General cultural competencies
At present, society urgently demands the speedy training of workers of a new formation - competent, confident, assertive, creatively thinking.
1. The humanitarian and value orientation of general cultural
competencies in the structure learning activities
We will consider the content of education as an open humanitarian integrative system, potentially possessing dialogism and multifunctionality, taken in the unity of the socio-practical and individual psychological aspects of human activity.
Such a system makes it possible to master the content of education (subject knowledge, experience of reproductive activity, experience of creative and emotional-valuable activity) invariant in relation to cognitive, communicative, value-oriented, labor, aesthetic and physical activities.
2. The role and importance of general cultural competencies
1. Thanks to the formed organizational competencies human can:
- independently set and formulate the goals of the activity (to carry out goal setting), act in accordance with the goal, select the means to achieve it;
- plan your activities, build a sequence of its stages;
- calculate the time required to complete the work in accordance with the goal;
- analyze your own activities;
- exercise self-control and personal and subject reflection in accordance with the goal;
- adjust their actions on the basis of self-analysis and self-control;
- make quick and reasonable decisions in a situation of uncertainty;
- perform evaluation activities, including ways to compare results with goals, forecasting, systematization, concretization.
System formed organizational competencies underlies the rational organization of labor both in studies and in professional activities.
2. Thanks to the formed information and methodological competencies human can:
– understand the value of information in the modern world, understand the essence of information processes;
–work with information flows of various nature;
- to know the initial provisions, principles, logic and methods of research in each specific field of science; ways of using the achievements of science in practice;
- analyze information, highlight the main idea;
– to carry out the structuring of knowledge, their situationally adequate updating;
- work with a textbook, reference literature, tables;
- to carry out an increment, expansion, accumulation of knowledge;
- independently construct information, draw up a text, its plan, theses, take notes;
– understand the meaning of the text at four levels: pragmatic, syntactic, semantic and ontological;
- Gain knowledge from the Internet.
System formed information competencies underlies indicative activities.
3. Thanks to the formed competencies self-improvement human can:
- build your own life strategy;
- to realize the need for self-development;
- to carry out and control their intellectual development;
– to achieve the heights of professional excellence, creative achievements;
- to carry out the formulation of new promising tasks;
- give an adequate assessment of the results achieved in self-development;
- to carry out reflection, in particular, self-control of the degree of formation of other competencies;
- give a reasoned assessment of different views and positions;
- act reasonably and reasonably.
System formed self-improvement competencies underlies instrumental activities as a motivating force for continuing education.
4. Thanks to the formed communicative competencies human can:
–to carry out interpersonal productive contacts;
– adequately assess the methods and results of communication in different social and industrial situations;
– consciously study and develop their own communicative qualities;
– own ways to achieve mutual understanding;
– to master speech as a means of productive communication, orally and in writing to state the results of their activities;
- make management decisions;
- work in a team in various capacities, both as a leader and as an executor;
- attract the resources of other people to achieve common goals;
- respect other people's point of view, be tolerant of other people's opinions,
– cooperate on the basis of tolerant values, using the skills of conflict-free and constructive communication.
System formed communicative competencies underlies demonstration opportunities (presentation of achievements) and in general labor professional activity.
3. Formation of general cultural competencies
1. Formation organizational (activity) competencies: training
a) goal setting
b) planning their own activities,
c) reflective self-organization;
d) exercise self-control.
2. Formation information and methodological competencies: training
a) understanding the value of information in the modern world;
b) knowledge about the sources of information, ways of its presentation, storage, transformation and use;
c) the ability to understand the essence of information processes;
d) knowledge of the specifics of working with information flows of various nature;
e) knowledge about the initial provisions, principles, logic and methods of research in each specific field of science; ways of using the achievements of science in practice;
f) understanding the meaning of the text at four levels: pragmatic, syntactic, semantic and ontological;
g) "translate" texts into diagrams, graphs, drawings and vice versa;
h) deep understanding of thought processes;
i) establish similarities and differences between objects, draw analogies;
j) to compare and compare texts (objects) on some basis;
k) analysis and synthesis (establishment of logical and semantic connections, generalization, formulation of the leading idea), the ability to carry out predictive activities;
l) text structuring;
m) work with educational literature;
o) modeling and classification of objects or phenomena;
o) methodology of research and project activities, methods scientific knowledge.
3. Formation self-improvement competence:
a) learning to exercise self-control give self-assessment;
b) teaching correction and self-correction;
c) training in introspection and reflection.
d) training in peer review and self-review.
4. Formation social communicative competencies: training
a) to carry out interpersonal productive contacts;
b ) adequately evaluate the methods and results of communication in different social and industrial situations;
V ) conscious study and development of their own communicative qualities;
G ) own ways to achieve mutual understanding;
d ) to speak as a means of productive communication;
e ) work in a team in various capacities, both as a leader and as an executor;
and) practical skills of constructive interaction in a dispute, discussion, meeting, etc.
h) the ability to listen and hear, look and see;
i) the ability to conduct a dialogue;
j) tolerance.
4. Assessment of the quality of education in
competence-based approach
Active and interactive teaching methods require different ways of assessing knowledge than traditional ones.
Grading Requirements
1) The nature of the evaluation of the work is inextricably linked and corresponds to the content academic discipline and teaching methods. Assessment not only establishes feedback between the teacher and students, but also helps the teacher to set a "standard", i.e. minimum level of education.
2) In connection with the need to evaluate the presentations of the experience of creative activity, it is necessary to evaluate the proposed methods of argumentation when defending projects (and not just solving problems).
3) Students should know clear assessment criteria and be able to conduct self-assessment, as well as assess the learning and creative activities of their classmates.
4) The task should be as close to real life as possible, based on contextual learning, i.e. the content side of the assignments (their plot) is drawn from contemporary problems, for example, of an economic nature, and is related to future professional activities. Thus, evaluation occurs in several planes:
– theory mastery(subject knowledge) and mastering the methods of academic discipline(ability to solve problems);
– acquisition of mental(mental) skills;
– mastery of communication skills(creation of a product of activity, its presentation).
In particular, when defending projects, the following can be assessed:
- the level of skills development: independently perform various stages of work on the research topic, clearly perform role functions in a group project (work in the MG);
- the level of practical use of skills acquired in the educational process (knowledge in one discipline or interdisciplinary) to achieve the result of the project, the degree of understanding of the applied knowledge;
- the level of complexity of the activities required to obtain the product of the educational project;
- the degree of knowledge of the applied methods, techniques, as well as the tools used in the project;
- the level of formation of presentation skills.
Therefore, for each academic discipline, it is necessary to develop its own clear criteria in accordance with the teaching methods. In connection with the use of a rating system for assessing knowledge, it is necessary to describe in diagnosable terms what scores each level of learning is assessed. In our pedagogical system, the performance of individual educational elements is evaluated according to the 0-1-2-3 points system. The following criteria have been adopted:
1. Mastering the theory (subject knowledge) and mastering the methods of the academic discipline (the ability to solve problems), which is expressed in the knowledge of definitions, formulas, properties, proof of theorems and their application in the performance of practical tasks .
3 points:
- the student correctly completed one educational element;
- solves problems both according to a given algorithm and without it;
2 points:
- the student made a minor mistake in one educational element (one point is deducted for each error in the implementation of one educational element);
- solves all problems according to a given algorithm;
- knows the formulation of theorems, but finds it difficult to prove individual mathematical statements;
1 point:
- the student made a gross mistake in one educational element;
- individual tasks are solved according to a given algorithm;
- knows the formulation of theorems without proofs;
0 points:
- the student did not complete the task;
-does not solve problems even according to a given algorithm;
- does not know the formulation of theorems;
Thus, the objectivity of the control system is achieved through a four-point assessment of each educational element according to the principle: three points - the task was completed correctly, two points - a minor mistake was made, one point - a gross mistake was made, zero points - the task was not completed.
Such a control system makes it possible to diagnose the results of mastering each educational element, and, if necessary, correct the knowledge of students in a timely manner.
Due to the fact that for creative tasks a four-level qualitative, rather than quantitative, rating scale is also provided, the diagnostics of creative educational work is carried out in the same “0-1-2-3” mode.
2. Let us describe in diagnosable terms the criteria for assessing the levels of mental (mental) skills, which are expressed in the analysis, evaluation and synthesis of data.
