Competence approach in extracurricular activities. Implementation of a competency-based approach in extracurricular activities

Competence approach in extracurricular activities of college students

The main goal of the competence-based approach in vocational education is the formation of a competent specialist in all areas, including professional. To achieve this goal, teachers work on the content of programs, modern pedagogical technologies, control tools and assessment materials, since the competence-based approach is focused on a new vision of a professional specialist, a new assessment of vocational education, and the main thing here is the use of such pedagogical technologies that would include students in different types of activities - discussions, solving professional problems, carrying out research, projects, communication, etc. A significant role is played by the extracurricular work of students: participation in games, competitions, competitions, design and research activities, where students could apply theoretical and practical knowledge, obtained as a result of studying professional modules and disciplines of OBOP, which should cease to be a "dead weight" and become a means of explaining and solving certain professional tasks, problems, phenomena. Extracurricular work can enhance students' interest in their profession, motivate them to work on the formation of general and professional competencies, because competence is a person's readiness to mobilize knowledge, skills and external resources for effective activity in a specific situation. For the implementation of general and professional competencies corresponding to the main types of professional activities of OBOP, various techniques and forms of extracurricular work are used, which contribute to the development of communication skills and the skills of team and independent work.

For example, abstract work helps to expand and deepen knowledge of the material being studied. Abstracts are written in compliance with certain requirements. Each abstract should consist of an introduction, main part, conclusions and conclusion. The introduction examines the relevance of the topic, formulates the goals and objectives of the work and the ways of their implementation. In the main part, questions are investigated that correspond to the topic of the abstract, ways of solving the problem are traced. The main part can consist of both a single text and several paragraphs. The main text should be accompanied by the necessary pictures, diagrams, graphs, tables. Conclusions conclude the main part. They summarize the main results of the work on items corresponding to the tasks of the work. The conclusions should show that the research goal has been achieved. The conclusion is a general summary of the work with a brief listing of the stages of the work performed. Protection of works is made according to prepared presentations. When evaluating the abstract, the following criteria are used: the ability to formulate the purpose of the work; correct selection of information sources on the topic; completeness and consistency of the disclosure of the topic; independence of thinking; literacy of presentation; correctness of conclusions; correctness of work execution; quality of presentation and protection. Working on an abstract forms the ability to find and extract the necessary information from various sources (textbooks, professional periodicals, regulatory documents, the Internet), as well as to generalize, structure the information found, that is, contributes to the development of general and professional competencies.

Game activity - conducting KVN, quizzes, games, competitions outside of school hours allows you to introduce game components that combine several professional modules. Emotional mood, competitiveness and passion of students most contribute to the development of competence. So, to instill in students patriotic feelings and pride in their country, the formation of the desire for a healthy lifestyle and the rallying of students before the opening of the XXII Olympic Games in Sochi, an extracurricular event "Winter Olympics - for the first time in Russia" was held, during which students were introduced to the history of the Winter Olympic Games, Olympic symbols and traditions, Olympic champions of different years, winter Olympic sports. The theoretical information was accompanied by fun starts.

During the biology week, an intellectual game “At the crossroads of biology and chemistry” was held. Competitive actions took place between teams from three groups. Various contests were held: “Different sciences are needed, different sciences are important!”, “The connection of biology with other sciences”, “Oh, these learned people ...”, between which the transitions from competition to competition were traced with inserts of excerpts of poems, historical information. The game widely used interdisciplinary connections, tested the ability to use consistency, professionalism, scientific approach in forming answers to the questions posed, rationally use time and critically evaluate one's knowledge, and work in groups. At the same time, there is the education of a scientific worldview, the formation of cognitive skills, the development of communication skills, motivation for learning, and creative abilities.

When organizing and planning extracurricular work, one should use various methods and forms that stimulate students' communication in the process of extracurricular activities, build work taking into account the individual characteristics of students. Thus, extracurricular work helps to form students' professional competencies, as well as to understand the essence and social significance of their future profession, to show a steady interest in it, organize their own activities, choose standard methods and ways of performing professional tasks, assess their effectiveness and quality, make decisions. in standard and non-standard situations and be responsible for them, search for and use the information necessary for the effective fulfillment of professional tasks, professional and personal development, use information and communication technologies in professional activities, work in a team and a team, take responsibility for work team members, independently determine the tasks of professional and personal development, engage in self-education, navigate in the face of frequent changes in technologies in professional activities.

In this section, we will consider in detail the essence of the competence-based approach, dwell on economic (subject) competencies as the results of school economics education, and talk about how economics education contributes to the formation of key (metasubject) competencies.

Issues under study:

The essence of the concept of "competence-based approach".

Typology of core competencies.

Subject economic competencies.

2.1. The essence of the concept of "competence-based approach"

The main idea of \u200b\u200bthe competence-based approach is that the main result of education is not individual knowledge, skills and abilities, but a person's ability and readiness for effective and productive activity in various socially significant situations. Without denying the importance of knowledge, the competence-based approach focuses on the person's ability to use received knowledge.

Since the mid-80s. competence-based education (competence- based education - FROMINE) became widespread in many countries of the world. In our country, the main provisions of the competence-based approach were recorded in two documents: "Strategy for modernization of the content of general education" (2001) and "Concept of modernization of Russian education for the period up to 2010" (2002).

As we have already noted, any approach to education is centered on its main categories. For the competence-based approach, such categories are “competence” and “competence”.

The terms "competence" (from lat. competens) and "competence" (from lat. competentis) are not new. These concepts were widely used in the Russian language before, and we quite often had to hear such expressions: “this is outside the sphere of my competence” or “you should contact a competent specialist”, etc.

In many literary sources, authors often use the terms "competence" and "competence" essentially as synonyms. We will share these concepts. In the explanatory dictionary of S.I. Ozhegov, the concept of “competence” is “a range of issues in which someone is well aware; terms of reference, rights "The concept of" competent "means" knowledgeable, knowledgeable, authoritative in any field. " In Russian, the meaning of the suffix "-nost" indicates the degree of mastering a certain quality (for example, attention - attentiveness, guilt - guilt, honor - honesty, etc.). By analogy with this, competence is the expression of some kind of competence in a particular person, a measure of mastering it. Thus, competencies are a specific set of requirements for a student's educational training.

Competence– a set of interrelated personality traits (knowledge, abilities, skills, modes of activity and value system) , given in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them.

Competence - a person's possession of the appropriate competence, including his personal attitude towards her and the subject of activity. Competence presupposes a minimum of experience in applying the competence. Competence is activity category, i.e. manifests itself only in certain activities.

Competence– an integral characteristic of a person, which determines his ability to solve problems and typical tasks that arise in real life situations, using knowledge, educational and life experience, values \u200b\u200band inclinations.

The formation of competencies is carried out by means of educational content. In accordance with the division of the content of education into general metasubject (for all subjects), interdisciplinary (for a cycle of subjects or educational areas) and subject (for each academic subject), three levels of competence are distinguished:

key competencies - refer to the general (metasubject) content of education;

general subject competences - belong to a certain range of academic subjects and educational areas;

subject competences - have a specific description and the possibility of formation within the framework of academic subjects.

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

John Raven writes: “Society needs new beliefs and expectations. But they cannot be developed without regard to personal value systems, and the educational system, school and social, must take this into account. Those who are interested in developing competence have a responsibility to help people think about how organizations should function and how they actually function, think about your role and the role of other people in society. "

Currently, the time of the information boom, the rapidly changing environment, due to changes in various spheres of public life, society needs a generation of young people who will feel adequate in the new environment, people who can navigate the flow of information mobile, competently solve problems that arise in personal and professional spheres of life.

In this regard, the "Concept for the modernization of Russian education for the period up to 2010" set a number of tasks for the educational school, one of which is the formation of key competencies that determine the modern quality of educational content. Key competencies here mean a holistic system of universal knowledge, skills, and experience, as well as the experience of independent activity and personal responsibility of students. This approach requires the teacher to have a clear understanding of what universal (key) and special (qualifying) personality traits are needed for a graduate of a secondary school in his future activities.

