Vladimir Kakonin , Director of ANO "Corporate Center for Personnel Training" Personnel "OJSC Magnitogorsk Iron and Steel Works
Long-term practice of V.I. Kakonin, director of the ANO Corporate Training Center Personnel, Magnitogorsk Metallurgical Plant, OJSC, allows him to assert that detailed development and strict adherence to technology are important not only for the production of high-quality material products, but also in training managers and specialists for production. Thanks to social technologies based on understanding the nature of human development in an industrial context, it is possible to achieve outstanding results. "It is this approach," V. Kakonin is convinced, "that allows the formation of key personnel as the company's capital."
Detailed technology is the basis for the best result
We all know: the better the technology is developed, the better and more reliable the product. And the loss of technology leads to the complete loss of the product itself.
Remember references in historical literature and even in fairy tales about "damask swords"? Damascus sabers cut the silk scarf on the fly and cut swords of other production. For centuries, damask steel was considered the best material for edged weapons. And today no one can reproduce the technology of its manufacture. The Russian metallurgist P. Amosov experimented continuously for 12 years and got the best steel at that time, but it also differed from the works of oriental craftsmen. The manufacturing method, craftsmanship, art of obtaining steel, in other words - the technology of its production - are irretrievably lost ...
I also recall an example from a completely different sphere, but just as clear. It was shown to us by Dutch people in potato production. Thousands of people were employed in our sponsored state farm harvesting potatoes - and up to 40% of the harvest was lost during storage. After the introduction of Dutch production technology, the state farm did not attract people for harvesting, and the sown area was halved. There were almost no losses during storage of potatoes. When, on someone's advice (supposedly rains were expected), the director gave the command to dig out the potatoes ahead of time, again little product was saved. And subject to Dutch technology, potatoes are stored until the next harvest ripens.
Thus, the technology verified over the years of work and experience of the masters, with the strictest adherence to it, is able to give the best products in various fields.
Recently, a workshop on the training of welders was held at "KTsPK" Personnel ". Professor M. P. Shalimov, head. Department of Welding Production of the Ural Federal University told how at the beginning of the crisis, electric and gas welders from the border regions of Russia tried to find work abroad. As a rule, these were good, graduated specialists, and Western firms agreed to hire them, but with a qualification check. Of the 10 applicants, 1-3 passed the test, although, by Russian standards, many cooked perfectly.
The reason for such a massive refusal: when working, the welder does not use the technological chart, does, as his wit (like any Russian Lefty) suggests ... ... If the welder welds without a WPS, then there is no one responsible for the quality of the weld.
Man is the most complex technological object
So what is “TECHNOLOGY”? The basis of this word is translated from Greek as “art, skill, skill”. In a variety of dictionaries, technology is called both the totality of production methods and processes in a particular industry of production, and the operations of extraction, processing, transportation, storage, control themselves, which are part of the general production process. Technologies establish the exact parameters of raw materials, equipment operation, and finished products.
And if the question concerns people? The nature of man as an object of technology is a much more complex structure. We are dealing with different adults, with already established views, habits, worldview. It is not so easy for them to rebuild their consciousness and behave in a new way. In creating a technology for training managers and specialists, it is necessary to take into account that it is not enough to simply equip them with knowledge. It is necessary to provide confident mastery of new skills. This maturation takes time. And for each position - its own.
The master masters the skills required by his position within three years. For three years, almost all situations will happen to him in which he will work out and debug his algorithms for solving managerial problems and which will bring him new experience. And all the rest of the time - running in a circle, repeating the past. And even if in the same position the master only changes the place, the repertoire remains the same. The master, who has not shown growth prospects during this time, already remains a confident lifelong master.
There are also time-related laws for becoming a shop manager. Unfortunately, many industrial enterprises do not take this into account now and shop managers "hang out" too quickly. This approach is undoubtedly destructive for production and the team.
Even the most intuitively competent leader who understands that it is necessary to build a shop team, it takes two years to master the "repertoire" of a new management level - for everything in the shop to rebuild, "get used to it", and the mechanism starts working without failures. Even daily coaching will not help here - this time period cannot be bypassed, competencies will not be formed immediately.
Features of the construction of our training technologies
We begin any preparation task with design. Our center is not engaged in unified education according to the state standard, but in a targeted way prepares key personnel for a specific production. We never compose a program from the offers on the market for training managers, but we design the training ourselves. Compare the responsibility of a training organization that brought people from all over the country to the training, and an organization that is a corporate training center! The training technology is designed by a whole group of specialists from the center, the personnel department of the enterprise, and functional directorates.
- people come with experience, and preparation tasks come from the future,
- the content of the training should focus on the content of future work,
- effective is the combination of development in two environments - educational and production,
- each program should contain a reserve of time that will be used based on the results of monitoring the group's dynamics.
Our center is practically "implanted" into the customer's situation, we know the plans and prospects for the development of the enterprise. Nobody sets us tasks, we ourselves identify the future need for production and project the development of specific groups. For organizational change to be successful, preparation must precede it, not be ordered after it.
