Table 1

Traditional teaching	training
The teacher should present the basic concepts and concepts inherent in the content of the academic subject and reflected in the studied topic	The teacher should set a general (strategic) task for the students and describe the type and characteristics of the desired result for the future. The instructor provides an information module or indicates the starting points for finding information. The value of CCO - a student and a teacher can actually interact as equal and equally interesting subjects to each other, because competence is not determined by knowledge and age, but by the number of successful trials
Vital ideas and concepts are recognized thanks to the direct presentation of the teacher or in spite of him, since they are not directly discussed in the content of education, but quasi-problems are studied instead of life problems (in accordance with the topic recorded in the program)	Students isolate information that is significant for solving a problem, the problem itself is clarified as they become familiar with the information, as is the case when solving life problems, i.e. there is no pre-prepared task or problem, with an approximate set of ready-made solutions
Management disciplines are taught as a holistic and complete set of authoritative and consistent information beyond question.	Management disciplines are taught as a system of laboratory and test assignments. The problems of the history of science are taught in a broad humanitarian context as blocks of research and quasi-research tasks
Academic and professional knowledge is built on a clearly logical basis, optimal for presentation and assimilation	Academic and professional knowledge is built on a problem solving scheme
The main goal of laboratory work is the formation of practical manipulative skills, as well as the ability to follow instructions aimed at achieving planned results	Lab materials encourage students to come up with alternative ideas to those they are studying in classrooms. This allows in the course of educational work to compare, contrast and independently select the results based on their data

The end of the table. one

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

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

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

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

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

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

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

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

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

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

Subject competencies are associated with the ability to attract knowledge, skills, and skills formed within a specific subject to solve problems.

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

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

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

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

The professional competence of a teacher is understood as an integral characteristic that determines the ability to solve professional problems and typical professional tasks that arise in real situations of a professional teaching activities, using knowledge, professional and life experience, values \u200b\u200band inclinations. "Ability", in this case, is understood not as "predisposition", but as "skill". "Capable", i.e. “Knows how to do”. Abilities are individual psychological characteristics-properties-qualities of an individual, which are a condition for the successful performance of a certain type of activity.

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

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

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

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

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

Special competences, however, implement basic and key ones in relation to the specifics of professional activity.

The essential characteristics of the competence-based approach in higher vocational education are:

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

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

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

I. Practice-oriented modular training.

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

III. Social interaction in learning.

In these strategies, each student is assessed, the knowledge, skills, and competencies acquired by him / her through expert assessment and self-assessment.

Questions for self-control

• 1. Formulate the main goal of training a competency specialist. Classify educational competencies.
• 2. Describe the teacher's professional competence levels.
• 3. What are the origins of the idea of \u200b\u200ba competence-based approach?
• 4. How do you think the concepts of “competence” and “competence” differ?

Self-study assignments

• 1. Find the pros and cons of developing a personality-centered education paradigm and introducing a competency-based approach into the system of higher professional education at the Higher Business School. Justify each of the theses.
• 2. During the semester, the student did not study well, missed pairs, received two marks for colloquia. But in the exam, he got a "5". How do you measure the achievements of this student?

1

The analysis of the pedagogical conditions necessary for the effective functioning of the competence-oriented teaching technology in the system of secondary vocational education is carried out. When identifying pedagogical conditions, the methodological and theoretical foundations of pedagogical research were taken into account, which can be presented in the form of requirements: the conditions must ensure the systematic implementation of competence-based learning technology, implementation systems approach, the phased implementation of the competence-oriented teaching technology in the system of secondary vocational education, should contribute to the activation of the educational activities of students, should take into account the individual characteristics of the future specialist of the average qualification level. The identification of pedagogical conditions was carried out taking into account the content and characteristics of the developed technology, the specifics of secondary vocational education, the social order of society, scientific achievements in the implementation of competence-based learning technologies, and the author's experience of activities in the studied direction. As a result, we identified the following pedagogical conditions: a) practical training at the workplace in a corporate training and production center; b) organization of the educational process based on the "E-learning" system; c) continuous monitoring of the quality of professional training of students of secondary vocational education institutions.

corporate production center

pedagogical conditions

competence-based technology

2. Aranovskaya I. Training of a specialist as a socio-cultural problem / I. Aranovskaya // Higher education in Russia. - 2002. - No. 4. - P. 115-121.

3. Afanasyev V.G. Society: consistency, cognition and management / V.G. Afanasyev. - M .: Politizdat, 1981 .-- 432 p.

4. Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research / Yu.K. Babansky. - M .: Pedagogy, 1982 .-- 192 p.

5. Baydenko V.I. Competences in vocational education / V.I. Baidenko // Higher education in Russia. - 2004. - No. 11. - S. 3-13.

6. Sailor D.Sh. Quality management of education based on new information technologies and educational monitoring / D.Sh. Sailor, D.M. Polev, N.N. Melnikov. - 2nd ed., Rev. and add. - M .: Ped. about-in Russia, 2001 .-- 128 p.

7. Novikov A.E. Network information technologies in education / A.E. Novikov // Methodist. - 2008. - No. 9. - S. 2-9.

8. Serikov V.V. Competence model: from idea to educational program / V.V. Serikov, V.A. Bolotov // Pedagogy. - 2003. - No. 10. - S. 8-14.

9. Talyzina N.F. Educational psychology: textbook. manual / N.F. Talyzin. - M .: Academy, 2001 .-- 288 p.

When developing a competence-based learning technology in the system of secondary vocational education on the basis of a systemic, activity-based and modular competence approach, it is necessary to highlight the main pedagogical conditions for its effective functioning.

Yu.K. Babansky, N.M. Yakovleva et al. Under the pedagogical conditions mean a set of measures in the educational process, ensuring the achievement of the highest level of activity by the student. IN AND. Andreev rightly notes that pedagogical conditions are the result of "... purposeful selection, construction and application of content elements, methods (techniques), as well as organizational forms of education to achieve didactic goals." These conditions relate to the activities of the teacher and are external (objective) in relation to the student.

Agreeing with this opinion, it is also required to note that the training system can function under a certain set of conditions, since random and disparate conditions, as N.M. Yakovlev, cannot solve this problem effectively. Therefore, from the entire set of objects that make up the environment of the studied pedagogical phenomenon, it is important to choose those that have a positive impact.