This, in turn, presupposes the teacher's ability to form an indicative basis of activity, a set of information about the activity, which includes a description of the subject, means, goals, products and results of activity.

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

In this regard, the question "Is there and is the competence-based approach being implemented in a modern primary school?"

Today in Russia there are already quite a lot of large scientific-theoretical and scientific-methodical works, in which the essence of the competence-based approach and the problems of the formation of key competencies are analyzed by such researchers as: A.V. Khutorsky, L.F. Ivanova, A.G. Kasprzhak, P.P. Borisov, N.S. Veselovskaya, I.A. Winter, T.B. Tabardanova, G.A. Zuckerman and others, as well as foreign scientists: R. Barnett, J. Raven (Great Britain), W. Wester (Holland) and others.

Despite numerous theoretical studies, the methodological foundations for the implementation of the competence-based approach at all levels of education, including primary school, have not been sufficiently developed.

This led to the choice of the research topic: "Implementation of the competence-based approach in the organization of extracurricular activities by a primary school teacher."

Research problem: what are the conditions for the effective implementation of the competence-based approach in the organization of extracurricular activities by a primary school teacher?

Object: a competence-based approach to the organization of extracurricular activities by a primary school teacher.

Subject: implementation of a competency-based approach in the organization of extracurricular activities by a primary school teacher.

Purpose of the study: to identify the pedagogical conditions for the effective implementation of the competence-based approach in the organization of extracurricular activities by a primary school teacher.

Research hypothesis: if you purposefully select ways to build extracurricular activities of classroom students on the basis of a competency-based approach, then the effectiveness of the content, procedural, organizational, motivational aspects of teaching and upbringing will contribute to the successful formation of key competencies (based on the "ability to learn"), will provide their real socialization.

Research objectives:

Study the psychological, didactic, methodological and legal literature on the research problem.

Determine the system for the formation of competencies of primary school students and develop forms of organization of extracurricular activities for its implementation.

To identify and substantiate the pedagogical conditions for the implementation of the competence-based approach in teaching and upbringing of 1st grade students.

Check the effectiveness of the developed provisions in practice in experimental work.

In the course of our research, we plan to use theoretical (analyze the literature, highlight specific work methods) and practical (implement the selected work methods) methods.

Base of research: MOU "Nyrob secondary school".

Competence education is a very controversial topic that remains insufficiently researched today. The concept itself arose in the United States in the process of studying the work experience of outstanding teachers, was the result of numerous attempts to analyze it, to develop a conceptual framework. Thus, the theory of competence education is based on experience, comes from the best experience.

This is due to the fact that, firstly, the school began to catastrophically lag behind the pace of knowledge development. The second very important problem facing education is that education has become widespread. The Concept of Modernization of Russian Education until 2010 prescribes the introduction of a competency-based approach to assessing educational results. For the competence-based approach, the meaning-defining categories are “competence” and “competence” in different proportions to each other.

Despite some disagreements in approaches, US experts identify three main components in competence-based education. These are knowledge, skills and values.

"Competence" - this term is used in completely different semantic contexts, often opposite. It appeared in the guidelines of the ministry as a fashionable foreign word, and not as an attempt to designate some objectively existing pedagogical problem that requires understanding.

EV Domansky drew attention to the fact that the concepts of competencies being developed in Russia have not only an external similarity with the European ones, but also a significant difference in their content. The nature of the differences, in his opinion, has oriental tendencies, with their traditions and the desire for contemplation, the development of intuition, knowledge of oneself.

In connection with such observations, we will offer some Russian author's definitions and delineations of the concepts of "competence" and "competence".

According to S.E. Shishov and V.A. Calneya, competence is the ability (skill) to act on the basis of the knowledge gained. Unlike ZUN (assuming action by analogy with a model), competence presupposes the experience of independent activity based on universal knowledge. The concept of competence changes the way we think about assessment and qualifications. What is important is not the individual's internal organization of something, but the ability to use what is.

Khutorskoy A.V. is distinguished by the often synonymously used concepts of "competence" and "competence": competence is a set of interrelated personality traits (knowledge, skills, skills, methods of activity) assigned in relation to a certain range of objects and processes and necessary to act efficiently in relation to them ... Competence - possession, possession by a person of the appropriate competence, including his personal attitude towards her and the subject of activity.

The author singles out educational competence as a separate structure, defining it as a set of interrelated semantic orientations, knowledge, skills, skills and experience of a student's activity necessary to carry out personally and socially significant productive activity in relation to objects of reality. He emphasizes that one should distinguish simply “competence” from “educational competence”.

Doctor of Pedagogy I. Frumin writes: “The stupidest thing to do now is to start discussing the definition of competence, look for the difference between competence and competence, scour the dictionaries and achieve maximum rigor. content of education. And at this stage of the discussion, I would suggest limiting ourselves to a working concept of competencies as the ability (availability) to solve complex real problems. "

At the same time, he notes that as a result of numerous discussions among educators, competence is reduced to a type of educational result that is not reducible to a simple combination of information and skills and is focused on solving real problems.

IA Zimnyaya differentiates the concepts of “competence” and “competence”. Analyzing the meaning and meaning of these categories, and. A. Zimnyaya comes to the conclusion “that competencies are some internal, potential, hidden psychological neoplasms (knowledge, perceptions, algorithms of actions, systems of values \u200b\u200band relationships), which are then revealed in human competencies as actual, activity manifestations”. (9, p.5)

Thus, one can see how contradictory the authors' understanding of the nature of the competence approach is contradictory, its very essence is contradictory, and the definitions of its components and components are contradictory.

Here are some of the views of scientists on the implementation of the competence-based approach in educational institutions (based on the materials of the IX All-Russian Scientific and Practical Conference "Pedagogy of Development: Key Competencies and Their Formation").

T.M. Kovaleva (Doctor of Pedagogy, Senior Researcher at the Institute of the Theory of Education and Pedagogy of the Russian Academy of Education, Tomsk) believes that the competence-based approach provides answers to the demands of the production sector. With regard to education, it can be considered only as one of the possible approaches.

D.B. Elkonin (Doctor of Psychology, Professor, Vice President of the International Association for Developmental Education, Moscow) presents competence as a radical means of changing the form of education.

Yu.V. Senko (Doctor of Pedagogy, Head of the Pedagogy Department of Altai State University, Academician of the Russian Academy of Education, Novosibirsk) suggested that in order to determine the basic professional competencies, several main blocks should be distinguished: values \u200b\u200band ideas of the image of a person, technology, project work and the implementation of one's plan, peer review, teaching and learning.

A.M. Aronov (PhD in Physics and Mathematics, Head of the Pedagogy Department of the Higher School of Krasnoyarsk State University) considers competence as a willingness to engage in certain activities. Directly in education, competence acts as a definite connection between two types of activity (present educational and future practical).

B.I. Khasan (Doctor of Psychology, Head of the Department of Development Psychology, KrasSU, Director of the Institute of Psychology and Pedagogy of Development) believes that competencies are goals, and competencies are results (goals or limits set for a person), and the measure of their achievement is the indicators of competence. But since these definitions are borrowed from law, they are of limited use. Pedagogy and education have always been focused on only one type of competence, limited by the framework of a specific subject. Therefore, a teacher who wants the student to acquire competence and go beyond the subject must understand the limitations of the subject.

I. D. Frumin (Doctor of Pedagogy, coordinator of educational programs at the Moscow branch of the World Bank, Moscow) believes that the competence-based approach is manifested as a renewal of the content of education in response to the changing socio-economic reality.

With regard to the primary education system, the key words in the description of competencies are the words search, think, cooperate, get down to business, adapt:

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

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

collaborate: be able to work in a group; to make decisions; resolve differences and conflicts; agree; develop and fulfill the assumed responsibilities;

get down to business: get involved in work; be responsible; enter a group or collective and contribute; prove solidarity; organize your work; use computing and modeling devices;

adapt: \u200b\u200buse new information and communication technologies; stand firm against difficulties; find new solutions.