3 points: student
– finds and logically builds all the data related to the investigated (studied, analyzed) object,
– uses all relevant critical thinking and mental skills to analyze, synthesize and evaluate data,
2 points: student
– finds and logically arranges most of the data related to the investigated (studied, analyzed) object,
– partially uses appropriate critical thinking and mental skills to analyze, synthesize and evaluate data;
- draws informational conclusions based on the data.
1 point: student
- finds little data related to the object under study (studied, analyzed), skipping most of them;
– incorrectly or inaccurately uses critical thinking and mental skills to analyze, synthesize and evaluate data;
- draws fuzzy conclusions based on the data.
0 points: student
- does not find important data related to the investigated (studied, analyzed) object;
- does not show critical thinking skills and mental skills for analyzing, synthesizing and evaluating data;
- there are no conclusions
3. Let us describe in diagnosable terms the criteria for assessing the levels of mastering communication skills (creating a product of activity, for example, in the form of an abstract, project, author's collection of tasks, speeches, its presentation) which are manifested in the ability to express one's thoughts in writing and orally, demonstrate knowledge, skills and abilities, the ability to logical thinking appearing in presentations different kind- oral, written, visual on paper or electronic media.
3 points:
- the information is presented in such a way that indicates that the student has a deep knowledge of the subject and the ability to think logically;
– the theme of the presentation is clearly defined and well developed;
– the presentation is well structured;
- generally accepted norms for conducting presentations or spectacular deviations from generally accepted norms for conducting presentations are presented;
2 points:
- many presentation ideas are presented in a way that indicates that the student has deep knowledge of the subject and the ability to think logically;
– the theme of the presentation is clearly defined and well developed, although there are some minor remarks;
- the presentation is well structured;
- there are ineffective deviations from the generally accepted norms for the presentation;
1 point:
- individual presentation ideas are presented in a way that indicates that the student has knowledge of the subject and the ability to think logically;
- the topic of the presentation is not clearly defined and insufficiently developed, there are significant comments;
– the presentation is not well structured;
- there are significant ineffective deviations from the generally accepted norms for the presentation;
0 points:
- the presentation is presented in such a way that indicates that the student does not have knowledge about the subject and the ability to think logically;
- the topic of the presentation is not clearly defined and not developed, there are significant comments;
– the presentation is poorly structured;
- generally accepted norms for conducting a presentation are not taken into account;
General competencies and how to assess them
competencies
The sphere of manifestation of c.c. in educational activities
Kinds of relevant
activities
Assessment Methods
optional
Preparation of abstracts, speeches, research work
Ability to navigate
in the information flow
find, store
organize information,
critical attitude towards
information
cationic
Work in the MG on projects, research work, presentation with an abstract
Willingness to communicate, experience
interactions, work in
MG in the roles of leader and
performer, skills
public speaking,
writing
Self-committing
patronizing
Educational activities, project work, NIRS
The ability to build
own
vital
strategy, independently
control your
Project activity, work in MG
Planning, forecasting
roving, modeling,
cognitive learning experience,
play, research
activities. Solution selection
in the face of uncertainty
readiness for
appraisal activities
In the future, products of individual creative activity, as well as the results achieved, can be included with the portfolio.
UDK 378 BBK 74.580 B 37
S.N. Begidova
Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Social Psychology of the Adyghe state university; Email: [email protected] en
T.N. Poddubnaya
Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Social Psychology, Adyghe State University; E-mail: tpoddfu mail. en
O.V. Agoshkova
Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Social Psychology, Adyghe State University; Email: [email protected]
CLASSIFICATION OF GENERAL CULTURAL COMPETENCES OF A BACHELOR IN THE DIRECTION OF TRAINING 040400.62 "SOCIAL WORK" AS A BASIS
IMPLEMENTATION OF COMPETENCE-BASED APPROACH IN EDUCATION
(Reviewed)
Annotation. The article reveals the content of the general cultural competencies of a bachelor in the field of study 040400.62 "Social work" in the aspect of the transition to federal state educational standards of the third generation; contains the classification developed by the authors as an implementation of the competency-based approach in education.
Keywords: general cultural competencies, implementation of the competency-based approach in education, federal state educational standard of higher vocational education third generation, classification of general cultural competencies.
Doctor of Pedagogy, Professor of Pedagogy and Social Psychology Department, Adyghe State University; Email: [email protected] en
Doctor of Pedagogy, Professor of Pedagogy and Social Psychology Department, Adyghe State University; Email: [email protected]
Candidate of Pedagogy, Associate Professor of Pedagogy and Social Psychology Department, Adyghe State University; Email: [email protected]
CLASSIFICATION OF THE BACHELOR’S GENERAL CULTURAL COMPETENCES IN SPECIALIZATION 040400.62 “SOCIAL WORK” AS THE BASIS OF REALIZATION OF THE COMPETENCE APPROACH IN EDUCATION
abstract. The paper discloses the content of the bachelor’s general cultural competences in the training direction of 040400.62 “Social Work” in connection with the transition to federal state educational standards of the third generation. The authors develop a classification as one of the ways of realization of the competence approach in education.
Keywords: general cultural competences, realization of the competence approach in education, the federal state educational standard of the higher professional training of the third generation, classification of the general cultural competences.
The issues of developing ways to implement a competency-based approach in education are today one of the most relevant and widely discussed in scientific circles in
aspect of conducting a large-scale experiment on the modernization Russian education. The competence-based approach is gaining more and more significant status in education due to its consolidation in a number of official documents (the National Doctrine of Education, the Federal Target Program for the Development of Education for 2011-2015, federal state educational standards of the new generation (FGOS-3), etc.), in which indicate the need to take into account global integration trends in achieving the quality of education in the direction of forming a certain set of competencies among students. In the Federal Target Program for the Development of Education for 2011-2015. within the framework of the event "Creation and implementation of an independent system for assessing the results of education at all levels of the education system", it is planned to develop mechanisms for a comprehensive assessment of the academic achievements of a graduate, his competencies and abilities, which will be of a monitoring nature. The goals of education defined in this way, orienting teachers to a competency-based approach to organizing the educational process, imply a change in the requirements for existing educational technologies, criteria for assessing learning outcomes, achieving a qualitatively new level of education and are a priority task of modern pedagogical science.
In a dynamically changing world, the higher education system is focused on the formation of new qualities of a university graduate - purposefulness, organization, diligence, responsibility, citizenship, communication, tolerance, innovation, social mobility, flexibility, stability in the labor market. The future employee must have a culture of thinking, the ability to generalize, analyze, perceive information; be ready to cooperate with colleagues, work in a team; strive for self-development, advanced training and mastery; capable of taking into account the specifics and modern combination of global, national and regional in the development of the social sphere and management, culture of public, state and private life, etc., i.e. possess a certain set of competencies.
The transition of the Russian system of higher education to a two-level model is associated with the development and implementation of a new generation of federal state educational standards for higher professional education (FSES VPO-3), in which the category “competence” is the key one. The proposed innovative norm of the third generation educational standard - competence - allows you to evaluate the results of education, taking into account modern requirements for the quality of graduate training, acts as a characteristic that enables the future employee to effectively realize their professional capabilities in the context of reform. Competence, as a kind of "normative construct" of modern education, should determine the readiness of a graduate for future professional activities; ensure the freedom of action of the graduate in dynamic socio-economic conditions; be verifiable and measurable.
The GEF VPO-3 in the field of study 040400.62 "Social work" contains a binary classification of the competencies of a bachelor graduate: general cultural (OK - 1-20) and professional (PC-35) (indicated by type of activity: social technology, research, organizational and managerial, social projects). They are reference competencies and, according to J. Kohler, form a kind of complementary unity.
Taking into account the subject of this article, we consider it appropriate to dwell in more detail on general cultural competencies.
In accordance with the ideology of new educational standards, general cultural competencies are basic, universal, and in an integrated way reflect the requirements of modern society for higher education, namely: the ability to live in a certain society; act as a tool to increase the ability of a future graduate to find employment. The term "common cultural
competencies” indicates that they are the basis for other, more specific, subject-oriented, professional ones. At the same time, their possession allows the graduate to be successful in any field of professional and social activity, incl. and personal life. General cultural competencies contribute to the achievement of results in uncertain, problematic situations, the solution of issues for the resolution of which there is never a complete set of accumulated means.
