How to implement a competency-based approach in extracurricular activities. Competence approach in extracurricular activities of college students. The essence of the concept of "competency-based approach"

Novikova I.S.

Competence approach in extracurricular activities.

Novikova Inna Sergeevna,

teacher primary school

MBOU "Basic general education

Sorokinskaya school "Starooskolsky

urban district of the Belgorod region

In today's dynamically developing world, the process of changing the way of life, way of thinking, personal attitudes is relevant. At the same time, a person is forced not only to adapt to the conditions of modern society, he must constantly assert himself, create himself. The task of the modern school is also changing: to form a comprehensively developed personality that is able to solve problems and typical tasks that arise in real life situations, using knowledge, educational and life experience.

All these ideas are pedagogical science formed the basis of a fundamentally new approach - competence-based, which develops certain abilities. The basis for the formation of competencies is the experience of students (competence = knowledge + experience).

In extracurricular work, I actively introduce one of the methods for the formation of communicative competenceproject-based learning method, because this pedagogical technology is focused on the application of existing and the acquisition of new knowledge, and implementation, which makes it possible to master new ways human activity in the sociocultural environment. What appeals to me about the idea of ​​the project methodology is that the students themselves are involved in the initial choice of the subject of activity, in the discussion of suitable working methods, in the scheduling of the project, and in the presentation of the “final product”. On different stages work on the project develops different competencies: the ability to set goals, the ability to process, analyze information, skills are formed public speaking, develop the ability to work in a team and take responsibility for the results of their work.

Project work provides students with the opportunity to use known knowledge, skills and abilities in real situations and involves the expansion of student activity. It develops the ability to identify resources, use rational ways of learning and other activities, and also makes it possible to use research methods in teaching.

The organization of project activities in extracurricular work is very effective, since in the afternoon the children have more time to develop a project, here the theory and practice are naturally combined, which makes the theory more interesting and more real.

The most important task of the modern school is to teach a person to live in the information world. Implementationinformation and communication technologiesin an elective course after hours necessary to create a learning environment, update learning activities, increasing students' interest in acquiring new knowledge, introducing an element of novelty, students develop communicative and informational competencies. I am impressed by the fact that computer technologies facilitate the task of involving students in active activities, help to develop interest in the subject. The principle of visualization in teaching is easily implemented, the availability of explanation increases, as students have a figurative imagination.This is achieved by increasing the share of information presented in visual and audio form, the speed of information delivery.

The best educator is any meaningful and attractive activity for children. In junior and middle school age Children are very fond of crafting, creating something new. In the classes of the circle "Create with your own hands", the guys do amazing things from available materials. Especially here are revealed Creative skills students who are having a hard time learning. In the classes of the circle, such children show themselves from the other side, feel their strength, see their result, and we support these successes as a whole team by organizing exhibitions of drawings and creative works. In the classroom, such competencies as independence, initiative, accuracy, diligence, purposefulness are formed.

IN modern conditions development Russian society yesterday's decisions are unacceptable. Today we need clear, earthly goals that coincide with the real aspirations of a developing person. The implementation of the competency-based approach outside of school hours is an interesting and relevant work thatshould be aimed at the development of the individual, through the disclosure of creative potential, through the formation of creative thinking, the development of independence and initiative.

It is important to select such material and present it in such a way that it has not only educational, but also life justification and does not cause the thinking student to answer the unanswered question “Why are we doing this?”

Bibliography:

Golub, G. B., Churakova, O. V. The method of projects as a technology for the formation of key competencies of students [text] / G. B. Golub, O. V. Churakova. - Samara, 2003. - 91 p.

Domansky, E.V. Reflection as an element of key educational competence [electronic resource] / E. V. Domansky // Internet magazine "Eidos". - 2003. - April 24.

Key competencies and educational standards. Transcript of the discussion of the report by A.V. Khutorsky in the Russian Academy of Education [electronic resource] / A. V. Khutorskoy // Internet magazine "Eidos". - 2002. - April 23.

Kraevsky, V.V. On cultural and competence-based approaches to the formation of the content of education [electronic resource] / V. V. Kraevsky / Reports of the 4th All-Russian remote August pedagogical conference "Updating Russian school(August 26 - September 10, 2002).

Lobok, A. The main difficulty of the "competence-based approach" [electronic resource] / A. Loboc // First of September. - 2005. - No. 18. -

Perelygina, E.A., Fishman, I.S. Guidelines on the formation of key competencies of elementary school students. [text] / E. A. Perelygina, I. S. Fishman.- Samara, 2007.-128 p.

Frumin, I. Responsible for what? Competence-based approach as a natural stage of updating the content of education [text] / I. Frumin / Teacher's newspaper. - 2002. - No. 36. - http://www.ug.ru/02.36/t24.htm

The implementation of the competence-based approach in extracurricular activities is an interesting and relevant work that should be aimed at personal development, through the disclosure of creative potential, through the formation of creative thinking, the development of independence and initiative.

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Competence-based approach in extracurricular activities

In today's dynamically developing world, the process of changing the way of life, way of thinking, personal attitudes is relevant. At the same time, a person is forced not only to adapt to the conditions of modern society, he must constantly assert himself, create himself. The task of the modern school is also changing: to form a comprehensively developed personality that is able to solve problems and typical tasks that arise in real life situations, using knowledge, educational and life experience.

All these ideas in pedagogical science formed the basis of a fundamentally new approach - competence-based, which develops certain abilities. The basis for the formation of competencies is the experience of students (competence = knowledge + experience).

In extracurricular work, I actively introduce one of the methods for the formation of communicative competenceproject-based learning method, because this pedagogical technology is focused on the application of existing and the acquisition of new knowledge, and implementation, which makes it possible to master new ways of human activity in the socio-cultural environment. What appeals to me about the idea of ​​the project methodology is that the students themselves are involved in the initial choice of the subject of activity, in the discussion of suitable working methods, in the scheduling of the project, and in the presentation of the “final product”. At different stages of work on a project, different competencies develop: the ability to set goals, the ability to process and analyze information, the skills of public speaking are formed, the ability to work in a team and be responsible for the results of one’s work develops.