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

Thus, the competence-based approach allows:

Align the teaching goals set by the educators with the students' own goals. With each new generation of students, the importance of this moment increases, for each new generation of schoolchildren is becoming more independent, more independent of the views and judgments of adults, capable of setting their own goals in life;

To increase the degree of motivation for learning, first of all, due to the awareness of its benefits for the present and future life of students;

Facilitate the work of a teacher by gradually increasing the degree of independence and responsibility of students in learning. According to L.S. Vygotsky, a “teacher-rickshaw” who pulls the entire learning process on himself, should turn into a “teacher-car driver,” who only controls the learning process. Moreover: at a certain stage, the students themselves become assistants and employees of the teacher in teaching;

Unload students not by mechanically reducing the content, but by increasing the proportion of individual self-education, shifting attention to ways of working with information, group distribution of loads and changing motivation;

Not in theory, but in practice, to ensure the unity of educational and educational processes, when the same tasks of versatile preparation for life are solved by different means of lesson and extracurricular activities, without any special "educational measures" or special "educational lessons", and the student understands the importance of his own upbringing and his own culture for his life.

The analysis of the psychological and pedagogical literature indicates that the period of 6-8 years is one of the most difficult periods of a child’s life. Here, the emergence of consciousness of their limited place in the system of relations with adults, the desire to carry out socially significant and socially valued activities. The child becomes aware of the possibilities of his actions, he begins to understand that not everything can. Speaking of self-awareness, they often mean awareness of their personal qualities. In this case, we are talking about awareness of our place in the system of social relations.

On the basis of the emergence of personal consciousness, a crisis occurs for 7 years. The main symptoms of the crisis:

1) loss of spontaneity - between desire and action, the experience of what significance this action will have for the child wedges in;

2) mannerism - the child builds something of himself, hides something;

3) the symptom of “bitter candy” - it’s bad for the child, but he tries not to show it, there are difficulties in the upbringing: the child begins to close and become uncontrollable.

These symptoms are based on a generalization of experiences. The child has a new inner life, a life of experiences, which is not directly and directly superimposed on the outer life. But this inner life is not indifferent to the outer, it affects it. The crisis requires a transition to a new social situation, requires a new content of relations. The child must enter into a relationship with society, as with a set of people who carry out obligatory, socially necessary and socially useful activities. In our conditions, the tendency towards it is expressed in the desire to go to school as soon as possible.

The symptom that cuts through the preschool and primary school ages is the symptom of "loss of immediacy" (LS Vygotsky): between the desire to do something and the activity itself, a new moment arises - an orientation in what the child will receive from this or that activity. This is an internal orientation in what sense the implementation of an activity can have for a child: satisfaction or dissatisfaction with the place that the child will take in relations with adults or other people. Here, for the first time, a semantic orientational basis of an act arises. According to the views of D.B. Elkonin, there and then, where and when there is an orientation towards the meaning of an act, there and then the child passes into a new age.

Teachers and parents need knowledge about the psychological characteristics of children 6-7 years of age, about the general and special, which is important to consider when admitting children to school, during their adaptation to learning and in the organization of the educational process. What is typical for today's junior high school student?

Susceptibility, suggestibility, compliance.

Responsiveness, Empathy

Sociability, great irritability.

Easy excitability, emotionality.

Curiosity and imprintability.

Steady cheerful and joyful mood.

The predominant motives are associated with an interest in the adult world,

Establishing positive relationships with others.

A clear manifestation of typological properties in the behavior

Higher nervous activity.

Plasticity of the nervous system.

Mobility, injustice.

Impulsive behavior.

General lack of will.

Instability, involuntary attention.

By the age of 7, the child reaches a level of development that determines his readiness to study at school.

Physical development, stock of ideas and concepts, the level of development of thinking and speech, the desire to go to school - all this creates the preconditions for systematic learning.

With admission to school, the whole structure of a child's life changes, his regime, relations with people around him change. The main activity is learning. Primary school students, with very few exceptions, love to study at school. They like the new position of the student, they are attracted by the learning process itself. This determines the conscientious, responsible attitude of younger students towards learning and school. It is no coincidence that at first they perceive the mark as an assessment of their efforts, diligence, and not the quality of the work done. Children believe that if they “try”, then they study well. The teacher's approval encourages them to “try harder”. Younger schoolchildren readily and with interest acquire new knowledge, abilities and skills. They want to learn to read, write correctly and beautifully, and count. True, they are more fascinated by the learning process itself, and the younger student shows great activity and diligence in this regard. The interest in school and the learning process is evidenced by the games of junior schoolchildren, in which a large place is given to school and learning.

In younger schoolchildren, the inherent need for active play activity and movements inherent in preschool children continues to manifest itself. They are ready to play outdoor games for hours, cannot sit for a long time in a frozen position, they like to run during recess. Characteristic for younger students and the need for external impressions; a first grader, like a preschooler, is primarily attracted to the outside of objects or phenomena performed by activities (for example, the attributes of a class nurse - a sanitary bag, a bandage with a red cross, etc.).

From the first days of schooling, the child has new needs: to acquire new knowledge, to accurately fulfill the teacher's requirements, to come to school on time and with completed assignments, the need for approval from adults (especially the teacher), the need to fulfill a certain social role (to be a headman, nurse, commander of the "stars", etc.). Usually, the needs of younger students, especially those who were not brought up in kindergarten, are initially of a personal orientation. A first grader, for example, often complains to a teacher about his neighbors, allegedly preventing him from listening or writing, which indicates his concern about his personal success in learning. Gradually, as a result of the teacher’s systematic work to educate students in a sense of camaraderie and collectivism, their needs become socially oriented. Children want the class to be the best, so that everyone is good students. They begin to help each other on their own initiative. The growing need to win the respect of comrades, the growing role of public opinion, speaks of the development and strengthening of collectivism among junior schoolchildren.

The cognitive activity of a younger schoolchild is primarily characterized by emotional perception. A picture book, a visual aid, a teacher's joke - everything provokes an immediate reaction in them. Younger schoolchildren are at the mercy of a striking fact; the images arising from the description during the teacher’s story or reading the book are very vivid. Imagery manifests itself in the mental activity of children. They tend to understand the literally figurative meaning of words, filling them with concrete images. Taking into account the imaginative thinking, the teacher uses a large number of visual aids, reveals the content of abstract concepts and the figurative meaning of words on a number of specific examples. And primary schoolchildren initially remember not what is most significant in terms of educational tasks, but what made the greatest impression on them: what is interesting, emotionally colored, unexpected or new.

In the emotional life of children of this age, the content side of experiences is primarily affected. If a preschooler is happy that they play with him, share toys, etc., then the younger student is mainly concerned with what is associated with learning, school, and a teacher. He is pleased that the teacher and parents are praising for his academic success; and if the teacher makes sure that the student experiences the joy of learning as often as possible, this reinforces the student’s positive attitude towards learning.

Along with the emotion of joy, the emotions of fear are of no small importance in the development of the personality of a younger student. Often, for fear of punishment, the baby is telling a lie. If this is repeated, then cowardice and deceit are formed. In general, the experiences of a younger student are sometimes very violent.

At a primary school age, the foundations of such social feelings as love for the homeland and national pride are laid, students are enthusiastic about patriotic heroes, brave and courageous people, reflecting their experiences in games, statements. Children of this age are friendly. They like to be together and participate in group activities and games. This gives each child a sense of self-confidence, as their personal setbacks and skill deficiencies are not so visible against the background. I like to make crafts, but more often the child works better at the beginning than at the end of this work. Boys prefer energetic games, but they can also play with toys with girls. The child is proud of his family, wants to be with his family.

The younger student is very trusting. As a rule, he has boundless faith in the teacher, who is an indisputable authority for him. Therefore, it is very important that the teacher is an example for children in all respects.

The closest integration of training and upbringing is possible precisely in the context of a competence-based approach.