It should be noted that in Europe and the United States, general cultural competencies are understood as the result of the development of fundamental abilities, which are mainly acquired by the individual himself. They allow the trainee to achieve personally significant goals for his future professional activity. In this vein, in our opinion, the concept of the formation of general cultural competencies should be developed as a new type of goal-setting in educational systems determined by market relations. The main difference between this type of goal-setting and the traditional one is that the competency-based model of graduate training prioritizes interdisciplinary, integrated requirements for the result of the educational process. The competence-based approach focuses on the determinism of the goals of education by the labor market. Therefore, competencies, first of all, general cultural ones, cover the ability, readiness for cognition and behaviors necessary to perform one or another future professional activity.
So, general cultural competencies mean the most universal in nature and degree of applicability of competencies, the formation of which is carried out within the framework of each academic subject, i.e. they are oversubject. The general cultural competencies of a bachelor graduate represent the ability to establish connections between knowledge and the real situation, to adopt the right educational direction and develop an algorithm of actions for its implementation in conditions of uncertainty, which are the basis for other, more specific and subject-oriented components; act as quantitative and qualitative equivalents for evaluating the results of education with a focus on modern requirements for the quality of graduate training. They perform the following functions in teaching: they are part of the content of academic subjects (study cycles) as meta-subject elements of the content of education; allow practical application of theoretical knowledge to solve specific problems; contribute to the complex application of the acquired knowledge and skills; integratively characterize the quality of education and act as a means of conducting comprehensive educational control. In general, general cultural competencies imply a clear orientation to the future, which manifests itself in the possibility of building one’s education taking into account success in personal and future professional activities, which will allow a bachelor graduate to make a choice based on an adequate assessment of their capabilities in a particular situation. The characteristic features of general cultural competencies, therefore, are fundamentality, universality, interdisciplinarity, applicability in various educational, life and production situations.
We support the idea of A.V. Khutorsky, according to which the list of competencies needs to be detailed in accordance with the age levels of education, blocks of subjects, disciplines, type of educational institution, educational standards, etc. . It should be noted that by now there are already a number of classifications of competencies. Taking into account the specifics of this article, the classifications of key, basic competencies are of particular interest to us.
Thus, the Council of Europe (1996) adopted a definition of five key competencies with which “young Europeans should be equipped”: political and social competencies; competencies related to life in a multicultural society; competencies related to oral and written communication; competencies associated with the increase in the informatization of society; the ability to learn throughout life. IN
The draft educational strategy of Europe TUNING contains three groups of competencies: instrumental, interpersonal and systemic. A.V. Khutorskoy distinguishes key competencies into value-semantic ones; general cultural; educational and cognitive; informational; social and labor; competencies of personal self-improvement. I.A. Zimnyaya identifies the following main groups of key competencies (competences): competencies relating to oneself as a person, as a subject of life; competencies related to human interaction with other people; competencies related to human activity, manifested in all its types and forms. There are a number of other classifications of key competencies (I.G. Vertiletskaya, G.K. Selevko, V.V. Semikin, etc.), which also differ from each other for one reason or another (classification criteria). Meanwhile, among a wide range of classifications, there are no classifications relating to general cultural competencies.
Sharing the point of view of A.V. Khutorsky, focusing on the composition of general cultural competencies of a graduate available in the Federal State Educational Standard VPO-3 in the direction of training 040400.62 "Social Work", we developed their classification. In the philosophical encyclopedic dictionary, classification (from Latin classis-rank, class) is a systematic division and ordering of concepts and objects in terms of features of interest to us. In didactics, classification in relation to teaching methods is understood as a system ordered according to a certain attribute (I.P. Podlasy, 2007). Taking into account these definitions, the priority basis (feature) for the classification of general cultural competencies was their target orientation. We have identified six groups of general cultural competencies: ideological, social and personal, gnostic, informational
communicative, professional and labor competencies and self-improvement competencies (Fig. 1).
Classification according to the target orientation, the list of general cultural competencies presented in the GEF VPO-3 in the direction of training 040400.62 "Social work", the corresponding indicators and disciplines focused on their formation are presented in Table 1.
This classification represents an attempt by the authors to systematize the existing range of general cultural competencies, does not have the character of strict prescriptions, and needs further detailing. The formation of general cultural competencies in accordance with the proposed classification is carried out by students studying in the direction of "Social work". At the same time, a number of questions remain open, on the solution of which, in our opinion, it is necessary to concentrate further attention.
The main issue is the design of the educational process itself, focused on the formation of a given set of general cultural competencies, teachers' knowledge of the methodology and methods of such design, determining the content of disciplines, interdisciplinary modules that are adequate to the new model of personnel training. No less important is the issue of diagnosing the formation of general cultural competencies in students. After all, competencies, incl. and general cultural, as an integrative result educational activities should be the subject of special pedagogical monitoring. It seems to us that it is justified to develop a single, universal method for assessing the formation of general cultural competencies, the “stylistics” of describing the results of educational activities in this direction. These issues will be the subject of further research in the aspect of the implementation of the third generation GEF VPO in the process vocational training bachelors in the direction 040400.62 "Social work".
■. ■ Ability to establish.links between, knowledge.and ■. ■. ■ ■; the real situation,- implement.adoption of the correct- ■ educational. directions and work out - algorithm ■!
actions for its - implementation - in - conditions of uncertainty, - being. basis.for - others,- ! ■ ■; ■; more specific and - subject-oriented - "components; - act - in - the role of quantitative - and - ■. ■ qualitative equivalents of evaluating results -
Characteristic features are fundamentality, universality, interdisciplinarity, applicability in various educational, life and
■: ■
:: General Cultural “1 Study Seek Think Collaborate::
:: competencies Take on Adapt;;
Groups of general cultural competences of the graduate:
Worldview competencies
Social and personal competencies
Gnostic competencies
Information and communication competencies
Professional and labor competencies
Self-improvement competencies
are basic,
universal, the basis for more specific, subject-specific, professional
implementation
Formation of motivation for professional activities, self-development, advanced training, personal development, etc.
Rice. 1. Groups of general cultural competencies of a graduate-bachelor according to the target
directions
Table 1.
Classification of general cultural competencies of a graduate-bachelor in the field of study 040400.62 "Social work".
Target orientation General cultural competencies; competence code Indicators Disciplines
World visionary competencies OK-17. To be able to take into account the specifics and modern combination of global, national and regional in the development of the social sphere and management, culture of public, state and personal life. OK-18. Possess the ability to understand and use in professional and social activities a modern combination of innovative and traditional, socio-historical and everyday pragmatic, sociogenetic and actual network, technological and phenomenological. OK-19. To be able to use the specifics of the ethno-cultural development of their country for the formation and effective use of socio-engineering and socio-technological practices to ensure psychosocial, structural and complex-oriented social work. - understanding of the value meanings of universal culture; - awareness of one's role and the ability to navigate in the surrounding space, to choose value-sense guidelines for actions and decisions; - experience in mastering social phenomena and traditions in human life; - ethnic identification, the ability to adapt in a multicultural society. Philosophy. Story. Foreign language. Sociology. Psychology. Sociology of social work. public service. Jurisprudence. Concepts modern natural science. Social design and modeling in social work. Social demography and ethnography. Methodology for evaluating the effectiveness of social work. Social monitoring system. Fundamentals of counseling in social work.
OK-8. To realize the social significance of their future profession, to have a high motivation to perform professional activities. OK-15. Master the basic methods of medical and social assistance, protection of production personnel and the population from the possible consequences of accidents, catastrophes, natural disasters.
OK-16. Own the means of independent, methodically correct use methods physical education and health promotion, be ready to achieve the proper level of physical fitness to ensure full-fledged social and professional activities. _______________________________________
ability to carry
responsibility for
own decisions and actions;
initiative and
mobility;
social interaction;
Political and civil
activity, execution
civic duty;
Sociology.
Social protection and social
public service.
Social demography and ethnography. Methodology for evaluating effectiveness
social work.
Social security.
Physical Culture.
Pedagogy.
OK-1. Own a culture of thinking, the ability to generalize, analyze, perceive information, set a goal and choose ways to achieve it. OK-6. Strive for self-development, advanced training and skills.
OK-Yu. Use in professional activities the basic laws of natural sciences, including medicine, apply the methods of mathematical analysis and modeling, theoretical and experimental research.
possession of the skills of organizing productive educational and cognitive activities;
ability to think analytically;
Willingness and ability for self-education;
functional
literacy.
Philosophy.
Foreign language.
