Competence-based approach in fgos noo. Competence-based approach in primary general education in the light of the requirements of the Federal State Educational Standard. Competency-Based Approach in Education

Competency-Based Approach to Teaching at Lessons in Primary School under the Conditions of the Federal State Educational Standard of the IEO

Prokofieva S.N.
teacher primary school MAOU "Average comprehensive school No. 5, Bezhetsk

"Real teacher"

shows his student finished task over which thousands of years of labor are laid, but leads it to the development building material, erects a building with him, teaches him how to build.

A. Disterweg.

Competence -

it is the willingness and ability of a person to act in any area.
A "competent person" is a person who is able to take responsibility for solving emerging problems, learn throughout his life, show independence in setting tasks and solving them.

The type of person of today and the near future is independent, sociable, able to work in a group, ready and able to constantly learn new things, independently obtain and apply the necessary information.

Competence approach

puts forward in the first place not the awareness of students, but the ability to solve problems that arise in practical activities, and mastering the methods of activity;
does not deny the accumulation of knowledge, but at the same time, knowledge in itself is not the goal of learning, they are only the basis for an adequate and meaningful activity of the student.

You can gain competence

only with independent formulation of problems, search for the knowledge necessary for solving and determining them through research.

Classification of basic competencies:

Informational
Communicative
Cooperative
problematic
reflective

Chinese proverb: "I hear - I forget, I see - I remember, I do - I learn."

Effective is not the one who simply knows, but the one who has formed the mechanisms for acquiring, organizing and applying knowledge.

The quality of mastering the material

During the course, the student learns:
- 10% read
- 20% heard
-30% of what you see
-90% of what he made himself

Formation of key competencies

research activity, project activity in class and after hours, participation in extracurricular activities, intellectual competitions, olympiads, projects, concerts - all this contributes to the formation of key competencies. Subject competence is leading in determining quality learning activities student.

Become Competent

the child can only himself, having found and tested various models behavior in a given subject area, choosing from them those that best correspond to his style, claims, aesthetic taste and moral orientations.

The mediocre teacher sets out. A good teacher explains. Outstanding teacher shows. A great teacher inspires." William Arthur Ward, American writer

It is the teacher, his attitude to the educational process, his creativity and professionalism - the main resource, without which it is impossible to implement the new standards of school education.

The teacher must remember the rules:

1. The main thing is not the subject you teach, but the personality that you form. It is not the subject that forms the personality, but the teacher through his activity related to the study of the subject.
2. Spare neither time nor effort on the upbringing of activity. Today's active student is tomorrow's active member of society.
3. Help students master the most productive methods of educational and cognitive activity, teach them to learn.
4. It is necessary to use the question “why?” more often to teach to think causally: understanding cause-and-effect relationships is a prerequisite for developmental learning.
5. Remember that it is not the one who retells that knows, but the one who uses it in practice.
6. Teach students to think and act for themselves.
7. Develop creative thinking by a comprehensive analysis of problems; solve cognitive tasks in several ways, practice creative tasks more often.

8. It is necessary to show students the prospects for their learning more often.
9. Use diagrams, plans to ensure the assimilation of knowledge.
10. In the learning process, be sure to take into account the individual characteristics of each student, combine students with the same level of knowledge into differentiated subgroups.
11. Study and Consider life experience students, their interests, features of development.
12. Encourage research work students.
13. Teach in such a way that the student understands that knowledge is a vital necessity for him.
14. Explain to students that each person will find his place in life if he learns everything that is necessary for the implementation of life plans.

Competencies that students should have.

1. Ability to analyze and synthesize.
2. Ability to apply knowledge in practice.
3. Ability to organize and plan.
4. Basic general knowledge in the field of the studied sciences.
5. Ability to apply basic knowledge in practice.
6. Ability to communicate verbally and in writing. 7.Elementary computer skills.
8. Research skills.
9. Ability to learn.
10.Information competence
(the ability to extract information from various sources and analyze it).

11. Ability to criticize and self-criticism.
12. Ability to adapt to new situations.
13. Ability to generate new ideas (creativity).
14. Ability to solve problems.
15. Ability to make a decision.
16. Ability to work in a team.
17. Interpersonal competence.
18. Ability to lead.
19. Ability to design
and implement projects.
20. Desire to succeed

“Not school and education are the basis and source of self-education and self-education, but self-education is the necessary soil on which a school can exist”
P.F. Kapterev,
Russian teacher and psychologist

THANKS FOR
ATTENTION!

"Competence-based approach in teaching younger students

in the context of the implementation of the GEF IEO"

Speech by Anisimova E.V., primary school teacher of the Municipal Educational Institution "Secondary School No. 153 with in-depth study of foreign languages", Perm, at a workshop on this topic.

Live in modern society is such that it already imposes a number of specific requirements on even a younger student: to act effectively in problematic and unfamiliar situations, independently create new products of activity, navigate information flows, be communicative, emotionally stable, etc., which is stated in all official documents of the Government RF as guidelines for a competency-based approach in education.

When developing the second generation GEF IEO, one of the methodological foundations is the competence-based and system-activity approaches, and the priority is the formation of general educational skills, as well as methods of activity, the level of development of which largely determines the success of all subsequent training.

The school and the student are faced with the task of not just studying the basics of mathematics, literature, the surrounding world, but, first of all, expanding, complicating individual cognitive resources in the process of mastering one or another academic discipline. It is known that not the one who simply knows is effective, but the one who has formed the mechanisms for acquiring, organizing and applying knowledge. Particularly topical is the formation and development of UUD in the conditions of an avalanche-like increase in the volume of information, its rapid aging. In this regard, UUD are an essential component of the second generation standards and ensure the formation of key competencies of students

It is important to focus on the result of education. The competence-based approach does not negate the importance of the formation of strong subject-specific learning skills, which are necessary, but not sufficient for the successful development of a child's personality. That is why at present, the use of techniques and methods in teaching that form the ability to independently obtain new knowledge, collect the necessary information, put forward hypotheses, draw conclusions and conclusions is becoming more and more relevant in the educational process. General didactics and private methods within the framework of subject call for solving problems related to the development of schoolchildren's skills and abilities of independence and self-development. And this involves the search for new forms and methods of teaching, updating the content of education.

Having an integrative nature, key competencies ensure the universality of education, allowing the student not only to reproduce the received ZUN in artificially created conditions educational process, but use them creatively, in an unfamiliar situation, in real life.