Project work provides students with the opportunity to use known knowledge, skills and abilities in real situations and involves the expansion of student activity. It develops the ability to identify resources, use rational ways of learning and other activities, and also makes it possible to use research methods in teaching.

The organization of project activities in extracurricular work is very effective, since in the afternoon the children have more time to develop a project, here the theory and practice are naturally combined, which makes the theory more interesting and more real.

The most important task of the modern school is to teach a person to live in the information world. The introduction of information and communication technologies in an elective course outside of school hours is necessary to create a cognitive environment, update learning activities, increase students' interest in acquiring new knowledge, introduce an element of novelty, students develop communicative and informational competencies. I am impressed by the fact that computer technologies facilitate the task of involving students in active activities, help to develop interest in the subject. The principle of visualization in teaching is easily implemented, the availability of explanation increases, as students have a figurative imagination.This is achieved by increasing the share of information presented in visual and audio form, the speed of information delivery.

The best educator is any meaningful and attractive activity for children. In primary and secondary school age, children are very fond of crafting, creating something new. In the classes of the circle "Create with your own hands", the guys do amazing things from available materials. Especially here the creative abilities of students who find it difficult to study are revealed. In the classes of the circle, such children show themselves from the other side, feel their strength, see their result, and we support these successes as a whole team by organizing exhibitions of drawings and creative works. In the classroom, such competencies as independence, initiative, accuracy, diligence, purposefulness are formed.

In the current conditions of the development of Russian society, yesterday's decisions are not acceptable. Today we need clear, earthly goals that coincide with the real aspirations of a developing person. The implementation of the competency-based approach outside of school hours is an interesting and relevant work thatshould be aimed at the development of the individual, through the disclosure of creative potential, through the formation of creative thinking, the development of independence and initiative.

It is important to select such material and present it in such a way that it has not only educational, but also life justification and does not cause the thinking student to answer the unanswered question “Why are we doing this?”

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ORGANIZATION OF EXTRA-COURSE ACTIVITIES ON THE BASIS OF COMPETENCE-BASED APPROACH Implementation of the competence-based approach in the organization of extracurricular activities by a primary school teacher

The formation of the personality of a younger student in the context of the introduction of a competency-based approach is topical issue educational practice. This is due to the fact that, firstly, it is necessary to determine the set of competencies that are possible at this age, and secondly, to identify the mechanisms for introducing a competency-based approach into the activities of students and teachers.

The introduction of a competency-based approach, starting from the initial stage of education, is hampered by the fact that most school programs used in modern primary school were created before the advent of the competency-based approach.

Applied to the system primary education The key words in the characterization of competencies are the words seek, think, cooperate, get down to business, adapt:

search: interrogate the environment; consult a teacher get information;

think: establish relationships between past and present events; be critical of a particular statement, proposal; be able to resist uncertainty and complexity; take a position in discussions and develop your own own opinion; evaluate social habits related to health, as well as environment; evaluate works of art and literature;

cooperate: be able to work in a group; decisions; resolve disagreements and conflicts; agree; develop and fulfill the duties assumed;

get down to business: get involved in work; be responsible; join a group or team and contribute; show solidarity; organize your work; use computing and modeling devices;

adapt: ​​use new information and communication technologies; persevere in the face of adversity; find new solutions.

Competence cannot be defined through a certain amount of knowledge and skills, because a significant role in its manifestation belongs to the circumstances. To be competent means to mobilize acquired knowledge and experience in a given situation. It is competence that allows an individual to navigate in unforeseen social situations, which means the success of socialization. Socialization is a process of interaction between a person and the social environment. A person not only assimilates social experience, but transforms it into his own values, attitudes, and orientations. The result of socialization is socialization, i.e., the formation of traits that are set by the status and required by this society.

Organization of extracurricular activities among primary school students

The closest integration of education and upbringing is possible under the conditions of the competence-based approach.

The implementation of extracurricular activities involves the formation of moral, cognitive, communicative, aesthetic and physical potential in each student, their development and formation.

Moral / value / potential involves the perception and understanding by students of such values ​​as "family", "school", "homeland", "teacher", "nature", "friendship with peers", "respect for elders". The need to follow the rules for students, the ability to distinguish between good and bad deeds of people, to correctly assess their actions and the behavior of classmates, to maintain order and discipline in school and other public places. Experience in participating in the preparation and conduct of socially useful affairs, the implementation of individual and collective execution of assignments and tasks in the process of organizing class and school life.

Cognitive potential - observation, activity, diligence in educational work, a steady interest in learning. Formation of the main features of the individual style of learning activity, readiness to study in the main school.

Communicative potential - mastering the simplest communication skills: the ability to speak and listen, the ability to empathize, sympathize, show attention to other people, animals, nature. Formation of primary skills of self-regulation.

Aesthetic potential - the aesthetic susceptibility of phenomena and objects of the natural and social environment, the presence of a personal, emotionally colored relationship to works of art.

Physical potential - compliance with the daily routine and personal hygiene rules, the desire to become strong, fast, dexterous, hardened, the desire to try your hand at classes physical education sports.

By means of extracurricular (educational) activities, the following are mainly formed: the values ​​of activity, communication, self-education; the habit of being mobilized; personal skills- reflective, evaluative; personal qualities - independence, responsibility; experience of communication and interaction with people, including in a team.

As a main goal pedagogical organization extracurricular activities of the class should be considered the formation of key competencies of students. Accordingly, this goal becomes the main goal of the class teacher and includes at least three tasks:

Own activities of the class teacher in organizing the life and development of the class team and individual students;

Coordination and monitoring the effectiveness of the activities of subject teachers working with the class in the formation of key competencies by classroom and extracurricular means of educational activities in the subject;

Organization of joint forms of work of the class teacher with subject teachers.