Sociology.
Psychology.
Fundamentals of the welfare state and civil society.
Sociology of social work. Social protection and social
public service.
Jurisprudence.
Economy.
education.
Mathematics.
Computer science.
social engineering and
Social demography and ethnography. Methodology for evaluating the effectiveness of social work.
Professiogram of a social worker. Social monitoring system. Social security.
OK-1. Own a culture of thinking, the ability to generalize, analyze, perceive information, set a goal and choose ways to achieve it. OK-2. To be able to logically correctly, reasonably and clearly build oral and written speech.
OK-7. To be able to critically evaluate their own strengths and weaknesses, outline ways and choose means of developing strengths and eliminating weaknesses.
OK-11. Understand the essence and significance of information in the development of the modern information society, be aware of the dangers and threats that arise in this process, comply with the basic requirements of information security, including the protection of state secrets.
OK-12. Own the basic methods, ways and means of obtaining, storing, processing information, have the skills to work with a computer as a means of managing information.
OK-13. Be able to work with information in global computer networks.
OK-14. Be proficient in one of the foreign languages at a level not lower than spoken.
OK-3. Be ready to cooperate with colleagues, work in a team.
Awareness of one's place in the information environment;
possession of modern information technologies;
Business skills
communication, oral and
written language, document handling skills;
Ability to present yourself and your team, interact productively in a team.
Philosophy.
Foreign language.
Russian language and culture of speech.
Psychology.
Pedagogy
Introduction to the profession.
Fundamentals of the welfare state and civil society.
Social protection and social
public service.
Economy.
Mathematics.
Computer science.
Concepts of modern natural science. Social ecology.
social engineering and
modeling in social work. Information technologies in social work.
Social demography and ethnography. Professiogram of a social worker. Social monitoring system.
Fundamentals of counseling in social work.
Social security.__________________
OK-4. Be able to find organizational and managerial solutions in non-standard
situations and readiness to bear for them
responsibility.
OK-5. Be able to use regulatory legal documents in their activities.
OK-8. To realize the social significance of their future profession, to have a high motivation to perform professional activities.
OK-9. Use the basic provisions and methods of social, humanitarian and economic sciences in solving social and professional problems.
Knowledge of economic and legal
fundamentals and skill
navigate the socio-economic situation, the labor market;
Possession of the ethics of civil
labor relations, the ability to bear
professional individual and
collective responsibility;
professional
self-determination;
Willingness to exercise labor rights and obligations.
Fundamentals of the welfare state and civil society.
Sociology of social work. Social protection and social services for the population.
Jurisprudence.
Economy.
Theory and methodology of inclusive education.
Methodology independent work student.
Concepts of modern natural science. Social ecology.
social engineering and
modeling in social work. Social demography and ethnography. Methodology for evaluating the effectiveness of social work.
Professiogram of a social worker. Social monitoring system.
Methods of research in social work._________________________________
to OK-6. Strive for self-development
ompet of qualification and skill.
tions (EC-20. Be ready for effective use
with psychological and pedagogical knowledge to solve
amoso tasks of public, national
above state and personal development, problems
social well-being.
mastering the ways of physical, spiritual,
intellectual and
professional development, personal
reflections;
Planning and organizing your activities,
self-determination, continuous
self-education, advanced training;
development of personal qualities;
inclusion in
community service.__________
Psychology.
Social protection and social
public service.
Theory and methodology of inclusive
education.
The method of independent work of the student.
Professiogram of a social worker. Fundamentals of counseling in social work.
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1The article deals with the implementation of the competency-based approach in the system of higher education, in particular the formation of general cultural, general professional and informational competencies in master's students on the example of the course "Organization of scientific research". The experience of the Ural State University of Economics in the implementation of the competency-based approach in master's training is considered. It is shown that using traditional methods of teaching and learning, as well as current control, namely tests and exams, it is impossible to check the formation of general cultural, general professional and informational competencies. A technology for the formation and verification of the formation of competencies is proposed, including methods of teaching, learning and assessment, which allow both to form and adequately assess the degree of formation of the relevant competencies. Criteria for evaluating the achievements of master's students in various types of educational activities have been developed.
checking the formation of competencies.
formation of competencies
information competence
competence approach
1. Vidrevich M.B., Maramygin M.S., Pakhalchak G.Yu. On the experience of using the British education quality system in the practice of master's training at the Ural State University of Economics // Guarantees for the quality of vocational education: a collection teaching materials, articles and abstracts of forum participants. – M.: RAGS, 2010. – P.35-41.
2. Vidrevich M.B., Pervukhina I.V. Methodological guide to preparing for the validation of Russian-British curricula. Programs of the Russian-British partnership in the field of higher education (double diplomas / qualifications). - M.: British Council, Moscow, 2008.
3. Ionova O.N. Conceptual foundations for the formation of information competence of adults in the system additional education// Additional professional education. - 2006. - No. 4 (28). – P. 34–36.
4. Information Literacy Competency Standards for Higher Education. -URL://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm (accessed 05/18/2015).
5. Wisker G. The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations (Palgrave Research Skills). - Palgrave, Macmillan, 2012.
The development of society at the present stage, the quantitative and qualitative growth of information has set the task of overcoming the contradiction between the rapid growth in the volume of information in the world and handicapped their absorption by humans. It is this contradiction that encourages universities to develop the ability of students to learn how to find information, evaluate it critically and use it creatively. In the process of modernization of education, there is a shift in emphasis from the content of education to new methods pedagogical work in which new technologies and analytics will play an important role. For the training of a specialist who is able to think creatively, capable of self-development, self-education, traditional teaching methods (transfer of knowledge in finished form from a teacher to a student) become ineffective. The student's competencies, as skills confirmed by practice, can only be formed as a result of practice-oriented and interactive learning aimed at self-development, as well as learning in the environment, in particular, with surrounding fellow students. In the new conditions, not only and not so much professional competencies graduate, but his ability to receive information and work with it. This means - to form students' information competence, which in the future will provide the opportunity to successfully study throughout their lives; prepare for the chosen professional activity and constantly improve professional skills, live and work in the information society. This is what creates the basis for the further development and self-development of the individual.
The adopted federal state educational standards (FSES) as the main premise suggest the formation of three enlarged groups of competencies in the student: general cultural, general professional and professional. Let's add here the formation of information competence as the basis for the above groups.
The Information Competence at California State University study identified the components of information competence:
Determine the research topic and information need (define the problem, formulate terminology and keywords, determine the types of materials needed for research, use electronic means to search for the necessary information);
Identify and search for relevant materials, identify different types of sources for different tasks, use citations correctly;
Classify the information found and use it in the study;
Evaluate the information found (check their accuracy, timeliness, expediency);
Organize the found materials: group according to the sections of the study, use citations, compile a bibliography.
According to O.N. Ionova, information competence is an integrative quality of a person: a systematic education of knowledge, skills and abilities of a subject in the field of information and information and communication technologies, and experience in their use, as well as the ability to improve their knowledge, skills and make new decisions in changing conditions or unforeseen situations using new technological means .
The process of forming the information competence of university students can be divided into three stages.
Stage 1. Information literacy. It is formed during the study of basic disciplines in the direction of "Informatics". As a result of studying the courses, the student must be a trained user, be able to work with various software products (programs for working on the Internet, office programs, mathematical packages, modeling programs, data processing and visualization, etc.). The foundations of information literacy are laid at school.
Stage 2. Information education. It is formed during the study of general professional disciplines. As a result of training, students develop the ability to choose software, justify their choice, analyze the results obtained when solving professional problems.
Stage 3. Information competence. It is formed in the process of own scientific research. As a result, students demonstrate a systematic knowledge in the field of information technology, a confident knowledge of intelligent information retrieval technologies and the identification of trends hidden in this information, the ability to visualize the results.
One of the essential aspects of ensuring the quality of education is the following: the structure of the program should be such that it enables students to reach the learning outcomes determined by the Federal State Educational Standard. Teaching methods should ensure the achievement of learning outcomes. Methods for evaluating learning outcomes should be such as to allow adequate verification of the achievement of these outcomes.
Let's consider a variant of the implementation of this principle on the example of the formation of some general cultural and general professional competencies in the course "Organization of scientific research", taught in the first year of the master's program. Undergraduates get acquainted (in the classroom and on their own, using the appropriate methodological support) with the basics of scientific research, their essence and organization, as well as methods, methods for planning, obtaining and presenting the results of scientific research, structure, content, sequence of presentation of the material and methods for formalizing scientific work. Based on the information received, structured by the teacher, undergraduates independently write a scientific work in accordance with the requirements for its content, structure and design.