Interdisciplinary and integrated courses contain a huge potential for the implementation of a competency-based approach in teaching younger students. This development occurs through the formation of a systematic knowledge, dynamic thinking through the creation problem situations, solving interdisciplinary problems. This is how generalized knowledge is formed, which allows solving many particular problems by transferring the method of action to a whole class of similar problems. The generalization of knowledge involves the establishment of intra- and interdisciplinary connections, the allocation of core ideas, the integration of knowledge into a single whole. All this forms a personality system. elementary school student, prepares him for changing living conditions, and, therefore, is an important component of the competence-based content of education.

That. The competency-based approach involves the creation of a special space for learning activities, in which the student is actively involved in the process of forming educational competencies.

Competence is a generalized ability to solve vital professional problems in a particular area.

A competence is a set of certain knowledge, skills, personal qualities in a certain field of activity.

Based on the research conducted by scientists (Trishina S.V., Khutorskoy A.V., Kraevsky V.V.), the following groups of key competencies can be distinguished:

Value-semantic competencies:

Be able to make decisions, take responsibility for their consequences;

Carry out individual educational trajectory taking into account general requirements and norms.

Educational and cognitive competencies:

Be able to choose your own trajectory of education;

Set a goal and organize its achievement, be able to explain your goal;

Ask questions to the observed facts, look for the causes of phenomena;

Indicate your understanding or misunderstanding in relation to the problem under study;

Speak orally about the results of your research.

Sociocultural competencies:

Determine your place and role in the world around you, in the family, in the team;

Own effective ways organization of free time;

To master the elements of artistic and creative competencies of a reader, listener, performer, viewer, young artist, etc.;

Communication competencies:

Be able to introduce yourself orally, write a questionnaire, a letter, a congratulation;

Be able to represent your class, school, make an oral presentation, be able to ask a question;

Own different types of speech activity (monologue, dialogue, reading, writing).

Information competencies:

Have the skills to work with various sources of information: books, textbooks, reference books, encyclopedias, dictionaries, electronic media;

Independently search and select the information necessary to solve specific problems;

Have the skills to use information devices: computer, TV, tape recorder, telephone ...

Natural science and health-saving competencies:

Have experience in orientation and environmental activities in natural environment(in the forest, in the field, on water bodies, etc.)

Know and apply the rules of behavior in extreme situations: in the rain, hail, strong wind, during a thunderstorm, fire, when meeting with dangerous animals, insects;

Know and apply the rules of personal hygiene, be able to take care of their own health, personal safety.

One of the means of assessing the development of key competencies of students is the formation of a "portfolio" (the basis is the "Portfolio" model by Smetannikova N.N.).

Each child is invited to keep an individual folder in which the child places all the necessary materials. The folder can be called accumulative and at the end of the year, the child presents his “portfolio” in a form convenient for him (computer presentation, oral report, written report).

The portfolio can be divided into five sections:

Section 1: "Meet me, it's me ...", i.e. presentation of yourself. It is possible to specify a single form or in a free form.

Section 2: “Piggy bank of assistants”, children in it during school year collect material for various lessons: tables on the Russian language, algorithms, word-exclusion cards, syllabic tables for reading, task cards, examples for adding and subtracting single-digit numbers within 20 for working in pairs, geometric material and more. This "Piggy Bank of Helpers" is used by students as needed in the classroom.

Section 3: “My results”, this section contains completed diagnostic, independent, control, creative work, messages made in various forms.

Section 4: “I am a reader”, this is a kind of reader's diary. The child maintains a list of read works for a different period of time. Conducted periodically poetry evenings, evenings of exchange of impressions about the read, as a kind of result.

Section 5: “My successes”, in this section the student places the earned diplomas, letters of commendation, certificates and diplomas.

Municipal budgetary educational institution Lyceum No. 8 of the resort city of Kislovodsk

Presentation at the city seminar

"COMPETENCE-BASED APPROACH

IN THE LIGHT OF THE REQUIREMENTS OF GEF IEO»

Prepared by:

Dementieva Vera Illarionovna,

teacher of Russian language and literature highest qualification category

city of Kislovodsk, 2014

CITY WORKSHOP

"COMPETENCE-BASED APPROACH

IN PRIMARY GENERAL EDUCATION

IN THE LIGHT OF THE REQUIREMENTS OF GEF IEO»

To-creativity

O- organization

m-modernization

P-planning

e-unity

T-tolerance

e- like-minded people

n-novelty

T-creation

n-scientific

O-awareness

With-cooperation

T-tolerance

Glossary

Competence

A circle of questions in which someone is well-informed.

The circle of someone's powers, rights.

Competent

Competent

Competence- this is a way of existence of knowledge, skills, education, contributing to personal self-realization, finding students their place in the world.

Competence\u003d desire + understanding of ZUN + personally significant meanings + value system + willingness to solve problems + social experience + activity.

Competence= I know + I can + I want + I do.

INTRODUCTION

Modern Primary School cannot remain aloof from the processes of modernization of education that are taking place today all over the world, including in Russia. The initial link of the school, as an important and integral stage in the education of the individual, is affected by all world trends and innovations: a student-centered approach, informatization, integration, etc.

Competence-based approach is one of such tendencies.

In the age of the Internet and electronic means storage of information, formal knowledge of a person ceases to be a significant capital. The modern information society is shaping new system values, in which the possession of knowledge, skills and abilities is a necessary, but far from sufficient result of education.

A person is required to be able to navigate information flows, master new technologies, self-learn, search for and use the missing knowledge, possess such qualities as universality of thinking, dynamism, and mobility.

The idea of a competency-based approach is one of the answers to the question of what result of education is necessary for an individual and is in demand by modern society.

The formation of students' competence is one of the most important actual problems education, and the competence-based approach can be considered as a way out of a problematic situation that has arisen due to the contradiction between the need to ensure the quality of education and the inability to solve this problem in the traditional way.

The problem of the educational standard as a mechanism for maintaining a single educational space and protecting national cultures, regional cultural traditions by the education system has been substantiated in the works of many scientists (Voskresenskaya N.M., Dneprov E.D., Betts J., Costrell R.M.). They revealed the concept of "educational standard", defined its functions in the content of education, developed the structure of the standard.

In 1992, the education system Russian Federation for the first time, the concept of “state educational standards” appeared (Article 7 of the Law of the Russian Federation “On Education”) GOS HPE and SPO, which are a set of regulatory, organizational and methodological documents that determine the structure and content of professional educational programs and create the basis for ensuring the required quality of training .