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

Moral / value potential / involves students' perception and understanding of such values \u200b\u200bas "family", "school", "homeland", "teacher", "nature", "friendship with peers", "respect for elders". The need to follow the rules for students, the ability to distinguish between good and bad actions of people, to correctly assess their actions and the behavior of classmates, to maintain order and discipline in school and other public places. Experience in participating in the preparation and conduct of socially useful affairs, the implementation of individual and collective fulfillment of assignments and assignments in the process of organizing classroom and school life.

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

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

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

Physical potential - adherence to the daily routine and the rules of personal hygiene, the desire to become strong, fast, dexterous, tempered, the desire to try your hand at physical education and sports.

Means of extracurricular (educational) activities mainly form: the values \u200b\u200bof activity, communication, self-education; the habit of being mobilized; personal skills - reflective, evaluative; personal qualities - independence, responsibility; experience of communication and interaction with people, including in a team.

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

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

Coordination and tracking the performance of subject teachers working with the class in the formation of key competencies by means of lesson and extracurricular means of educational activities in the subject;

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

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

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

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

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

Their assessments of the educational and extracurricular activities of the class as a whole and the personal contribution of individual students to this activity.
The organizational and activity component of the educational process also includes such elements as:

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

Forms of organizing the educational process: holiday, collective creative work, quiz, competition, exhibition, tour, oral journal, conversation, etc.

Student self-government carried out within the classroom.

In this chapter, we described the competency-based approach from the standpoint of the many views of scientists on its essence, which are quite contradictory. Some views of scientists on the implementation of the competence-based approach in educational institutions are considered, from which the keywords in the characteristics of competencies in the primary education system are identified and considered. It also presents the characteristics of the age-related development of students in the psychological, cognitive, emotional social spheres of life. From this position, I examined the organization of extracurricular activities of students in grade 1, identified effective means of extracurricular activities, forms, technologies of education in accordance with the goals.

Thus, the competence-based approach at school in the system of educational work is realized not only in educational activities, but also through the organization of extracurricular activities, which leads to the formation of key competencies of children at this stage of their development.

The content of general education is formed from a combination of many subject areas, areas of activity, relationships that the child masters. A complex of systematic knowledge and ideas, abilities, traditions, and value orientations can be called a system of cultural competence of an individual. General cultural competence characterizes a person as a bearer of the values \u200b\u200bof universal and national culture, moral standards and principles, the views, actions and deeds conditioned by them, cultural-like and nature-like behavior and activities that have oral and written speech, ways of communication with other people. It involves a certain degree of autonomy of a person, which is necessary for the formation of a person who is able to make decisions, withstand external pressure.

To determine the spheres and indicators of general cultural competence of a pupil of an educational institution, the following grounds were chosen:

The concept of humanitarian education n. S. Rozova, where the areas of situations requiring general cultural competence are defined: environmental, social, humanitarian, aesthetic, communicative, recreational, economic;

General characteristics of the types and component composition of competence, presented by I. A. Zimnyaya;

Age standards of socialization - a set of requirements for the personality of the child, his skills that provide the solution to the problems of socialization at a certain age stage of development.

Information and cognitive;

Value-orientational;

Regulatory-behavioral. (Appendix 1).

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

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

Primitive-behavioral;

Emotional-behavioral;

Motivated-behavioral. (Appendix 1).

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

The scope of environmental competence is the relationship between human civilization and nature at various levels. The following scope of competencies is characteristic of a younger schoolchild: he knows the rules of behavior in the forest, on water bodies, in local natural zones at different times of the year; distinguishes between animate and inanimate nature; knows the rules of personal hygiene; knows how to make a fire, pick mushrooms and berries; observes the phenomena of nature, describes them; takes part in gardening of a class, school, yard; goes on hikes, visits arboretums and takes care of nature nearby; knows the rules of behavior in case of fire and other natural disasters.

The sphere of social competence is relations in society. It is characteristic of a younger schoolchild: he knows the content of the concept of Homeland; knows his rights and obligations; familiar with the professions of a driver, seller, doctor, educator, postman, seamstress, builder, machinist; has an initial understanding of the property; independently makes purchases; knows legal ways to make money; knows a safe route to school, to the store; knows a detailed address, basic social objects; has an idea of \u200b\u200bthe personal space of a person; knows how to follow the sequence and rules of the game; interacts with other people in accordance with the established rules and regulations; able to take on partial responsibility for what is happening; realizes that he can do something without the obligatory support of adults and their approval; carries out an individual choice of assignments and tasks in the process of organizing life activities in the classroom and at school.

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

The sphere of humanitarian competence is the orientation of a person in ideas, meanings, and cultural texts. The following scope of competencies is characteristic of a younger student: understands the figurative language of fairy tales, stories, poems; shows interest in fiction; knows the works of Russian writers, poets; highlights the main idea of \u200b\u200bthe work; expresses value judgments, compares and evaluates the actions of heroes; reads poems by famous poets; begins to master a foreign language; shows a value attitude towards objects and phenomena of the surrounding life.

The sphere of aesthetic competence is a person's orientation in the world of art, in the world of fine arts; education of aesthetic taste. For a younger schoolchildren characteristic: distinguishes between the types of art; fluent in pencil and brush with different drawing techniques; sculpts sculptures; familiar with folk instruments, knows and performs Russian folk songs, proverbs, sayings; the skill of listening to music is formed; learns famous musical works of Russian composers; has an idea of \u200b\u200bthe paintings of famous artists; participates in amateur performances; illustrates.

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

The sphere of recreational competence is the sphere of recreation, health, sports, nutrition. The scope of competence of a junior schoolchild includes: a general concept of health and factors influencing it; has an idea of \u200b\u200bthe structure and work of organs and systems of the human body; daily cares for the body; observes morning and evening toilet, takes care of hair, hands, face during the day; is engaged in tempering the body, physical education, sports; observes the regime of the day, study, rest; observes the rules of self-control for correct posture, gait, posture; shows accuracy in clothes and shoes, cares for them; recognizes signs of fatigue, knows how to behave correctly during illness, has the skill of carefully handling medicines; able to adequately assess the emotions of others, shows their emotions and controls them.

The sphere of economic competence is everyday life situations and problems. The following scope of competencies is characteristic of a younger student: knows how to play active, intellectual games; knows and knows how to use an iron, washing machine, grater, meat grinder, electric stove, refrigerator; uses cutlery as intended, knows the rules of table setting knows how to cook simple meals; knows the rules of preparation and cleaning of places for study, work, leisure activities and recreation; grows houseplants; participates in agricultural work; takes care of pets; makes do-it-yourself applications from different materials; works with simple tools.

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

In my work, I settled on the observation method, because 1st grade students still have insufficiently formed voluntary attention, a low level of concentration of attention, and frequent distraction.

Pedagogical observation is a purposeful, specially organized perception of the studied object, process or phenomenon in natural conditions, when the teacher receives specific factual material.

The purpose of observation: to identify the level of spheres of general cultural competence among students in grade 1.

Objects of observation: students of the 1st grade.

Subject of observation: actions, deeds, activity, behavior, ability to adequately assess the situation from the point of view of their own and generally significant values, to formulate the effective fulfillment of goals, objectives, norms in this situation.

When studying the socialization of students, all situations that require general cultural competence fall into the scope of observation.

The observation results are presented in table 2. (Appendix 2). It records the level of competence of each student in the areas in accordance with the indicators shown in Table 1. (Appendix 1).

The observation results show that at this stage the emotional-behavioral and primitive-behavioral levels of competence of the identified spheres of general cultural competence prevail. The availability of information about the level of competence of each student allows the class teacher to timely identify the problems of students, reasonably provide them with assistance in overcoming social, psychological, personal difficulties, evaluate and correct the effectiveness of educational work with the class, organize appropriate interaction with the environment - family, extra-curricular institutions, groups, in which pupils are included and where spontaneous and purposeful socialization of the individual is carried out. Timely identify the least formed components of general cultural competence and provide targeted assistance in their development.