At the same time, the student partially forms information and general cultural competencies OK-1, OK-3 (ability for abstract thinking, analysis, synthesis (OK-1); readiness for self-development, self-realization, use of creative potential (OK-3)). Further, students publicly present in the audience and discuss the results of their work according to certain, predetermined requirements. At the same time, the competence of OK-2 is partially formed (willingness to act in non-standard situations, bear social and ethical responsibility for decisions made(OK-2)). It is clear that it is impossible to check the formation of the competencies under discussion using traditional methods, such as a test or an exam.
Works are evaluated by the teacher and the students themselves in accordance with the criteria developed by the authors for evaluating written works and presentations (table). The criteria are developed taking into account the principles set out in G. Wisker. The overall assessment is given taking into account three components: assessment for the content of scientific work (search, selection, analysis, structuring the necessary information), assessment for the presentation of the work (structuring and visualization of information) and assessment for public presentation (the ability to clearly and confidently state the content of the completed research, reasoned answering questions and leading a scientific discussion). The total number of points is calculated by analogy with the requirements for learning outcomes in master's training in the UK.
Criteria for evaluating learning outcomes and levels of competency formation
|
Criterion and its weight in the overall assessment |
||||
|
Availability of up-to-date legal and economic information |
The presence of a reasoned critical position of the author on the problem under consideration |
The style of presentation of the material, its compliance with the norms of vocabulary, the sequence of presentation |
||
|
80 to 100% |
The work is based on the study of relevant information sources. All data provided refer to the current year. Legal regulations are studied taking into account the latest changes |
All aspects of the researched problem (questions) are critically evaluated by the author. For each critical statement, the author gives a clear and logically built system of arguments. |
A high level of proficiency in the style of written speech, the work fully complies with the norms of vocabulary, competent speech turns are used. The material is presented sequentially |
|
|
The work is based on the study of relevant information sources. The data given mainly refer to the previous year, although some data for the current year are also given. Legal regulations are studied taking into account the latest changes |
Almost all aspects of the problem under study (questions) are critically assessed by the author (you can notice 1-2 positions for which the critical attitude of the author is not clearly indicated). All criticisms are justified. |
The author has formed and substantiated a system of proposals (recommendations) aimed at solving the problem under study. Most of the proposals have real practical value, but some are unrealistic |
Enough high level possession of the style of written speech, the work basically complies with the norms of vocabulary, there are some errors; in general, competent speech turns are used. The material is presented sequentially |
|
|
60 to 79% |
The work is largely based on the study of relevant information sources. The data presented mainly refer to the previous year. Separate legal norms are studied without taking into account the latest changes |
Almost all aspects of the problem under study are critically assessed by the author (you can notice 1-2 positions for which the critical attitude of the author is not clearly indicated). However, the argumentation of the author's position is not present for all declared critical positions. |
The author has formed and substantiated a system of proposals (recommendations) aimed at solving the problem under study. However, the bulk of the proposals have no real practical value, although there are absolutely realistic measures. |
The level of proficiency in the style of writing does not fully comply with accepted standards and norms of vocabulary, there are some errors; although literate speech turns are quite often used. The material is presented sequentially |
Thus, the use of the proposed approaches allows not only to form the information, general cultural and general professional competencies listed above, but also to adequately check the degree of their formation.
Reviewers:Ivanitsky V.P., Doctor of Economics, Professor, Chief Advisor to the Rectorate, Professor of the Department of Financial Markets and Banking, Ural State University of Economics, Yekaterinburg;
Rezer T.M., Doctor of Pedagogical Sciences, Professor, Professor of the Department of State and municipal government Ural State University of Economics, Yekaterinburg.
Bibliographic link
Markova N.I., Vidrevich M.B. IMPLEMENTATION OF A COMPETENCE-BASED APPROACH IN MASTER'S TRAINING ON THE EXAMPLE OF FORMATION OF GENERAL CULTURAL, GENERAL PROFESSIONAL AND INFORMATIONAL COMPETENCES // Modern Problems of Science and Education. - 2015. - No. 4.;URL: http://science-education.ru/ru/article/view?id=20932 (date of access: 04/03/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
E. N. Nurieva, L. V. Bakeeva
INTERDISCIPLINARY RELATIONS AS A WAY TO FORM GENERAL CULTURAL AND GENERAL PROFESSIONAL COMPETENCES
Key words: competencies approach, interdisciplinary connections, competencies.
The article considers the competencies approach, the main targets in the implementation of which are competencies formed during training. The interdisciplinary connections of the disciplines of the mathematical and natural science cycles are analyzed in the aspect of the competence-based approach. The mathematical and general chemical universal competencies necessary for the formation of general cultural and general professional competencies of a graduate are formulated, their implementation is described in terms of a competency-based approach.
Keywords: competence approach, interdisciplinary relations, competence.
This article describes the competence approach and the main professional skills formed during education, which constitute the main targets of this method of realization. The interdisciplinary relations between mathematics and natural sciences in the aspect of competence-based approach are also analyzed in the paper. The authors formulate universal competences in mathematics and general chemistry required for the formation of general cultural professional skills of a graduate, besides their implementation is described in terms of the competence approach.
Accelerating the pace of scientific and technological progress requires significant changes from modern higher education. Changes in the nature of vocational education, which are distinctive for the beginning of the 21st century, increasingly clearly orient it towards the free development of the individual, creative initiative, independence, competitiveness, and mobility of future bachelors, specialists and masters. The set of requirements that are mandatory for the implementation of basic educational programs by higher educational institutions is determined by the Federal State Educational Standard of Higher Professional Education of the third generation. These standards are qualitatively different from the previous ones. The educational standards of the first generation (1995) determined the minimum content for the level of training of a graduate in a particular specialty, and the educational standards of the second generation (2000) determined the direction of training, within which a list of educational programs (specialties) was determined. These standards have formulated general qualification requirements to the professional training of specialists and the required depth (didactic units, number of hours) of teaching disciplines included in various cycles, in accordance with the specialization, has been established. The implementation of the third generation standards in universities highlights the competence-based approach, the main targets of which are the competencies formed in the course of training. At the same time, the concept of "competence" as constituent parts includes knowledge, skills, personal qualities (initiative, purposefulness, responsibility, tolerance, etc.), social adaptation (ability to work both independently and in a team) and professional experience. Together, all these components form behavioral models - when a graduate is able to independently navigate the situation, skillfully solve the tasks facing him (and, ideally, set new ones) and fruitfully engage in self-education, self-development, i.e. com-
the petency approach provides for a different role of the student in the educational process. The student should be able not only to reproduce information, but to think independently, engage in self-formation and self-improvement and be prepared for real life situations. In this regard, the implementation of the third generation standards is aimed at creating an integral educational space that ensures the development of theoretical concepts, practical skills and abilities necessary to perform the relevant type of professional activity, and the organization of the educational process aimed at the formation of general cultural and professional competencies in production and technological, experimental
research, organizational and managerial and settlement and design activities.
A special role in the formation of the competencies of future bachelors and masters technical universities Today, and in the past, specialists play the disciplines of the mathematical and natural science cycle (mathematics, physics, chemistry, ecology, etc.). Consider mathematics not just as a powerful tool for solving various applied problems, but as a universal language for many other sciences, as something included in the general cultural context of human activity. The significance of mathematical courses and its intracycle interdisciplinary links with physics, chemistry and other disciplines for representatives of various areas of training is very high. Various researchers offer their own points of view on the concept of interdisciplinary communications. The reason for the ambiguity in the definition of interdisciplinary links lies in their objectively existing multifunctional nature. Ultimately, they are considered in relation to the educational process as a condition for improving the entire educational process. In the competency-based approach, interdisciplinary communication should be understood as the application of knowledge in one discipline in the subject field of another discipline.
ciplins. Interdisciplinary links, understood in this way, open up additional ways to update the content, forms, methods and means of teaching at a university in order to form general cultural and general professional competencies. The set of functions of interdisciplinary connections is realized in the learning process when the learning process covers all the diversity of their types. For example, actual interdisciplinary connections make it possible to establish the similarities of facts, the use of general facts studied in the courses of mathematics of physics, chemistry and their comprehensive consideration in order to generalize knowledge about individual phenomena, processes and objects of study. Conceptual interdisciplinary connections contribute to the expansion and deepening of the features of subject concepts and the formation of general subject concepts. So, in the courses of the mathematical and natural science cycle, general subject concepts are the concepts of the theory of the structure of substances - proportions, consequences, movement, mass, etc., which are widely used in the study of processes. At the same time, they deepen, concretize on mathematical material and acquire a generalized, general scientific character. Theoretical interdisciplinary connections contribute to the development of the main provisions of general scientific theories in related disciplines, in order to assimilate a holistic theory. Interdisciplinary connections perform a number of functions in teaching mathematics: methodological, educational, developmental, educational and constructive, each of which contributes to the formation of different qualities in students (modern ideas about the integrity and development of nature, consistency, depth, awareness, flexibility, systemic and creative thinking, cognitive activity, independence and interest in learning, etc.).