When identifying pedagogical conditions, the methodological and theoretical foundations of pedagogical research were taken into account, which can be presented in the form of requirements:

1. The conditions should ensure the consistency of the implementation of the competence-based learning technology, the implementation of a systematic approach.
2. The conditions should ensure the phased implementation of the competence-based learning technology in the system of secondary vocational education.
3. It is necessary that the conditions contribute to the revitalization of the educational activities of SVE students.
4. Conditions should take into account the individual characteristics of a future specialist of an average qualification level (needs, motives, professionally significant qualities).

The identification of pedagogical conditions was carried out taking into account the content and characteristics of the developed technology, the specifics of secondary vocational education, the social order of society, scientific achievements in the implementation of competence-based learning technologies, and the author's experience of activities in the studied direction. As a result, we identified the following pedagogical conditions:

a) practical training on the job at the corporate training and production center;

b) organization of the educational process based on the "E-learning" system;

c) continuous monitoring of the quality of professional training of students of secondary vocational education institutions.

Consider the first pedagogical condition - hands-on on-the-job training at the corporate training and production center.

Social order of the education system defined by the Law Russian Federation "On Education", the Federal State Educational Standard of Secondary Vocational Education, the Federal Target Program for the Development of Education, orients educational institutions to improve the quality of professional training of qualified specialists competent in modern technologiescapable of innovation and creativity in their workplace.

The society's demands for the quality of secondary vocational education are being implemented in order to transform the system of secondary vocational education aimed at the competence-oriented training of a specialist.

There was an objective need to reorganize the educational process, allowing, along with the study of disciplines, to carry out the formation professional competencies on the profile of the future specialty.

The modular-competence-based approach in vocational education presents as the goal of training a set of professional competencies of a student, as a means of achieving it - modular construction of content and structure vocational training... It is advisable to realize this goal in a corporate training and production center, in which the educational process consists of two interrelated parts: theoretical and practical. The purpose of theoretical training is a step-by-step study of the content of the functional duties performed, the awareness of their necessity and logical expediency. The theoretical part is mainly independent work student-trainee using the e-learning system (the Moodle software shell can be used as such a system) under the guidance of a teacher-methodologist. For this, an interdisciplinary electronic educational and methodological complex for competencies is being developed and introduced into the educational process. The complex is based on electronic training manuals on competencies. The practical part of the training is carried out directly at the workplace of the student-trainee, where he performs his functional duties under the guidance of a mentor.

Let's move on to the description of the second pedagogical condition - organization of the educational process based on the system "E- learning» .

Modern educational institution it is necessary to timely adapt to the global changes taking place in the world community, meet international criteria for the quality of education, the requirements of employers and new technologies.

Teachers must meet the demands of the new audience to which they bring knowledge. A modern student is a member of the network community of progressive youth, who is fluent in information technology, suitable for communication, work, learning anywhere, anytime, in any format. Students perceive information better in high-tech paradigms close to them. The teacher must not only master technology, but also understand the concept, turn from a source of information into a conductor of the global world of knowledge. Swiftness modern world requires the use of the fastest and cheapest methods of knowledge generation and transfer processes. E-learning is one of the possible tools to solve this pressing problem of our time. One of the main definitions E-Learningstates that e-learning (eng. E-learning, short for English. Electronic Learning) is an e-learning system, training using information, electronic technologies.

The experience of a fairly intensive development and practical implementation of E-Learning methods in recent years convincingly proves that they provide a significant increase in the quality of the educational process and an increase in the level of knowledge of students. But this effect is achieved only under the conditions of a complex, systemic application of information technologies, with the maximum use of their capabilities, as a result of which the technology of organizing the educational process is radically changing.

When designing it for each academic discipline the goals are invariably set to enhance the creative elements of teaching, expand the possibilities of monitoring the progress of students mastering the theoretical and practical foundations of the studied subject, reduce subjectivity and make the assessment of learning outcomes more objective. However, these goals can be fully achieved only if the technology of organizing the educational process will ensure its minimum possible labor intensity, when it will be focused on, so to speak, the growth of labor productivity, both teachers and students. It should be noted that this aspect of educational technology has received very little attention in specific E-Learning developments.

If a lot has already been said on the development of lecture materials, then the ways of implementing the workshop are an area that requires special approaches. And we can say that it is the level of technical solutions in the workshop that will determine the overall level of effectiveness of the application of E-Learning methods in the educational process in the context of the implementation of federal state standards of the third generation, when the main learning outcomes should be acquired practical experience, formed professional competencies.

The third pedagogical condition is continuous monitoring of the quality of vocational training of students of secondary vocational education institutions.

The analysis of psychological and pedagogical literature on the research problem shows that secondary vocational education is impossible without constant diagnostics of the correspondence of the actual results of the activity of a given pedagogical system to its intermediate and final goals. The ultimate goals do not always correspond to one degree or another to the given, planned, but this situation is rarely taken into account by practitioners. However, omissions and shortcomings at any stage of work can become irreplaceable pedagogical losses, which are almost impossible to correct at subsequent stages of education, since its continuity is disrupted.

The main condition for the social effectiveness of vocational training is the inclusion in it of a powerful diagnostic block, which provides students with the opportunity not only to clarify their attitude to one or another type of professional activity, but also to learn their professionally important qualities, their degree and potential. development. Thus, a personality-oriented orientation of training is manifested.

Innovative processes, the search for reserve opportunities for improving the quality of specialist training in the system of secondary vocational education require a fundamentally new approach to diagnostics of the development and self-development of educational systems. We are in solidarity with V.I. Andreev is that pedagogical monitoring is more consistent with this. Based on the above, we came to the conclusion that it is necessary to develop continuous monitoring of the quality of vocational training of students of secondary vocational education institutions, including several stages.

Organizational and preparatory work involves the definition of criteria and indicators of the phenomenon under study. In order to make the goals fully diagnosed, that is, verifiable, and the process of secondary vocational education reproducible, it is necessary to put forward criteria for their achievement.

