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The main competitive advantage of a highly developed country is associated with the possibility of developing its human potential, which is largely determined by the state of the education system and its quality. The quality of modern vocational education is understood as a measure of the compliance of the educational result with the needs of the state, society and the individual. A significant constraint on Russia's economic growth is the shortage of labor resources, which is already acutely felt in the sphere of production. Therefore, the competitiveness of enterprises and the development of the country's economy as a whole depend on the structure and quality of training provided by the vocational education system. IN Lately the functioning and quality of education cause serious complaints from the main "customers" - the state, society, employers. A particularly urgent problem in the short and medium term is to ensure the quality of graduates of primary and secondary (pre-university) vocational education due to their real shortage in the labor market.

Over the past 40 years, the Russian economy has functioned with a growing working-age population. This favorable period is over, and over the next decades it will decline sharply. According to research results, about 50 million people will leave the able-bodied population in the coming 20th anniversary. The declining number of young people entering working age in 2006-2025 will offset the loss work force only half. A favorable migration situation will make it possible to compensate for another 7-8% of the departure. However, this is not enough to fully restore the labor potential: in 2025, its number will be 1/5 less than today.

Compensation for "losses" among workers is the most problematic. Skilled agricultural workers will lead in terms of the intensity of leaving the labor force. Serious risks in staffing are expected in the group of skilled workers in the industrial sectors of the economy - one of the largest groups of people employed in the economy (16% of the total number of employees). Over the next 20 years, the loss (due to natural causes) of skilled workers will amount to 80-90% of the current number
employed in this group. They will be especially great among: painters and workers of related professions; toolmakers, machine operators, adjusters and workers of related professions; workers in the professions of the building materials industry; fitters and plumbers of sanitary equipment, pipe fitters; transport workers.

The modern labor market, characterized by high innovative dynamics, makes new demands on workers and specialists. Employer surveys testify to new trends in the development of the personnel needs of the regions: the formation of an order for the quality of professional education, not only and not so much in the format of "knowledge" of graduates, but in terms of methods of activity; the emergence of additional, previously not updated requirements for employees related to the components of readiness for professional activity common to all professions and specialties, such as the ability to "team" work, cooperation, to establish social ties, to continuous self-education, the ability to solve various problems, work with information, etc. Thus, we are talking about special educational outcomes systems of vocational education - about professional competencies.

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

The analysis of works on the problem of the competence-based approach allows us to conclude that at present there is no unambiguous understanding of the concepts of "competence" and "competence", just as there is no single, accepted by all classification of competencies.

Andrey Viktorovich Khutorskoy - Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, distinguishing these concepts, offers the following definitions.

Competence is a set of interrelated qualities of a person (knowledge, abilities, skills, methods) set in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them.

Competence - possession, possession by a person of the corresponding competence. Including his personal attitude to it and the subject of activity.

That is, competence is a characteristic given to a person as a result of assessing the effectiveness / efficiency of his actions aimed at resolving a certain range of tasks / problems that are significant for a given community.

There are several types of competencies: general, subject, over-subject, professional, over-professional, etc.

Each person should have general (key) competencies, the term itself already indicates that they are the "key", the basis for others, more specific and subject-oriented. It is assumed that key competencies are of a supra-professional and supra-subject nature and are necessary in any field of activity, they are used in everyday life in the implementation of activities in the field of education, in the workplace or when receiving professional training. In the European project "Identification and selection of key competencies", key competencies are defined as important "in many areas of life and serving as a guarantee of success in life and the effective functioning of society."

The specific content of the concept of "competence" is associated with an analysis of the request of employers and the social expectations of society. Thus, five key competencies have been identified that “young people should be equipped with”:

Modern pedagogy contains a large number of different approaches: systemic, traditional, complex, person-oriented, etc. The competence-based approach in vocational education is the least developed of all the approaches listed above.

The competence-based approach in vocational education dates back to the beginning of the 1980s. At first, not the term "competence-based approach in vocational education" was used, but the concept of competence. Competence was understood as any mastered skill or knowledge of a subject. Over time, this concept has expanded, and the competency-based approach to professional education has entered pedagogy.

What is a "competence-based approach" in vocational education?

If we consider the education of a person in the context of his socialization in society, and not only in the context of mastering the amount of knowledge accumulated by humanity, then competences become the leading content of education, its main results that are in demand outside of the educational institution. Moreover, competencies can be understood more broadly, namely as the development of certain forms of thinking and activity. Then the meaning of human education is to master any cultural tradition as a system of previously developed means that allows you to interact with the outside world, develop your abilities, realize yourself as "I" and be successful in this society. Competency-based approach in education, as opposed to the concept of "acquisition of knowledge", and in fact the amount of information (information), involves the development of various kinds of skills by students, allowing 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 solving such situations and achieve the required results.

Thus, the competency-based approach is a strengthening of the applied, practical nature of all education (including subject education).

The transition to competence-oriented education in Russia was normatively fixed in 2001 in the Concept for the Modernization of Russian Education and Priority Directions for Development educational system RF. In the Federal Target Program for the Development of Education, one of the main directions is to bring the content of education, teaching technologies and methods for assessing the quality of education in line with the requirements of modern society. One of the mechanisms for successfully solving the tasks set is the introduction of educational programs in the system of vocational education, built on the basis of a modular-competence approach.