In the course of mathematics, you can develop and study the basic models necessary for general professional and special disciplines. Thus, a model of interdisciplinary links between the course of mathematics and general technical and special disciplines will be built, which will allow students to successfully act on the basis of knowledge, skills and practical experience in solving problems of a professional kind of activity, i.e. aimed at the formation of various competencies.
Let us consider as an example the relationship between the courses "Physical Chemistry" (the discipline is a general professional with a laboriousness of 340 hours) and "Mathematics" (the discipline is a general education with a laboriousness of about 500 hours). Both disciplines in the Federal State Educational Standard of Higher Professional Education in the direction of preparation 240100 "Chemical Technology" are disciplines of the mathematical and natural science cycle. "Mathematics" is studied by students in 1-3, or 1-4 semesters, depending on the form of education, "Physical Chemistry" - in 5-6 semesters or 6-8, respectively. Note that in different universities the proportion of hours allocated to the study of each section of the disciplines under consideration varies, but both disciplines are “settled”, which makes it possible to analyze interdisciplinary connections at the program level.
The study consists in reviewing the work program and the content of textbooks in the discipline "Physical Chemistry" to identify the necessary mathematical apparatus that students should master when studying each section (Table 1). In Table 1, rows correspond to the main sections of the discipline "Physical Chemistry" (1 - chemical thermodynamics, 2 - chemical equilibrium, 3 - solutions, 4 - electrochemistry, 5 - chemical kinetics), columns - sections of the discipline "Mathematics" (a
Analytic geometry, b - linear algebra, c - functions and limits, d - differential calculus, e - integral calculus, f - differential equations, g - series, I - TV and MS,) - Computational Mathematics, k - discrete mathematics)
Table 1 - Relationship between the main sections of the disciplines "Physical Chemistry" and "Mathematics"
a b c a e f e i ) k
As you can see from the table, the discipline "Physical Chemistry" is largely mathematized. Students studying in the direction 240100 use the apparatus of classical algebra, analytic geometry, probability theory and mathematical statistics; they must know mathematical analysis and be able to solve simple differential equations. Rows are used to a much lesser extent. Among the methods of mathematics that have found effective application in chemistry in general, in "Physical Chemistry" in particular, a special role is given to topological constructions and, first of all, to graphs - the most general method of representation chemical structures. With the help of graphs, interactions between elementary particles, crystal fusion, cell division, etc. are successfully described. In this sense, graph theory, one of the branches of discrete mathematics, serves as a clear and universal language for interdisciplinary communication. Mathematical knowledge obtained by students in the study of the discipline "Mathematics" is enough to master the program general course"Physical Chemistry". Of course, for the final conclusion about the expediency of studying certain sections of general education disciplines, a comprehensive analysis of interdisciplinary relations with all general professional and special disciplines (not only with "Physical Chemistry") is necessary. But even this analysis allows us to see what mathematical and general chemical universal competencies a bachelor should have as a result of studying mathematical disciplines, necessary for the formation of general cultural and general professional competencies of a graduate.
Mathematical universal competencies:
The ability to use basic knowledge from the field of mathematics in cognitive professional activities;
Have in-depth knowledge of basic mathematical disciplines and demonstrate a high degree understanding, knowing and being able to use them at the appropriate level (basic, advanced, advanced);
Be able to translate into mathematical language the simplest problems posed in terms of other subject areas, and use the advantages of this reformulation to solve them;
The ability to acquire new mathematical knowledge using modern educational and information technologies;
Own the mathematical logic necessary for the formation of judgments on relevant professional, social, scientific and ethical problems;
Own methods of analysis and synthesis of the studied phenomena and processes.
Possess the ability to apply in practice, including the ability to compile mathematical models of typical professional problems and find ways to solve them; interpret the professional (physical) meaning of the received mathematical result;
Be able to apply analytical and numerical methods solving tasks (using ready-made software);
Possess mathematical thinking, mathematical culture as a part of professional and universal culture;
Demonstrate the ability to abstract, including the ability to logically develop individual formal theories and establish a connection between them;
Own methods of proof of statements and theorems as the main component of cognitive and communicative functions.
General chemical universal competencies:
Ability to use chemical language and modern chemical nomenclature;
Own the basics of the theory of fundamental sections of chemistry (inorganic, analytical, organic, physical, chemistry of macromolecular compounds, chemistry of biological objects, chemical technology);
Be proficient in the safe handling of chemical materials, taking into account their physical and chemical properties, the ability to assess possible risks;
Ability to observe and explain chemical phenomena, evaluate technological, environmental and other problems associated with the use of chemicals;
The ability to monitor chemical phenomena, document the results, interpret the data obtained from laboratory measurements, taking into account their significance and compliance with the theory, apply the basic laws of chemistry when discussing the results obtained, including with the involvement of information databases;
The ability to carry out qualitative and quantitative
vein analysis of substances and chemical compounds, perform computational and experimental tasks;
Possess the skills of a chemical experiment, basic synthetic and analytical methods for obtaining and studying chemicals and reactions.
General cultural and general professional competencies formed by the acquired universal mathematical and general chemical competencies in the process of studying the disciplines "Mathematics" and "Physical Chemistry", defined by the Federal State Educational Standard of Higher Professional Education for the direction of bachelor's training 240100:
Own a culture of thinking, the ability to generalize, analyze, perceive information, set a goal and choose the steps to achieve it (OK-1);
Possess the ability to logically correctly, reasonably and clearly build oral and written speech, the ability to correctly (logically) formulate the results of thinking in oral and written speech (OK-2);
The ability to self-development, improve one's qualifications and skills, to acquire new knowledge in the field of engineering and technology, mathematics, natural, humanitarian, social and economic sciences (OK-7);
Recognize the social significance of their future profession, have a high motivation to perform professional activities (OK-9);
Ability and willingness to use the basic laws of natural sciences in professional activities, apply the methods of mathematical analysis and modeling, theoretical and experimental research (PC-1);
The ability to use knowledge about the structure of matter, nature chemical bond in various classes of chemical compounds to understand the properties of materials and the mechanism of chemical processes occurring in the surrounding world (PC-3);
The ability to make mathematical models of typical professional tasks, find ways from solutions and interpret the professional (physical) meaning of the obtained mathematical result (PC-8);
Ability to apply analytical and numerical methods for solving tasks, use modern information technologies, process information using business application programs; use network computer technologies and databases in their subject area, application packages for calculating the technological parameters of equipment (PC-9);
Ability to analyze the technological process as a control object (PC-17);
The ability to plan and conduct physical and chemical experiments, process their results and evaluate errors, mathematically model physical and chemical processes and phenomena, put forward hypotheses and set the limits of their application (PC-21);
Ability to use property knowledge chemical elements, compounds and materials based on them for solving problems of professional activity
(PK-24).
Summing up, we note that the ongoing changes in the life of society have brought to the fore the idea of revealing and enriching the inner potential of each person, his independent development and self-education throughout his life. The growth of socio-economic, cultural, informational changes in society increases the requirements for the quality of education. There are inevitable causal dependencies of the success of life on the personal capabilities of a person. Each person needs to tirelessly and fruitfully engage in self-education and self-development. This should be facilitated by educational programs of disciplines. which are focused on improving the quality of training of specialists based on the creation of mechanisms for the effective development by students of the competencies necessary in professional activities in accordance with the requirements of the new Federal State Educational Standard of Higher Professional Education, including in the direction 240100 "Chemical Technology". All branches of modern science are closely interconnected, therefore, academic disciplines cannot be isolated from each other, but must be taught together, which allows students to form a holistic view of their future professional activities. The choice of interdisciplinary connections as a way of forming general cultural and general professional competencies improves the quality of the educational process, contributing to the formation of a holistic picture of the world among students, the holistic development of the student's personality and serves as a means of self-education and self-development of students not only at the university, but throughout their lives.