The theory of pedagogical monitoring describes in detail the feedback criteria necessary for managing the process of secondary vocational education:

• accuracy - the coincidence of the result and its assessment with the corresponding conventional norm;
• completeness - assimilation of the maximum possible number of elements of knowledge, connections and relationships of their elements, generalization of their content, implementation of methods of activity by students;
• adequacy - the correspondence between the type of tasks being solved and the type of thinking;
• the presence or absence of cognitive, emotional and behavioral relationships, their positive or negative orientation.

When developing criteria and indicators, we were based on internal (structural and logical) and external (compliance with the intended goal) indicators. The criteria for the level of formation of the professional competence of a future specialist of an average qualification level are professional knowledge, professional skills and personalities, each of which represents a certain component of the content of secondary vocational education. A detailed description of the criterion-level scale is presented below (Table 1).

Table 1

Criteria-level scale for assessing the level of formation of professional competence of a future specialist of an average qualification level

Level	Criteria	Indicators
		Superficial assimilation of professional knowledge; lack of desire for research work. The empirical and everyday stage of the development of thinking; lack of ability to solve high-quality interdisciplinary problems of increased complexity; superficial assimilation of connections and relationships of professional knowledge
	Professional focus	Cognitive inertia; lack of interest in professional activity
	Professional knowledge and skills	Understanding the essence of the content of professional knowledge; the desire to carry out research work. Empiric-scientific or differential-synthetic stage of thinking; ability to solve some professional tasks of increased complexity
	Professional focus	Unstable interest in professional activity
	Professional knowledge and skills
	Professional focus	Stable interest in professional activity

Pedagogical diagnostics involves the collection of information using selected methods depending on the age and individual characteristics of students, their level of preparedness; quantitative and qualitative processing of the results obtained with a focus on the criterion-level approach; making a pedagogical diagnosis through the following analytical actions: comparing the results obtained during processing with data, establishing and analyzing cause-and-effect relationships that determined the state of secondary vocational education.

To determine the quality level of specialist training in the system of secondary vocational education, we have developed pedagogical diagnostics based on the methods of S.A. Starchenko, N.F. Talyzina, A.V. Usova.

The criteria for judging the quality of secondary vocational education are professional knowledge and skills and the professional orientation of the student's personality.

Analysis of diagnostic results associated with the procedure for finding and determining the causes of the current situation. Correction of educational content involves corrective work. Correction of external conditions presupposes the elimination of the causes or overcoming of factors inhibiting the process of secondary vocational education, the procedural and technological provision of this procedure with the forms, methods and means of education.

It should be noted that the continuous monitoring developed by us allows us not only to obtain reliable and sufficiently complete information about changes in the level of formation of the professional competence of a future specialist of an average qualification level, but also to identify ways to achieve more effective results, to find the unaccounted for and introduce it into the logic of the technology content.

Thus, the study of the essence of the problem of improving the quality of vocational training of students of secondary vocational education organizations, the development and scientific substantiation of competence-oriented technology in the system of secondary vocational education, made it possible to identify and substantiate the necessary pedagogical conditions for its effective functioning.

Reviewers:

Salamatov A.A., Doctor of Pedagogical Sciences, Professor, Director of the Institute of Additional Education and Professional Training of FSBEI HPE "Chelyabinsk State Pedagogical University", Chelyabinsk.

Uvarina N.V., doctor of pedagogical sciences, professor, deputy. Director for Research of the Professional Pedagogical Institute of the Federal State Budgetary Educational Institution of Higher Professional Education "Chelyabinsk State Pedagogical University", Chelyabinsk.

Bibliographic reference

Kalinovskaya T.S. PEDAGOGICAL CONDITIONS OF EFFECTIVE FUNCTIONING OF COMPETENCE-ORIENTED TECHNOLOGY OF EDUCATION IN THE SECONDARY VOCATIONAL EDUCATION SYSTEM // Contemporary problems science and education. - 2013. - No. 5 .;
URL: http://science-education.ru/ru/article/view?id\u003d10493 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"

MINISTRY OF BRANCH OF RUSSIA

federal state budgetary educational institution

higher professional education

"Volga State Social and Humanitarian Academy"

History department

Department of Pedagogy, Psychology, Methods of Teaching History

Course work

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

Completed:

full-time student of the third year

Budylev S.M.

Supervisor:

candidate of Pedagogical Sciences, Associate Professor O.A. Smagina

Samara 2013

Introduction

Chapter I. Theoretical Foundations of Learning Outcomes Assessment in Competence-Based Education

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

2 Features of competence-based education

Conclusions on Chapter I

Chapter II. Ways and ways of assessing learning outcomes in competence-based education

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

2 Ways and ways of implementing competence-based education

Conclusions on Chapter II

Conclusion

List of references

Introduction

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

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

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

The object of research is the assessment of the learning outcome. And the subject of work is competence-based education as a condition for achieving the goal of modern education.

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

comprehend the theoretical foundations of the competence-based approach;

to identify the concepts and essence of the quality of education;

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

The main objectives of the study:

To study the theoretical foundations of competence-based education;

Define the concepts and essence of the quality of education;

Analyze the ways and means of implementing competence-based education in a modern school.

Theoretical and practical significance: in modern society, it becomes important to put the knowledge gained into practice in school. It should be taught in such a way that a person can relearn all his life. With the help of competence-based education, knowledge becomes the cognitive basis of human competence.

Research methods:

Study of the conceptual and theoretical base;

Study and generalization of advanced teaching experience.

Main literature:

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

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

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

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

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

The article examines the place of competence-based education in the modern educational process.

· I.I. Menyaeva. Competence-based education is a priority area of \u200b\u200bschool innovation. Samara: Fort, 2008

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

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

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

· Zolotareva, A.V. Monitoring the performance of an educational institution. - Yaroslavl, Publishing house of YAGPU im. K. D. Ushinsky, 2006.

This paper considers monitoring as an assessment of the result of students' activities.

Chapter I. Theoretical Foundations of Learning Outcomes Assessment in Competence-Based Education

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

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

However, the changes taking place in the world and in Russia in the field of the goals of education, correlated, in particular, with the global task of ensuring the entry of a person into the social world, his productive adaptation in this world, make it necessary to raise the issue of providing education with a more complete, personally and socially integrated result. The concept of “competence and competence” was used as a general definition of such an integral socio-personal-behavioral phenomenon as a result of education in the aggregate of motivational-value, cognitive components.