At the age of seven, the child manifests self-awareness and self-esteem. The educational environment in conditions of respectful attitude towards the younger student supports and develops his individuality, generates personal meanings of learning and life; stimulates to independently solve life problems in an unstable society. The unity of goals in classroom and extracurricular activities allows the teacher to track the development of the child, the level of his creative growth.

The main task with the competency-based approach is to identify effective methods and techniques for diagnosing the child’s personal growth.

In stages, starting from the first grade, teachers teach children to work with the main components of the textbook, draw up a simple plan of a written answer, find the right book, article, and use reference books. By the fourth grade, schoolchildren should be able to use technical media (recordings, television, video films, computer equipment). This allows us to solve one of the problems of modern education - to form a person’s ability to independently go beyond his own competence to find ways to act in new situations.

The main thing that should be supported in students is the processes of his spiritual and moral development and personality formation, self-respect, and others. In this regard, a special role in working with younger students is assigned to parents. They are active participants in many events.

The tasks of educational work (for example, grade 1):

Based on the study of the personality of students, create the maximum conditions for the physical, intellectual and moral development of children;

Raising a cohesive team;

To educate students in the desire for a healthy lifestyle, to develop this desire in the inner need of each student;

To educate a conscious attitude to study, to develop cognitive activity;

Fostering in children respect for themselves and others (relationships, mutual assistance, good attitude towards each other).

To shape students' environmental literacy;

The development of a sense of beauty in children: love for animals, nature, music, poetry;

Strengthening ties with family, recognition of psychological and pedagogical knowledge among parents.

Extracurricular activities in grade 1 are organized in the following areas and involves the following goals:

Formation of a positive attitude towards school, learning.

	Main directions.		Responsible
	Team building work Development and maintenance of interest in school, study To form an active position of the student in learning, to learn knowledge and skills to independently apply in life.	Organization of work in the classroom. Distribution of orders. Organization of cleaning your workplace. Intensification of work in the lesson, in extracurricular work, the use of game moments. Compliance with the cleanliness of the school yard, workplace at the desk. Raid "Live the book" Raid "Clean Hands" Kl. hour: Conversation "The world of emotions and feelings" Kl. hour: "Learning to live and be friends correctly" (Practical games) Kl. hour: "Rules of good form" (Educational games) Kl. hour: "Portrait of my class" (game)	students Teacher Teacher Kl.ruk. Kl.ruk.	Within a year September Within a year Within a year Within a year In tech. of the year October February

2. Physical education. Labor education.

Help children grow up healthy and tempered. Mastering the skills and habit of morning exercises. The development of respect for work. Fostering respect for working people. Instilling hard work. Teach respect for your school, class, property. To form skills of creative work, aesthetics of the design of their work

Take part in sports activities Physical culture breaks Medical examination Outdoor games Game "Happy starts" Participation in subbotniks, labor. Conversation "All professions are needed" Workplace cleaning Reading stories about work. Raid "Live, Book" Making handicrafts from natural materials. Father Frost's workshop

Physical education lessons Parents, Teacher Kl. hands.

Within a year Daily Daily September, October, May February Daily In literature lessons November

3. Ideological, moral and aesthetic education.

Education of labor discipline, responsibility Building a sense of camaraderie Education in the spirit of combating cruelty, selfishness Formation in a team, in the character of each student, such traits as mercy, justice Contribute to the development of aesthetic taste, the correct perception of musical and artistic works Instilling love for music and art, interest and love for reading

Collective creativity. Workshop of Santa Claus. Mutual assistance in the classroom. Self control. A conversation about kindness and sympathy. Conversation about a culture of behavior Conversation about camaraderie and friendship. Reading stories about friendship. Competition game for the Defender of the Fatherland Day. Oral journal "Migratory birds" Project "The beauty of the surrounding nature" Preparation of thin self-activity. Holiday alphabet Holiday "Hello Summer" Excursions to the forest. Project activities: "Spring has come", "Winter fun", "Summer is coming" Quiz "Journey to the fairy forest" Kl. hour: "My hobby" (Dispute) “Well, girls!” Music lessons

Kl.ruk. C. hands K. hands, music hands. K. hands, music hands. K.ruk. Studying, muses of hands.

Technology lessons Daily Literature lessons November by Holidays September December, may January Within a year

4. Ecological. Heroic-patriotic, national, spiritual

Increase, protect nature, instill a love of nature To instill the skills of cultural behavior in recreation areas To bring up patriotic feelings, love for the motherland. Develop a sense of pride in your country, respect for the older generation, heroes of the Second World War

Organization and conduct of excursions. Project activity: "Take care of nature" Kl. hour: Conversation-debate Our home is planet Earth " Kl. hour: "About our little brothers" (quiz) Kl. hour: Composition with illustrations "And in our family ..." Game “What? Where? When?" Kl. hour: “Russia is my homeland” Project: "He served a great cause" Victory Day Memorial Watch Excursion to the monument to fallen soldiers

Teacher Kl. hands. Study Hand. of the museum

September, october April April

5 working with parents

Study the relationship "Child-parent", involve in joint activities Involving parents in class Carrying out family meetings

Ind.conversations with parents Ind.conversations with dysfunctional families Help from parents in class design Gender collection: 1. Adaptation of the first grader. Daily regime. 2. On the styles of family education. How to raise children. 3. Emotions are positive and negative. 4. That is the end of the school year. The final meeting. Questionnaire The participation of parents in class hours, hiking, in holidays, in project activities. Parent Counseling

Kl.ruk., Social ped. Genus Committee Kl.ruk. Kl.ruk.

Within a year Within a year Within a year 1 quarter 2 quarter 3 quarter 4 quarter Within a year In tech. of the year In tech. of the year

6. Working with “difficult” and gifted children

The formation of a healthy lifestyle, the physical development of children. Intellectual development of personality Development of creativity

Conversation and drawing competition about healthy lifestyle Ind. Visiting disadvantaged families Ind. Conversations with children Questionnaire “What I like at school” Involvement of children in circle work (German language) Testing Card work Con-s "Hello, we are looking for talents!" Participation in school-wide, district competitions.

Kl. hands. Social Ped. Teacher Kozonina N.A.

Within a year Within a year November In tech. of the year Within a year Within a year According to the administration plan

7. Prevention of road traffic injuries.

Raising the level of culture of learning in transport and on the roads. Organization of training for SDA students. Promotion of knowledge on safe behavior on the roads and in transport. Improving the skills of students in independent safe behavior on the road (water bodies).

1. The game "We are going to school" 2. Conversation "Everyone should know this" 3. The game "The Alphabet of a Young Pedestrian" 4. Project: "Red, yellow, green" 5. Conversation "Rules of the road" 6. Conversation "The rules of conduct in reservoirs, in buildings in the spring season"

Kl. hands. Kl. hands. Kl. hands., studying

September October December

“I and the Family” - Formation of a Civic Relationship to My Family ”

Thus, the activities of the class teacher and subject teachers in this class are aimed at developing in children the qualities necessary for successful socialization at this stage of their development.

In elementary school, the competence-based approach should be implemented through the formation of a system of key competencies in the student, which make up his subjective experience. The formation of subjective experience should occur through the assimilation of the culturally appropriate content of primary education, presented in various spheres of social experience:

Subject and oversubject knowledge (result: "I know ...");

Subject and general subject skills ("I can ...");

Creativity ("I create ...");

In the emotional-value sphere ("I strive ...").

The main result of the activity of a primary school teacher should not be a system of knowledge, skills in itself, but a set of key competencies of students in the intellectual, legal, information and other areas of the personality and the creation of conditions for its implementation.

It is necessary to prioritize not the student's awareness, but the ability to resolve problems arising in life.

As the results of training and upbringing, consider not the sum of learned knowledge, skills and abilities, but the ability to act in various problem situations.

