement 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 draw the formation of the ability to design questions Special attention. 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 conscious 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, he must think about optimizing the educational process, which will allow him to comfortably and effectively organize the work of the student. And this means that a modern teacher must have a great life experience, scientific knowledge to be proactive and creative personality. 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.

Key competencies in educational process.

World trends in the field school education show that today such forms of education are becoming a priority, in which ways of obtaining knowledge are put at the forefront.

For the current situation, - notes E.V. Korotaeva, - a change in the “educational paradigm is characteristic: from impersonal to personality-oriented, from unified to variable, from adaptive to developing, from knowledge to activity”.

The modern learning process is “acquainting the student with concepts unknown to him, already established in the culture of mankind in order to develop the student’s ability to independently translate myths that arise in the mind on the basis of spontaneously acquired experience into concepts obtained as a result of learning, which is an artificially organized situation. impact on a child with the help of scientifically based evidence,” writes E.S. Antonova, doctor pedagogical sciences.

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

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

For the first time, the idea of ​​forming key competencies in the educational process was put forward by experts from the Council of Europe in 1996. in " European project» for education.

Competence in translation from the Latin competentia means a range of issues in which a person is well-informed, has knowledge and experience.

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

Benefit from experience;

Organize the relationship of their knowledge and streamline them;

Organize your own learning methods;

Be able to solve problems;

Do your own learning.

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

The key words in the characteristics of competencies are the words seek, think, cooperate, get down to business, adapt. If you decipher the keywords in the competency profile, it will look like this:

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

Think: establish relationships between past and present events; be critical of a particular statement, proposal; be able to resist uncertainty and complexity; take a position in discussions and develop your own personal opinion; evaluate works of art and literature.

Cooperate: be able to work in a group; to make decisions; resolve disagreements and conflicts; agree; develop and fulfill the responsibilities assumed.

Get down to business: join a group or team and contribute; show solidarity; organize your work; use simulation tools.

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

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

Khutorskoy Andrey Viktorovich, Doctor of Pedagogical Sciences, Academician of the International pedagogical academy, Moscow city, highlights key, general subject, subject competencies.

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

value-semantic,

general cultural,

educational,

informational,

communicative,

Social and labor,

Competencies of personal self-improvement.

How to form these competencies in the lessons of literature? Let's present some of them.

Value-semantic competence- 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, be able to choose 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. When conducting a lesson, the teacher strives to ensure that the student has a clear idea for himself: what and how he is studying today, in the next lesson, and how he can use the knowledge gained in the next life. To develop this type of competence, the following techniques are used: before studying a new topic, the teacher tells students about it, and students formulate questions on this topic that begin with the words: “why”, “why”, “how”, “what”, “about what”, then, together with the students, the most interesting one is evaluated, while striving to ensure that none of the questions remains unanswered. If the timetable of the lesson does not allow answering all the questions, the students are invited to reflect at home and later on in the classroom 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 gives students the right to study a paragraph of the textbook on their own and make a short summary of it as homework. The students are given the task of determining the main point in the paragraph, writing out new properties, establishing which of the previously studied properties they rely on. As a result, students not only understand the material being studied more deeply, but also learn to choose the main thing, to justify its importance not only for others, but, most importantly, for themselves. Test constructions are used, containing tasks with missing units of measurement, test constructions, containing tasks with extra data. It is important to involve 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.

General cultural competence. The range of issues in relation to which the student must be well-informed, have knowledge and experience of activity, these are the features of national and universal culture, the spiritual and moral foundations of the life of man and mankind, individual peoples, the cultural foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their impact on the world, competencies in the everyday, cultural and leisure sphere, for example, possession of effective ways to organize free time. This also includes the student's experience of mastering the scientific picture of the world, expanding to a cultural and universal understanding of the world.

Educational and cognitive competence - it is a set of competencies

A student 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. Within the framework of these competencies, the requirements for appropriate functional literacy are determined: the ability to distinguish facts from conjectures, mastery of measurement skills, the use of probabilistic, statistical and other methods of cognition. This type of competence develops especially effectively when solving non-standard, entertaining 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 to educate and develop the creative abilities of students, to teach them a system of active mental actions. This activity is manifested in the fact that the student, analyzing, comparing, synthesizing, generalizing, specifying the actual material, himself receives new information from it. When introducing students to new mathematical concepts, when defining new concepts, knowledge is not communicated in finished form. The teacher encourages students to compare, compare and contrast facts, as a result of which a search situation arises.