Practice has proven that modern education can no longer function successfully in the previous content, organizational and, more broadly, pedagogical forms. This means that a new school and educational system inevitably require the use of other methods of management, which implies a rethinking of the basic conditions for organizing school life: the reformulation of goals, objectives, means, methods of assessment and communication3 .

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

The need for an objective assessment of the results of human activity has always been and remains one of the most significant in any area of \u200b\u200bhuman activity. And the more versatile, multifaceted this activity, the more difficult it is to assess its result.

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

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

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

establishing the reasons for the increase or decrease in the level of student achievement in order to further correct the educational process.

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

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

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

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

It is difficult to disagree with the opinion of T.G. Novikova and A.S. Prutchenkov that in the process of modernizing the control system it is advisable to preserve and disseminate all that positive that has been accumulated in a number of schools in the country for last years (the introduction of monitoring of educational achievements within the framework of level differentiation in teaching; the use of various forms of control in the final certification of students, the introduction of computer testing, etc.), and to change what hinders the development of the education system (subjectivity of assessments, predominant focus on checking factual material, insufficient the use of control means that form the interest of each student in the results of their cognitive activities, the incomparability of the control results in schools, the insufficient preparedness of teachers and school administrations to use modern means of measuring the level of educational achievements, etc.).

Studies of a number of scientists' works allow us to conclude that one of the reasons for the lag of students in learning is a poorly developed ability to critically evaluate the results of their educational activities. At present, the need to find effective ways to organize the assessment activities of teachers and students has become quite clear4 .

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

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

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

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

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

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

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

Often in the psychological and especially pedagogical literature, the concepts of "assessment" and "grade" are identified. However, the differentiation of these concepts is extremely important for a deeper understanding of the psychological, pedagogical, didactic and educational aspects of the evaluative activity of teachers.

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

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

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

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

Researchers have found that teacher assessment leads to a beneficial educational effect only when the student internally agrees with it. For well-performing schoolchildren, the coincidence between their own grade and the grade given by the teacher happens in 46% of cases. And among poorly performing ones - in 11% of cases. According to other researchers, the overlap between teacher and student's own assessment occurs in 50% of cases. It is clear that the educational effect of assessment will be significantly higher if students understand the requirements of teachers7 .

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

Assessment - a qualitative indicator (for example, "You are great!").

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

Stages of development of a five-point rating scale:

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

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

) January 1944 - a return to the digital "five-point" system for assessing progress.

1.2 Features of competence-based education

The meaning of competence-based education consists in the dialectical synthesis of academic and pragmatic education, in the enrichment of the personal experience of the subject in the design of such educational environment, which contributes to the optimal development of individuality, the uniqueness of the student, taking into account universal human values. The thesis “there are no irreplaceable people” is becoming a thing of the past. Society, culture are enriched, developed thanks to the uniqueness of their representatives7 .

In accordance with the Strategy for the modernization of the Russian system of general secondary education, the teacher is called upon to ensure the integration and continuity of the processes of the formation of a complex of universal knowledge, abilities, skills and the formation of key competencies.

Important components of a teacher's readiness for competence-based education of schoolchildren are:

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

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

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

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

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

The competence-based approach in defining the goals and content of general education is not completely new, and even more so alien to the Russian school. The focus on mastering skills, methods of activity and, moreover, generalized methods of action was the leading one in the works of such Russian teachers and psychologists as M.N. Skatkin, IYa. Lerner, V.V. Kraevsky, g. Shchedrovitsky, V.V. Davydov and their followers. In this vein, separate teaching technologies and teaching materials were developed. However, this orientation was not decisive; it was practically not used in the construction of typical curricula, standards, and assessment procedures.

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

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

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

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

Competence-based education speaks of a plurality of levels in the possible field of student achievement.

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

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

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

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

The closest in terms of methodology to competence-based education is the experience of organizing the research model of the lesson, the problem-task approach, and situational pedagogy.

The central point of modernization of education based on the idea of \u200b\u200ba competence-based approach is a change in teaching methods, which consists in the introduction and testing of forms of work based on the responsibility and initiative of the students themselves.

Another topic for further innovative search arises - how should the assessment system at school change?

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

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

Innovation of modernization, educational process, aimed at achieving guaranteed results in the framework of its traditional reproductive orientation. Innovation-transformations that transform the traditional educational process, aimed at ensuring its research nature, the organization of search educational and cognitive activities.

Conclusions on Chapter I

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

The actualization of competence-based education in recent decades is due to a number of factors. The transition from industrial to post-industrial society is associated with an increase in the level of uncertainty in the environment, with an increase in the dynamism of the course of processes, a multiple increase in the information flow. Market mechanisms in society have started to work more actively, role mobility has increased, new professions have appeared, changes in previous professions have taken place, because the requirements for them have changed - they have become more integrated, less specialized. All these changes dictate the need to form a personality that can live in conditions of uncertainty.

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

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

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

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

It is no longer enough for a school in a post-industrial society to provide a graduate with knowledge for decades to come. In the labor market and from the point of view of life prospects, the ability and readiness to learn and retrain all their lives are becoming more in demand. And for this, apparently, it is necessary to learn differently, in different ways.

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

Chapter II. Ways and ways of assessing learning outcomes in competence-based education

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

The adaptability of the education system requires determining the correspondence of the activities of a particular pedagogical system to the capabilities and educational needs of a particular student. Learning in the context of competence-based education becomes predominantly an active independent activity, controlled through the use of control and diagnostics10 .

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

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

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

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

The monitoring reveals trends in the development of the education system, correlated in time, as well as the consequences of decisions. Within the framework of monitoring, the identification and assessment of the conducted pedagogical actions is carried out. At the same time, a feedback is provided, informing about the correspondence of the actual results of the activity of the pedagogical system to its final goals.

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

analysis of the feasibility of setting goals for the educational process, plans for educational and educational work;

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

organization of the educational process;

combining control with the provision of practical assistance.

The main difference between monitoring the quality of training and control, first of all, is that the task of monitoring is to establish the causes and magnitude of the discrepancy between the result and the goals. In addition, monitoring is systematic and lengthy in time, criteria and indicators used.

The main monitoring functions include:

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

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

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

integrative - monitoring is one of the backbone factors providing a comprehensive characterization of processes.