The new education standards also imply a competence-oriented approach, which means project-based teaching methods, testing of various forms of work, which are based on the independence and responsibility for the learning outcomes of the students themselves.

The GEF requirements for learning outcomes (including mastered types of professional activity, competencies, practical experience, skills and knowledge) are mandatory, the new generation GEF already contains a list of general and professional competencies that a graduate who has mastered the basic professional education should have. profession program. The following general competencies are defined:

Understand the essence and social significance of their future profession;

Organize your own activities;

Analyze the working situation, be responsible for the results of their work;

Use information and communication technologies, search for information necessary for the effective performance of professional tasks;

Work in a team, communicate effectively with colleagues, management, customers.

For each profession, professional competencies corresponding to the main types of professional activity are also defined.

What is the reason for such interest in competencies and giving them a central place in modern education?

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 a tenfold increase in the amount of information consumed, but also to its rapid aging, constant updating, which leads to fundamental changes not only in economic activity, but also in everyday life. The list of professions is updated by more than 50% every seven years, and in order to be successful, a person has to not only change jobs, but also retrain on average 3-5 times in a lifetime. In such circumstances, the productivity of professional activity does not depend on the possession of any once and for all given information, but on the ability to navigate information flows, on initiative, the ability to cope with problems, to seek and use missing knowledge or other resources. Accordingly, the requirements for employees have undergone serious changes. It is not enough to be a specialist, you must also be a good employee. The place of an executor who effectively copes with his duties was taken by the image of an employee who is proactive, who knows how to take responsibility and make decisions in uncertain situations, who knows how to work in a group for overall result, to study independently, making up for the lack of professional knowledge necessary to solve a specific problem.

Competence-based education involves fundamental changes in the organization educational process, in its management, in the activities of teachers, in the ways of evaluating the educational results of students in comparison with the educational process based on the concept of "learning knowledge".

The position of the teacher also changes fundamentally. He ceases to be, along with the textbook, the bearer of "objective knowledge", which he tries to convey to the student. Its main task is to motivate students to show initiative and independence. He must organize independent activities of students, in which everyone could realize their abilities and interests. In fact, it creates conditions, a developing environment in which it becomes possible for each student to develop certain competencies at the level of development of his intellectual and other abilities.

The introduction of a result-oriented education model requires improvement of both management systems, methodical work, and approaches to the design of the lesson, its content, the development and implementation of competence-oriented tasks. At the same time, an important role is given to control and measuring materials, which involve tracking the results of not only the knowledge level, but also the competence level, since in accordance with the changed requirements for intermediate certification test can no longer be a form of intermediate certification of disciplines, therefore, competence-oriented tasks should have a practical orientation, social and personal significance, and correspond to the level of education. Effective is the solution of competence-oriented tasks (KOS) or situational tasks. KOZ allow you to imagine how the acquired knowledge and skills can be applied in practice, in a new situation.

In the period of transition to new value pedagogical guidelines, the lesson remains the key form of organization educational process. Unlike the traditional lesson, the lesson that met the requirements of education at the end of the 20th and the beginning of the 21st century, modern lesson- it is, first of all, competence - oriented.

The development of competencies in the classroom is facilitated by the use of modern pedagogical technologies. There are a lot of technologies that ensure the formation of competencies in the classroom: technology critical thinking, discussion technology, case technology (situational seminar, solving situational problems.

This method is a description of a specific situation that requires a practical solution), any type of project activity, primarily research and practice-oriented projects. Practical work of a search and research nature, having a life (domestic, professional, social) context, tasks with a time limit, including mini-projects implemented within the lesson, collective and individual mental activity, ICT, etc.

Socio-economic transformations and the formation of free market relations based on a variety of forms of ownership, the emergence of competition in the labor market require changes in the field of professional training of specialists.

IN new concept development of education in Russia, the emphasis is shifted from a narrowly professional approach to training specialists to the multilateral development of the individual, the development and implementation of key functions, social roles, and competencies by students in the context of a new approach. Hence, the role of educational practice (industrial training) grows even more. It should be as close as possible to the conditions of modern production. The success of the professional activity of graduates of an educational institution is due to the transition from the process of obtaining a general theoretical professional education to the formation of a set of professional skills that are in demand in labor activity in a free market.

Accordingly, the programs of training and production practices should focus on the continuous improvement of such characteristics as qualifications and the level of training, which are components of professional competence, which is ensured by the acquisition of professional work experience in the process of gradually completing all types of training practices.

The main requirement of employers for graduates is the availability of work experience. During industrial training in the lyceum, students should have the opportunity to gain this experience and, thereby, to form professional competence. In order for students to clearly imagine the essence and social significance of the chosen profession, it is necessary that the theoretical knowledge gained for the formation of professional competence be supported by practical skills. But sometimes very low level organization of practices and weak links with real production are not enough to gain real work experience. Therefore, the organization of industrial training, as close as possible to the conditions of production, is our top priority.

One of the acute problems of competence-based education is the problem of the textbook. With the exception of some, very few, new textbooks, no textbook is specifically focused on the implementation of competency-based oriented approach. Therefore, the construction of a lesson according to a textbook, on the basis of texts, questions and tasks contained in it, under the conditions of a competence-based approach, turns out to be completely unsuitable. When preparing for a lesson, a fundamentally different selection of content is most often required, including questions and assignments. The textbook, of course, can be used, but only as one of the auxiliary training or reference aids. More consistent with the competence-based approach is the use of two or three textbooks by different authors at the same time in the same course. This allows students to compare and analyze different author's approaches to the presentation of the same topic.