Article 7 of the Law "On Education" states that the Russian Federation, represented by federal government bodies, within their competence, establishes federal components of state educational standards that determine without fail: 1) a mandatory minimum content of basic educational programs; 2) maximum volume study load students; 3) requirements for the level of training of graduates. State educational standards are developed on a competitive basis and updated at least once every ten years. Periodic changes in the content of training in universities have always been carried out. Previously, once every five years, standard curricula and specialist training programs were changed, then the SES of the first (1994) and second (2000) generations appeared. For the new HPE system, new (third generation) state educational standards have been developed, called Federal - GEF VPO.

Conventionally, the entire process of standardization of the HPE and SPO systems can be divided into: - First generation standards - 1994-2001. - second generation standards - 2002-2008. - third generation standards - since 2009

Based on the study of literature on the standardization of education, significant changes in the standards of the third generation include:

1. Changing the procedure for adopting standards.

2. The change of the knowledge paradigm to the competency-based one, in addition to the activities “understand”, “know”, “be able to”, professional actions based on the competency-based approach have been added.

3. The forms of training have been adjusted.

4. The main activities of the graduate are added to the main types of professional activity.

5. Changes have been made to the minimum content of the main educational program: the list of subjects required for study has been reduced, courses are mandatory for study psychological communication and life safety.

6. Training is offered in cycles with simultaneous presentations within the same standard of basic and advanced levels.

7. Changed requirements for OBOR, teaching staff, educational and methodological and logistical support.

8. The list of classrooms, laboratories, workshops has been expanded, polygons, studios, business incubators, reading rooms have been added to the list.

9. Forms of final attestation of students and graduates have been changed.

In June 2007, at the direction of the President, a layout of the professional standard was developed and approved. federal law dated December 1, 2007 N 309-FZ, a new structure of the state educational standard was approved. Now the Federal State Educational Standards should include 3 types of requirements: 1) requirements for the structure of the main educational programs, including requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by the participants educational process; 2) requirements for the conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions; 3) requirements for the results of mastering the main educational programs.

In accordance with Federal Law No. 309-FZ of December 5, 2007, “The Russian Federation establishes federal state educational standards, which are a set of requirements that are mandatory for the implementation of basic educational programs of primary general, basic general, secondary (complete) general, initial vocational, secondary vocational and higher vocational education by educational institutions with state accreditation”.

Federal state educational standards should ensure: 1) the unity of the educational space of the Russian Federation; 2) continuity of the main educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education.

Appearance GEF VPO of the third generation is due to two groups of factors:

First, the need to bring the educational program in line with the international requirements of the Bologna agreements; - secondly, the specific realities and needs of modern Russia.

FSES HPE are fundamentally different from their predecessors. The main difference between the Federal State Educational Standards and the State Educational Standards is that they primarily define requirements for the results of development basic educational programs (BEP), which include not only the relevant knowledge, skills and abilities, but primarily competencies(general cultural and professional) university graduate. The Federal State Educational Standards of Higher Professional Education determine the need to develop competence-oriented educational and curricula, the results of the development of which should be the formation of the required competencies among students.

Purpose Federal State Educational Standards - creating conditions for the effective implementation of the traditional functions of standards as a means of legal regulation of the education system: to act as a tool for organizing and coordinating the education system, to serve as a guideline for its development and improvement, as a criterion for assessing adequacy educational activities new goals and values of education; a means of ensuring the unity and continuity of individual levels of education in the context of the transition to a continuous education system; act as a factor in regulating the relationship between the subjects of the education system (students, their families, teachers and heads of educational institutions), on the one hand, and the state and society, on the other; to be one of the guidelines for creating a modern education infrastructure. Main functions standards in the field of general education - aimed at ensuring the right to a full-fledged education through the Standard of “equal opportunities” guaranteed by the Constitution of the Russian Federation for every citizen of “receiving quality education”, i.e. the level of education, which is the necessary basis for the full development of the individual and the possibility of continuing education; to ensure the unity of the educational space of the country through the transition to diversity educational systems and types of educational institutions; to ensure the continuity of the main educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education; Criteria-evaluative function arising from the understanding of the essence of the Standard as a guideline, following which the education system develops. Separate components of the Standard contain requirements for the content of education, the volume of the teaching load, assessment procedures educational outcomes graduates, educational activities of teachers, educational institutions, the education system as a whole; the function of increasing the objectivity of evaluation based on criteria oriented approach to the evaluation and use of a system of objective measures of the quality of graduate training and the effectiveness of the activities of educational institutions, the education system as a whole, determined by the Standard. professional education innovative program

Based on the analysis of literary sources, we have identified the main principles laid down in the layout of the Federal State Educational Standard of Higher Professional Education:

1. GEF is developed in the direction of training as a whole (the direction of training is considered as a set of educational programs of various levels and types, combined on the basis of the commonality of their fundamental part). Depending on the profile of the educational program, a graduate is awarded a bachelor's (master's, specialist's) or a bachelor's (master's) degree upon graduation.

2. GEF does not provide for division into federal, national-regional and university components.

3. Requirements for the results of mastering the BEP for the preparation of bachelors (masters, specialists) are established in the form of competencies (the systematization of competencies is similar to that adopted in the European TUNING project)

4. Instead of requirements for the mandatory minimum content of the OOP, requirements for their structure are established. The cyclic-modular structure of the OEP is focused on learning outcomes and should have a clear connection with the competencies that should be formed in students.

5. The labor intensity of the PEP is set in credit units (similar to academic credits in the European credit transfer system ECTS)

6. As an obligatory technology in the design of the Federal State Educational Standard of Higher Education and Educational Programs, the requirement to form a sustainable and effective social dialogue between higher education and the world of work is introduced.

Education plays an important role in the strategy of innovative development of Russia. The modernization of higher education requires the training of a new generation of researchers, highly qualified specialists capable of implementing innovative activities in a market economy. The Federal State Educational Standards of Higher Professional Education are developed in accordance with the Constitution of the Russian Federation, the Law of the Russian Federation "On Education", the Federal Law "On Higher and Postgraduate Vocational Education". Their goal is to create a system of objective, independent, external control over the quality of the acquired knowledge.

The introduction of modern education standards takes place in the context of a change in the paradigm of education in direction of competencies as the results of education. The theory of modern education standards is based on the theory of competencies and includes an orientation towards appropriate methods and forms of education.

The concept of "competence" (Latin competentia, from competo - jointly achieve, achieve, comply, fit) in dictionaries is interpreted as "possession of knowledge that allows one to judge something", "awareness, competence", "authority, full rights".