There are general features of the activity:

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

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

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

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

The main types of monitoring can be distinguished by content:

didactic monitoring, the subject of which is the new formations of the educational process (obtaining knowledge, abilities, skills, their compliance with the requirements of the State Educational Standard, etc.);

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

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

management activity, showing changes in various management subsystems.

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

By focus:

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

monitoring the conditions for organizing activities - identifies deviations from the planned rate of activity, the level of rationality of the activity, the necessary resources;

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

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

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

Select diagnostic tools.

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

Systematize information about the state and development of the system.

Provide a regular and visual presentation of information about ongoing processes.

To organize information support for the analysis and forecasting of the state and development of the education system, the development of managerial decisions.

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

Traditional in-form monitoring control works, exams, inspections is not effective enough. First of all, because:

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

controlling the learning outcomes, the learning process itself is ignored;

rather subjective points and integral assessments of the fulfillment of test tasks are used in general, which does not allow finding out which elements of the content have not been mastered specifically and to what extent;

in fact, no diagnostic techniques are used to reveal the causes of certain mistakes of students, shortcomings in the work of a teacher, and to identify factors that affect academic performance.

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

Monitoring is carried out in the following stages:

Preparatory stage:

formation of an order for monitoring,

selection of the monitoring object,

methodological support of monitoring,

definition of criteria and indicators,

creation of a working project or program,

instructing or training monitoring personnel.

Monitoring stage:

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

collection and analysis, storage of results.

Data processing and decision-making stage:

data processing, including mathematical and statistical,

analysis, generalization and systematization of the obtained data,

preparation of the final document,

making decisions,

a set of measures to enhance the use of data, including information support for monitoring12 .

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

2.2 Ways and ways of implementing competence-based education

pedagogical monitoring competence education

Competence-based education, in contrast to the concept of "assimilation of knowledge" (and in fact, the sum of information) involves the development of students of skills that allow them to act effectively in the future in situations of professional, personal and social life. Moreover, special importance is attached to skills that allow one to act in new, uncertain, problematic situations for which it is impossible to develop appropriate means in advance. They need to be found in the process of resolving such situations and achieve the required results13 .

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

“We gave up not knowledge as a cultural“ subject ”, but from a certain form of knowledge (knowledge“ just in case, ”that is, information).

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

Knowledge is not information.

Knowledge is a means of transforming a situation.

If knowledge is a means of mental transformation of a situation, then it is a concept.

We are trying to construct concepts so that they become means of transforming situations into action.

V.P. Zinchenko contrasts knowledge and information:

“Information has swept over humanity. Education did not escape this fate, which is increasingly being built on the type of a "knowledge buffet" (E. Fromm's expression). Quite often there is a mixture of true understanding, erudition and awareness. The lines between them are becoming increasingly blurred, as are the lines between knowledge and information. Nevertheless, such boundaries exist. An experienced teacher can easily distinguish "know-it-all" and "quick-grabber" from "Thoughtful" and "Solid" student. Another thing is more dangerous: the students' illusion that what is remembered is known. These illusions are still fresh in pedagogy and psychology. Let us recall their background. It is fair to say that knowledge cannot be defined, since it is a primary concept. Several metaphors can be imagined:

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

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

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

The metaphor of Socrates is a metaphor for obstetrics: a person has knowledge that he cannot comprehend himself, and an assistant is needed who, using Maevic methods, can help give birth to this knowledge. An evangelical metaphor for growing grain. Knowledge grows in the consciousness of a person, like a grain in the soil, which means that knowledge is not determined by external communication. Knowledge arises as the result of a cognitive imagination stimulated by a message, an intermediary14 .

The last two metaphors are much more interesting. In the metaphor of Socrates, the place of the teacher-mediator is clearly indicated, in the gospel it is implied. It is important to emphasize that in the latter metaphors the knower is not a “receiver”, but a source of his own knowledge. In other words, we are talking about knowledge as an event. Personal, life event. An event that takes place in the student's thinking. Knowledge is always someone's, someone's, it cannot be bought (like a diploma), stolen from a knowledgeable person (perhaps together with the head), and information is no one's territory, it is subjectless, it can be bought, it can be exchanged or stolen, which often happens. Knowledge, becoming the common property, enriches those who know, and information in this case is devalued. Knowledge matters, and information has a purpose at best. Information is, at its best, a medium that may have a price, but not a value. Knowledge, however, has no value; it has a vital and personal meaning.

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

Thus, the competence-based approach is a strengthening of the applied, practical nature of all school education (including subject teaching). This direction arose from simple questions about what results of school education a student can use outside of school. The key idea of \u200b\u200bthis direction is that in order to ensure the “distant effect of school education, everything that is studied must be included in the process of consumption and use. This is especially true of theoretical knowledge, which should stop being dead baggage and become a practical means of explaining phenomena and solving practical situations and problems.

Another aspect of application concerns the adequacy of the content of education to modern trends in the development of the economy, science, and public life. The fact is that a number of school skills and knowledge no longer belong to any professional occupation. An example of this exotic type of schoolwork would be the whole subject of drawing. This also includes the so-called industrial training, in which girls learn how to sew a skirt, and boys - work on machines that remain only in schools and vocational schools. Here, of course, a revision of the content of education is urgently needed. In the UK, for example, in the course of such a revision, when discussing a standard in mathematics, the topics of multiplication of large numbers were excluded in favor of rounding amounts for counting and evaluating statistics. In many countries, traditional vocational training and home economics courses have been replaced by courses in Technology and Design, Entrepreneurship, or vocational training courses that provide specific professional skills in working with electricity, plumbing, etc. And this is all part of the school renewal that is taking place under the slogan of competence-based education.

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

Conclusions on Chapter II

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

It is no longer enough for a modern school to provide a graduate with knowledge for decades to come. In the labor market and from the point of view of life prospects, the ability and readiness to learn and retrain all their lives are becoming more in demand. And for this, apparently, it is necessary to learn differently, in different ways.

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

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

Key competencies as a result of general education mean a willingness to effectively organize their internal and external resources to make decisions and achieve a set goal.

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

willingness to resolve problems;

technological competence;

readiness for self-education;

readiness to use information resources;

readiness for social interaction.