Information competence with the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information, organize, transform , store and share it. These competencies also 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. When planning information retrieval the student seeks the necessary information, attracting additional sources. We often give tasks that require the involvement of the Internet, reference books, dictionaries, encyclopedias, etc. For example, when studying the topic “Phraseologisms”, “Etymology of words”, students need to resort to various sources of information in order to learn about the origin of words and phraseological units. A very interesting aspect of information competence is the secondary extraction of information when it is presented by several sources. When studying the topic “Figurative means of language”, students are given texts of poems by different poets, and before doing the work, a stimulus is given. For example: you are a member of a linguistic circle and you are compiling a memo “Figurative means of language” for your classmates, or you have to write an essay-reasoning on the one presented in original text problem. The task of the students is to find examples of such paths and stylistic figures, as a metaphor, comparison, personification, anaphora, epithet, etc. In addition, through their analysis to see the position of the author given text. Students need to navigate large volume information and make right choice.

Communicative competence is a creation various texts(compositions, messages), public speaking, productive group communication, creation of dialogues, work in groups. Most often they are combined in the classroom. Let us give examples of such work in the middle link. The class is divided into groups. Each of them is given a task: to create a dialogue and speak with it (you can game form). We immerse students in a real life situation: you called a friend on the phone to arrange a meeting with him. Either a friend, or his parents, or a stranger came up to the phone (if you got the wrong number). Talk to them respectfully necessary norms etiquette. Students work in groups, then present the results of their work, speaking to classmates. When studying topics on the culture of speech, it is necessary to compose dialogues: a conversation with a salesperson in a store, with a doctor in a hospital, with a bus conductor, etc. Students present their work in the form of a public performance. When students are in a real life situation when completing an assignment, this increases their motivation to learn. They are happy to make recipes for the school cafeteria (when studying the topic " Imperative mood verb"). When studying the topic “Н and НН in suffixes of adjectives and participles”, they make up a menu for a camping trip, for a dining room, for dinner in the family, for receiving guests, etc., forming the necessary participles and adjectives from the proposed nouns and including them in the names of dishes.

Social and labor competencies- means possession of knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relations and responsibilities, in economic matters and law, in the field of professional self-determination. This includes, for example, the ability to analyze the situation on the labor market, act in accordance with personal and social benefits, and master the ethics of labor and civil relations. The student masters the skills of social activity and functional literacy that are minimally necessary for life in modern society.

Competencies of personal self-improvement. In order to form this competence, the teacher uses such a type of activity in the classroom as the performance of tasks with “extra data” (the fourth is superfluous). In order to develop this type of competence, the teacher uses tasks to develop self-control skills. One of the methods of developing self-control is to check the performance of any exercises. Such a check requires perseverance and certain strong-willed efforts. As a result, the most valuable qualities are brought up in students - independence and determination in actions, a sense of responsibility for them. For example, sometimes when checking, the answers do not converge. Looking for an error. This is how kids solve problems. After that, the students follow the thought and logic of the teacher very carefully. The result is attentiveness and interest in the lesson, the development of skills for a critical attitude to the results, checking the compliance of the received answer with all the conditions of the assignments.

II. General Subject Competences. Relate to any range of academic subjects and educational areas. It involves the formation of the student's ability to solve problems on the basis of known facts, concepts from various educational fields. For example: the ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, reasoning (inductive, deductive and by analogy) and draw conclusions; ability to consciously use speech means in accordance with the task of communication, to express their feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech; monologue contextual speech, etc.

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

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

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

linguistic analysis text; thematic (speech) lessons; "self-dictations"; lexical warm-ups; reasoning essays, mini-statements and mini-essays; text editing; various types of dictations; intellectual-linguistic exercises; work with text miniatures; comparison of two texts; communication and game situations.

They also activate intellectual and speech activity students non-standard forms of conducting training sessions, for example: linguistic laboratory; practical lesson; lesson-research; lesson-creative workshop; lesson-test; lesson-competition; game lesson.

Formation necessary competencies promotes the use of modern educational technologies: problem-based learning technologies, integrated learning technologies, multi-level learning technologies; dialogue interaction technologies (CSR, group work, cooperative learning, pedagogical workshops), and gaming technologies, information technologies.