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© E. N. Nurieva - Ph.D. ped. Sciences, Assoc. Department of Chemistry, NCTI KNRTU, [email protected]; L. V. Bakeeva - Ph.D. ped. Sciences, Assoc. Department of Mathematics, NCTI KNRTU, [email protected]
1The article deals with the formation of general cultural competencies provided for by the Federal State Educational Standards of Higher Education. Personnel training in the specialty 37.05.02 Psychology of official activity at the Institute of the Academy of the Federal Penitentiary Service of Russia is carried out according to specialization No. 2 “Moral and psychological support of official activity”. The field of professional activity of graduates of this qualification involves the solution of complex problems of psychological support for management; security of the individual, society and the state; organizing the work of psychological services providing services to individuals and organizations, etc. As part of the implementation of this program, the formation of general cultural competencies is ensured through the organization of educational activities using an activity approach, as well as by involving students in scientific and educational work. Thus, an integral cultural and educational space of the university is being formed. Not only the content of each academic discipline has a cultural, educational and educational potential, but all types of extracurricular activities of students, the cultural infrastructure of the university. The developing space of the Institute of the Academy of the Federal Penitentiary Service of Russia provides effective training of competitive graduates in the specialty 37.05.02 Psychology of performance, with all the necessary competencies, including general cultural ones. The most important pedagogical components, such as educational, scientific and educational work, allow future specialists already on the student bench to master the technology of social communication, the achievements of the world and domestic artistic heritage, develop critical thinking, form their own life position and value orientations.
general cultural competencies
scientific work
specialist's program
educational process
activity approach
1. Order of the Ministry of Education and Science of the Russian Federation of December 19, 2016 No. 1613 "On approval of the federal state educational standard of higher education in the specialty 37.05.02 Psychology of performance (specialist level)" [ Electronic resource]. URL: http://www.garant.ru/products/ipo/prime/doc/71485158 (date of access: 07/24/2018).
2. Sinyakova M.G. Basic approaches to determining the essence of general cultural competence of a bachelor of management / M.G. Sinyakova // International magazine experimental education. - 2010. - No. 9. - P. 24–25.
3. Horvat D.A. The educational environment of the university as a factor in the formation of general cultural competencies of students: Abstract of ... dis. can. ped. Sciences - M.: 2015. - 34 p.
4. Nigmatzyanova G.Kh. The structure and content of the student's general cultural competencies // Humanitarian Scientific research. - 2014. - No. 2. [Electronic resource]. URL: http://human.snauka.ru/2014/02/5851 (date of access: 07/24/2018).
5. Troyanskaya L.S. Fundamentals of the competency-based approach in higher education: study guide / L.S. Trojan. - Izhevsk: Publishing Center "Udmurt University", 2016. -175 p.
Personnel training in the specialty 37.05.02 Psychology of official activity at the Institute of the Academy of the Federal Penitentiary Service of Russia is carried out according to specialization No. 2 “Moral and psychological support of official activity”. The field of professional activity of graduates of this qualification involves “solving complex problems of psychological support for management; security of the individual, society and the state; organizing the work of psychological services providing services to individuals and organizations”, etc.
The requirements for the results of mastering the program indicate 12 general cultural competencies that are comprehensively formed in the educational process. These competencies are of global importance for the formation of a personality, its adequate socialization and successful adaptation not only to the conditions of future professional activity, but also to the requirements of the time.
“General cultural competencies are stable personal formations that affect the adaptability of a graduate in the dynamic course of various spheres of social and professional life, form a system of relations with these spheres and determine a person’s life position.” According to M.G. Sinyakova, they "... can be considered as the basis for the formation of professional mobility of a specialist ...". General cultural competencies are readiness for productive interaction with the social environment, focused on results; the ability to clearly build oral and written speech; the ability to think logically and others. YES. Horvath believes that "general cultural competencies are key competencies associated with the personal qualities of a person, his ability to navigate in the social and cultural environment, and the experience of mastering the cultural space" . G.H. Nigmatzyanov defines general cultural competencies as the basic competence of an individual, which ensures entry into the world space of culture and self-determination in it, the application of professional knowledge and skills in practical activities, mastering the norms of speech etiquette and literary language, as well as the culture of interethnic communication and the ability to navigate in society. These competencies are of decisive importance for the development of the personality, its successful socialization and adaptation not only to the conditions of future professional activity, but also to the requirements of the time.
To solve the problems of forming general cultural competencies of a graduate of the Institute of the Academy of the Federal Penitentiary Service of Russia, an integrated approach is used. This means "the priority orientation of education to its results: the formation of the necessary general cultural and professional competencies, self-determination, socialization, development of individuality and self-actualization." .
The formation of general cultural competencies is carried out in the process of studying the disciplines of the basic part of Block 1, such as philosophy, foreign language, history, general psychology, organizational psychology and others, as well as in the framework of scientific and educational work with students. Educational process at the Institute of the Academy of the Federal Penitentiary Service of Russia is based on the activity approach formulated by the American scientist and teacher, representative of the philosophical direction of pragmatism John Dewey. The activity approach is based on the concept of “learning through activity”. The main principles of this system include taking into account the interests of students; learning through teaching thought and action; knowledge and knowledge - a consequence of overcoming difficulties; free creative work and collaboration.
The activity nature of training at the Institute of the Academy of the Federal Penitentiary Service of Russia is manifested in the use of methodological techniques and tasks based on gaming, simulation and free communication. The organization of the educational process, taking into account these principles, is carried out through the mastery of techniques research activities; modeling and analysis of professional and life situations; use of active and interactive techniques; involvement of students in gaming, evaluation and discussion, reflective and project activities.
The purpose of mastering the academic disciplines of Block 1 is not only mastering the knowledge system, but also mastering the means of intercultural interaction. Lectures, seminars and practical lessons ensure the development of cognitive, pragmatic and motivational spheres of general cultural competencies. In the cognitive realm, the goal is to gain information about the characteristics of other cultures. The pragmatic goal provides for the acquisition of practical skills necessary for intercultural and professional communication. The motivational sphere is responsible for the formation of such an attitude in the student, which includes openness, tolerance and respect for the culture of another people, and also excludes prejudices, stereotypes and discrimination. Work programs and educational and methodological complexes in all taught disciplines in the specialty 37.05.02 Psychology of performance at the Institute of the Academy of the Federal Penitentiary Service of Russia involve the use of active, interactive, research, design and creative methods within the activity approach. Thus, classes in jurisprudence are held in the form of simulation of court sessions. Trying on the roles of participants in court hearings, students actively use the knowledge gained in classes in psychological disciplines and history. Such an integrated approach contributes to the formation of sustainable general cultural competencies.
In the classes on cultural studies, philosophy, history, such an interactive form of conducting as a lesson-travel is used. Creative methods are optimally integrated into traditional classes in the disciplines "Foreign Language", "Psychology of Personality". For example, as part of these classes, competitions of presentations and interviews are held. Forms that are especially popular with students: the case method (analysis of specific situations), defense of projects, round tables with the invitation of practitioners - are used quite widely. As part of the training sessions at the Institute of the Academy of the Federal Penitentiary Service of Russia, a round table was held on the topic “Intercultural communication: psychological problems and current trends”, a training case “Philosophy and its role in society”, defense of projects on professional ethics and office etiquette on the topic “Ethics in the professional culture of a psychologist. Lecture classes are also diverse in form: problem lectures, lectures-conversations, lectures-provocations. Thus, the use of modern teaching aids that meet the needs of the time forms a value system of knowledge and general cultural competencies of students, stimulates the experience of independent activity and personal responsibility, cognitive and creative abilities of students.