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

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

Conclusion

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

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

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

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

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

List of references

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

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

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

Zolotareva, A.V. Monitoring the performance of an educational institution. - Yaroslavl, Publishing house of YAGPU im. K. D. Ushinsky, 2006.

Ivanov D.A. Competence and Competence-Based Approach in Modern Education - Moscow: Chistye Prudy, 2007.

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

Menyaeva I.I. Competence-based education is a priority area of \u200b\u200bschool innovation. Samara: Fort, 2008

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

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

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PSYCHOLOGIST ABOUT - PEDAGOGICAL SUPPORT OF TRAINING WITHIN

COMPETENCE-ORIENTED APPROACH.

annotation

The article discusses main directions of work school psychologist to support the learning process within the framework of a competence-based approach to education. Danamodel of psychological support for competence-based learning. Described the effectiveness and efficiency psychologist's work on differentm directions of activity.

Keywords: Competence-based training,psychological and analytical development maps, psycho-analyticaland I activity, psipsychological monitoring, innovative pedagogical technologies, emotional burnout syndrome.

“They really talk about the level of civilization

not a census, not the size of cities, not

harvested crop - no, qualities speak about it

the person the country produces. "

RU. Emerson

Currently, due to changes in various spheres of life, society we need independent thinking people who are able to actively act, make decisions,navigate the flow of information in a mobile manner, competently solve problems of varying complexity based on available knowledge.

Human lifeXXI century sets new tasks for education aimed at unleashing the potential of a person who is able to find himself and self-actualize in any socio-economic conditions.

An adequate response to this requirement is consistency, which is manifested in the development of a competence-based approach in modern education.[ 5 ] .

Comp etendency oriented learning is a goal-seeking process. Its essence lies in the creation of conditions under which, in the process of learning, the child becomes his subject, i.e. learns for the sake of self-change, when its development from a side and accidental result turns into the main task, both for the teacher and for the student himself. In this regard, it is necessary to find in the pedagogical process such psychological conditions that could maximally contribute to the manifestation of independence and activity of students, as well as advancement in their intellectual and personal development.[ 9 ] .

As an option it is offeredPsychological support model (PS) competence-based learning

The essence of our activity is based on the general goal of modern education "To maximize the potential of the child's personality, to promote his full development in personal and cognitive terms, as well as the continuous maintenance by the forces of all participants in the educational process of an equilibrium situation between the child's real capabilities and the volume, dynamic indicators of educational trends" [2 ].

The psychologist's methods of practice are self-support.

Following the natural development of a child at a given age, socio-cultural stages of ontogenesis;

Creation of conditions for independent creative development by children of the system of relations with the world and with themselves, as well as for each child to make personally significant life choices;

The psychologist does not change the child's environment, which the parents have chosen for him, but helps him to navigate and act in the given conditions, creates conditions for maximum development and learning;

That is, accompanying a child along his school path is moving with him, next to him, and sometimes a little ahead. At the same time, an adult does not try to control, impose his own ways and guidelines. He is also unable to indicate the path that must be followed. Choosing the Road is the right and duty of every person, but if at the crossroads and forks next to the child there is someone who is able to facilitate the process of choosing, to make it more conscious, it is a great success. It is in this kind of accompaniment in the process of schooling that we see the value sense of psychological activity at school.

The effectiveness and efficiency of psychological and pedagogical support is determined by planning, consistency, purposefulness, versatility, and differentiation.

An important direction in our work to support the learning process within the framework of a competence-based approach is the organization of psychological and analytical activities and support of the methodological work of teachers aimed at optimizing the learning process in accordance with the individual and age characteristics of students.

Extensive practical activities are being carried out. A data bank is being created that characterizes the psychological characteristics of children, the zones of their actual and proximal development, and the difficulties that may arise. Psychological and analytical development maps are filled in, which show the characteristics of each child. (Appendix 1).

In the future, for example, the recruitment of children infirstclasses, carried out based on complete information about each specific child and the potential for its development. This allows, if necessary, already in the first daysthe child's stay at school, develop individual programs for support, rehabilitation and correction of mental developmentfirst graders.

Thus, the most important thing is to understand the characteristics of a student as a developing personality, in the context of his life conditions, taking into account age, gender, individual characteristics. On this basis, determine the process of further work, design and implement the conditions in which each student can successfully learn and develop.

Becoming a successful, competent student consists not only in creating optimal conditions for his development, but also in the ability to teach him to independently overcome the difficulties of this process.

TOeducational activities with students, in our school is carried out in variouspurposes (see below). The developed psychological courses for students from grades 1 to 4 deserve more attention: The world around us-grade 1, Know yourself-grade 2, Develop yourself-grade 3, Self-improvement-grade 4. Methodological aids, workbooks have been created.

Increasing the level of adaptation and motivation of students 1,4,5- s classes.

Preparation of children enrolled in pre-school preparation classes for schooling, course "Introduction to school life".

Preparing 4th grade students for the transition to middle school

Preparing students for the Unified State Exam - "The Path to Success"

The system of psychological support for the professional self-determination of students (as part of an additional course in psychology in high school).

Psychological development of home school students.

Teaching the elements of balancing psychoemotional and muscular tension, training sessions with students in extended day groups.

Preventive correctional work with students at risk, "difficult" - "Change yourself."

Prevention of suicide among minors - "Do not put an end to life, but teach to untie the knots."

The development of the learner's competencies requires teachers to introduce new pedagogical technologies... The problem of controllability of this process arises, which largely depends on the developed mechanisms for tracking and evaluating the effectiveness of their application.

For this purpose, we use a system of information and psychological support (psipsychological monitoring)allowing to track the effectiveness of the educational process, to identify the dynamics of psychological development, to determine the state of the child's motivational sphere, to clearly see the changes in the student's personal characteristics, the system of interpersonal relationships.

Solving the problems of psychological support of the learning process within the framework of the competence-based approach cannot be limited to the area of \u200b\u200bdirect interaction between the psychologist and the child. Psychological counseling and education affecting not only the educational activity of the child, but also his age and psychological developmentshould be supplemented by the active involvement of not only teachers, but also parents in the process of psychologizing education.