One classroom activity is not enough for a competency-based approach. In the context of the implementation of the competence-based approach, extra-curricular activities of students carry no less educational load. It should, if possible, be organized as a group activity, in the course of which the personal experience while minimizing individual and frontal conversations of the class teacher with students, reports and messages on thematic classroom hours, passive visits to cultural facilities and institutions, and similar frontal-individual and "incompetent" forms of work.

Thus, educational institutions should help students master the technologies of life, create conditions for the formation of abilities for self-esteem, self-knowledge, self-presentation and self-control, unleash the potential of self-realization, self-actualization and self-regulation.

Our task is to create conditions for successful self-realization of graduates. Indeed, in the near future they will have to realize themselves without our help.

Competence-based approach in the training of specialists allows to form such abilities and skills as:

• competitiveness;
• be able to use knowledge in a related specialty;
• be able to organize their work on a scientific basis;
• be able to use modern information technologies.

The competence-based approach, of course, requires the improvement of educational technologies. But it is in modern conditions it is one of the guarantees of the quality of education.

Summing up, we can say that 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.

The requirements of the Federal State Educational Standard set the task of expanding professional skills, focusing on competencies as a "result of education", taking into account the requirements of the modern labor market.

According to Amur-Info agency.

Graduates of universities and colleges in 2012, in order to get a job, will probably have to take another exam, however, after graduation and graduation. The Ministry of Education and Science of Russia has developed the concept of centers for certification and professional assessment of qualifications. They will take examinations and give an independent assessment of knowledge. In 2012, such a center should open in the Amur region. New institutions will be supported by employers. By 2013 they should appear throughout the country. Now the Ministry of Education of the Amur region is developing an agreement with the Amur Chamber of Commerce and Industry, as it is the link between the authorities and enterprises. It is not excluded that the center will be based on its base.

Meanwhile, some Amur universities already have experience in passing qualifying exams by students. For example, BSPU has been training specialists for the Petropavlovsk company for about ten years now. In the fifth year, chemistry students who want to work there take a specialization in analytical chemistry, and after defending a diploma, they also pass a qualifying exam. It depends on this whether the graduate will be hired and what position he will take.

The article provides examples of competency-oriented innovative educational technologies for the organization academic work with students, with whom teachers can not only get acquainted, but also creatively apply when conducting training sessions.

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A BRIEF DESCRIPTION OF

COMPETENCE-ORIENTED TECHNOLOGIES

N.V. Kuvardina teacher of special disciplines

GBPOU SPO PO "Penza Multidisciplinary College"

Department of Public Utilities and Land Management

Use in teaching practice educational technology has become an integral part of the educational process. important question In this context, the question arises of the teacher's ability to effectively use existing innovative technologies, to create them independently.

A competent teacher should “… provide for the use of active and interactive forms of conducting classes in the educational process (computer simulations, business and role playing, analysis of specific situations, psychological and other trainings, group discussions) in combination with extracurricular work for the formation and development of general and professional competencies of students ”(FSES SVE and NGOs of a new generation).

For brief description competency-based technologies are selected by the most efficient technologies formation of general and professional competencies of students:

1. - design and research activities;
2. - "brainstorm";
3. - development of critical thinking;
4. - case stages;
5. - game learning;
6. - problem-based learning;
7. - contextual learning;
8. - integrative learning;
9. - vitogenic learning;
10. - ICT;
11. - programmed learning;
12. - development of an individual style of solving IT problems.

1. Technology of design and research activities;

This technology includes a combination of research, search, problem methods, creative in essence, focused on the creative self-realization of the developing personality of the student, the development of his intellectual, physical abilities, volitional qualities and creativity in the process of creating new goods and services under the supervision of a teacher, having subjective or objective novelty, having practical significance

Target:

To teach students to think independently, find and solve problems, attracting knowledge from different areas for this, develop the ability to predict results and possible consequences different options decisions, the ability to establish cause-and-effect relationships. This contributes to the active acquisition of knowledge and skills, the formation of creative abilities and competencies, i.e. application in practice of knowledge and skills

Stages:

1. problem analysis (defining the problem and the research tasks arising from it (using the methods of "brainstorming", "round table" in the course of joint research);
2. goal setting (proposing a hypothesis for their solution; discussion of research methods (statistical, experimental, observations);
3. choice of means to achieve it(discussion of ways to design the final results (presentations, protection, creative reports, views);
4. search and processing of information, its analysis and synthesis(collection, systematization and analysis of the obtained data);
5. evaluation of the results and conclusions(summing up, drawing up the results, their presentation);
6. conclusions promotion of new research problems (in a variety of forms, reflection)

Forms of work: individual; steam room; group, collective

1. Technology "brainstorming";

The MSH technology is based on the psychological and pedagogical patterns of collective activity. IS increases the creative activity of students by creating a favorable, trusting atmosphere by removing psychological, pedagogical, etc. IS is a form of free discussion that helps to release creative energy and, by including students in interactive communication, involve them in an active search for solutions to the problem

Target:

Emancipation of thoughts and optimization of conditions for creativity on the basis of reducing the criticality of a person in relation to their capabilities. The purpose of this technology is to ensure the process of generating ideas by students, followed by their critical analysis and discussion.