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

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

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

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

Collides contradictions practical activities;

Outlines various points perspective on the same issue;

Invites the class to consider the phenomenon from different perspectives;

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

Puts specific questions on generalization, substantiation, concretization, logic of reasoning;

Identifies problematic theoretical and practical tasks;

Sets problematic tasks with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with deliberately made mistakes, with limited time solutions.

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

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

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

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

staging- formulating a question of an educational problem or a topic of a lesson,

search for a solution- the discovery of subjectively new knowledge,

expression- expression of new knowledge, solutions in accessible form,

implementation Presentation of the product to the teacher and the class.

educational problem can be delivered in three ways:

The first one is encouraging problem situation dialogue (it is a separate phrase, for strong children).

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

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

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

a hypothetical dialogue that develops students' creativity and speech;

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

a leading dialogue that unfolds without UE - it develops logical thinking and speech.

In this way, The best way to provide for the promotion and testing of hypotheses in the lesson - this is an inciting dialogue.

As the dialogue develops, inaccurate or erroneous formulations may appear. It is important that the teacher reacts in a neutral way - with a nod of the head, with the word "so" - and invites the students to reformulate the problem.

The modern problematic lesson pursues developmental goals that are focused on cognitive sphere schoolchild and include the development of attention, education, memory, thinking, speech, abilities. educational goals instill moral values, moral attitudes, norms of behavior, correct character traits for the better.

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

Literature

Antonova E.S. “Where to look for resources to update the school methodology?”

Journal "Russian Language at School" No. 6, 2007

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

M., September, 1996

Denisova L.O. "Development of creative abilities of schoolchildren"

"Russian language at school" No. 3, 2007

Korotaeva E.V. “On Personally Developing Technologies in Educational

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

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

M., " public education", 1998

Mishatin N.L. "Modern Methodology: Innovative Path of Development".

"Russian language at school" №2, 2009

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

students." Internet resource

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

1 Mishatin N.L. "Modern Methods: Innovative Way of Development" RYaSh No. 2, 2009.

The concept of "competence" and its meaning in modern education

The introduction of competencies into the normative and practical component of education allows solving the problem typical of the modern Kazakhstani school, when students can master a set of theoretical knowledge well, but experience significant difficulties in activities that require the use of this knowledge to solve specific life tasks or problem situations.

The competence-based approach does not imply the acquisition by the student of knowledge and skills that are separate from each other, but the mastery of them in a complex. In this regard, the system of teaching methods is changing, or rather, the system of teaching methods is defined differently. The selection and design of teaching methods is based on the structure of the relevant competencies and the functions they perform in education.

Within the competence-based approach, two basic concepts are distinguished:

• competence;
• competence.

What is competence? What is a competency? There are various approaches to these concepts. Analyzing the studied literature, it is concluded that there are no exact, unified definitions at the moment. Consider the existing interpretations of these concepts.

In "Concise Dictionary" foreign words”(M., 1952) the following definition is given: “competent (Latin competens, competentis appropriate, capable) - knowledgeable, knowledgeable in a particular area; having the right, according to his knowledge or authority, to do or decide something, to judge something”. .

In the explanatory dictionary of the Russian language by S. I. Ozhegov, the concept of “competent” is considered as knowledgeable, knowledgeable, authoritative in some area, the concept of “competence” is considered as a range of issues in which someone is well aware; terms of reference, rights.

In the encyclopedic dictionary, one can find the following definition of "competence" - the terms of reference of a particular body, official defined by law; knowledge and experience in a particular area.

AT psychological literature, namely the dictionary practical psychologist, the concept of socio-psychological competence is revealed, "... which is formed in the course of the development of communication systems by an individual and inclusion in joint activities."

In the explanatory dictionary edited by D.I. Ushakov, there are differences between the concepts of competence and competence: “competence - awareness, authority; competence - a range of issues, phenomena in which a given person has authority, knowledge, experience, terms of reference" .

Also, according to Khutorsky A.V. competence - a set of personal qualities of a student (value-semantic orientations, knowledge, skills, abilities), due to the experience of his activity in a certain socially and personally significant area. Competence is an alienated, predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in a certain area..

I.A. The winter term "competence" reveals - "as a knowledge-based, intellectually and personally conditioned experience of a person's social and professional life" Final result education process.