Without sufficient knowledge of the age and individual characteristics of the child, parents and some teachers sometimes carry out training and education intuitively. Instead of carefully studying what qualities a child is naturally endowed with, developing these qualities, they stubbornly deform him.Many parents are struck out of the blue by the behavior of their children in adolescence. He was like a normal child and suddenly smokes, is rude, slams the door. Sukhomlinsky wrote that such parents are like a gardener who, not knowing what kind of seed he threw into the ground, came a few years later and was very surprised that a thistle had grown instead of a rose. “And it would be even funnier,” adds V. Sukhomlinsky, “it would be to see the gardener's manipulations if he started to tint, paint a thistle flower, trying to make a rose flower out of it…. The moral face of a teenager depends on how he was brought up and developed, which was embedded in his soul until the age of 10-11.

For these purposes, we regularly hold conferences, workshops, round tables.Lectures are organized, training sessions whichform a more complete image of the child in parents and teachers, help to perceive him as he is, better understand his features, teach to find constructive ways to resolve conflict situations.Each of us can make mistakes, but it's never too late to correct them, the main thing is not to be ashamed of it.

Recently, conferences have been held on the problems of the emergence of addictive behavior in children, the study of the role of fathers in the family, prevention of violence against children, and the problem of suicide. The experience of work at the regional level is summarized on the problem of suicide prevention.A conference was held on the problem of studying informal youth organizations and their influence on the formation of a moral and spiritual personality.

The increase in the psychological literacy of the population is carried out not only through cooperation with the district media. Starting this year, it is planned to involve Internet structures in our work by launching a school site for a psychological service, which will allow us to expand the boundaries of our activities.

The psychological service has undergone changes in terms of transforming its position in relation to the educational process. If before the psychologist took a reactive position - he solved situational problems that arise during the period of study at school, now he takes an active, advanced position, consisting in modeling and building the educational environment at various stages of a child's education. This position of the psychologist is focused on the student as a subject of the educational process, on the maximum and fairly rapid actualization of the potential of each child, on the preservation of his psychological and physical health.

Our children are people of a new generation, a new information society. We see that gradually key educational competencies are turning into means of development personal qualities students. Education is entering a new level.Close cooperation and interaction of all subjects of the pedagogical process, based on the implementation of a competence-oriented approach, will provide adequate conditions for the development, education and upbringing of a child in accordance with his needs and capabilities. It will help the student to quickly adapt to the world around him, to withstand difficult life situations, to rise to a higher level of moral and personal development, to become a more competent and competitive subject of society, a full-fledged citizen of our Republic.

As Olzhas Suleimenov said

“The past belongs to those who know it. The future is for the one who creates it».

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In modern medical and pharmaceutical education, tendencies have recently appeared that make it possible to talk about the transition of this system to a new qualitative state. The Higher Medical School is a new high-tech system of educational equipment, new curricula, electronic teaching aids, new conditions for the implementation of federal state educational standards.

The Higher School of Pharmacy should provide graduates with a system of integrated theoretical and practical knowledge, skills and abilities, help them master high pharmaceutical technologies, and form the ability for social adaptation of a specialist. The implementation of these tasks contributes to the targeted training of a pharmacist based on a strong motivational attitude, deep specialization, and actualization of the intellectual and personal capabilities of students.

Higher pharmaceutical school teachers are a special category of teachers with specific functions, conditions and methods of work, qualification and personal characteristics. In his work, the teacher is guided by the fact that today pharmaceutical universities are preparing pharmacists to work in the face of changes in the healthcare financing system, improving its structure and tasks. Accordingly, the responsibility of teachers of a pharmaceutical university for the results of their work increases.

Currently, the search for ways to improve the effectiveness of vocational education is associated with a competence-based approach.

The relevance of the competence-based approach is highlighted in the materials of education modernization and is considered as one of the important provisions of updating the content of education. This is due to the fact that professional activity is characterized by increasing complexity and dynamics, while the main task of competence-based training is the formation of a specialist capable of solving professional problems in new situations.

The competence-based approach is an approach that focuses on the result of education, and the result is not considered the sum of acquired information, but the person's ability to act in various problem situations, in other words, the competence-based approach is an approach in which the results are recognized as significant outside the education system.

The specificity of competence-based training is that it is not the ready-made knowledge that someone suggested for assimilation is acquired, but the student himself formulates the concepts necessary for solving the problem. With this approach, educational activity, periodically acquiring a research or practice-transformative character, itself becomes a subject of assimilation.

The nature of competence is such that, being a product of learning, it does not directly follow from it, but rather is a consequence of the self-development of the individual, his personal growth rather than technological, a consequence of self-organization and generalization of activity and personal experience.

Competence is a way of existence of knowledge, skills, education, contributing to personal self-realization, the pupil finding his place in the world, as a result of which education becomes highly motivated and, in the true sense, personality-oriented, ensuring the maximum demand for personal potential, recognition of the personality by others and awareness of its very own significance.

The competence-based approach in education involves the development by students of skills that allow them to act in new, uncertain, problematic situations for which it is impossible to develop appropriate means in advance. They need to be found in the process of resolving such situations and achieve the required results. The main value is the development of skills by students that would allow them to define their goals, make decisions and act in typical and non-standard situations. In addition, the competence-based approach assumes the formation of general cultural and professional competencies in students as the final result of education.

The most important feature of the competence-based approach is the student's ability to self-study in the future, and this is impossible without deep knowledge and independent work. Knowledge is completely subject to skills; the student must, if necessary, be able to quickly and accurately use sources of information to resolve certain problems. Competence - a person's readiness to mobilize knowledge, skills and external resources for effective activity in a specific life situation.

Key competencies are those that are universal and applicable in various life situations. This is a kind of key to success. Key core competencies:

- Information competence - readiness to work with information.

- Communicative competence - readiness to communicate with other people, is formed on the basis of information.

- Cooperative competence - willingness to cooperate with other people, is formed on the basis of the previous two.

- Problem competence - readiness to solve problems, is formed on the basis of the previous three.

The competence-based approach to education puts teachers in front of the need to develop and introduce into their work new pedagogical technologies, methods, and partial programs that meet the demands of modern education.

There are two pillars of a competency-based learning approach:

1) Modern educational technologies: business games, role-playing games, case method, etc.

2) Competence-oriented tasks that require the ability to apply the knowledge gained in practice when solving real problems.

