Competency-oriented educational technologies are based on. Competence-oriented tasks in student education

Ulyanitskaya Tatyana Valerievna

candidate of pedagogical sciences,

Associate Professor of the Department of Pedagogy and Methods

primary education

Kazan (Privolzhsky) Federal

university

[email protected]

PRINCIPLES OF COMPETENCE-ORIENTED TRAINING FOR FUTURE PRIMARY EDUCATIONAL TEACHERS

Ulyanitskaya Tatyana Valeryevna

PhD in Education Science, Assistant Professor of the Education Science and Elementary Education Methodology Department, Kazan (Volga Region) Federal University [email protected]

PRINCIPLES OF COMPETENCE-BASED EDUCATION OF FUTURE ELEMENTARY SCHOOL TEACHERS

Annotation:

Within the framework of this article, various approaches to the definition of the concepts of "competence", "competence", "competence-oriented learning" in the scientific and pedagogical literature are considered. The article reveals the main provisions of the competence-oriented training of future primary school teachers in a university setting.

Keywords:

competence-based approach, competence, competency, competence-based learning, principles of competence-based learning.

The author considers different approaches to the definition of the concept “competence”, “competency”, “competence-based education” in scientific and educational literature. The article covers principle regulations of the competence-based education of the future elementary school teachers.

competence approach, competence, competency, competence-based education, principles of competence-based education.

Currently, the search for ways to improve the effectiveness of vocational education is associated with a competency-based approach. The relevance of the competence-based approach is highlighted in the materials of the modernization of education and is considered as one of the important provisions for 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 who is able to solve professional problems in new situations.

“The competency-based approach is an approach that focuses on the result of education, and the result is not the amount of information learned, but the ability of a person to act in various problem situations ... A competency-based approach is an approach in which the results are recognized as significant outside the education system” .

". The competence-based approach is based on the scheme: competence (as a given content of education) - activity (as a leading requirement for the organization of the educational process) - competence (as a competence mastered in the activity)" .

In the scientific and pedagogical literature, there are synonymous concepts of "competence" and "competence". Let us turn to the work of J. Raven "Competence in modern society", where the author gives a detailed interpretation of competence. This phenomenon, the scientist believes, “consists of a large number of components, many of which are relatively independent of each other. some components are more cognitive, while others are more emotional. these components can replace each other as components of effective behavior. The term “competence components” J. Raven means “those characteristics and abilities of people that allow them to achieve personally significant goals.”, and emphasizes that “competence includes not only abilities. It also implies intrinsic motivation, which is not included in the concept of ability as such.

In the scientific literature, there are also attempts to distinguish between the use of these concepts: “Competence is a characteristic given to a person as a result of evaluating the effectiveness / effectiveness of his actions aimed at resolving a certain range of tasks / problems that are significant for a given community. Competence is a parameter of a social role, which in personal terms manifests itself as competence, that is, the conformity of a person

place, "imputation", in other words, the ability to carry out activities in accordance with social requirements and expectations.

The concept of "competence", according to G. Selevko, is more often used to refer to:

- “educational result, expressed in the readiness, “fitness” of the graduate, in real mastery of methods, means of activity, in the ability to cope with the tasks set;

This form of combination of knowledge, skills and abilities, which allows you to set and achieve goals for the transformation of the environment.

Competence, according to G. Selevko, is understood as “an integral quality of a person, manifested in the general ability and readiness of her activity, based on knowledge and experience acquired in the process of learning and socialization and focused on independent and successful participation in activities” .

Thus, analyzing the opinions of scientists on the essence of the concepts of "competence" and "competence", we can draw the following conclusions:

The term "competence" in the scientific pedagogical literature is used in two senses: as a general ability to act in a specific situation, based on knowledge, experience, values acquired in the learning process, and as a kind of standard, educational result, or, in other words, a requirement for a specialist who intends to occupy a labor post and perform professional functions on the basis of active, responsible action;

The concept of "competence" is much broader than knowledge, skills, as it means the ability to apply generalized knowledge and skills to resolve specific situations and problems that arise in real activity, and it includes not only knowledge (cognitive) and activity ( behavioral), but also relational components;

Along with the concept of "competence" in the scientific literature there is the concept of "competence", and in some cases they are used as synonyms; Attempts are being made by scientists to distinguish between these concepts, but there is no single position here either.