Stages:

1. Formulation of the problem as a whole and its aspects
2. Identification of the goals of solving the problem based on the analysis of its various aspects.
3. Selection of sources of information array on the problem
4. Selection of preferred (required in the first place) sources from the information array.
5. Generation of all kinds of ideas ("keys" to the problem) on the basis of freedom of imagination, not accompanied or interrupted by critical thinking.
6. Selection of ideas that are most likely to lead to a solution based on logical thinking and comparative analysis.
7. On the basis of critical thinking, various ways are actualized to test the selected ideas.
8. The most rigorous and consistent verification methods are selected.
9. Finding all possible areas of application of the received ideas
10. Choosing the final solution to the problem
11. Expertise

Forms of work:

The MSH is led by a specially trained person (moderator). Its task is to spur the process of putting forward ideas and maintain its continuity. It instills in students confidence in the possibility of overcoming the problem. If the sentences run low, the facilitator fills in the gap with his own ideas. At the same time, he should not exert strong pressure on the participants. MSH is a group discussion conducted by a moderator according to a pre-designed scenario. The optimal number of participants is 8-12 students, the duration of the brainstorming session is 1.5-2 hours. For effective brainstorming, it is recommended to divide it into two independent stages: generation and analysis

1. - Technology for the development of critical thinking;

An educational technology aimed at developing the style of thinking of students, the main features of which are criticality, openness, flexibility, reflexivity, through reading and writing.

Critical thinking - open reflective evaluative thinking

Target: The development of the student's intellectual abilities, allowing him to study independently; the formation of a categorical apparatus of thinking, characterized by:

The students' awareness of the ambiguity of positions and points of view,

Overcoming egocentric thinking,

Reflection of the alternativeness of decisions made,

Ability to adequately interpret the information received

Stages:

1. evocation (call, awakening),
2. realization (comprehension of new information),
3. reflection (reflection)

Forms of work: The technology can be used to organize individual, group, collective educational work of students

1. - Case-stage technology (situational analysis)

These are interactive technologies.

The main sources of case content are public life(plot, problem, factual base); education (goals, objectives, methods of training and education); science (methodology)

A situation analysis method that involves understanding a real situation, the description of which reflects not only some practical problem, but also updates a certain set of knowledge that needs to be learned when solving this problem

Target:

Forms the interest and positive motivation of students, ensures their emotional involvement in the educational process and effectively contributes to their professionalization

Stages:

1. Introduction: problem statement; the name of the institution; names and positions of the main characters.
2. Problem: short description(from positions different participants events).
3. Materials for solution (scientific, methodical, statistical, normative, legal, literary)

Forms of work: individual, subgroup (5-6 people, a moderator is selected who, after the time has elapsed, reports on the results of the group's work)

1. - Technology of game training;

The technology is focused on the use of knowledge in a new situation, in which the material learned by students goes through a kind of practice, brings variety and interest to the learning process. In the life of students, the game performs such important functions as: entertaining, communicative, self-realization, diagnostic, corrective, therapeutic, socialization.

Pedagogical games are groups of methods and techniques of organization pedagogical process which is a means of psychological preparation of students for future life situations. essential feature pedagogical game is a clearly defined learning goal and the corresponding pedagogical result, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation. In foreign pedagogy, the understanding of the game includes "any competition or competition between players whose actions are limited by certain conditions, rules) and are aimed at achieving a specific goal (winning, winning, prize)"

Target:

• assimilation of new and consolidation of old material, the formation of general educational skills, the development of creative abilities;
• formation of cognitive motives and interests;
• transfer of a holistic view of objects, phenomena, taking into account emotional and personal perception;
• training in collective thinking and practical work, the formation of skills social interaction and communication, individual and joint decision-making skills;
• fostering a responsible attitude to business, respect for social values ​​and attitudes of the team and society as a whole;
• training in modeling methods, including mathematical and social design

Stages:

1. Preparing game props
2. Preparation of participants who expressed a desire and willingness to play.
3. Familiarization of participants with the rules of the game.
4. Organization of the game chronotope (game space) and the time frame of the game.
5. Realization of the plot of the game.
6. Summing up the game as a result of the game actions achieved by the players in accordance with the accepted rules

Forms of work: Forms of work depend on the type of game. During the game, you can use group and individual work, joint discussion, conduct testing and survey, create role-playing situations.

1. - Technology of problem-based learning

Today under problem learning is understood as such an organization of training sessions, which involves the creation under the guidance of a teacher problem situations and active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities.

An intensive study and implementation of elements of activity technologies is underway, which includes:

• analysis of production situations;
• solution of situational production problems;
• business games;
• "immersion" in professional activity(in different versions);
• modeling of professional activity in the educational process;
• contextual learning;
  

1. - Contextual learning technology

The foundation of contextual learningconstitutes the theory of activity, according to which the assimilation of social and professional experience is carried out as a result of vigorous activity. The means of work is the context - a system of conditions. The situation includes external conditions, the subject of learning, people with whom the object of learning is in contact.

The technology of contextual learning consists of basic forms and intermediate ones.

Basic forms:

Learning activities with lectures and seminars as the leading role(carried out transmission and assimilation of information);

Quasi-professional activity embodied in games,electives, special courses;

Educational and professional - research work of students, industrial practice, internship, graduation and course design.