Competence-oriented technology of education presupposes the presence of a problematic approach in teaching and upbringing, which is based on the creation of problem situations and the active independent activity of students to resolve them. It is also very productive in teaching students to use individual and group projects, which involve active independent work of students, which is important in case of reduction of classroom hours.

Competence-oriented tasks in the preparation of students at the Faculty of Pharmacy can be used both to consolidate the obtained theoretical knowledge, and to systematize it, control, monitor quality, rating system for assessing knowledge, etc.

The use of competence-oriented tasks allows you to implement a competence-based approach in the preparation of pharmacists, contributes to a better assimilation of knowledge, the development of thinking, an increase in the level of formation of professional abilities, the acquisition of skills that allow you to successfully adapt to professional activities.

There are three levels of complexity of competency-based tasks:

1) Playback level. Includes reproduction of methods, reading and interpretation of data from tables, diagrams, graphs, maps, performing simple calculations.

2) The level of communication. It includes establishing links and integrating material from different sections of the discipline, performing multi-step calculations, drawing up expressions, ordering data.

3) Level of reasoning. Includes the solution of non-standard problems, the formulation of generalizations and conclusions, the ability to justify them.

Testing, modularity and testing are also used as innovative assessment tools. rating system knowledge quality assessments, educational portfolios, projects.

Test technologies are objective and effective for checking the quality of students' preparation at different stages of education. The test control system activates the work of students throughout the semester, provides a more solid assimilation of the material. Systematic test control provides effective assimilation of educational material, forms the student's self-control and self-esteem, which are elements of the worldview. Also, a phased diagnosis of knowledge throughout the course allows the teacher to timely adjust the teaching methodology, depending on the gaps in students' knowledge.

Thus, when using competence-oriented tasks in the training of pharmacists, the main attention should be paid to mastering skills that determine the graduate's readiness for productive activity, independence, flexibility and ambiguity in solving professional problems, and the formation of students' abilities to use the knowledge gained in various situations.

To determine the main ways of successfully organizing competence-based training in a medical and pharmaceutical university, it is necessary, first of all, to identify and reveal the principles of such work.

The following principles of competence-based training of future pharmacists in a medical-pharmaceutical university are highlighted. The principle of the developmental nature of training, which assumes a focus on the comprehensive development of the personality and individuality of the student, as well as the orientation of the future pharmacist towards the self-development of general cultural and professional competencies.

The principle of student activity and a decrease in the share of pedagogical guidance of students' activities. The educational process must be built in such a way that the emphasis is transferred from the teaching activity of the teacher who plans, asks questions, sets tasks and evaluates (teaches in a broad sense) to educational activities based on the initiative and creativity of the students themselves, i.e. students should become active participants in both implementation and evaluation of the learning process. It is in such a situation that the spirit of continuous learning will reign, the understanding that ignorance of something is a natural state of a person, which is a source of constant personal and professional development.

Following the principle of activity in the educational process involves:

- taking into account the individual interests and needs of students;

- the presence in the classroom of an atmosphere of cooperation and co-creation;

- providing the student with the opportunity to independently choose, for example, the research topic;

- the use of active teaching methods: cross-sectional blitz-poll, disputes, discussions, peer education and mutual consultation.

The scientific principle requires that vocational training content acquaints students with objective scientific facts, theories, laws, would reflect the current state of pharmacognosy as a science.

The principle of linking education with practice provides that the learning process at the university provides an opportunity to implement the acquired knowledge in professional pharmaceutical activities.

We refer to the rules for the implementation of this principle as follows:

- solving a large number of methodological tasks in the process of studying the discipline;

- the use of methods focused on the practical application of professional knowledge and skills.

An important component of the competence-based training of the future pharmacist is also changes in the procedure for the current, intermediate and final certification of students. Assessment of the quality of training of students should be carried out in two directions: assessment of the level of mastering the discipline (cognitive component); assessment of students' competencies (activity component).

The development levels of students' professional competencies can be characterized as follows:

1) High level. The student has a system of professional knowledge, considers the proposed questions from various positions, confirms the theoretical provisions with his own examples; knows how to update professional knowledge and find the right solution based on the conditions of a particular situation.

2) Average level. The student expounds the theoretical provisions on these issues reasonedly enough, offers his own solution to various problems.

3) Low level. The student presents the main theoretical provisions on the proposed questions; shows the ability to solve the problem.

In conclusion, I would like to say that the competence-based approach requires the improvement of educational technologies, but it is in modern conditions that it is one of the guarantees of the quality of education.

The competence-based approach is systemic, interdisciplinary, it has both personal and activity aspects. Based on the competence-based approach to the organization of the educational process, the formation of key competencies in students takes place, which are an integral part of his activity as a future specialist and one of the main indicators of his professionalism, as well as a necessary condition for improving the quality of professional education.

During the period of introduction of Federal state educational standards into the system of primary vocational education, the priority is the practical orientation of the content of education, associated with the organization of educational, industrial practice of students, the active introduction of professionally-oriented technologies of teaching and upbringing, strengthening interdisciplinary ties and the ability of the individual to integrate diverse knowledge in consciousness. In these conditions, a competence-oriented environment acquires particular importance, without which it becomes impossible to form general and professional competencies that underlie the successful professional activity of a graduate. The main goal of the activities of all educational, research and creative associations, interest clubs is the formation of the worldview of a future specialist and the ability to use professional skills in practical activities, in life atypical situations.

List of references

1. Averchenko, L.K. Imitation business game as a method of developing professional competencies / L.K. Averchenko, I. V. Doronina, L.I. Ivanova // Higher education today. - M .: Logos, 2013 .-- S. 35-39.

2. Ibragimov, G.I. Innovative technologies training in the context of the implementation of the copetency approach / G.I. Ibragimov // Innovations in education. - M: Eidos, 2011. - No. 4. S. 5-14.

3. Minko, E.V. Quality management of educational processes: / E.V. Minko, L.V. Kartashev et al. // Study guide, ed. E.V. Minko, M.A. Nikolaeva. - M .: Norma: NITs INFRA-M, 2013 .-- 400 p.

4. Ivanov, D.A. Competence approach in education. Problems, concepts, tools / D.A. Ivanov, K.G. Mitrofanov, O. V. Sokolova // Teaching aid. - M .: APKiPRO, 2007 .-- 101 p.