The most capacious, in our opinion, is the interpretation of A.V. Khutorsky, who believes that competence includes a set of interrelated personality traits (knowledge, abilities, skills, methods of activity) that are set in relation to a certain range of objects and processes and are necessary in order to act productively in relation to them, and competence is possession, a person's possession of the relevant competence, including his personal attitude to it and to the subject of activity.

In the article by I.A. Winter “Key competencies - a new paradigm of the result of modern education” notes that “competence-based education (CBE) was formed in the 70s. in America in the general context of the concept of “competence” proposed by N. Chomsky in 1965 (University of Massachusetts) in relation to the theory of language, transformational grammar” .

“Learning at CCW is a process of acquiring experience in solving significant practice-oriented problems. The result of CCW is the readiness for productive independent and responsible action at the next stage of training, the "filter" is a place for demonstrating competence. The result of learning is separated from the process due to the rejection of reproduction as a central part of the process ("We explain one thing, but we ask about another"). In the case of competence-based learning, the standard is not set in principle, and training and verification of the result are carried out on non-standard tasks. The teacher should set a general (strategic) task for the students and describe the type and characteristics of the desired result in the future, the teacher provides an information case or indicates the starting points for information search. The value of KOO lies in the fact that the student and the teacher can actually interact as equal and equally interesting subjects. Because competence is not determined by knowledge and age, but by the number of successful trials.

In the last decade, at forums, conferences, in scientific and pedagogical publications, magazines, the problem of designing technologies for competence-oriented training of future specialists, improving the educational process at a university based on a competence-based approach has been actively discussed. A number of dissertations are devoted to these issues, among which are the works of S.Sh. Palferova "Designing the technology of competence-oriented teaching of the disciplines of the natural science cycle for students of technical universities (on the example of mathematics)" (2003), T.I. Biryukova "Formation of personal competencies of medical students in the process of learning a foreign language" (2008), T.G. Vaganova "Modular-competence-based teaching of physics for junior students of technical universities" (2007) and others.

Federal educational standards of higher professional education of the new generation are a set of requirements that are mandatory for the implementation of basic educational programs (BEP) of undergraduate studies by Russian universities with state accreditation: requirements for the results of mastering the BEP, for the structure and conditions for the implementation of the BEP. The requirements for the results of mastering the basic educational programs of a bachelor's degree indicate not the knowledge and skills that a graduate must master, but competencies. In particular, in the Federal State Educational Standard of Higher Professional Education (2009) in the direction of bachelor's degree 050100.62 "Pedagogical education" (training profile "Primary education"), the results of education are expressed in the following groups of competencies: general cultural, general professional, professional (in the field of pedagogical activity PC-1 - PC -7 and in the field of cultural and educational activities PC-8 - PC-11) and special.

Thus, the shift of the pedagogical idea towards the task of forming the competencies of a future specialist, in particular a primary school teacher, turns out to be fixed normatively and declared in the standards of the new generation. In this regard, the relevance of researching the didactic possibilities of competence-oriented training of students - future primary school teachers and the implementation of these ideas into practice is increasing.

As you know, changes in educational and developmental goals entail changes in both the content and the actual teaching methodology.

“The competence-based approach in the activities of the teaching staff of the university dictates the need for serious changes. From designing the results of education, expressed in the form of competencies, we have to go to designing the volume, level, content of theoretical and empirical knowledge. In other words, the design of the curriculum, work programs, practice programs, the final certification program, outline plans of training sessions, the fund of assessment tasks must begin with the design of educational outcomes expressed in the format of competencies.

To determine the main ways of successful organization of competence-based

oriented education in a pedagogical university, it is necessary, first of all, to identify and disclose the principles of such work.