Setting the class teacher to the formation of key competencies requires a truly democratic approach to the organization of class life. Classroom teacher has no right to impose the goals of the development of the class team and joint life, forms of organization and methods for achieving the goal. His task is to choose, together with the students, those goals that are really close to at least the majority of students, and those ways to achieve them, which, according to general feelings will be the most fruitful.

A necessary condition for the life of a class in the conditions of a competency-based approach is the open expression by students:

Your experiences, joys, sharing other people's feelings for a deeper understanding of human relationships;

Your understanding of the problems that arise in the life of the class and ways to resolve them;

Their assessments of the educational and extracurricular activities of the class as a whole and the personal contribution of individual students to this activity.

Organizational and activity component educational process includes elements such as:

Education technologies: collective creative activity, game, creative workshop, modeling educational activities class.

Forms of organization of the educational process: a holiday, a collective creative work, a quiz, a competition, an exhibition, an excursion, an oral journal, a conversation, etc.

Student self-government, carried out within the classroom team.

Assessment of the formation of students' competence

Content general education is formed from a combination of many subject areas, areas of activity, relationships that a child masters. The complex of systematic knowledge and ideas, skills, traditions and value orientations can be called the system of cultural competence of the individual. General cultural competence characterizes a person as a bearer of the values ​​of universal and national culture, moral norms and principles, views, actions and deeds determined by them, culturally and nature-conforming behavior and activities, who owns oral and written speech, ways of communication with other people. It implies a certain degree of human autonomy, which is necessary for the formation of a personality capable of making decisions and resisting external pressure.

Information and cognitive;

Value-oriented;

Regulatory-behavioral. (Annex 1).

In the concept of “competence” constructed in this way, personal and potential cognitive and practical qualities are assimilated, which should be formed in the process of training and education. Competence is not strictly tied to a specific educational content, knowledge or other abilities.

To determine the competence of a student, a list of indicators is proposed in accordance with the selected aspects at three levels:

Primitive behavioral;

Emotional-behavioral;

Motivated-behavioural. (Annex 1).

The structure of general cultural competence reflects the main areas of interaction of the child with the outside world in the process of socialization.

The sphere of environmental competence is the relationship between human civilization and nature at various levels. The following range of competencies is typical for a younger student: he knows the rules of behavior in the forest, on water bodies, in local natural areas V different time of the year; distinguishes between living and inanimate nature; knows the rules of personal hygiene; knows how to make a fire, pick mushrooms and berries; observes the phenomena of nature, describes them; takes part in gardening the classroom, school, yard; goes on hikes, visits arboretums and takes care of nature nearby; knows the rules of conduct in case of fire and other natural disasters.

The sphere of social competence is relations in society. It is typical for a younger student: he knows the content of the concept of Motherland; knows his rights and obligations; familiar with the professions of a driver, seller, doctor, educator, postman, seamstress, builder, machinist; has an initial idea of ​​the property; makes purchases independently; knows legal ways to make money; knows the safe route to school, to the store; knows the detailed address, the main social facilities; has an idea about the personal space of a person; knows how to follow the order and the rules of the game; interacts with other people in accordance with established norms and rules; able to take partial responsibility for what is happening; realizes that he can do something without the obligatory support of adults and their approval; carries out an individual choice of assignments and tasks in the process of organizing life in the classroom and at school.

The sphere of cognitive competence combines intellectual, informational culture and the culture of self-organization. The following range of competencies is typical for a younger student: learns to work together with a friend; learns to read correctly (observe stress, pauses, intonation of the end of a sentence, highlight words that are important in meaning, etc.); masters the main types of written work (recording from dictation, presentation of the text, reviews, etc.); plans training sessions during the day; learns to control his actions and the actions of his comrades; learns to work correctly with the textbook; listens to the reading of various texts, the teacher's explanations; highlights the main facts and thoughts in the text, draws up a simple plan, retells the content of the text; learns to work with literature correctly; self-service skills are formed; learns to express thoughts correctly, work in a group.

The sphere of humanitarian competence is the orientation of a person in ideas, meanings, texts of culture. The following range of competencies is typical for a younger student: understands the figurative language of fairy tales, stories, poems; shows interest in fiction; knows the works of Russian writers, poets; highlights main idea works; expresses value judgments, compares and evaluates the actions of heroes; reads poetry famous poets; starts to take over foreign language; shows value attitude to the objects and phenomena of the surrounding life.

The sphere of aesthetic competence is the orientation of a person in the world of art, in the world fine arts; education of aesthetic taste. It is typical for a younger student: distinguishes between types of fine arts; fluent in pencil and brush with different drawing techniques; sculpts sculptures; familiar with folk instruments; knows and performs Russian folk songs, proverbs, sayings; the skill of listening to music is formed; recognizes famous musical works of Russian composers; has an idea about the paintings of famous artists; participates in amateur performances; illustrates.

Sphere communicative competence- everyday relationships between people, relationships in the family, between the sexes, friends, partners, neighbors; behavior in various situations. The following range of competencies is typical for a younger student: he knows how to take others for granted; is able to work independently in a large children's team without requiring the attention of a teacher; knows how to listen intently, not to ask again just to attract attention; quickly and accurately fulfill the requirements of the teacher; knows how to independently check himself and is not distracted; knows how to take the point of view of another, evaluates and controls the actions of another; shows tolerance towards others; implements interaction with the teacher and other students in accordance with the established rules; knows the rules of conduct in the dining room, in the assembly hall; at a concert, in public places; takes care of books, clothes, property; expands knowledge about the forms of addressing elders, peers, strangers; knows general information about various etiquette situations (congratulations, wishes, requests, knows how to empathize, argue); masters comradely norms of relations (shows care, provides mutual assistance, sympathy); shows manners; has the habit of being friendly, benevolent; does not accept rough speech; has the skills to communicate with younger children, peers, older children, adults.