The most successful in practice are the following methods, techniques and forms:

Surprise! (the teacher finds a point of view at which even the ordinary becomes surprising);

Delayed guess! (the teacher gives an amazing mystery fact, a solution to which will be open when working with new material);

Catch the mistake! (the teacher deliberately makes a mistake);

Round table discussion;

Array job;

Ideal assignment (teacher invites students to do homework of their own choice and understanding).

Brainstorming, searching for common ground, finding explanations, seeing through someone else's eyes, theatricalization, etc.

The main task of elementary school is to ensure the development of the child’s personality at a higher level.

The use of active teaching methods contributes to the development of the ability to analyze, reason, plan, combine, create new things.

To actively use the project method in activities, because it allows the least resource-intensive way to create a natural environment ("natural environment", that is, working conditions that are as close as possible to the real) for the formation of students' competencies. When working on a project, there is an exceptional opportunity for schoolchildren to form problem-solving competence (since a prerequisite for the implementation of the project method in school is the student's solution to their own problems by means of the project), as well as mastering the methods of activity that make up communicative and informational competence.

At its core, design is an independent activity that differs from cognitive activity.

In order to unite the efforts of the school, family, the public in the patriotic education of children, as well as to develop common approaches in education, one can use such a form of work as the activity of a school museum.

A means of assessing student learning achievement, the most appropriate competency-based approach, is the portfolio (training portfolio). A portfolio is a folder-accumulator of a student's educational achievements, clearly characterizing his progress in the development of key competencies. The portfolio acts not only as an assessment tool, but also as a kind of toolkit, a reference book compiled from various sources with the help of a student and teacher.

The portfolio acts in the competence-based approach not just as a special form of assessment, but as a form that combines all possible assessment options. This is possible because:

The student uses his portfolio to self-evaluate the results and to assess the pace of his progress in a particular competency;

The portfolio, its contents and maintenance can be evaluated by the teacher;

Portfolio can be presented in front of the class, teachers, parents;

A group class portfolio of students can be created and used for group self-assessment.

This chapter assesses the formation of competencies of students in grade 1. I examined the areas of general cultural competence that characterize the child at this stage of development. Pedagogical observation was carried out and its results were analyzed, which are presented in the form of a table. Also, a system of primary school teachers' activities for the implementation of a competence-based approach is proposed, which is developed in areas in accordance with the goals. In conclusion, recommendations were made on the implementation of the competency-based approach: these are the most successful methods, techniques and forms of work.

Changing the model of education requires, first of all, a change in the teacher himself, who is ready to achieve social, communicative, information competencies, tolerance, self-education and practice-oriented knowledge and skills of students.

The main distinguishing feature of the competence-based approach is its activity-oriented nature. The criterion for the manifestation of competence is the achievement of a positive result for students. This work was aimed at studying the topic: "The implementation of the competency-based approach to the organization of extracurricular activities by a primary school teacher." I have identified the problem of research, the object and subject of research, the goal, hypothesis and research objectives. The psychological, didactic, methodological and legal literature on the research problem has been studied. Different views of scientists on this problem were identified and considered; the system of formation of competence of primary school students has been determined and forms of organization of extracurricular activities for its implementation have been developed. On this basis, the pedagogical conditions for the implementation of the competency-based approach in the training and education of students in grade 1 have been identified. The system of extracurricular activities of a primary school teacher is presented, which is tested in practice.

To be able to analyze, compare, highlight the main, give adequate self-esteem, be responsible, independent, be able to create and collaborate, work without constant leadership, take initiative, notice problems and look for solutions based on sound reasoning are key competencies that can be identified in modern society. What the child needs to enter this world with.

The teacher’s task is to build the learning and upbringing process in such a way as to help the child’s spiritual forces unfold, teach him how to think, and instill practical skills.

Teachers, parents, administrations of educational institutions need to comprehend the educational requirements of the new standards and find new approaches to work. The focus on the upbringing and development of the student is the basis of the activities of the teaching staff of the educational institution. But a lot depends on the teacher. Teachers will have to revise all the work, master new methods, accept, practically implement the systematicity of the requirements laid down in the second generation standards:

–Requirements for the structure of basic educational programs;

–Requirements for the results of their development;

–Requirements for the conditions of their implementation.

Thus, the modern school needs a new model - “the school of an active student”. The school team must strive for this.

It can be concluded that a partially competence-based approach in primary school exists and is being implemented, and its full implementation seems to be possible.

The further "life" of the approach depends only on the primary school teachers themselves, on their willingness to accept and implement it.

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Appendix 1.

Characteristics of the levels of competence.

	Information and cognitive aspect	Value-orientation aspect	Regulatory and behavioral aspect
Primitive behavioral	Knowledge of norms, rules of conduct, simplest ways to perform actions in standard situations.	Understanding the need to comply with moral and legal norms; the ability to perceive phenomena coming from the outside world; situational sensitivity to the needs of others and social life; response to the demand of adults.	Compliance with norms and rules of behavior at the request of adults or peers; to do “like everyone else” or under duress; selection and implementation of a method of activity with the help of others.
Emotional-behavioral	Knowledge of the norms, rules of behavior and methods of activity in solving educational problems; perception, interest, emotional readiness to assimilate new information.	Awareness of the need for lawful behavior; expressing preferences and upholding value orientations; the emotional-situational nature of the response to the actions and actions of other people; the manifestation of sustainable interests in certain types of activities.	Emotional regulation of activity and behavior depending on mood, attitude towards people around, and situation.
Motivated Behavioral	Systematic knowledge of the general principles, norms, rules governing social interaction.	Awareness of the values \u200b\u200band meaning of their own actions and actions; need for legitimate behavior; the formation of personal, humanistic attitudes and value orientations; understanding their abilities and limitations.	Volitional regulation of behavior and activity; making independent decisions and predicting their consequences; responsibility for their actions and deeds in various situations.

Appendix 2

Areas of cultural competence

environmental

social

cognitive

humanitarian

Sergey A.

Valery V.

PP

Victoria Z.

Sergey K.

Natalia M.

Stepan N.

Anastasia O.

Veronica R.

Svetlana S.

Alexander S.

Elizabeth T.

Konstantin U ..

Gennady J.

IPA - informational and cognitive aspect;

ЦОА - value-orientation aspect;

RPA is a regulatory and behavioral aspect.

PP - primitive behavioral level;

EP - emotional and behavioral level;

MP - motivated-behavioral level.

12/30/2015

Speech at the SMO on the topic: “How to implement a competency-based approach in the lesson and in extracurricular activities”

What is a competency-based approach?

The competence-based approach in education, as opposed to the concept of "assimilation of knowledge" (and in fact, the sum of information), presupposes the mastery by students of skills that allow them to act in new, uncertain, problematic situations for which it is impossible to develop appropriate means in advance. They need to be found in the process of resolving such situations and achieve the required results.

The competency-based approach is to strengthen the applied, practical nature of all school education (including subject teaching). This direction arose from simple questions about what results of school education a student can use outside of school.

The key idea of \u200b\u200bthis direction is that in order to ensure the “distant effect” of school education, everything that is studied must be included in the process of consumption and use.

This is especially true of theoretical knowledge, which should cease to be a dead baggage and become a practical means of explaining phenomena and solving practical situations and problems.

Core value it becomes not the assimilation of the amount of information, but the mastering by students of such skills that would allow them to determine their goals, make decisions and act in typical and non-standard situations.

Activities - this is a form of active purposeful interaction of a person with the world around him (including other people), responding to the need that caused this interaction, as "need", "need" for something (S. L. Rubinstein).

Today the outlook on education is changing: “Learning is not for life, but throughout life”. The National Educational Initiative “Our New School”, approved by the President of the Russian Federation, reflects the main directions of education, in which the result of the educational process is spelled out: “The result of education is not only knowledge in specific disciplines, but also the ability to apply them in everyday life, to use them in the future. learning. The student must have a holistic, socially oriented view of the world in its unity and diversity of nature, peoples, cultures, religions "

The question of traditional education - “What to teach?” Is becoming less relevant today. The competency-based approach focuses on the activity content of education, which requires a different formulation of the question, namely, “What methods of activity should be taught?” In this case, the main content of the training is actions, operations that are related not so much to the object of application of efforts as to the problem that needs to be resolved. Not the usual “must know” or “must be able”, but “can”.