The problem of pedagogical patterns, principles and rules was studied in the works of Yu.K. Babansky, V.I. Zagvyazinsky, I.Ya. Lerner, V.V. Kraevsky and others. In pedagogical science, "principles are the basic, starting points of any theory, guiding ideas, basic rules of behavior, actions." The principle of learning, as defined by V.I. Zagvyazinsky, is an instrumental, given in the categories of activity, expression of a pedagogical concept. This is knowledge about the essence, content, structure of education, its laws and patterns, expressed in the form of activity norms, regulations for practice. Thus, the principles reflect the basic requirements for the organization of any activity, indicate its direction, and help to creatively approach the construction of a certain process.

The analysis of pedagogical literature, our own pedagogical experience, gave us the opportunity to identify the following principles of competence-oriented training of students - future primary school teachers in a pedagogical university.

The principle of the developmental nature of education, which implies a focus on the comprehensive development of the personality and individuality of the student, as well as the orientation of the future teacher on the self-development of general cultural and professional competencies.

The principle of student activity and a decrease in the share of pedagogical management of students' activities. The educational process must be built in such a way that the emphasis is shifted 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. That is, students should become active participants in both the implementation and evaluation of the learning process. It is in such a situation, in our opinion, that the spirit of continuous learning will reign, 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, in our opinion, implies:

Accounting for individual interests and needs of students;

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

Providing the student with the possibility of independent choice (for example, assignments, research topics, a way to solve a pedagogical problem);

The use of active teaching methods: a problematic lecture, a lecture with an analysis of specific pedagogical situations, disputes, discussions, mutual learning and mutual consultation.

The principle of scientific character requires that the content of vocational training introduce students to objective scientific facts, theories, laws, and reflect the current state of science. It is important for us to integrate scientific knowledge, deep understanding of the essence of problems in the field of primary education from the standpoint of various scientific disciplines (for example, psychology and pedagogy, psychology and private methodology, mathematics and methods of teaching mathematics, etc.).

The principle of linking learning with practice provides that the learning process at a university provides an opportunity to implement the acquired knowledge in professional pedagogical activity.

We include the following rules for implementing this principle:

Solving a large number of pedagogical and methodological tasks and assignments in the process of studying the disciplines of the professional cycle, as well as in the process of continuous teaching practice;

Each thematic section of the disciplines of the professional cycle is considered both from traditional positions and through the prism of the variability of technologies for teaching and educating younger students, educational and methodological complexes for elementary school (there are more than ten of them in modern primary education), as well as regulatory documents (today it is the Federal State Educational Standard IEO and documents supporting its implementation);

The use of methods focused on the practical application of professional knowledge and skills: design, presentation and analysis of lessons in primary school subjects and extracurricular activities, micro-teaching, master classes and others.

In the implementation of the latter principle, we assign a large role to pedagogical practice, the purpose of which is the practical preparation of students for independent professional and pedagogical activities as a primary school teacher in general educational institutions.

When organizing and conducting pedagogical practice, it is provided:

Activation of students' activities, which involves the use of such forms, methods and teaching aids that increase the interest, activity, creative independence of the student in the assimilation of new knowledge, the formation of skills and abilities, their application in practice, as well as the focus on professional self-development;

Accounting for the theoretical foundations of professional and pedagogical activities and, consequently, the consistency of the tasks and content of the stages of internship with the studied academic disciplines;

Performing in the course of practice specially designed tasks in didactics, the theory of education of younger students, psychology, private methods, as well as group creative tasks, projects;

Visit and analysis of lessons and extracurricular activities by a group led by a methodologist;

Organization and holding of joint scientific and methodological events with schools involving students in their work;

Taking into account the professional interests and wishes of students in the course of pedagogical practice, which provides for propaedeutic work with students, the organization of various scientific and methodological events on the problems of modern primary education, in order to increase the level of pedagogical culture of students, identify their inclinations and interests.

At the end of each stage of pedagogical practice, students draw up and submit for verification the diary of a student-trainee, at the final conferences, students submit a report on the passage of pedagogical practice; make presentations in which they voice the results of research work, creative projects.

An important component of the competence-oriented training of a future teacher is also changes in the procedure for the current, intermediate and final attestation of students.

The assessment of the quality of student training, in our opinion, should be carried out in two directions: assessment of the level of mastering the discipline (cognitive component); assessment of students' competencies (activity component).