The sphere of recreational competence is the sphere of recreation, health, sports, nutrition. The scope of competence of the younger student includes: general concept about health and factors affecting it; has an idea about the structure and work of organs and systems of the human body; takes care of the body every day; observes morning and evening toilet, takes care of hair, hands, face during the day; engaged in hardening of the body, physical culture, sports; observes the regime of the day, study, rest; observes the rules of self-control for correct posture, gait, posture; shows accuracy in clothes and shoes, takes care of them; recognizes signs of fatigue, knows how to behave correctly during an illness, has the skill of carefully handling medicines; is able to adequately assess the emotions of others, shows his emotions and manages them.

The sphere of economic competence is everyday everyday situations and problems. The following range of competencies is typical for a younger student: he knows how to play outdoor, intellectual games; knows and knows how to use an iron, a washing machine, a grater, a meat grinder, an electric stove, a refrigerator; uses cutlery for its intended purpose, knows the rules of table setting; knows how to cook simple meals; knows the rules for preparing and cleaning places for educational, labor, leisure activities and recreation; grows indoor plants; participates in agricultural work; caring for pets; making handmade applications different materials; works with simple tools.

When studying the general cultural competence of schoolchildren, several diagnostic methods are used: observation, testing, questioning. The use of each of them occurs in accordance with the requirements for the procedure for applying a particular diagnostic method.

Literature

Aleksyutina, N. Why does a child need an octane rating? The issues of competence-based learning were discussed in St. Petersburg [electronic resource] / N. Aleksyutina // Teacher's newspaper. - 2002. - No. 51.

Vinogradova, N.F. Modernization of primary education and goal-setting problems [electronic resource]/N. F. Vinogradova/Reports of the 4th All-Russian Remote August Pedagogical Conference "Renewal of the Russian School" (August 26 - September 10, 2002).

Golub, G. B., Churakova, O. V. The method of projects as a technology for the formation of key competencies of students [text] / G. B. Golub, O. V. Churakova. - Samara, 2003. - 91 p.

Domansky, E.V. Reflection as an element of key educational competence [electronic resource] / E. V. Domansky // Internet magazine "Eidos". - 2003. - April 24.

Key competencies and educational standards. Transcript of the discussion of the report by A.V. Khutorsky in the Russian Academy of Education [electronic resource] / A. V. Khutorskoy // Internet magazine "Eidos". - 2002. - April 23.

Kraevsky, V.V. On cultural and competence-based approaches to the formation of the content of education [electronic resource] / V. V. Kraevsky / Reports of the 4th All-Russian remote August pedagogical conference "Renewal of the Russian school" (August 26 - September 10, 2002).

Kulagina, I.Yu. Age-related psychology. Child development from birth to 17 years. [text]/I. Y. Kulagina.- Textbook. 3rd ed.- M.: Publishing house of URAO, 1997.-176p.

Lebedeva, G.A. General cultural competence as an indicator of the student's socialization. [text]/G. A. Lebedeva. - Solikamsk, 2006.

Lobok, A. The main difficulty of the "competence-based approach" [electronic resource] / A. Loboc // First of September. - 2005. - No. 18. -

Maskin, V.V., Petrenko, A.A., Merkulova, T.K. Algorithm for the transition of an educational institution to a competency-based approach. [text]/V. V. Maskin, A.A. Petrenko, T. K. Merkulova / Practical guide.- M .: ARKTI, 2006.-64 p.

Mukhina, V.S. Child psychology. [text]/V. S. Mukhina. - M.: LLC April Press, CJSC Publishing house EKSMO-PRESS, 2000.- 352p.

Piyavsky, S.A. Science-oriented learning [electronic resource]/S. A. Piyavsky / Reports of the 4th All-Russian Remote August Pedagogical Conference "Renewal of the Russian School" (August 26 - September 10, 2002). -

Perelygina, E.A., Fishman, I.S. Guidelines for the formation of key competencies of elementary school students. [text] / E. A. Perelygina, I. S. Fishman.- Samara, 2007.-128 p.

Raven, J. Competence in modern society: identification, development and implementation [text] / J. Raven / Per. from English. - M.: "Cogito-Center", 2002.

Government Decree Russian Federation dated December 29, 2001 No. 1756-r (Concept of modernization Russian education up to 2010).

Tikhonenko, A.V. To the question of the formation of key mathematical competencies junior schoolchildren[text]/A. V. Tikhonenko / Primary school. - 2006. - No. 4. - S. 78–84.

Frumin, I. Responsible for what? Competence-based approach as a natural stage of updating the content of education [text] / I. Frumin / Teacher's newspaper. - 2002. - No. 36. - http://www.ug.ru/02.36/t24.htm

Kharlamova, T. Competent discussion [electronic resource] / T. Kharlamova / School psychologist. - 2002. - No. 20. - http://psy.1september.ru/2002/20/2.htm

Khutorskoy, A.V. Key competencies and educational standards [electronic resource]/A. V. Khutorskoy / Internet magazine "Eidos". - 2002. - April 23.

Khutorskoy, A.V. Key competencies as a component of the personality-oriented paradigm [text]/A. V. Khutorskoy / public education. - 2003. - No. 2. - S. 58–64.

Khutorskoy, A.V. Key competencies as a component of the personality-oriented paradigm of education [electronic resource] / A. V. Khutorskoy / Reports of the 4th All-Russian remote August pedagogical conference "Renewal of the Russian school" (August 26 - September 10, 2002).

APPLICATION

Annex 1

Characteristics of competence levels

Project relevance

Strategic task of development school education currently consists in updating its content, teaching methods and achieving on this basis a new quality of its results.

At present, the competence-based approach is one of the most developing areas of pedagogical theory and practice, one of the most important foundations for the renewal of education.