A “competent” person in his field (from lat. competents - appropriate, capable) means “informed, who is a recognized expert in some matter, authoritative, full-fledged, with a mandate, capable.” Most often, the term "competent specialist" refers to the heads of the economic profile (I.S. Glukhanyuk, E.A. Gnatyshina, A.Ya. Nain, etc.). The issues of professional competence of a specialist attract the attention of modern foreign scientists (G. Moskowitz, R.L. Oxford, R.C. Scarcella, E. Tarone, G. Yule), who shift the focus to the social values of the personal qualities of a modern worker.

The theory of competencies in the context of education has been developing in the leading industrial countries of the West since the mid-1970s and is now a well-developed concept that is constantly evolving. Sources on modern standards emphasize that educational standards are not expressed as lists of contents or goals, as was done in traditional curricula or framework programs but are formulated as competencies. Such standards are based on competency models corresponding to each subject area. These models are characterized by three parameters: they describe individual competencies in their particular measurements ( constituent parts) , distinguish levels achievement of a particular skill and indicate development direction. Educational standards, sustained in a competency-based manner, concretize common goals education in the form of requirements for action. The requirements establish what the student must be able to do if these goals can be considered achieved.

Competence-based education (CBE) was formed in the 70s in America in the general context of the concept of “competence” proposed by N. Chomsky in 1965 (University of Massachusetts) in relation to the theory of language, transformational grammar Isaeva, T. E. To the nature of Pedagogical Culture: Competence - Based approach to its Structure // Teacher of higher education in the XXI century. Tr. International scientific and practical interconference. - Rostov-on-Don, 2003..

The first stage - 1960-1970. - characterized by an introduction to scientific the apparatus of the category "competence", creating the prerequisites for delimiting the concepts of competence / competence.

The second stage - 1970-1990. - are characterized by the use of the category competence / competence in the theory and practice of teaching a language (especially a non-native language), professionalism in management, leadership, management, in teaching communication, the content of the concept of “social competence / competence” is being developed.

The third stage of the study of competence as a scientific category in relation to education, starting from 1990, is characterized by the appearance of works by A.K. Markova (1993, 1996), where in the general context of labor psychology, professional competence becomes the subject of a special comprehensive consideration Markova, A.K. Psychology of professionalism / A.K. Markova. - M.: Knowledge, 1996. - 308 p.

The dictionary of foreign words reveals the concept of "competent" as having a range of rights and powers of an institution, person or a range of cases, issues that are subject to someone's conduct. French competent translates as competent, competent. It also has a legal connotation. IN English language in the term competence, the meaning of personality quality dominates: competence is interpreted as an ability. We find such an understanding in the definition of A.S. Belkina Belkin, A.S. Fundamentals of age-related pedagogy: Proc. allowance for students. higher ped. studies, institutions / A. S. Belkin. - M .: Publishing Center "Academy", 2000. - 192 p., characterizing competencies as the totality of what a person has, and competence - as the totality of what he owns. Thus, when checking the quality of education, not any memorized ones are evaluated, it is possible only on short time reproducible fragments of knowledge, and what the person is really good at.

The terms "competence", "qualification", "professionalism" are widely used in domestic literature covering the psychological and pedagogical issues formation professionalism, professional competencies and professional culture. IN domestic psychology labor is represented system integrative categories of professional development of a university graduate, which includes the following components: key qualifications, professionalism, professional suitability, professional qualifications, professional readiness, professional skills, professional competence, professional education (works by V.A. Bodrov, E.A. Klimov, Yu.P. Povarenkov, etc. ). There is an opinion (Yu.G. Tatur Tatur, Yu. G. Higher education: methodology and design experience / Yu. G. Tatur. - M .: Universitetskaya kniga, 2006, etc.) high school the competency-based approach is not as innovative as it is for the European partners. The analysis showed that the concept of competence is considered in domestic science in several directions.

First direction- the connection of the category "professional competence" with the phenomenon of "culture", which is the result of the development of the individual, her education and upbringing (E.V. Bondarevskaya, B.S. Gershunsky, A.I. Piskunov, E.V. Popova, N. Rozov and etc.).

Second direction- understanding of professional competence as a system of qualities, skills (T.G. Brazhe, N.I. Zaprudsky, etc.).

third direction- isolating the formation of professional competence from the problems of organizing vocational training (E.M. Pavlyutenkov, A.I. Piskunov, etc.).

Fourth direction- establishing the relationship between the concepts of "professional competence" and "readiness for professional activity". The understanding of the category "readiness for activity" in the psychological and pedagogical literature is very ambiguous: setting (D.N. Uznadze, D.S. Prangishvili, etc.); prelaunch state (V.A. Alatortsev, A.D. Ganyushkin, A.Ts. Puni, etc.); active (temporary) state of the personality, causing activity (V.P. Bezukhov, N.I. Kuznetsova, etc.); a state of vigilance (L.S. Nersesyan, V.N. Pushkin, etc.); a set of professionally conditioned requirements for a teacher (I.F. Isaev, E.N. Shiyanov, etc.); complex structural formation, a system of professionally significant qualities, motives, competence, skills (E.P. Belozertsev, K.M. Durai-Novakova, I.A. Kolesnikova, etc.); the essential component of professional competence (Yu.V. Koinova, A.I. Mishchenko, etc.); the result of professional training (V.I. Danilchuk, M.I. Dyachenko, V.V. Serikov, V.A. Slastenin, etc.).

Fifth direction- consideration of professional competence from a psychological point of view as a characteristic of a teacher's personality and the introduction of an effective component into its content (M.K. Kabardov, A.I. Panarin, etc.).

sixth direction- consideration of professional competence as a personality trait (R.Kh. Shakurov and others).

Seventh direction- interpretation of professional competence as the level of education of a specialist (B.S. Gershunsky, A.D. Shchekatunova, etc.).

Eighth direction- definition of professional competence from the standpoint of the activity approach (N.V. Kuzmina, M.I. Lukyanova, A.K. Markova, N.V. Matyash, E.M. Pavlyutenkov, A.I. Piskunov, O.M. Shiyan and etc.).

Thus, the concept of specialist competence is a set of components:

IN recent works there are such characteristics of competence as: the structure of competence, the profile of competence (Figures 4.5).

Rice. 4 - Competence structure

Rice. 5 - Competency Profile

Competence- the ability to actively use the acquired personal and professional knowledge and skills in practical or scientific activity. There are educational, general cultural, social and labor, informational, communicative competences in the field of personal self-determination, etc.

Competence- 1) the range of powers and rights granted by law, charter or agreement to a specific person or organization in resolving relevant issues; 2) a set of certain knowledge, skills and abilities in which a person must be aware and have practical work experience.