In the curriculum, the activity content of education is reflected in the emphasis on the methods of activity, abilities, skills that need to be formed, on the experience of activity that should be accumulated and comprehended by students, and on the academic achievements that students should demonstrate.

The most importanta sign of a competence approach is the ability

learner to self-study in the future, and this is impossible without obtaining deep knowledge. However, the role of knowledge is changing. Knowledge is completely subordinate to skills. The content of training includes only the knowledge that is necessary for the formation of skills. All other knowledge is considered as reference, it is stored in reference books, encyclopedias, the Internet, and not in the minds of students. At the same time, the student should, if necessary, be able to quickly and accurately use all of these sources of information to resolve particular problems.

The competency-based approach is used to create KIMs for the exam, in the development of PISA research tools. The tasks of the third part of the exam are used to test the ability to apply knowledge from various sections of subjects in a new situation. Which, in fact, is (see table) the main result of training in a competency-based approach. The Unified State Exam is a means of checking and assessing competencies.

Traditional approach:

learning outcome

examples of typical forms of monitoring learning outcomes

example of a controlling task

Knowledgeable

Knowledge possession

Ticket Exams

Give a detailed answer to the question

Competent

Readiness to use the acquired knowledge and skills in an unfamiliar life situation

previously not encountered task.

Implementation and defense of a research or practice-oriented project.

The main concept for the competence-based approach is the concept of “competence”, which is new for Russian pedagogy.

What is competence?

Competence - the willingness of a person to mobilize knowledge, skills and external resources for effective activity in a specific life situation.

Competence is the willingness to act in a situation of uncertainty.

Competencies can be divided into Key and Professional

What are “core competencies”?

The core competencies are those that are universal,

applicable in various life situations. This is a kind of key to success. Key competencies are not so few, but they all consist of four elementary key competencies:

- Information competence - readiness to work with information;

- Communicative competence - willingness to communicate with other people,

formed on the basis of information;

- Cooperative competence - willingness to cooperate with other people,

formed on the basis of the previous two;

- Problematic competence - readiness to solve problems, formed on

based on the previous three.

What does a competency-based approach give a teacher and a student?

The competence approach allows:

Align the teaching goals set by educators with your own goals

students;

Prepare students for conscious and responsible learning at a university or

college;

Prepare students for success in a life of unpredictable

the laws;

Increase the degree of motivation for learning, by realizing its benefits for

the present and future life of students;

Facilitate the work of the teacher by gradually increasing the degree

independence and responsibility of students in learning;

Ensure the unity of the educational and educational processes when the same

the tasks of versatile preparation for life are solved by various means

lesson and extracurricular activities.

What should a teacher be able to do?

To successfully implement a competency-based approach, a teacher must be able to:

Successfully solve your own life problems by taking initiative,

independence and responsibility;

See and understand the real life interests of their students;

Respect your students, their opinions and questions, even if they

seem at first glance difficult and provocative, as well as to their

independent trial and error;

Feel the problematic nature of the situations studied;

Connect the material being studied with the daily life and interests of students,

characteristic of their age;

To consolidate knowledge and skills in educational and extracurricular practice;

Plan a lesson using a variety of curriculum forms and methods

work, and, above all, all types of independent work (group and

individual), dialogical and design-research methods;

Set goals and assess the degree of their achievement together with students;

Perfectly use the method "Creating a situation of success";

Involve students' past experiences for discussion, create new experiences

activities and organize its discussion without wasting time;

Evaluate student achievement not only by grade, but also by content

characteristic;

Evaluate the progress of the class as a whole and individual students not only by

subject, but also in the development of certain vital qualities;

Seeing gaps not only in knowledge, but also in readiness for life.

So that the teaching approach implemented by the teacher is truly

competent, the teacher should beware:

pupils;

Pass on your life experience to students and educate them based on how it was

brought up by himself;

The idea that there are ways given once and for all

“Right” and “wrong” decisions of everyday and professional

problems;

Unproven normative statements “necessary”, “should”, “so accepted”,

which are not accompanied by further explanations

2. The goals of the pedagogical process

Purpose: Formation of educational competencies of students in chemistry lessons through problem-research activities.

Tasks:

Promote the formation of a stable student motivation for self-development through a situation of success;

To contribute to the formation of skills for solving problem situations;

To develop skills in research activities;

Contribute to the formation of a stable reflection of their activities;

Form key competencies.

3. The principles of teaching

For the successful implementation of the competency-based approach in training, it is necessary

own the principles of organizing the pedagogical process.

The principle of competence-based orientation of teaching as an orientation towards

the formation of generalized skills. Formation of cognitive,

information, communication and reflexive competencies of students based on State Education Standards.

The principle of accessibility. According to Ya.A. Komensky: from easy to difficult, from

known to unknown, from simple to complex. Problematic question -

problem statement - search (heuristic) conversation - independent

research activities.

The principle of meaningfulness. Comprehension of the problem, goal, task occurs when

their independent formulation by students.

The principle of naturalness. The problem should not be far-fetched, but real,

interest should not be artificial, but real.

The principle of amateur performance. The child can master the course of research

only through his living, that is, through his own experience.

The principle of experimentation. (the principle of visibility of Ya.A. Komensky, I.G.

Pestalotia, J.J. Rousseau).

The principle of cultural conformity. Students' use of experience, methods,

approaches accumulated in this area by previous generations.

The principle of training in accordance with individual abilities and

students' capabilities allows you to create the necessary conditions for development

each child separately, taking into account their personal characteristics, their

individuality.

The principle of the rational combination of individual and collective

education. Teaches teachers to choose paired, group, and

individual forms of education, depending on the level of complexity of the studied

material for the development of independence and creativity of students.

The principle of active student activity. Learning by students

abilities, skills, methods of activity, mainly in the form of an activity-based, competence-based approach.

The principle of the practical orientation of teaching literature. Solving tasks

applied, practical content.

The principle of complete assimilation of knowledge. The system of organizing additional

classes with students.

The principle of complete control. Three types of control are applied: external

teacher control over the activities of students, mutual control and self-control.

External control teaches students conscientiously systematically

to carry out educational work. The significance of the functions of mutual control is determined

more responsible attitude of students to the assessment of their

classmates than theirs. When carrying out self-control, it is realized

the correctness of their actions, which is expressed in its focus on

error prevention.

Feedback principle. Regularly monitor the learning process with

using feedback techniques.

The principle of systematic reflection. The best way to learn is periodically

analyze your work, mark progress, identify difficulties,

react to failure.

–The principle of systematic reflection of the course of educational

work states: every cycle of work should be completed by reflection.

Teaching reflection allows students to learn from their own experience, since the mistakes made are not terrible if they are taken into account and corrected.

4. Methods of pedagogical activity.

The choice of methods is carried out on the basis of the objectives of the lesson, the content of the studied material and the tasks of development of students in the learning process. To implement the basic principles of the competence-based approach and a rational combination of individual and collective education, the most effective methods of organizing training are selected.

Classification of methods according to Yu.K. Babansky:

Methods for organizing and implementing educational and cognitive activities.

Perceptual methods (transmission and perception of educational information):

Verbal methods.

Problematic conversation, dispute, discussion. In additional classes, children

get acquainted with the specifics of a monologue-speech at the scientific and practical

conferences.

Visual methods.

Demonstration of ways of activity. Forming educational

competence of students, the teacher himself shows how to do, gives

action algorithm (methods for solving the problem, reflection algorithm, rule in a simple scheme, etc.).

Practical methods.

Self-fulfillment of multilevel creative exercises

character, applied orientation.

Students' independent research activities.

Logical methods (organization of the implementation of logical operations):

Inductive.

Deductive (having a general formula, compose an algorithm for solving the same type

specific tasks).

Analytical.

Synthetic.

Epistemological methods (organization and implementation of mental

operations):

Problem-search methods (problem competencies are formed).