The levels of development of professional competencies of students can, in our opinion, be characterized as follows:

High level: the student owns 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 pedagogical situation;

Intermediate level: the student sets out the theoretical positions on these issues reasonably, quite fully, illustrating with examples from practice; offers its own solution to the pedagogical problem;

Low level: the student sets out the main theoretical provisions on the proposed questions; demonstrates the ability to solve pedagogical problems.

1. Ivanov D.A., Mitrofanov K.G. and others. Competence approach in education. Problems, concepts, tools. M., 2003.

2. Vorovshchikov S.G. National educational initiative "Our new school": current problems and promising solutions // Improving the professional competence of educators: topical problems and promising solutions: a collection of articles from the Second Pedagogical Readings of the Scientific School of Education Management. M., 2010.

3. Raven J. Competence in modern society: identification, development and implementation. M., 2002.

5. Ivanov D.A., Mitrofanov K.G. etc. Decree. op.

6. Selevko G. Competencies and their classification // National education. 2004. No. 4.

7. Khutorskoy A.V. Key competencies as a component of the personality-oriented paradigm of education. Narodnoe obrazovanie. 2003. No. 2.

8. Zimnyaya I.A. Key competencies - a new paradigm of the result of modern education // Internet magazine "Eidos". 2006. May 5. URL: http://www.eidos.ru/journal/2006/0505.htm.

9. Ivanov D.A., Mitrofanov K.G. etc. Decree. op.

10. Shamova T.I., Podchalimova G.N. Competence-oriented advanced training of the teaching staff of the university // Improving the professional competence of educators: current problems and promising solutions: a collection of articles from the Second Pedagogical Readings of the Scientific School of Education Management. M., 2010.

11. Pedagogy: textbook for students of pedagogical educational institutions / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. M., 2002.

References (transliterated):

1. Ivanov D.A., Mitrofanov K.G., et al. Kompetentnostniy podkhod v obrazovanii. Problemy, ponyatiya, instrumentariy. M., 2003.

2. Vorovshchikov S.G. Natsional "naya obrazovatel" naya initsiativa "Nasha novaya shkola": aktual "nye problemy i perspek-tivnye resheniya // Povyshenie professional" noy kompetentnosti rabotnikov obrazovaniya: aktual "nye problemy i perspek-tivnye resheniya: sbornik statey Vtorykh pedagogical chteniy nauchleny shkoly obrazovaniem, M., 2010.

3. Raven J. Kompetentnost" v sovremennom obshchestve: viyavlenie, razvitie i realizatsiya. M., 2002.

6. Selevko G. Kompetentnosti i ikh klassifikatsiya // Narodnoe obrazovanie. 2004. No. 4.

7. Khutorskoy A.V. Klyuchevye kompetentsii as komponent lichnostno-orientirovannoy paradigmy obrazovaniya // Narodnoe obrazovanie. 2003. No. 2.

8. Zimnyaya I.A. Klyuchevye kompetentsii - novaya paradigma rezul "tata sovremennogo obrazovaniya // Internet-zhurnal "Eydos". 2006. May 5. URL: http://www.eidos.ru/journal/2006/0505.htm.

10. Shamova T.I., Podchalimova G.N. Kompetentnostno-orientirovannoe povyshenie kvalifikatsii professorsko-prepodavatel "skogo sostava vuza // Povyshenie professional" noy kompetentnosti rabotnikov obrazovaniya: aktual "nye problemy i perspektivnye resheniya: sbornik statey Vtorykh pedagogicheskikh chteniy nauchnoy shkoly upravleniya obrazovaniem. M., 2010

11. Pedagogika: uchebnoe posobie dlya studentsov pedagogicheskikh uchebnykh zavedeniy / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. M., 2002.

The meaning of competence-oriented education is in the dialectical synthesis of academic and pragmatic education, in enriching the subject's personal experience in constructing such an educational environment that contributes to the optimal development of the student's individuality, uniqueness, taking into account universal human values. The thesis “there are no irreplaceable people” is a thing of the past. Society and culture are enriched and developed thanks to the uniqueness of their representatives 7 .