These concepts are relatively new for Russian pedagogy, and therefore there is a different understanding of them:

Competence includes a set of interrelated personal qualities (knowledge, abilities, skills, methods of activity) that are set in relation to a certain range of objects and processes and are necessary for high-quality productive activity in relation to them;

Competence - possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.

The concept of "competence" is more often used to refer to:

The educational result, expressed in the readiness, "ability" of the graduate, in the real possession of methods, means of activity, in the ability to cope with the tasks;

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

The suffix "-nost" in Russian means the degree of mastery of a certain quality, therefore the term "competence" is more often used to refer to certain qualities, the degree of mastery of them.

Competence is often referred to as integral quality personality, which is manifested in the general ability and readiness of its activities, based on knowledge and experience acquired in the process of learning and socialization and focused on independent and successful participation in activities.

Under competence we understand the predetermined social requirement (norm) for the educational training of a specialist, which is necessary for his high-quality productive activity in the relevant field.

Competence should be distinguished from competence - possession, possession by the subject of the relevant competence, including his personal attitude towards it and the subject of activity. Competence - already held personal quality (a set of qualities) of a specialist and minimally necessary experience activities in a given area.

Thus, the structure of specialists' competence is a set of components:

The cognitive component, reflecting the system of acquired knowledge necessary for the creative solution of professional problems;

The activity-creative component, which contributes to the formation and development of various ways of activity among students, necessary for self-realization in professional activities;

The personal component, manifested in the personal qualities of the subject, realizing the social order "to be a person": needs, motives.

The axiological component, which is realized in providing conditions conducive to the entry of students into the world of values, assisting in the choice of the most significant value orientations.

The essence of the concept competence lies in his complex nature- integration of knowledge, skills, values, attitudes and attitudes that are equally important for the implementation labor activity. The central aspect of competence is the ability to carry out any activity, both familiar and new, based on the organic unity of knowledge, skills, experience, relationships, etc.

Knowledge acquired in the course of cognitive activity. Knowledge is necessary both for the performance of activities and for further learning, which is an inalienable fact of existence in the knowledge-based society in which we will live.

Skill involves the purposeful performance of an action (task). Under relations refers to the relationship to the object and subject of activity, the relationship between the subjects of activity, as well as the attitude of the employee to himself, his personal and professional development and career.

experience becomes that vital and professional content that is comprehended and worked out by a person and became part of him inner world. An employee begins to have professional and managerial experience only when he analyzes the results of his activities and draws the right conclusions.

Thus, the concepts of competencies are much broader than the concepts of knowledge, skills, skills, as it includes the orientation of the individual (motivation, value orientations, etc.), her ability to overcome stereotypes, feel problems, show insight, flexibility of thinking; character - independence, purposefulness, strong-willed qualities. You can also understand competence as possession, possession by a person of the relevant competence, including his personal attitude to it and to the subject of activity. Competence presupposes some predetermined requirement for the educational (including professional) training of the trainee, and competence is a personal quality that has already taken place.

In the new generation of the Federal State Educational Standards, the main terms include provisions that define the concepts of "competencies", "general cultural" and "professional" competencies. Considering this new generation FSES categorical apparatus, attention should also be paid to the categories that are its organic continuation Kraevsky V.V., Khutorskoy A.V. Subject and general subject in educational standards // Pedagogy. - 2003. - No. 3. - P.3-10 ..

General cultural competencies- a set of social and personal qualities of a graduate, ensuring the implementation of activities at a certain qualification level.

Professional competencies- the ability to act on the basis of existing skills, knowledge and practical experience in a particular area of professional activity.

The professional competence of a specialist is an integral characteristic that determines his ability to solve professional problems and typical professional tasks that arise in real situations of pedagogical activity.

Teacher Education represented in undergraduate and graduate programs in the following areas:

050100 Pedagogical education

050400 Psychological and pedagogical education

050700 Special (defectological) education

051000 Vocational training (by industry)

We will focus on the federal state educational standards of higher professional education in the direction of training 050100 Pedagogical education (qualification (degree) "bachelor"), which are approved by Order of the Ministry of Education and Science of the Russian Federation dated December 22, 2009 No. 788 (4-year-old - 1 subject) and dated January 17, 2011 N 46 (5-year-old - 2 subjects).

Analyzing pedagogical activity, N.V. Kuzmina Kuzmina N.V., Karpov V.V., Varfolomeeva L.E. Coordination of the requirements of state educational standards to the level of primary, secondary, higher professional education of teachers, educators, teachers, educators: Method. recommendations / Under scientific. ed. N. V. Kuzmina. - M.-SPb.: Research. Center for Quality Problems Specialists, 1998. - 120 p. highlights five types of pedagogical competence:

Methodical competence includes ownership various methods education and upbringing, knowledge didactic methods, techniques and the ability to apply them in the process of training and education, knowledge psychological mechanisms acquisition of knowledge and skills.

Psychological and pedagogical competence involves the possession of psychological and pedagogical diagnostics, the ability to build pedagogically appropriate relationships with students and pupils, to implement individual work based on the results of psychological and pedagogical diagnostics; knowledge developmental psychology, psychology of interpersonal and pedagogical communication; the ability to awaken and develop in students a sustainable interest in learning.

Differential psychological competence includes the ability to identify personal characteristics, attitudes and orientation of trainees and pupils, to determine and take into account the emotional state of people; the ability to competently build relationships with managers, colleagues, students.

Autopsychological competence implies the ability to realize the level of one's own activity, one's abilities; knowledge about the ways of professional self-improvement; the ability to see the causes of shortcomings in their work, in themselves; desire for self-improvement.

Special competence includes deep knowledge, qualifications and experience in the specialty (for example, in the field of the taught subject in which training is conducted, and in our case in the field of work with orphans); knowledge of ways to solve psychological and pedagogical problems related to the solution of emerging specific problems.

The content analysis of the concept of "special competence" showed that almost all authors associate special competences with a specific professional activity of a person (Table 2).