In the "Concept for the modernization of Russian education", acting as one of the basic regulatory documents that determine the strategy for the development of domestic education, it is indicated that " comprehensive school should form complete system universal learning activities, as well as the experience of independent activity and personal responsibility of students, that is, key competencies that determine modern quality content of education.

Among these educational outcomes relate:

1. Development of the ability to navigate:

In the surrounding reality;

In the phenomena of nature;

In social phenomena;

In all major areas of culture, including the world of spiritual values.

2. Formation of key competencies.

aim my professional project is the implementation of a competency-based approach in elementary school as one of the ways to achieve a new quality of education.

With this in mind, theirtasks see next:

The study of theoretical material on the implementation of the competency-based approach in elementary school in the classroom and in extracurricular activities;

Substantiation of the importance of the formation of information and communication competence in younger students, taking into account the age characteristics of students;

Planning and organization of work on the formation of information and communication competence in younger students.

The term "competence" in translation from Latin means conformity, proportionality.

Competence is a person's readiness to mobilize knowledge, skills and external resources for effective activity in a specific life situation. Competence is the willingness to act in a situation of uncertainty.

The competence-based approach does not deny the meaning of knowledge, but it focuses on the willingness to use the acquired knowledge.

There are five core competencies:

Information competence - readiness to work with information;

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

Social competence and tolerance - willingness to cooperate with other people, are formed on the basis of the two previous ones;

Self-education - readiness for continuous improvement, is formed on the basis of the four previous ones.

I believe that the effective adaptation of younger students in educational environment is possible if school graduates of the first stage have information and communication competence.

Communicative competence is expressed in skills independently:

Make contact with any type of interlocutor (by age, status, degree of closeness and acquaintance, etc.), taking into account his characteristics;

Maintain contact in communication, observing the norms and rules of communication, in the form of a monologue and dialogue, as well as using non-verbal communication tools;

Listen to the interlocutor, showing respect and tolerance for other people's opinions;

Express, argue and defend one's own opinion in a cultural form;

Encourage the interlocutor to continue communication;

Resolve conflicts effectively in communication;

Change your speech behavior if necessary;

Evaluate the success of the communication situation;

Correctly complete the situation of communication.

Information competence is expressed in skills independently:

Interpret, systematize, critically evaluate and analyze the information received from the perspective of the problem being solved;

draw reasoned conclusions;

Use the information received when planning and implementing their activities in a given situation;

Structure the available information;

Present it in various forms and on various media, adequate to the needs of the information consumer.

These competencies are interdependent. Possession of certain information causes the need to speak out. And in order to take part in the dialogue, you need a certain amount of information.

I have outlined the following ways of forming information and communication competence in younger students.

Project Implementation Program

I have been a primary school teacher since 1991. The main goal of education is to achieve the optimal overall development of each child while maintaining his mental and physical health.

The concept of "optimal development" is relative. The goal is not to "pull up" weak students to the level of strong ones, but to reveal the individual abilities of each and, regardless of whether he is considered "strong" or "weak", to contribute to his development.

General development the child is carried out in the process of his independent search activity when interacting with the teacher, the class, in general with his environment, therefore I pay special attention to the organization of educational activities and the socialization of children (development communication skills ability to work in a team).

Textbooks and learning programs"School of Russia" are integrated courses that reveal to children a holistic picture of the world, corresponding to both the age characteristics of younger students and the requirements of the modern information society. For example: aware

" The world"connections are activated between knowledge about the Earth, its nature and the socio-cultural life of man in their historical development.

Speech development is of great importance for a younger student.

The problem of reducing the culture of speech in our country, the trend towards the spread of jargon and vernacular is relevant. Often misunderstanding of each other in the discussion is due to different definitions of concepts. It is necessary to come to an agreement in the use of the concept or replace it with another suitable word. The best source in this regard is reference literature, dictionaries. Thus, the enrichment of children's speech occurs due to intensive vocabulary work, deep penetration into the meaning of the word.

The result of my work is that students:

Learned to respectfully and creatively deal with the word;

There was a need for independent creative work;

The level of development of attention, observation, memory, fantasy has increased;

Students are able to use dictionaries;

Work independently with text;

They show good results when checking reading skills.

Thus, the introduction to the lexical system of the language will help in the education of speech culture, in the linguistic development of students and will contribute to the process of forming the communicative competence of younger students.

It is important that children learn about the world around them not only through reading and looking at pictures, but also through their direct observations.

I work closely with the employees of the city children's library. Gaidar. They have conversations with children.

Lesson plan for younger students for the 2018-2019 academic year.

September. "The Land of Unlearned Lessons".

"Interestingly about the Russian language."

October. "What a charm these fairy tales are."

November. "The Wizard of Amsterdam"

December. "Lessons in Etiquette".

January. " Funny stories Dragunsky".

February. "Folk Traditions and Holidays".

March. "Favorite books of our grandmothers and mothers."

April. "The First Flight of a Starship".

May. Pokryshkin in the sky.

Studying this or that literary work, I introduced my students to the works of painting. But at some point I realized that this was not enough for them to get acquainted with reproductions of paintings. I started organizing trips to exhibition halls(Syzran, Khvalynsk)

Lesson plan for the course "Introduction to Art" for younger students for the 2011-2012 academic year.

September. I. I. Shishkin is a singer of the Russian forest.

October. I. I. Levitan. "Gold autumn".

November. A. I. Kuindzhi. "The Light of Painting".

December. "Very brave, Siberian character."

January. V. M. Vasnetsov, M. A. Vrubel. "Fairy tale in painting".

February. V. M. Vasnetsov. "Bogatyrs".

March. Russian folk toys.

April. Mystery of blue color. Ceramics in Gzhel.

May. Introduction to the museum. "Paintings live here."