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

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

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

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

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

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

Great importance is attached to activity methods and teaching technologies, since the essence of the concepts discussed is connected precisely with the activities of the participants in the educational process 8 .

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

Competence-oriented education is a process aimed at developing in the subject in the course of activity, mainly of a creative nature, the ability to connect the methods of activity with the educational or life situation in order to solve it, as well as to acquire an effective solution to significant practice-oriented problems 9 .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Conclusions on Chapter I

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

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

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

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

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

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

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

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

MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

federal state budgetary educational institution

higher professional education

"Volga State Social and Humanitarian Academy"

History department

Department of Pedagogy, Psychology, Methods of Teaching History

Course work

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

Completed:

third-year full-time student

Budylev S.M.

Scientific adviser:

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

Samara 2013

Introduction

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

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

2 Features of competence-based education

Conclusions on Chapter I

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

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

2 Ways and means of implementing competence-based education

Conclusions on Chapter II

Conclusion

Bibliography

Introduction

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

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

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

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

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

comprehend the theoretical foundations of the competence-oriented approach;

identify the concepts and essence of the quality of education;

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

The main objectives of the study:

To study the theoretical foundations of competence-oriented education;

Define the concepts and essence of the quality of education;

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

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

Research methods:

Study of the conceptual and theoretical base;

Study and generalization of advanced pedagogical experience.

Main literature:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Stages of development of a five-point rating scale:

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

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

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

1.2 Features of competence-based education

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

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

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

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

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

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

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

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

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

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

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

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

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

Conclusions on Chapter I

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

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

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

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

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

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

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

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

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

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

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

organization of the educational process;

a combination of control with the provision of practical assistance.

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

The main monitoring functions include:

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

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

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

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

There are general features of the activity:

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

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

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

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

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

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

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

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

management activity, showing changes in various management subsystems.

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

Direction:

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

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

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

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

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

Select diagnostic tools.

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

Systematize information about the state and development of the system.

Provide regular and visual presentation of information about ongoing processes.

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

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

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

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

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

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

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

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

Monitoring is carried out in the following stages:

Preparatory stage:

formation of an order for monitoring,

selection of the monitoring object,

methodological support of monitoring,

definition of criteria and indicators,

creation of a working project or program,

briefing or training of monitoring personnel.

Monitoring stage:

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

collection and analysis, storage of results.

Stage of data processing and decision making:

data processing, including mathematical and statistical,

analysis, generalization and systematization of the obtained data,

preparation of the final document,

making decisions,

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

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

2.2 Ways and means of implementing competence-based education

pedagogical monitoring competency-based education

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

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

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

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

Knowledge is not information.

Knowledge is a means of transforming the situation.

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

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

Zinchenko V.P. contrasts knowledge and information:

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

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

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

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

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

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

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

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

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

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

Conclusions on Chapter II

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

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

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

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

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

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

readiness to solve problems;

technological competence;

readiness for self-education;

readiness to use information resources;

readiness for social interaction.

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

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

Conclusion

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

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

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

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

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

Bibliography

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

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

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

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

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

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

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

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

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

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Table 1

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

The end of the table. 1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

I. Practice-oriented modular training.

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

III. Social interaction in learning.

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

Questions for self-control

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

Tasks for independent work

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

In modern medical and pharmaceutical education, there have recently been trends that allow us 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 learning tools, new conditions for the implementation of federal state educational standards.

The Higher Pharmaceutical School should provide graduates with a system of integrated theoretical and practical knowledge, skills and abilities, help 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.

Teachers of the higher pharmaceutical school are a special category of teachers with specific functions, conditions and methods of work, qualification and personal characteristics. In his work, the teacher focuses on the fact that today pharmaceutical universities are preparing pharmacists to work in a changing health care financing system, improving its structure and tasks. Accordingly, the responsibility of teachers of a pharmaceutical university for the results of their work is increasing.

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

The relevance of the competence-based approach is highlighted in the materials of the modernization of education and is considered as one of the important provisions for 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 who is able to solve professional problems in new situations.