Intermediate forms are any forms - traditional and new, that meet the specifics of goals and specific content learning.

1. - Integrative learning technology

It is an evolving system of continuous learning.

One of these ways is the development of an integrative educational system "School - SPO - University

The system-forming factor of the integrative educational system "School - SPO - University" is its integrity based on the integration of state educational programs, through curricula level - step training, which should be implemented on the basis of the integration of the goals and objectives of secondary and vocational education.

1. - Vitogenic learning technology;

Vitagenic learning ("vita" - from Latin life) - learning based on actualization life experience personality, its intellectual and psychological potential for educational purposes.

The main idea of ​​vitagenic learning is to form a collaborative relationship between teacher and student. From these positions, the teacher is not so much an informer as an accomplice, an inspirer who knows how not only to lead, but also has the ability to sympathize, empathize with successes and failures. The meaning of vitagenic education is the formation of a social image of a person, a unique personality, i.e. individuality. Vitagenic education uses the resources of the individual, hidden in the subconscious. Reliance on the subconscious in vitagenic education is, first of all, the creativity and fantasies of the student in various manifestations, intuition, i.e. the ability to perceive the world and make decisions based on "intuition", without the participation of consciousness, at the level of instantaneous comprehension. Intuition, like fantasies, reflects vital experience, the actualization of which is an excellent tool for organizing the educational process.

1. ICT technology

Information and Communication Technology (ICT)- This is a general concept that describes various devices, mechanisms, methods, algorithms for processing information. The most important modern ICT devices are a computer equipped with appropriate software and telecommunications facilities along with information placed on them.

Didactic tasks solved with the help of ICT:

• Improving the organization of teaching, increasing the individualization of learning;
• Increasing the productivity of self-training of students;
• Individualization of the work of the teacher himself;
• Acceleration of replication and access to the achievements of pedagogical practice;
• Strengthening motivation for learning;
• Activation of the learning process, the possibility of involving students in research activities;
• Ensuring the flexibility of the learning process.

1. Programmed learning technology

Programmed learning is a relatively independent and individual assimilation of knowledge and skills according to a training program with the help of computer learning tools. IN traditional education the student usually reads the full text of the textbook and reproduces it, while his work on reproduction is almost not controlled in any way, not regulated. main idea programmed learning is the management of learning, learning activities learner with the help of the training program.

The purpose of the concept is to strive to improve the efficiency of managing the learning process based on cybernetic approach. At its core, programmed learning involves the work of the student on a certain program, in the course of which, he acquires knowledge. The teacher's role is to monitor psychological state the listener and the effectiveness of the stage-by-stage development of educational material by him, and, if necessary, the regulation of program actions.In accordance with this, various schemes have been developed, algorithms for programmed learning - straight-line, branched, mixed, and others, which can be implemented using computers, programmed textbooks, teaching materials and etc.

1. Technology for the development of an individual style of solving IT problems

This is the methodology of developing an individual style of activity, the methodology of the activity approach, implemented through the solution of practice-oriented tasks.

• Orientation of the learning process to the acquisition by students of experience in solving problems of real practical IT activities.
• Organization of training aimed at mastering methods for solving IT problems, ways to use computer tools for solving it, developing an individual style for solving IT problems
• Organization of training information technology in integrative relationship with others academic disciplines and real life
• Evaluation of the success of training in information technology in an integrative connection with general analysis learning activities of the student and analysis of his personal development in the information technology field

Target: Organization of training in information technology, focused on the formation and development of IT competence (the ability to solve IT problems)

Stages:

1. Motivational stage -is aimed at students' awareness of the personal significance of the acquired knowledge and skills, it involves focusing students' attention on priority areas of educational work aimed at developing their ability to solve this IT problem

2. Development practical ways problem solving -mastering the general ways of solving an IT problem, developing the skills to reproduce in practice the main method (methods) of solving it.

3. Reflections of practical ways to solve the problem -generalization of the main approaches to solving an IT problem; correlation of the method proposed by the student for solving an IT problem with common ways her decisions

4. Presentations of skills to solve the problem -the acquisition by students of experience in solving IT problems in variable situations. Acquisition of the ability to innovate in the choice of means necessary to solve the problem, in the methods of effective work with computer tools, the formation of an individual style of technological activity for solving an IT problem

5. Implementation of knowledge and skills -the acquisition by students of the ability to solve the problem in a variant way, to make individual innovations in the ways of solving it, to solve the problem in non-standard situations, the formation of an individual style of solving an IT problem

Forms of work:

at the first stage -One of the forms of organizing work at this stage may be self-assessment by students of the ability to solve an IT problem. Self-assessment sheets record the main aspects of solving a specific IT task. The questionnaire questions are formulated in such a way that the student can understand what exactly he should learn to do when studying the topic.

at the second stage - Clarification of a significant problem, the description of which is presented in the condition of the IT task;

Analysis of an effective variant of IT activities in the described case, based on the requirements of the task (methods, operations, computer tools used, etc.)

Selection and justification of the optimal variant of professional IT activity

at the third stage -Generalization, systematization of ways to solve a specific IT problem; reflection of the activity structure that leads to the solution of this IT task

at the fourth stage -Clarification of the essence of the IT task and setting the goal of its solution; selection of appropriate means of IT activities, taking into account the real conditions indicated in the text of the task (available technical and technological resources, characteristics of students, etc.)

at the fifth stage - Clarifying the essence of the IT task and setting an individual goal for its resolution; development of an individual action plan to solve the problem; selection of appropriate means of IT activities, taking into account the real conditions indicated in the text of the task (available technical and technological resources, characteristics of students, etc.)