In these classes, students are taught to "see" a work of art. On them, students discover other points of view than their own, and on the other hand, they get the opportunity to express their thoughts and feelings, and through them, themselves. Schoolchildren not only develop an artistic taste, but also develop a thoughtful attitude to their own experience, to various life situations, improve the ability to substantiate their point of view, their observations become more specific and subtle. Schoolchildren learn to perceive painting as a deeply original art form, distinguished by its techniques and features, and not just as an illustration to literary works, to see "points of contact" between different types art. Thus, I consider the result of these classes: the interest of the majority of students in this type of art and, as a result, the decision to learn to draw.

Trusting relationships in the classroom create conditions in which children acquire knowledge on their own, and the teacher only helps them. Discussion becomes the main form of obtaining knowledge and solving problems.

So, communication in the lesson and after it performs not only an informative, but also a social, as well as a developing function. It is presented in two aspects: communication between the teacher and students, communication between students. In such communication, social attitudes, patterns of behavior are purposefully and intensively formed, social life skills, the basics of information and communication competence are acquired.

Based on the content of the studied disciplines, I include students in the search for information, I teach them to highlight the main thing. During this period, I see my task as giving the child more initiative in organizing his cognitive activity.

The following main methods of formation of information and communication competence are distinguished.

Search and collection of information:

Tasks to search for information in reference literature, the Internet, through surveys, work with literary primary sources, in museums, libraries, etc.;

Tasks with an excess of information;

Problems with a lack of information.

2. Information processing:

The task of ordering information;

Drawing up plans for the text;

Preparation of questions for the text;

Tasks for summarizing the materials of the discussion, discussion.

Information transfer:

Preparation of messages on the topic;

Preparation teaching aids on this topic;

Preparation of wall newspapers, stands, etc.

Informational educational projects(individual and group).

Educational and research work involving various methods research.

All forms of educational dialogue.

Role and business games.

Discussions, discussions.

Acting as hosts at events, parties, etc.

Involving students in the work of theater studios.

One of the forms of extracurricular activities for academic subjects

is an excursion, which promotes:

development of attention and cognitive interest schoolchildren;

Provides health education;

Gives clear answers to questions

Helps to identify essential and non-essential signs of objects and phenomena;

Expands and systematizes the child's knowledge of the world around.

I try to organize such an excursion so that the students not only expand or gain new knowledge, but also take a direct part in the work.

The goal of design and technology education is the development of students as subjects of creative project activities, preparing them for successful and harmonious functioning in an information-technologically saturated world.

To date, the content of education in the school is changing, taking into account the socio-economic needs of society. If earlier economic problems were moved away from the schoolchild, today it is no longer possible.

The use of various forms gives me the opportunity to show creativity, individuality and at the same time, which is especially important, to make the process of cognition interesting and accessible.

While studying the elements of economics with students, I introduced children to various professions.

Story-didactic games will help to make the economy understandable. So, playing in the profession, students comprehend the meaning of labor, reproduce the labor processes of adults, simulate real life situations: purchase and sale operations, production and marketing of finished products, etc.

IN didactic games the ideas of students about the world of economic phenomena are clarified and consolidated. Making a large number of actions, the guys learn to implement them in different conditions, with different objects, which increases the strength and awareness of the assimilation of knowledge.

Entertainment and leisure evenings (competitions, quizzes, olympiads) are a kind of holidays - bright, unusual, mysterious. Children like non-standard questions, fun and at the same time meaningful tasks (guessing crosswords and puzzles). Other forms of conducting classes are also provided: excursions to enterprises, meetings with entrepreneurs and people of various professions, business games, performing creative tasks.

Significant space is given joint activities schoolchildren, aimed at developing their social skills, a sense of collectivism and mutual assistance.

For the assimilation of economic knowledge, a wide variety of methods, techniques and teaching aids are used. So, mastering the economic content is carried out in the process of reading fiction(stories with economic content; folklore; proverbs, sayings), where a significant place is given to the fairy tale. The author's fairy tales are interesting and successful, each of which is, as it were, a mini-program to familiarize children with economic concepts. (E. Uspensky, I. Agron "The Business of Gena the Crocodile"; G. M. Evmenova, O. I. Menshikova "Children's Dictionary of Economics or Little Stories about Economics for Not Very Young Children"; P. Filipov, I. Petrov "Conversations about economics"; V. Nikiforov "Saturday journey or a lesson in economics"; T. A. Popova, O. I. Menshikova "The Tale of the Queen Economy, the Villain of Inflation, the Magic Computer and True Friends").

In them, the economic content unfolds before the children in the form problem situations, the resolution of which develops logic, originality, independent thinking, information and communication skills, the ability to navigate in a search situation.

Logical and arithmetic tasks, tasks - jokes enliven the path of knowledge of complex economic phenomena. They combine elements of problematic and entertaining, cause tension of the mind and bring joy, develop the logic of reasoning.

The formation of key competencies of students can also be solved through the organization of interaction between the educational institution and parents.

The family primarily contributes to the formation of a harmoniously developed personality of a person.

The strength of the influence of the family is that it is carried out constantly, for a long time and in a variety of conditions and situations. The person lives in a family. Here he spends most of his time. At home, he rests and works, studies, does what he loves, takes care of his loved ones and enjoys their care and attention. He comes here in joy and in sorrow. All this happens constantly, for many years and gradually creates rules that, becoming traditions, form the basis of human life.

It is very important that skills and habits are fixed in the family. correct behavior that are formed in the child at school. I believe that uniform, coordinated requirements of the family and school are one of the conditions for proper education.

When working with a family, I set myself the following tasks:

The study of the composition of parents' families: age, social class, profession, educational level, microclimate and conditions in the family, etc.;

Identification of socially and professionally established parents who are able to work with children;

Involving parents in the education and upbringing of students at school;

Development of uniform pedagogical requirements and approaches to the education of students by parents and teachers;

Versatile pedagogical education of parents, the formation of parents' need for self-education.

I believe that a teacher wins the respect of parents first of all by conscientious work, a sensitive attitude towards students. Without this, cooperation cannot be expected.