The competence-based approach is an approach that focuses on the result of education, and the result is not the amount of information learned, but the ability of a person 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 learning lies in the fact that not ready-made knowledge is assimilated, proposed by someone for assimilation, but the student himself formulates the concepts necessary to solve the problem. With this approach, educational activity, periodically acquiring a research or practical-transformative character, itself becomes the 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 individual's self-development, his not so much technological as personal growth, a consequence of self-organization and generalization of activity and personal experience.

Competence is a way of existence of knowledge, skills, education, which contributes to personal self-realization, finding a pupil of his place in the world, as a result of which education becomes highly motivated and in a true sense, personally 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 accumulate the appropriate funds in advance. They need to be found in the process of resolving such situations and achieving the required results. The main value is the development by students of such skills that would allow them to determine their goals, make decisions and act in typical and non-standard situations. In addition, the competency-based approach involves the formation of students' general cultural and professional competencies as the end result of education.

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

The key competencies are those that are universal, applicable in various life situations. This is sort of the key to success. Main key 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 two previous ones.

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

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

There are two foundations for a competency-based approach to learning:

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

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

Competence-oriented technology of education presupposes the presence of a problem-based 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 that involve active independent work of students, which is important in case of reduction in classroom hours.

Competence-oriented tasks in the preparation of students at the Faculty of Pharmacy can be used both in consolidating the received theoretical knowledge, and in their systematization, control, quality monitoring, rating system for assessing knowledge, etc.

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

There are three levels of complexity of competence-oriented tasks:

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

2) Linking level. Includes establishing links and integrating material from different sections of the discipline, performing multi-step calculations, compiling expressions, ordering data.

3) The level of reasoning. It includes the solution of non-standard problems, the formulation of generalizations and conclusions, the ability to justify them.

Testing, modular and rating systems for assessing the quality of knowledge, educational portfolios, and projects are also used as innovative assessment tools.

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 stronger assimilation of the material. Systematic test control ensures the effective assimilation of educational material, forms the student's self-control and self-esteem, which are elements of the worldview. Also, a phased diagnostics of knowledge throughout the course allows the teacher to timely adjust the teaching methodology, depending on the gaps in the knowledge of students.

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

To determine the main ways of successful organization of competence-oriented education in a medical and pharmaceutical university, it is necessary, first of all, to identify and disclose the principles of such work.

The following principles of competence-oriented training of future pharmacists in a medical and pharmaceutical university have been identified. The principle of the developmental nature of education, which implies a focus on the comprehensive development of the personality and individuality of the student, as well as the orientation of the future pharmacist on the self-development of general cultural and professional competencies.

The principle of student activity and a decrease in the share of pedagogical management of students' activities. The educational process must be built in such a way that the emphasis is shifted from the teaching activity of a 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 the implementation and evaluation of the learning process. It is in such a situation that the spirit of continuous learning will reign, 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 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, research topics;

− use of active teaching methods: cross-interrogation, disputes, discussions, mutual learning and mutual consultation.

The principle of scientific character requires that the content of professional training introduce students to objective scientific facts, theories, laws, and reflect the current state of pharmacognosy as a science.

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

We include the following rules for implementing this principle:

- solution of 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-oriented training of the future pharmacist are also changes in the procedure for the current, intermediate and final attestation of students. Assessment of the quality of student training should be carried out in two directions: assessment of the level of mastering the discipline (cognitive component); assessment of students' competencies (activity component).

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

1) High level. The student owns 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 sets out the theoretical positions on these issues reasonably, quite fully, offers his own solution to various problems.

3) Low level. The student sets out the main theoretical provisions on the proposed issues; demonstrates problem solving skills.

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 competency-based approach to the organization of the educational process, students develop key competencies, which are an integral part of their activities as a future specialist and one of the main indicators of their professionalism, as well as a necessary condition for improving the quality of vocational education.

During the introduction of the 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 and work practice for students, the active introduction of professionally oriented technologies of training and education, the strengthening of interdisciplinary connections and the ability of the individual to integrate knowledge of various subjects in the mind. Under these conditions, a competence-oriented environment is of 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 all educational, research and creative associations, interest clubs is the formation of the worldview of the future specialist and the ability to use professional skills in practical activities, in life atypical situations.

Bibliography

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