Bibliography:

1. Andreychenko Z.M. - Deputy Director for scientific and methodological work Regional multidisciplinary college, Stavropol, article "Application of competence-oriented technologies in the process of introducing a new generation of the Federal State Educational Standards", 2013
2. Gogoleva I.I., Koval N.M., Letskikh L.A., Pastukhova I.P. The use of the case method in the educational process and methodological work of the secondary school. - M., 2001
3. Innovative approaches to the activity of a teacher in the system of vocational education. Ed. V.N. Gurov. - Stavropol, Litera, 2008
4. Kapustin N.P. Pedagogical technologies of the adaptive school. - M .: Publishing Center "Academy", 1999
5. E.A. Markovskaya, I.V. Mushtavinskaya, I.B. Mylova and others; under scientific Ed. I.B. Soap. Innovative technologies of the Petersburg modern school: conceptual analysis: Methodological guide / - St. Petersburg: St. Petersburg APPO, 2010. - 36s. - (Petersburg experience general education) - ISBN 978-5-7434-0388-2
6. Educational seminars: methodological support for competence-based learning / ed. T.V. Khurtova. - Volgograd, Teacher, 2008
7. Selevko G.K. Modern educational technologies. – M.: public education, 1998.
8. Stepanov S.V. Conditions for the transfer of methodological work to the level of methodological service // Contemporary Issues education: experience and perspectives: Mater. region. scientific and practical. conf. - Stavropol: SGU Publishing House, 2001
9. Stepanov S.V. Methodological service: modeling experience // Modern educational technologies. - Tver: TSU, 2003
10. Theory and practice of educational technology. - M .: Research Institute of School Technologies, 2004
11. Khutorskoy A.V. Methodology of student-centered learning // How to teach everyone differently. - M .: Publishing house VLADOS-PRESS, 2005

annotation

The article provides examples of competency-oriented innovative educational technologies for organizing educational work with students, with which teachers can not only get acquainted, but also creatively apply during training sessions.

Tatyana Anatolyevna Sokolova

MBOU "Lyceum №200"

Novosibirsk city

PSYCHOLOGIST ABOUT - PEDAGOGICAL SUPPORT OF TRAINING WITHIN THE FRAMEWORK

COMPETENCE-ORIENTED APPROACH.

annotation

The article discussesmain directions of work school psychologist to accompany the learning process in the framework of a competence-based approach to education. Danamodel of psychological support of competence-oriented learning. Described efficiency and effectivenesspsychologist's workdifferentmdirections of activity.

Keywords: Competence-based learning,psychological and analytical development cards, psychological and analyticaland I activity, psichological monitoring,innovative pedagogical technologies,burnout syndrome.

“They really talk about the level of civilization

not a census, not the size of cities, not

harvested - no, qualities speak about it

man that the country produces."

RU. emerson

At present, due to changes in various spheres of life, societyneed yourself thinking people able to act actively, make decisions,mobile to navigate the flow of information, solve problems competentlyvarying complexity based on existing knowledge.

human lifeXXIof the century poses new challenges for education, aimed at revealing the potential of a person who is able to find himself and fulfill himself in any socio-economic conditions.

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

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

As an option offeredModel of psychological support (PS)competency-based learning

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

Methods of practice of a psychologist is the accompaniment itself.

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

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

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

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

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

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

Extensive practical activities are carried out. A database is being created that characterizes psychological features children, areas of their actual and immediate development, difficulties that may arise. Psychological and analytical development maps are filled in, in which the characteristics of each child are visible. (Annex 1).

In the future, for example, recruiting children intofirstclasses, is carried out based on complete information about each specific child and the potential opportunities for his development. This allows, in necessary cases, already in the first dayschild's stay at school, develop individual programs support, rehabilitation and correction of mental developmentfirst graders.

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

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

TOcorrectional and developmental activities with students in our school are carried out in variouspurposes (see below). The developed psychological courses for students from grades 1 to 4 deserve more attention: The world around us-grade 1, Know yourself-grade 2, Develop yourself-grade 3, Perfect yourself-grade 4. Created teaching aids, workbooks.

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

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

Preparing 4th grade students for the transition to middle school

Preparing students for the exam - "The path to success"

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

Psychological development of students at home.

Teaching the elements of bringing psycho-emotional and muscular tension into a state of balance, training sessions with students in extended day groups.

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

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

The development of student competencies requires teachers to introduce new pedagogical technologies. There is a problem of controllability of this process, which largely depends on the developed mechanisms for monitoring and evaluating the effectiveness of their application.

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

Solving the problems of psychological support of the learning process within the framework of the competence-based approach cannot be limited to the area of ​​direct interaction between the psychologist and the child. Psychological counseling and education affecting not only learning activities child, but also his age and psychological development should be supplemented by the active involvement of not only teachers, but also parents in the process of psychologization of education.