Problematic presentation of knowledge. Applies when students

do not have enough knowledge to actively participate in

solving the problem.

Heuristic method. Search engine (heuristic conversation).

It is carried out on the basis of the problem situation created by the teacher.

For example, what does hydrogen turn into when it takes electrons from lithium? 8th grade. "The degree of oxidation."

Research method. Used when students have sufficient knowledge to make scientific assumptions.

Learning Management Methods:

Students acquire skills (information or information and communication competencies) of working with additional literature, with

textbook, with the INTERNET,

(solving an educational problem, testing a hypothesis, performing research activities,

preparation of the presentation and its defense).

Methods of stimulating and motivating educational and cognitive activity

Emotional stimulation techniques:

Creating a successful learning situation is a prerequisite for competency-based learning.

Methods of forming cognitive interest (“I want”):

Formation of readiness for the perception of educational material, lining up around

educational material of the game adventure plot, stimulating

entertaining stuff.

Methods of forming responsibility and obligation (“can”):

Formation of understanding of the personal significance of learning, presentation of educational

requirements, operational control. Organization of activities: jointly

individual, joint-consistent, joint interaction.

Methods of organization and interaction of students and the accumulation of social experience

Organization of the work of students - consultants. Consultants work

used in the preparation and conduct of practical work, when carrying out

demo experiment.

Temporary work in groups. In problem research

preference is given to group work. At the same time,

communicative and cooperative competence.

Organization of work to solve applied problems.

Methods for the development of mental functions, creative abilities and personal qualities of students

Creative assignments. Create presentations.

Problem statement or problem situation creation. Based

of the material read, students themselves make up a problematic question.

Discussion.

Monitoring and diagnostic methods the effectiveness of educational and cognitive activities, social and mental development of students

Methods of control (carried out by the teacher):

Daily observation of the educational work of students:

Verbal control,

Written control,

Checking students homework,

Laboratory and practical control.

Self-control methods (carried out by the student):

Methods of oral self-control and mutual control.

Control, exam, answers

Methods of written self-control and mutual control.

Practical self-control and mutual control methods.

5. Receptions of pedagogical activity.

The main methods of pedagogical activity are:

Reception of heuristic questions. Designed by an ancient Roman educator

and the orator Quintilian. To find information about an event

eight key questions are asked: who? what? what for? Where? than? as?

when? why?

Reception of the development of speech of students. Students' successes in Russian language and literature

are directly related to the culture of their spoken and written language, with

the ability to correctly use the vocabulary of the language. If the student

answers competently, beautifully, at a pace, it facilitates the work of the whole class.

By organizing homework checks, oral exercises and

defense of projects, students are given the task of competently substantiating each stage.

Reception of design, modeling. Used when solving

problem situation or in research activities.

Research is carried out according to the scheme proposed by the teacher or

selected by the student.

Reception of commented problem solving. At

to practice skills, the class does the same exercise, but to the board

no one comes out, students take turns loudly commenting out

substantiate the task. The teacher can at any time

interrupt the responding student and invite another student to continue the answer.

This decision makes schoolchildren believe that the main thing is not speed.

transformations, and their justification.

Reception check homework. Prepare for the beginning of the lesson on the board

necessary diagrams for homework. In the lesson, a student is called to the board to present the solution,

which can be stopped at any time, and continue to explain

the next one will come out.

Reception of the development of compilation skills, solving problematic

question, the skill of putting forward working hypotheses. Any research

any creativity begins with the formulation of the problem, i.e., the ability to pose

question. Pupils are taught to read

hidden questions, with their focus on logic

reasoning, the basic mental operations are performed: analysis,

synthesis, comparison, generalization.

Reception of intentional mistakes. When the teacher explains the material

errors are intentionally made. Students first advance

are warned about this. Gradually, students learn instantly

suppress errors with a conditional sign and explanation. Finding

the relationship of the error with the correct answer. Attention to the error may

not only to correct it, but also to clarify the reasons and

ways to get it.

When organizing interaction between students and teacher, student and class

distinguish suchforms of work as a collective, group, pair, individual.

Individual is used when performing control,

independent, home tests, writing an essay,

creative work, performing tasks on individual trajectories

(used to work with both poorly performing children and

work with the gifted).

- Steam room used when performing practical work, when

mutual verification.

- Group used in solving problem situations, it

allows each child to feel more comfortable in the lesson,

feel ownership of the action taking place. Group form

work gives more opportunities to create a situation of success.

- Collective the work of the whole class takes place at the stages of updating

knowledge, abilities, skills, methods of activity during the lecture

submission of material.

The formation of competencies is carried out on 4 levels.

Competencies are formed in an activity-type training lesson.

The structure of the training session on an activity (competency) basis:

1. Self-determination to activity

2. Actualization of knowledge and fixation of difficulties in activities

3. Statement of the educational task, problem situation

4. Organization of positive self-determination of the student to activity

in the classroom:

Creating conditions for students to have a need

inclusion in activities (“want”)

Highlighting the content area ("can")

Updating knowledge, skills and abilities sufficient to build a new way of action

Training appropriate mental operations

Creating a problem situation, fixing students' difficulties in individual activities

The correlation by students of their actions with the existing algorithm, the method of studying theoretical

material, its structuring, practical assignment

Students identify and fix the causes of difficulty

Organization of communication activities of students by the teacher

to study a problematic situation

Determination of the goal of the activity and the formation of the topic of the lesson

5. Building a project out of a problem situation, difficulties

6. Primary consolidation of educational material:

Student performance in the form of communicative interaction

typical tasks for new modes of action with discussion of steps

actions and results

Producing and testing hypotheses

Organization of collective activity of students, during which a new way of action is built and substantiated

Fixing a new way of acting verbally and in writing

7. Independent work

8. Incorporation of new knowledge into the system and repetition

Development of previously learned algorithms

Preparation for the introduction of new knowledge in subsequent lessons

Using an individual form of work:

Students' independent completion of the assignment for the application of a new method of action

Self-test, step-by-step comparison with a sample

Evaluation of your independent work

9. Reflection of activities (lesson summary).

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

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Competence approach in extracurricular activities

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

All these ideas in pedagogical science formed the basis of a fundamentally new approach - competence-based, which develops certain abilities. The basis for the formation of competencies is the experience of students (competence \u003d knowledge + experience).

In extracurricular work, I actively implement one of the methods of forming communicative competencethe method of project-based teaching, because this pedagogical technology is focused on the use of existing and the acquisition of new knowledge, and implementation, which makes it possible to master new ways of human activity in a socio-cultural environment. What attracts me to the idea of \u200b\u200bthe project methodology is that the students themselves participate in the initial selection of the subject of activity, in the discussion of suitable working methods, in the schedule of work on the project and in the presentation of the “final product”. At different stages of work on a project, different competencies develop: the ability to set goals, the ability to process, analyze information, the skills of public speaking are formed, the skills to work in a team and to be responsible for the results of their work develop.

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

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

The most important task of a modern school is to teach a person to live in the information world. The introduction of information and communication technologies in an elective course outside the classroom is necessary to create a cognitive environment, update educational activities, increase students' interest in acquiring new knowledge, introduce an element of novelty, students develop communicative and information competencies. I am impressed by the fact that computer technology facilitates the task of involving students in active work, helps to develop interest in the subject. The principle of visualization in training is easily implemented, the accessibility of explanation increases, since students have imaginative imagination.This is achieved by increasing the share of information presented in visual and audio form, the speed of information delivery.

The best educator is any significant and attractive activity for children. In primary and secondary school age, children are very fond of tinkering, creating something new. In the classroom "Create your own hands", the guys perform amazing things from available materials. Especially here the creative abilities of students who are hard at learning are revealed. In the class’s classes, such children show themselves on the other hand, they feel their strength, they see their results, and we support these successes with the whole team by organizing exhibitions of drawings and creative works. In the classroom, such competencies as independence, initiative, accuracy, hard work, and dedication are formed.

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

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

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