Working with parents is built in two directions:

Participation in the co-management of the school:

Classroom (school-wide) parent meetings;

Class parent committee, school-wide board of trustees;

Participation in class activities.

At the first meeting in September, together with the parents, we develop plans for the joint work of the teacher and parents. I suggest that each parent choose which activities he would like to take part in. And the sections are:

Holding holidays.

Parents are always active participants in all school holidays. They help to prepare costumes, participate in the preparation of scenarios, introduce children to new moving and mind games, come up with contests. Moreover, when meeting with an initiative group of parents to prepare for various events, we consider what tasks will be given to parents.

Conducting class hours.

Parents participate in the preparation and conduct of class hours.

Organization of excursions.

Carrying out sports events.

Making wall newspapers for the holidays.

Offer something of your own.

Each parent has the right to choose and, to the best of their ability and ability, takes part in the life of the class team. And how do the eyes of a child light up when it is his mother who spends Classroom hour, various competitions, his dad organized sports.

Project implementation efficiency

By implementing the competency-based approach in the classroom and in extracurricular activities, I managed to achieve certain results in the formation of information and communication competence in younger students:

100% of students have the skills to work with reference and encyclopedic publications;

Pupils listen to the interlocutor and express their point of view in a polite manner; can perform various roles in the group (leader, performer, critic);

Form their thoughts orally and writing taking into account educational and life speech situations;

They are able to plan the stages of the upcoming work, monitor and evaluate their correctness, look for ways to overcome mistakes;

Able to work with different types of information; have experience with computers;

At the final certification, the students of my class show stable results

Four students graduated from elementary school with A's.

Pupils of my class participated in the Obninsk Subject Olympiads and showed high results.

Further development of the project

My students, moving to the middle link, successfully pass the adaptation. Show high results in educational activities.

List of sources used

1. Ananiev B.G. Man as an object of knowledge. SPb., 2001.

2. Ananiev B.G. Pedagogical Applications modern psychology// Soviet Pedagogy. 1996. No. 8.

3. Obukhova L.F. Developmental psychology: Textbook. M., 2006.

4. Galperin P.Ya. Teaching methods and mental development child. M., 1995.

5. Davydov V.V. Problems of developmental education: The experience of theoretical and experimental psychological research. M., 1996.

6. prepod.nspu.ru

7.www.jurnal.org

8.aspirant.rggu.ru

Sections: School administration

The requirements for graduates are currently changing. educational institutions, as noted in the Concept for the Modernization of Russian Education for the period up to 2010, a developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, capable of cooperation, characterized by mobility, dynamism, constructiveness, possessing a developed sense of responsibility for the fate of the country.

Satisfaction of the individual, society and the state in obtaining a quality education in the new conditions is impossible without developing the potential of educational institutions through the development and expansion of innovative activities along with ensuring their stable functioning.

The concept of modernization of Russian education until 2010.
The goals of education. development of students' independence and ability to self-organization;

Socio-economic changes in Russia have led to the need to modernize many social institutions and, above all, the education system.

Today it is necessary not only to improve one's knowledge and skills, but also to be psychologically prepared for the changed socio-economic conditions, a different way of being in society. In other words, the conditions are such that a person (person) must take an active life position, a person must be able to realize his life potential, performing the functions of a “free carrier” of social services, and therefore, act as a subject of activity. At present, the responsibility of the person himself for his successful existence in society (getting a job, starting a family, etc.)

Eg: The number of unemployed among highly qualified specialists makes it possible to cast doubt on the hypothesis that there is causality between educational attainment and job opportunities.

Functions of a teacher
(teacher, class teacher, organizer of extracurricular activities) - creating the necessary conditions for "self":

• SELF-updating,
• SELF-definitions,
• self-creation,
• SELF-realization.

The child learns, develops, educates himself!
According to the development plan of our educational institution, we are pursuing main goal:

Implementation of the competency-based approach in the classroom and in extracurricular activities.

Among the many challenges facing the school are the following:

• Development of principles and forms of organization of school self-government on the basis of club activities and museum pedagogy, development of the system educational work as a space in which the social competencies of students should be formed.
• Development of forms of the social component in the co-management of the school, including through the creation of youth associations and organizations.

Technology traditional learning unable to meet modern requirements. Therefore, more and more often we are faced with the concepts “Competency-Based Education”, “Competence-Based Approach”

Competence is the result of education, which is expressed in the mastery of a certain set of ways of activity by the student.

• mastering any mode of activity, the student gains experience in assigning activities:

1) the student is aware of the process of managing his activities;
2) integration of various results of education (knowledge, skills, habits, values), since it is impossible to master activity (as opposed to action) through imitation.

• a personal “resource package” is formed; the student understands what tools are needed to perform the activity.
• a set of mastered methods of activity should be socially in demand and allow the student to be adequate to typical situations.
• a set of mastered methods of activity is the subject of a request from employers (and other customers), which may be relevant for a certain amount of time, and then adjusted in connection with a change in the socio-economic situation.

How do competencies differ from other learning outcomes?

• is integrated,
• manifests itself situationally, depending on the task.
• unlike the element of functional literacy, it allows solving a whole class of tasks,
• in contrast to a skill, it is conscious,
• unlike skills, it is portable (associated with a whole class of objects of influence), it is improved not along the path of automation and transformation into a skill, but along the path of integration with other competencies: through awareness of the general basis of activity, competence is increased, and the method of action itself is included in the base of internal resources .
• unlike knowledge, it exists in the form of activity (real or mental), and not information about it.

There are several options for classifying competencies, here is one of them:

1. Value-semantic competence
2. Socially productive competence
3. Communicative competence
4. General cultural competence
5. Information competence
6. Moral Competence
7. Autonomization competence

1. Value-semantic competence

This is a competence in the field of worldview associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic settings for his actions and deeds, make decisions.
This competence provides a mechanism for self-determination of the student in situations of educational and other activities.
The individual educational trajectory of the student and the program of his life in general depend on it. .