Let us consider the means of which academic disciplines form certain general cultural competencies. So, OK 1 and OK-7 are formed within the framework of philosophy, since it is this discipline that covers a wide range of issues, such as scientific, philosophical and religious pictures of the world; man, society, culture; a person in the system of social relations; ideas about the perfect person in different cultures; aesthetic values and their role in human life, etc. Classes in philosophy develop the ability for logical thinking, the correct design of oral and written speech, polemics and discussions. OK-2 and OK-3 are formed during history lessons, which develop the ability to analyze the main stages and patterns of the historical development of Russia, form a civic position and develop patriotic feelings and the ability to navigate political, social and economic processes in the world. OK-4 and OK-5 are formed as part of the study of such disciplines as sociology, religious studies, cultural studies, professional ethics and office etiquette. Fulfillment of professional tasks in accordance with the norms of morality, professional ethics and office etiquette, the ability to work in a team, tolerantly perceiving social, cultural, confessional differences, stress resistance in the process of professional activity is an integral part of the general and professional culture of the graduate. OK-6 is formed by a whole block of various psychological disciplines - "Psychology of conflict", "Psychology of communication and negotiations", "Psychology of personality", etc. The ability to maintain psychological stability in difficult and extreme conditions, to be able to apply methods of emotional and cognitive regulation to get out of these situations and to optimize psychological state and their own activities - the basis of conflict-free interaction. OK-8 and OK-9 form the ability to make acceptable organizational and managerial decisions and organize their life in accordance with socially significant ideas about a healthy lifestyle, which is facilitated by the study of such disciplines as sociology, anatomy and physiology of the central nervous system, a number of other disciplines. OK-10 forms the Russian language in business documentation, as a result, students develop the ability to carry out written and oral communication in Russian. OK-11 is formed within the framework of the discipline "Foreign language". The ability to communicate professionally in one of the foreign languages is one of the fundamental competencies. Since language is an element of culture, it functions within a certain culture, which covers cognitive, educational, developmental and educational aspects. These aspects involve the acquaintance and study of not only the linguistic and grammatical system of the language, but also its culture, its relationship with the native culture, as well as the structure of a foreign language, its character, features, similarities and differences with the native language. They also include the satisfaction of the personal cognitive interests of the student in any field of activity. OK-12 is formed in the classroom in the framework of mathematics, computer science and information technology in psychology, as well as mathematical methods in psychology and develops the ability to work with various information technologies and resources, apply the main methods and means of obtaining, storing, searching, systematizing, processing and transfer of information.
The formation of general cultural competencies, provided for by the Federal State Educational Standards for Higher Education, is also ensured by involving students and trainees in scientific and educational work. At its core, this is the creation of a creative environment for the development of the student along an individual trajectory. At the Institute of the Academy of the Federal Penitentiary Service of Russia, educational and scientific work is structured in such a way as to fully meet the needs of students in self-realization.
Thus, the formation of OK is facilitated by activities carried out within the framework of the spiritual-moral and civil-patriotic areas of educational work, as well as activities of a scientific nature. In the civil-patriotic direction of educational work, the following events are held at the Institute of the Academy of the Federal Penitentiary Service of Russia: within the framework of the Day of Remembrance of Russians who performed military duty outside the Motherland, meetings are held with participants in local wars. On the eve of Victory Day in the Great Patriotic War The Institute of the Academy of the Federal Penitentiary Service of Russia annually hosts the St. George Ribbon and Songs of Victory campaigns. On May 9, as part of the events dedicated to the anniversary of the Great Victory, the students of the Institute take part in the international action "Immortal Regiment". Curatorial hours on the eve of Victory Day are dedicated to the people of Ryazan, who fought valiantly against the Nazis; in the hall of the 2nd floor of the institute, the exhibition "Memory is stronger than time" is annually updated. Students visit thematic exhibitions. On the eve of the day military glory Russia (September 21 - Victory Day of Russian troops led by Prince Dmitry Donskoy in the Battle of Kulikovo over Tatar-Mongol yoke) excursions to various thematic exhibitions are organized, for example, the exhibition "Russian Army" in the Ryazan Kremlin; students of the institute conduct lessons of courage for students of schools in the city of Ryazan, dedicated to the lifting of the blockade of Leningrad and the victory Soviet troops in the battle for Stalingrad. The spiritual and moral direction of educational work is marked by such events as fundraising campaigns for the Orphanage, concerts for veterans and employees of the P.A. Malshina; participation of students in the unique social project "Donate blood - give life".
The following events are aimed at the formation of OK-2 and OK-3, such as debates on the topics: “Temptation by power”, “Does society need religion”, “The death penalty in Russia”, “Ensuring regional security” with the invitation of experts on these issues; intellectual quiz "Own game", dedicated to the celebration of the Day of Russia; scientific-practical seminar "Actual problems humanities through the eyes of students. Institute students take part in a number of round tables organized by the Council of Young Scientists of the Diplomatic Academy of the Ministry of Foreign Affairs of the Russian Federation, where issues of countering terrorism, the influence of the media on world politics, etc. are discussed; scientific events of various levels on the basis of the Russian State University named after S.A. Yesenin; Kazansky (Privolzhsky) federal university and other Russian universities.
When forming OK-4, special attention is paid to the prevention of corruption. In addition to educational conversations and meetings with law enforcement officials on the eve of international day fight against corruption at the Institute of the Academy of the Federal Penitentiary Service of Russia round tables "Fight against corruption in Russia" are held. Every year in April, Career Weeks are held with the participation of representatives of employers. As part of the events dedicated to the founding day of the faculty, the Day of professional excellence and the Day of cooperation are held, where students receive unique opportunity communicate with practitioners and leading experts in various fields of activity, join the unique experience of people who have reached considerable heights in the profession.
The ability to think logically, reasoned and clearly build oral and written speech, conduct polemics and discussions is formed in scientific events - the intellectual game "Forum agere" in the format of a simulation of a court session; master class on oratory with the participation of the coordinator of the city competition of oratory "Orators of the city of R", series intellectual games"What? Where? When?", as well as in the traditional cultural and educational event "Literary Lounge", which is timed to coincide with various significant dates in the history of Russian classical literature. On the eve of the International Day for the Elimination of Violence Against Women, the Institute of the Academy of the Federal Penitentiary Service of Russia hosts a debate on the topic “Say NO to violence!”.
The formation of a healthy lifestyle also does not go unnoticed. On the International Day against Drug Abuse and Illicit Trafficking, the Institute of the Academy of the Federal Penitentiary Service of Russia hosts the "Save Your Life" action. In order to popularize sports, promote physical education and a healthy lifestyle by the department of educational work of the Institute of the Academy of the Federal Penitentiary Service of Russia and the department physical training and sports are held sports festivals "Forward, to the TRP!" with the involvement of teams of students from secondary schools of the city; meet with famous athletes. On June 27, on Youth Day, the students of the institute traditionally take part in the youth exercise “Health Marathon”, organized by the Ministry of Youth Policy, Physical Culture and Sports of the Ryazan Region.
OK-8 are formed by involving students in the work of self-government bodies. In 2016, the Student Council of the Institute and the Council of Cadet Self-Government were transformed into the Council of Students. On the basis of the institute, the Council of Headmen was created, which solves such important tasks as: 1) creating conditions for the active creative inclusion of students in the life of the university; 2) support of various student initiatives and creation of conditions for their implementation; 3) providing access to information necessary for the versatile development of students in the conditions of modern society in accordance with the individual needs and needs of young people.
The formation of OK-12 is ensured by involving students in scientific, cultural and educational activities. Preparation of scientific reports and messages, organization and participation in cultural and educational projects are impossible without students studying general principles functioning of intelligent information and information retrieval systems, mastering the practical skills of working with reference systems.
In this way, an integral cultural and educational space of the university is formed. Not only the content of each academic discipline has a cultural, educational and educational potential, but also all types of extracurricular activities of students, the cultural infrastructure of the university. The developing space of the Institute of the Academy of the Federal Penitentiary Service of Russia provides effective training of competitive graduates in the specialty 37.05.02 Psychology of performance, with all the necessary competencies, including general cultural ones. The most important pedagogical components, such as educational, scientific and educational work, allow future specialists to master the technology of social communication, the achievements of the world and domestic artistic heritage already on the student bench, develop critical thinking, form their own life position and value orientations.
Bibliographic link
Andreeva G.B., Nikitina O.A. FORMATION OF GENERAL CULTURAL COMPETENCES OF STUDENTS STUDYING IN THE SPECIALTY 37.05.02 PSYCHOLOGY OF SERVICE ACTIVITIES // Modern problems of science and education. - 2018. - No. 4.;URL: http://science-education.ru/ru/article/view?id=27964 (date of access: 04/03/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"