According to Yu. N. Emelyanov“competence is the level of learning social and individual forms activity that allows the individual, within the framework of his abilities and status, to function successfully in society”.

G. K. Selevko interprets the term competence as the willingness of the subject to effectively organize internal and external resources for setting and achieving goals. Internal resources are understood as knowledge, skills, skills, over-subject skills, competencies (methods of activity), psychological characteristics, values, etc.

Competence is “a description of work tasks or expected results of work”, “competencies are defined as “the ability to act in accordance with the standards adopted by the organization” ... motives, character traits, abilities, self-esteem, social role, knowledge that a person uses at work.

Competence is the area of ​​problems to be solved, the scope of activities, the range of imputed duties, the area of ​​competence implementation in conjunction with the decision criteria, that is, the unity of the area of ​​​​competence implementation, performance criteria, and resources used. And competence is a process of directed interaction of knowledge, abilities and subjective properties of a person to achieve goals within a given competence..

M.V. Kondurar singled out the following components among the many interpretations of the concept of competence:

• subject area about which the individual is well aware;
• characteristic of the individual's activity, i.e. understanding of the essence of the tasks performed and the problems to be solved;
• the ability to choose means and methods of action that are adequate to the specific circumstances of the place and time;
• sense of responsibility for the results achieved;
• the ability to learn from mistakes and make adjustments in the process of achieving goals;
• integrated characteristic of the quality of graduate training, the category of the result of education;
• ideal and normative characteristic, a certain predetermined field of knowledge in which people united by one profession should be aware.

M.V. Kondurar refers to the signs of competence as a level determined by a combination of the following criteria:

• level of assimilation of knowledge and skills (quality of knowledge and skills);
• range and breadth of knowledge and skills;
• ability to perform special tasks;
• the ability to rationally organize and plan their work;
• the ability to use knowledge in non-standard situations (quickly adapt to changes in equipment, technology, organization and working conditions).

Thus, competence is a process of directed interaction of knowledge, abilities and subjective properties of a person to achieve goals within a given competence, determined together with competence and evaluated according to the criteria for achieving goals set by competence. And we can conclude that competence and competence are determined in conjunction with each other, and the level of competence (qualification) depends on its compliance with the requirements of competence. Competence is determined by the task manager, manager, and competence is formed in the learning process and is implemented and developed in professional activities..

Lots of competencies.A number of authors (S.V. Shishov, V.I. Kalnei, M.A. Choshanov and others) from general series competencies distinguish those that are not too specific, but are to a certain extent universal. Such competencies are called “key competencies” (basic skills). Key competencies are the most general abilities and skills that allow a person to understand the situation, achieve results in personal and professional life in a particular society, ensuring effective interaction of the individual in the implementation of professional activities and interpersonal interaction. Core competencies should not be opposed to knowledge or skills.

The list of key competencies is determined based on the main goals general education. Researchers of the competency-based approach to learning offer several classifications of key competencies. According to one of them (author A.V. Khutorskoy), key educational competencies are divided into:

1. Value-semantic competencies.

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. The individual educational trajectory of the student and the program of his life in general depend on them..

2. 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; competencies in the household, cultural and leisure sphere, for example, possession of effective ways of organizing free time. This also includes the student's experience of mastering the picture of the world, expanding to a cultural and universal understanding of the world..

3. Educational and 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. Within the framework of these competencies, the requirements of 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 competence.

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

5. 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 must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, lead a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are fixed for the student of each level of education within each studied subject or educational area.

6. 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. These competencies include, for example, the ability to analyze the situation on the labor market, act in accordance with personal and social benefits, and master the ethics of labor and civil relations..

7. Competencies of personal self-improvement.

Aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The student masters the methods of activity in his own interests and opportunities, which are expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include personal hygiene rules, taking care of one's own health, sexual literacy, internal ecological culture, ways of safe life..

In addition to these key competencies in modern education, the following competencies are also distinguished:

• general subject competences- belong 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.

Thus, key educational competencies are specified at the level of educational areas and subjects for each level of education..

Without exaggeration, we can say that in the lessons of mathematics, the formation of those key competencies that are the basis of the existence of an individual in society is underway.

1. Guide for the teacher - Astana: Center for pedagogical excellence, 2016 - 306 p.

2. Khutorskoy A. V. Technology for designing key and subject competencies // Eidos Internet Journal. – [Access mode: http://www.eidos.ru/journal/2005/]