Table 2 - Results of the content analysis of the concept of "special competencies"


	Bagramova N.V. Using the results of research for the aspect-by-aspect development of the professional competence of students of language faculties pedagogical universities// Training of a specialist in the field of education. - St. Petersburg, 1999. - S. 187-197.	Special competencies can be considered as the implementation of key and basic competencies in the field of an academic subject, a specific area of professional activity.
	Boldin M. Competency approach as the basis for updating the content of legal education / Access point: http://pda.coolreferat.com	Special competencies are an indicator of the internal, subjective content of the teacher's personality, his purely individual professional characteristics. Special competencies - new qualities of the subject of activity, manifested in the ability to systematically apply knowledge, skills, values and allow to successfully resolve various contradictions, problems, practical tasks in a professional context.
	Veshchikov S., Palchik M., Yezerskaya K. Basic competencies of a leader // Access mode: http://www.rhr.ru/index/rule/organization_psychology/15443.0.html	Special competencies are those skills that are associated with the area of professional activity.
	Ilyazova M.D. Competence, competence, qualification - the main directions of modern research // Professional education. Capital. - No. 1. - 2008.	Special competencies specific to a particular professional activity include - "professional qualifications" and special socio-psychological competencies.
	Komendrovskaya Yu. G. // Access mode: http://www.rusnauka.com/1_ KAND_2010/Pedagogica/2_57222.doc.htm	Special competencies can be viewed as the implementation of key and basic competencies in a particular area of professional activity. Key, basic and special competencies, interacting with each other, manifest themselves in the process of solving vital professional tasks different levels complexity in different contexts.
	Osipova E.A. Competences of a teacher-psychologist of an educational institution // Access mode: www.academy.edu.by/details/departments/oppp/metrec_pp.doc	Special competence, represented by a special qualification and functional literacy of a person, his personal competence, social functional literacy (the result of special training at a university, in the processes of postgraduate additional training and professional activities).
	Puzankov D., Fedorov B., Shadrikov V. Two-stage system of training specialists // Higher education in Russia. - No. 2. - 2004	Special competencies or professional and functional knowledge and skills that ensure the binding of specialist training to specific objects and objects of labor for this area.
	Skakun O.F. Theory of State and Law: Textbook. -- Kharkiv: Consum; Univ. affairs, 2000. - 704 p.	Special competence, consisting in the right to conduct professional activities within certain limits.
	Stenina N.S. Formation of professional competence of foreign students studying in higher art educational institutions Russia: dissertation abstract for competition degree candidate pedagogical sciences. - M., 2007. - 24 p.	Special competencies, the features of the formation of which are due to different areas in which the professional activities of specialists will take place.
	Tryapitsyna A.P. Value-semantic guidelines for constructing the content of the discipline "Pedagogy" // Access mode: http://www.emissia.org/offline/2009/1339.htm	Special competencies reflect the specifics of a specific subject or over-subject area of professional activity, manifest themselves in the process of solving professional problems of different levels of complexity, using certain resources.
	Fedulova F.A. Formation of special competence of future teachers vocational training: dissertation ... candidate of pedagogical sciences. - Yekaterinburg, 2008 207 p.	There are several definitions of "special competencies", generalizing which we can say that these are certain skills and knowledge necessary to perform job duties. Their receipt is confirmed by official documents (diploma, certificate, certificate, etc.), which are required when applying for a job, or by passing a qualifying interview and tests. The development of special competencies depends solely on the profession in which you work or would like to work.
	Shabanova G.P. Development of corporate competencies for the implementation of strategic goals and competitiveness of enterprises // Access mode: http://www.ippnou.ru/print/008816/	Special competencies - set specific knowledge, skills and personal - business qualities necessary for the effective performance of work at certain levels.
	Viitala, R. (2005). Perceived development needs of managers compared to an integrated management competency model. Journal of Workplace Learning, 17(7), 436-451.	Special competencies are the competencies necessary to resolve issues that are the direct content of the processes and functions for which he is responsible.

When studying the professional competence of teaching staff of educational institutions, most authors are guided by the following basic requirements:

1. The study of professional competence should be aimed at identifying individual characteristics professional growth.

2. Assessment of professional and pedagogical competence should be carried out not only by comparing the results obtained with any norms, average values, but also by comparing them with the results of previous diagnostics (not necessarily carried out in connection with certification) in order to identify the nature of progress in development, professional development of the teacher.

3. Diagnostics of professional competence is needed not only to identify current level but also to identify possible individual ways of improvement.

4. The study of professional and pedagogical competence should be based on introspection, self-diagnosis of the effectiveness of the professional activities of teachers and managers to create motivation for self-improvement and professional growth

5. The level of professional competence should be considered as a meaningful characteristic of the teacher's activity, and the process of self-improvement, professional growth - as a development, a change in qualitatively unique stages of activity.

Summarizing, we can say that “competence” involves the development in a person of the ability to navigate in a variety of complex and unpredictable work situations, to have an idea about the consequences of their activities, and also to bear responsibility for them. Understood in this sense, the competence-based approach to university education definitely useful. Possible "pitfalls" in the way of its concrete implementation are alarming. Here the following two extreme positions are real.

1) Replacing the fundamental nature of knowledge with their utilitarian application. Then a university graduate will have not so much a system of professional knowledge as a set of "competences" - skills and abilities. The education system itself brings the student to the situation: “Why understand if you can just be able to? In other words, the traditional task of education is “ Why"is replaced by the task of education -" How". We will teach higher mathematics according to the reference book by I.N. Bronstein, by memorizing a set of standard formulas, and learning a profession - by memorizing a set of standard professional techniques. We will get professional performers of tasks like “knead and chop”, as in the famous old cartoon.

2) Replacing vocational training with general cultural and "near-professional" education. We will raise the cultural level of students, identify and optimally develop their personal abilities, skills of adaptation in society. Of course, this in itself is not bad, but someone needs to work - and the trend of complicating technology, focusing on innovative technologies that require professionalism from university graduates - no one has canceled.

Thoughtless Implementation adopted law By transferring the European and American prototypes of education to Russian soil, it can have devastating (but delayed, which will appear in 10-15 years) consequences for the future of the country. But it should be borne in mind that the implementation of the upcoming reforms largely depends on the definition by each university of its strategy and place in the system of training qualified personnel for the city and region.

The evolving trends in the development of modern education, characterized by the processes of globalization, diversification, and integration of Russia into the European educational space, have exacerbated the problem of professional adaptation of a person in a rapidly changing socio-economic environment. Active processes of development of market relations in all spheres of professional activity of Russians have exacerbated the situation in the domestic labor market and professions. High competition between specialists has formed new factor conditions for the employment of a person as a competitive specialist. The scale and density of the information flow of new knowledge accelerates the process of moral "aging" of the theoretical base, which forms the basis of a person's readiness for professional activity at the stage of training in vocational education institutions.