Not possessing sufficient knowledge of the age and individual characteristics of the child, parents and some teachers sometimes carry out training and education intuitively. Instead of carefully studying what qualities a child is endowed with by nature, developing these qualities, they stubbornly deform him.Many parents, like a bolt from the blue, are struck by the behavior of their children in adolescence. It was like a normal child and suddenly smokes, is rude, slams the door. Sukhomlinsky wrote that such parents are like a gardener who, not knowing what kind of seed he threw into the ground, came a few years later and was very surprised that thistles grew instead of roses. “And even funnier,” adds V. Sukhomlinsky, “it would be to see the gardener’s manipulations if he began to tint, paint a thistle flower, trying to make a rose flower out of it .... The moral face of a teenager depends on how he was brought up and developed, what was embedded in his soul until the age of 10-11.

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

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

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

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

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

As Olzhas Suleimenov said

“The past belongs to those who know it. The future belongs to those who create it».

Bermus A. G . « Problems and prospects for the implementation of the competency-based approach in education.”//Electronic resource: Internet journal “EIDOS: .

State program for the development of education of the Republic of Kazakhstan for 2011 - 2020. - Astana: 2010.-64p.

Golub G., Fishman I. "Key competencies of students - new result Education" - Samara: 2003.

Zhumagalieva B.K. "Pedagogical and psychological monitoring, their place in the educational process" // 12-year education, - 2006 - No. 1. - p.61.

Zimnyaya I.A. Human competence is a new quality of education. // Problems of education quality, v. 2, M: 2003.

Kalyagin V.A., Matasov Yu.T., Ovchinnikov T.S. How to organize psychological support in educational institutions"- St. Petersburg: KARO, 2005 - 196s.

Karaev Zh. A., Kobdikova Zh.U. " Actual problems modernization of the pedagogical system based on a technological approach. - Almaty: 2005. -82p.

Lebedev O.E. "Competence approach in education". //School technologies. 2004.-№5.-p.3-12.

Rachevsky E. L. "Competence-oriented school: ways of becoming" - Perm: 2008. -173p.

Trunov D.G. "The burnout syndrome: a positive approach to the problem" // Journal of a practical psychologist, -1995.-№5.-p.37-46.

Uvarova S.V. "Psychological and pedagogical support of the educational process in the conditions of the new content of education" // 12-year education, 2006.-№2.-p.61-65.

Khutorskoy A.V. Key competencies and educational standards. //Electronic resource: EIDOS online journal: http://www.eidos.ru/journal/2005/0910-12.htm

Table 1

The end of the table. 1

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. Various approaches There are also 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) - belong to a certain circle 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 the domestic pedagogical science there are prerequisites for the development of a competency-based approach in vocational education that meet modern realities. in didactics high school have experience in reviewing the results educational activities as some integral personality characteristics, 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 features according to socially accepted standards and norms.

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?

Irina Cheredanova
Competence- oriented technologies professional development teachers

Competence-oriented

technologies for the professional development of teachers.

Modern realities and requirements imposed by the state on the quality of educational work in kindergarten, assume that teacher must have the necessary pedagogical technologies.

For the formation professional competence of teachers Preschool educational institutions use the following most effective types of educational technologies:

1. Health-saving technologies.

The goal of health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills, healthy lifestyle life.

Health saving pedagogical technologies include all aspects of impact teacher on the health of the child different levels- informational, psychological, bioenergy.

Tasks:

1. Mastering a set of the simplest forms and ways of behavior that contribute to the preservation and promotion of health.

2. Increase in health reserves.

Forms of organization:

1. Finger gymnastics

2. Gymnastics for the eyes

3. Respiratory

4. Articulation

5. Musical-breathing trainings

6. Dynamic pauses

7. Relaxation

8. Art therapy, fairy tale therapy

9. Movement therapy, music therapy

10. Color and sound therapy, sand therapy.

Khabarova T.V. « Pedagogical technologies V preschool education» - M., 2004.

2. Technologies project activity.

Purpose, objectives Application Methodological guide

Target: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.

Tasks:

1. Development and enrichment of social and personal experience through the involvement of children in the sphere of interpersonal interaction

2. creation of a single educational space,

The project allows you to integrate information from different areas of knowledge to solve one problem and apply them in practice. Forms organizations:

1. Work in groups, pairs

2. Conversations, discussions

3. Socially active tricks: method of interaction, method of experimentation, method of comparison, observation

Evdokimova E. S. « Technology designing in preschool educational institution ". -: SC Sphere, 2006

L. S. Kiseleva, T. A. Danilova "Project method in the activities of a preschool institution"-M.: ARKTI, 2005

Novikov, A. M. "Educational project: methodology of educational activity "- M.: Egves, 2004.

3. Technologies research activities.

Purpose, objectives Application Methodological guide

The purpose of research activities in kindergarten is to form the main key competencies

Task:

To form in preschoolers the main key competencies, the ability to research type of thinking.

Forms of organization:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

- fixing the results: observations, experiments, experiments, labor activity;

- "immersion" into the colors, sounds, smells and images of nature;

Use of artistic word;

Didactic games, game learning and creative developing situations;

Job assignments, actions.

Kulikovskaya, I. E. "Children's Experimentation". Senior preschool age, tutorial, - M .: Pedagogical Society of Russia, 2003.

4. Information and communication technologies.

Purpose, objectives Application Methodological guide

Target:

1. Become a guide for the child to the world of new technologies, a mentor in choosing computer programs;

2. Form the foundations of the information culture of his personality, improve.

3. Build possession skills computer, use of information and communication technologies in everyday work, the ability to use the Internet.