2. General cultural competence

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

3. Communicative competence

The ability to enter into communication, in order to be understood, mastering the skills of communication.

4. Information competence

Ownership information technology ability to work with all media.

5. Autonomization competence

Ability for self-development and self-presentation, ability for self-determination, self-education, competitiveness.

6. social competence

The ability to live and work together with other people, relatives, in a work collective, team

7. Productive competence

Ability to work, make decisions and take responsibility for them.

8. Moral competence

Willingness, ability and need to live according to universal moral laws

Key competencies:

• Competences are key if mastering them allows you to solve various problems in everyday, professional or social life. They need to be mastered in order to achieve various important goals, to solve complex problems in a variety of situations.
• Key competencies are over-subject and interdisciplinary, they are applicable in various situations, not only at school, but also at work, in the family, in the political sphere, etc.

The level of mastery of key competencies is the real baggage that in the later adult life of a graduate will be in demand in the first place, and it is on this baggage that not only his further life and professional career depends, but also the future of the region, that corner of the earth where he will live ...

The educational work of our school is based on a system of traditions that embody the main aspirations of the team to comprehensively help students in the moral development of their personality.

Covering various areas of educational work, traditions acquire the status of a law that not only binds and streamlines the activities of the team, but also helps to organize this activity, find in its own educational institution that zest that allows him to compare favorably with others, and to see the prospects for development.

The traditions formed in the educational institution are not just a set of events, but a system. Relationships that develop in a team under the influence of traditions are characterized by stability, respect, tolerance, creativity, and it is precisely such relationships that contribute to the successful development of the team.

Traditions of educational and professional orientation:

• Knowledge Day;
• Initiation into high school students;
• Intellectual marathon;
• Olympiads in subjects;
• Contest "Student of the Year";
• Folklore holiday " Maslenitsa”;
• Holiday "Labor and Talents"(school birthday) "Meeting of school friends";
• Tourist trip.

Traditions of social activity:

• month “Beware, children!”;
• classes with an asset for the development of self-government;
• action “Congratulate a veteran”;
• evenings of meetings with veterans

Traditions of socially useful work:

• school duty;
• Saturdays for the improvement of the school;
• organization of duty in the classrooms;
• landscaping of school grounds and recreation areas.

Traditions of work with parents:

• thematic parent meetings in classes and school-wide;
• parental universal education in steps;
• parental days;
• drawing up a social passport of the school;
• activities on the theme “My family”.

The closest integration of education and upbringing is possible in conditions of competence-based approach.

The means of extracurricular (educational) activities mainly form:

• values ​​of activity, communication, self-education;
• the habit of being mobilized;
• personal skills - reflective, evaluative;
• personal qualities - independence, responsibility;
• experience of communication and interaction with people, including in a team.

One of the options for such extracurricular activities is our club activities, we have many clubs, but two clubs are fully and productively working: “Patriot” and “Slavic Brothers”.
All the subjects that we teach schoolchildren form a holistic view of the world. In this sense, we are all lucky: we collectively have all the knowledge that a school graduate should have, so we are not afraid of any trials that we might encounter along the way.
And now I propose to consider one of the many educational activities from the point of view of a competency-based approach.
This event was called:

“Family is what is always with you!”

Target:
To put the concept of “Family” into the hearts of children, to explain and help to realize the value and importance of the family.

The event lasted from October to November and included several types of work:

• Essay writing: “My family”
• Analysis of work by a specially created commission
• Conducting class hours “Family Values”
• Creating a panel on the same topic
• Competition "My family" (creating collages about the family)
• Creating a common collage at school, as a result of the work done
• Parent meeting based on the results of the work

The reaction to this event was not unambiguous, someone gladly took up the creation of a vivid image of their family, and someone took everything that was happening negatively and considered that it was his personal life where outsiders are not allowed to enter. We did not pursue the goal of seeing something bad or, on the contrary, putting on display something good, we wanted to create the image of a normal full-fledged family, with its pluses and minuses, we wanted to put a little warmth and vivid impressions into the hearts of our children, and the goal was us, as I mentioned: “… help to realize the value and importance of the family”.

At the end of the event, we created a common panel on the 3rd floor, telling little stories of one large house at number 37

Analyzing what kind of collages our children created, what conclusions they made on classroom hours, what questions they asked when writing essays and how they expressed their point of view on this topic, is this not the formation of social competencies, which we have been talking about for several years? .

“Starting a family is not easy, and keeping it is even more difficult. Everything happens in a family of trouble and joy, but not everyone manages to adequately resolve conflicts. - Do conflicts need to be resolved? What is the strategy to follow in this situation? - What qualities make a family strong, and what contribute to its destruction? As you can see, the family is a small sun, thanks to which we are warm and comfortable, it attracts us. And all of us, both adults and children, must make sure that this sun always shines, giving us love, affection, uniting us, protecting us all our lives.”

In fact, one way or another, we touch the concept of “Competence approach” by teaching and educating our children, sometimes without fully realizing it.

The formation of key competencies of students should be considered as the main goal of the pedagogical organization of extracurricular activities of the class. Accordingly, this goal becomes the main goal of the class teacher and includes at least three tasks:

• the class teacher's own activities in organizing the life and development of the class team and individual students;
• coordinating and monitoring the effectiveness of the activities of subject teachers working with the class in the formation of key competencies by classroom and extracurricular means of educational activities in the subject;
• organization of joint forms of work of the class teacher with subject teachers.

Setting the class teacher to the formation of key competencies requires a truly democratic approach to the organization of class life. The class teacher does not have the right to impose the goals of the development of the class team and joint life, forms of organization and methods for achieving the goal. His task is to choose, together with the students, those goals that are really close, at least to the majority of students, and those ways to achieve them, which, according to general feelings, will be the most fruitful.