In order to fully participate in the Bologna Club, our country, in accordance with the decision of the conference, will have to take a number of measures to modernize education, in particular:

Introduce systems of multi-level higher education (Bachelor-Master) comparable to the pan-European ones, the form of supplement to the diploma of higher education adopted in Europe.

Introduce the so-called credit system for accounting for the volume of disciplines studied (instead of the teaching hours currently adopted in our country), internal systems and mechanisms for quality control of the educational process with the participation of students, teachers and external experts.

Introduce new pedagogical technologies in universities aimed at implementing an individually-oriented approach to learning, the essence of which is the humanization of the pedagogical process, respect for the student's personality, and the creation of conditions for identifying and developing individual capabilities and abilities.

The modern school cannot remain aloof from the processes of modernization of education that are taking place today all over the world, including in Russia. All global trends and innovations are reflected in educational activities: a student-centered approach, informatization, integration, including a competency-based approach. this work is devoted to one of the aspects of the organization of the educational process, taking into account the Federal State Educational Standards, therefore it seems necessary to clearly identify those innovations that have already been implemented and evaluate the results of their implementation in the educational process, and those innovations that work for the future. In the age of the Internet and electronic storage media, formal knowledge of a person ceases to be a significant capital. The modern information society is forming a new system of values, in which the possession of knowledge, skills and abilities is a necessary, but far from sufficient, result of education. A person is required to be able to navigate information flows, master new technologies, self-learn, search for and use the missing knowledge, possess such qualities as universality of thinking, dynamism, and mobility.

The idea of a competency-based approach is one of the answers to the question of what result of education is necessary for an individual and is in demand by modern society.

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Valyaeva Svetlana Nikolaevna,

Deputy Director for Educational and Methodological Work,

MBOU secondary school No. 51, Ulan-Ude

Competence-based approach as the basis for the implementation of the Federal State Educational Standard

The modern school cannot remain aloof from the processes of modernization of education that are taking place today all over the world, including in Russia. All global trends and innovations are reflected in educational activities: a student-centered approach, informatization, integration, including a competency-based approach. This work is devoted to one of the aspects of the organization of the educational process, taking into account the Federal State Educational Standards, therefore it seems necessary to clearly identify those innovations that have already been implemented and evaluate the results of their implementation in the educational process, and those innovations that work for the future. In the age of the Internet and electronic storage media, formal knowledge of a person ceases to be a significant capital. The modern information society is forming a new system of values, in which the possession of knowledge, skills and abilities is a necessary, but far from sufficient, result of education. A person is required to be able to navigate information flows, master new technologies, self-learn, search for and use the missing knowledge, possess such qualities as universality of thinking, dynamism, and mobility.

The idea of a competency-based approach is one of the answers to the question of what result of education is necessary for an individual and is in demand by modern society.

The formation of students' competence is one of the most urgent problems of education today, and the competence-based approach can be considered as a way out of a problematic situation that has arisen due to the contradiction between the need to ensure the quality of education and the inability to solve this problem in the traditional way. We are talking about competence as a new unit of measurement of a person's education, while attention is focused on learning outcomes, which are considered not the sum of memorized knowledge, skills and abilities, but the ability to act in various problem situations. The competence-based approach has become widespread relatively recently as a result of the search for new ways to modernize Russian education. Appeal to this concept is connected with the desire to define changes in education (including school education), the need for which arises due to changes taking place in society.

To date, large scientific-theoretical and scientific-methodological works have already appeared in Russia, in which the essence of the competency-based approach and the problems of the formation of key competencies are analyzed (L.F. Ivanova, A.G. Kasprzhak, A.V. Khutorskoy). Russian researchers are engaged in the development of this problem: P.P. Borisov, N.S. Veselovskaya, A.N. Dahin, I.A. Zimnyaya, N.A. Perelomova, T.B. Tabardanova, I.D. Frumin, G.A. Zuckerman and others, and foreign scientists: R. Barnett, J. Raven (Great Britain), V. Vester (Holland). With the introduction of the Federal State Educational Standard, it is noted that key competencies should be laid in schoolchildren already at initial stage education. However, as the analysis of pedagogical research and educational practice shows, there is a contradiction between modern requirements for the preparation of graduates of primary, basic and high school and the established system of education. Traditional learning is gradually fading into the background, the priority is a modern lesson using modern educational technologies, various kinds activities, changing the role of the teacher from the "tutor" to the "leader of the lesson".

The definition that characterizes the competence-based approach in education has not yet been fully established. But, nevertheless, there is already an opportunity to highlight some of its characteristic features. Competence-based approach is a complex general principles, which are necessary in order to determine the goals of education, organize the educational process and evaluate its results. Let us turn to the definitions used in the competency-based approach to education: “competence” and “competence”. An 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", which are often used in the same context. Below are excerpts from the definitions formulated by didactic psychologists. According to A.G. Bermusa:

"Competence is a systemic unity that integrates personal, subject and instrumental features and components." M.A. Choshanov believes that competence is "not just the possession of knowledge, but the constant desire to update it and use it in specific conditions." A.M. Aronov defines competence as “the readiness of a specialist to engage in a certain activity”, and P.G. Shchedrovitsky - as an attribute of preparation for future professional activity. O.E. Lebedev defines competence as "the ability to act in a situation of uncertainty". A.V. Khutorskoy, distinguishing between the concepts of "competence" and "competence", offers the following definitions. Competence - includes a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them.

Competence is the possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity. The whole point of education is to develop in students the ability to independently solve problems in various types and areas of activity, using social experience, which includes the students' own experience. The content of education is a didactically adapted social experience in solving worldview, cognitive, political, moral and other problems.

The meaning of the organization of the learning process is to create the necessary conditions for the formation of the experience necessary for the independent solution of communicative, cognitive, moral, organizational and other problems that make up the content of education. When evaluating educational results, it is necessary to analyze the levels of education that students have achieved at a certain stage of education. The shift of the ultimate goal of education from knowledge to "competence" allows solving the problem typical for Russian school when students can master a set of theoretical knowledge well, but experience significant difficulties in activities that require the use of this knowledge to solve specific problems or problem situations. Thus, the disturbed balance between education and life is restored.

From the point of view of the requirements for the level of training of graduates, educational competencies “are integral characteristics of the quality of training of students associated with their ability to purposefully meaningfully apply a set of knowledge, skills and methods of activity in relation to a certain interdisciplinary range of issues” (A.V. Khutorskoy). But the school cannot form a sufficient level of students' competence in order to solve problems in all specific situations and areas of activity, given that society is changing very quickly, new situations and new areas of activity appear in it. The goal of the school is the need to form key competencies. To update the content of education, the problem of selecting key (basic, universal) competencies is one of the central ones.