Informatization of society puts before teachers-preschoolers tasks:

To keep up with the times,

Become a guide for the child to the world of new technologies,

Mentor in choice computer programs,

To form the foundations of the information culture of his personality,

Boost professional level teachers and parent competence.

Forms of organization:

Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, internet, printer, presentation).

Selection of additional educational material for classes, acquaintance with the scenarios of holidays and other events.

Exchange of experience, acquaintance with periodicals, developments of others teachers from Russia and abroad.

Preparation of group documentation, reports.

Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and pedagogical competence parents during parent-teacher conferences.

Komarova T. S., Komarova I. I., Tulikov A. V., “Information and communication technologies in preschool education "- M. Ed. Mosaic- Synthesis, 2011

5. Learner-centered technologies.

Purpose, objectives Application Methodological guide

Target: providing comfortable conditions in the family and preschool, conflict-free and safe conditions of its development, realization of available natural potentials.

Creation of conditions for personality-oriented interactions with children in developing space which allows the child to show his own activity, to realize himself most fully.

Within the framework of personality-oriented technologies independent directions stand out:

Humane and personal technologies, distinguished by their humanistic essence, psychological and therapeutic focus on helping a child with poor health, during the period of adaptation to the conditions of a preschool institution.

technology cooperation implements the principle of democratization of preschool education, equality in relations teacher with child, partnership in the system of relationships "Adult - Child".

Tasks:

1. The humanistic orientation of the content of the activities of the preschool educational institution

2. Providing a comfortable, conflict-free and safe environment child's personality development, realization of its natural potentials, individual approach to pupils.

teacher and children create conditions developing environment, make manuals, toys, gifts for the holidays. Together define a variety of creative activity (games, work, concerts, holidays, entertainment) .

Forms of organization:

1. Games, sports activities, GCD

2. Exercises, observations, experimental activities

3. Gymnastics, massage, training, role-playing games, sketches

Khabarova, T. V. « Pedagogical technologies in preschool education"- M., 2004.

6. Portfolio technologies.

Purpose, objectives Application Methodological guide

Tasks:

1. Take into account the results achieved teacher in a variety of activities

2. Is an alternative form of evaluation professionalism and performance teacher

Forms of organization:

Attestation (reflect achievements teacher, DOW for the inter-certification period);

Cumulative (contain information on the results of activities teacher, preschool institution);

Thematic (reflect the experience of teacher, a team on a specific topic).

Belaya K. Yu. -M.: UTs perspective, 2011.

7. Social gaming technologies.

Purpose, objectives Application Methodological guide

It is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes successively:

Games and exercises that form the ability to highlight the main, characteristics objects, compare, contrast them;

Groups of games for the generalization of objects according to certain characteristics;

Groups of games during which preschoolers develops the ability to distinguish real phenomena from unreal ones;

Groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic awareness, ingenuity, etc.

Compilation of game technologies from individual games and elements - the concern of each educator.

Tasks:

1. Development of interaction"child-child", "child-parent", "child-adult" to ensure mental well-being.

2. Correction of impulsive, aggressive, demonstrative, protest behavior

3. Formation of skills and abilities of friendly communicative interaction

4. Problem solving "social" hardening

5. Development full-fledged interpersonal communication allowing the child to understand himself.

Forms of organization:

1. Collective affairs, work in small groups at GCD, trainings on the ability to negotiate

2. Games with rules, competition games, dramatization games, role-playing games

3. Fairy tale therapy

4. Method of creating problem situations with elements of self-assessment

5. Trainings, self-presentations

Belaya K. Yu. "Portfolio of participants in the educational process in preschool educational institutions"-M.: UTs perspective, 2011.

8. Case- technologies.

Purpose, objectives Application Methodological guide

"Case - technology» - is interactive technology for short-term training based on real or fictional situations, aimed mainly at the formation of new qualities and skills.

The immediate goal of the method is to analyze the situation (case that arises in a specific state of affairs) by the joint efforts of a group of students and develop a practical solution; the end of the process is to evaluate the proposed algorithms and choose the best one in the context of the problem posed.

Tasks:

Acquaintance with a real or simulated problem and presenting your view on its solution;

Have a great influence on sensory, mental and speech child development;

Form the skills of communicative interaction of children.

This technology unites this complex reality and learning task. Provides intellectual and moral development.

Teaching collective mental and practical work, the formation of skills and abilities of social interaction and communication, skills of individual and joint decision-making.

Forms of organization:

When case- technologies specific answers are not given, they must be found independently. This allows, based on their own experience, to formulate conclusions, put into practice the acquired knowledge, and offer their own view of the problem. In the case, the problem is presented in an implicit, hidden form, and, as a rule, it does not have an unambiguous solution.

In some cases, it is necessary to find not only solutions, but also formulate a problem, since its formulation is not presented explicitly.

This is a method of active problem-situational analysis based on learning by solving specific problem-situations. (cases).

Davydova O. I., Mayer A. A., Bogoslavets L. G. "Interactive methods in the organization pedagogical councils in preschool educational institutions" - WITH - Pb: "CHILDHOOD - PRESS", 2008.

Thus: Technological approach, that is, new pedagogical technologies guarantee the achievements of the preschooler and further guarantee them successful learning At school.

Every teacher - creator of technology, even if it deals with borrowings. Creation technologies impossible without creativity.