The wording of core competencies presents the greatest range of opinions; at the same time, both the European system of key competencies and the Russian classifications themselves are used. A.V. Khutorsky defined a list of key educational competencies based on the main goals of general education, a structural representation of social experience and personal experience, as well as the main types of student activities that allow him to master social experience, gain life skills and practical activities in modern society. According to the author, the key educational competencies are the following:

1. Value-semantic competencies. These are competencies in the field of worldview associated with the student's value orientations, his ability to see and understand the world, navigate in it, be aware of their role and purpose, be able to choose the target and semantic settings for their actions and deeds, make decisions.

2. General cultural competencies. The student must be well informed, have knowledge and experience in matters of national and universal culture, the spiritual and moral foundations of human and human life, the cultural foundations of family, social, social phenomena and traditions, household and cultural and leisure sphere. This also includes the student's experience of mastering the scientific picture of the world.

3. Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity.

4. Information competence. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies(audio video, Email, media, Internet) the ability to independently search, analyze and select the necessary information, organize, transform, store and transmit it is formed.

5. Communicative competencies. They include knowledge of the necessary languages, ways of interacting with surrounding and remote people and events, group work skills, and possession of various social roles in a team.

6. Social and labor competencies mean the possession of knowledge and experience in the field of civil and social activities (acting as a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relations and duties, in matters of economics and law, in the field of professional self-determination.

7. The competencies of personal self-improvement are aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. These competencies include personal hygiene, self-care, sexual literacy, internal ecological culture. This also includes a set of qualities associated with the basics of the safe life of the individual. The competence-based approach to training appeared when studying the situation on the labor market: the requirements that apply to the employee were considered. That's why modern education should form professional universalism - the ability of a person to change the ways and areas of his activity. A good employee must be professionally trained, and now he is required to work in a team, make independent decisions, he must take the initiative and be capable of innovation. Readiness for overload, psychological stability, resistance to stressful situations - this is what a modern worker who wants to build a career should be ready for.

The traditional approach in education seeks to ensure that the student receives as much knowledge as possible. However, the level of education, and even more so in modern conditions, cannot be determined through the amount of knowledge. The competence-based approach in education requires students to be able to solve problems of varying complexity, based on existing knowledge. This approach does not value knowledge itself, but the ability to use it. The traditional approach strives for a result that shows what the student learns in school. A competency-based approach makes it clear what the student has learned during the period of study at school.

Both approaches seek to develop certain personality traits in the student, to form a system of values. The differences are related to different ideas about how to achieve the desired. In the traditional approach, it is believed that all this can be achieved by acquiring new knowledge. The competency-based approach to learning considers gaining experience in independent decision problems.

Thus, problem solving in the first case acts as a way to consolidate knowledge, and in the second it is the meaning of all educational activities. A competency-based approach at school helps students learn to act independently in situations of uncertainty in solving urgent problems. Thus, the new goals of school education follow from here: To teach how to learn. It is necessary to teach children to solve problems in educational activities, that is, to choose the right sources of information, set goals for cognitive activity, search and find better ways achieve goals, organize activities, be able to evaluate the results obtained, cooperate with other students.

Learn to find a way out of key problems modern life: political, environmental, intercultural, that is, to solve analytical problems. To teach to explain the existing phenomena of reality, their causes, essence, relationships, while using the necessary scientific apparatus, that is, to solve cognitive problems.

To teach how to solve axiological problems, that is, to navigate in the world of spiritual values that reflect different worldviews and cultures. To teach how to look for a way out of problems that are associated with the implementation of certain social roles(citizen, voter, patient, consumer, family member, organizer and others). Learn to solve problems that are common to different types professional and other activities (search and analysis of information, decision-making, organization joint activities etc.) To teach how to solve problems related to professional choice, as well as preparation for further education in educational institutions. Key competencies are universal methods of activity, during the development of which a person understands the situation and achieves the desired results in professional and personal life in the context of a particular society. Applying a competency-based approach in the classroom, the teacher prepares the student for further adult life, contributes to his success in the future.

In the competence-based approach, much attention is paid to the independent work of schoolchildren. This can be doing homework, based on recommended sources on the topic, preparing essays and messages, completing projects with the help of additional literature. The competency-based approach implies a change in other components included in the educational process. These are pedagogical technologies, content, means of assessment and control. A huge role is played by such active teaching methods as solving situational problems, communication, disputes, discussions, and project implementation. GEF (Federal State Educational Standard) defines the basis of education. These are no longer subject, but value orientations.

The essence of the educational process is the creation of various situations and the support of actions that lead to the formation of any competence. As a result, we can say that to increase the efficiency of the quality of knowledge in school education helps to implement a competency-based approach. Orientation of educational standards, programs and textbooks individual items on the formation of common key competencies will provide not only a disparate subject, but also a holistic competency-based education.

The educational competencies of the student will play a multifunctional meta-subject role, which manifests itself not only at school, but also in the family, among friends, in future industrial relations. With the introduction of a competency-based approach to education, there will be a change in the entire pedagogical system, there will be a transition to a new type of education and training. Education and society are not yet ready for such a cardinal shift. The transition to competence-based education implies a long process of research, reflection, adoption and development of administratively balanced and scientifically based decisions. For the successful implementation of this process, it is necessary to rely on a psychological and pedagogical theory or even a set of theories. We need serious public investment in education to move to a new model and improve the quality of education.

Bibliography:

1. Andreev A. Knowledge or competencies? // Higher education in Russia. - 2005. - No. 2. - p. 3-11

2. Zimnyaya I.A. Competence approach. What is its place in the system modern approaches to the issue of education? - M., 2009.

3. Zimnyaya I.A. Key competencies as the result-target basis of the competency-based approach in education. - M., 2004.

4. Planned results of mastering the basic educational program of basic general education. - M., 2012.

5. A system for assessing the achievements of the planned results of mastering the basic educational program of basic general education. M., 2012.

6. GEF. Formation of universal educational activities in basic school: from action to thought. - M., 2011.

7. GEF. The fundamental core of the content of general education. - M., 2011.

8. L.O. Filatov. Competence-based approach to building the content of education as a factor in the development of the continuity of school and university education / / Additional education, 2005. - No. 7. - p. 9-11.

9. GEF. Formation of universal educational activities in basic school: from action to thought. - M., 2011.

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Competence-based approach in fgos noo. Competence-based approach in primary general education in the light of the requirements of the Federal State Educational Standard. Competency-Based Approach in Education

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