I can lead vivid example advanced training. When a new oxygen-converter shop was under construction at MMK and we already knew that two rolling shops were next in line, we proposed adding additional positions to the staff of the first of a series of launch facilities, training both specialists and managers. As a result, when the rolling shops were launched, the staff for them was no longer just trained, but also worked in the conditions of the CCC. People practically "off the wheels" switched to new production.
The main criterion in our technology for selecting program participants is the personality structure. And in addition to future managers, on whom the main stake is made, functional specialists of the corresponding level are enrolled in the group. For example, the group of shop managers includes economists, lawyers, and specialists from the Central Laboratory. This helps everyone to see the issues discussed in the group from different points of view, to broaden their views on production and management processes, and to establish connections.
Our leadership training technology does not lend itself to disciplinary knowledge transfer and academic teaching style. We value relationships with teachers who do not just broadcast knowledge, but launch powerful developmental processes in the classroom, motivate participants to see their management practice in a new way, to achieve better results. The higher the level of the program, the more time it takes for its meaningfulness, the higher the requirements for the leaders of individual blocks. They should be well versed in their “favorite” problem area and at the same time be able to present it as an element common system knowledge of the future leader.
Our technologies take into account that interest in new things and the attitude to receive new information do not form immediately. Therefore, the training activities gradually aim the participants to rethink their practice. A person, like an antenna, begins to attract the necessary information, read books, and ask questions. And find answers.
A necessary part of the technology for forming a leader is a controlled process of accumulating experience. For example, a future shop manager should have the time to grow into new relationships, gain experience of effective communication with management, learn how to "approach" a particular manager in order to achieve a solution in the interests of the shop. Internships help in this matter.
The technology of training leaders also provides for constant monitoring of the dynamics of the entire group and its individual members. Usually the group is accompanied by psychologists and project leaders. Based on the monitoring results, the content of educational activities, individual tasks and recommendations for the immediate leader of the group member are promptly adjusted.
"Patronage" of a group by top management is a separate process in training technology. The attention and participation of the leadership supports the participants in the training, helping them to align their conclusions and conclusions with the expectations of the leadership. This effectively creates a supportive environment for professional growth specialists and managers. At MMK, as such a supportive environment, there is an integral system of forming a reserve of managers at all levels, which is distinguished by the continuity of programs.
This multi-stage system includes:
- School of adaptation of young specialists;
- School of Young Leaders;
- School of Masters;
- Workshop Chiefs School;
- School of Managers under the General Director.
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Attachment 1: Principles of building a technology for training leaders |
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Problem statement - based on the analysis of the customer's situation |
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Advance training - based on future leadership context |
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The use of a project-based technology development method, rather than the selection of standard training programs |
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Each project provides for variable elements |
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Providing training in two environments: classroom and production |
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Selection basis - personality structure |
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Teachers are catalysts for the development of participants, not translators of knowledge |
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Monitoring the dynamics of the group and each participant to adjust the content of training |
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Providing processes for gaining experience |
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Provision of project patronage from top management |
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Analysis of training results as a basis for future projects |
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Continuity of training programs for managers of different levels |
What does it take to raise a great production master?
The foreman is a unique leadership position in production. This is the key figure that is closest to the production itself, ensures the required execution of technological operations. This means that it determines the efficiency of production as a whole. For more than a decade, MMK has been running the School of Craftsmen, which helped us to form the first model of a foreman's competence.
Appendix 2: MASTER'S COMPETENCE MODEL / sheet 1 /
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Options areas of activity |
Area of \u200b\u200bresponsibility |
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Production |
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Equipment operation |
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Labor protection and safety |
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Social sphere |
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MASTER'S COMPETENCE MODEL / sheet 2 /
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Personal competence |
Educational |
Professional reputation |
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1. Using intelligence to achieve optimal results 2. Professionally significant qualities: Exactingness Responsibility Organization Self-discipline Stress tolerance Sociability The ability to listen Performance Persistence Operability 3. Features of behavior Ability to keep in touch Ability to act quickly in critical situations Desire to work as a master Ability to take responsibility Result orientation Ability to see (evaluate) the situation and resolve it constructively |
Information in the dossier |
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1. Description of the existing management experience. |
1. Characteristics of the educational path, 2. Correspondence of education to the profile of activity 3. Professional integration |
1. The nature of external information about the moral and ethical aspects of professional activity 2. Professional erudition 3. Professional objectivity |
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MASTER'S COMPETENCE MODEL / sheet 3 /
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Management knowledge, abilities, skills |
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Activity management |
Control resources |
Control |
Information management |
Control quality |
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1.the ability to plan shift work 2.the ability to comply with production regulations 3.the ability to see the reserves of production 4.the ability to lead in critical situations 5.the ability to assess the condition of the equipment 6.knowledge and adherence to production technology 7.knowledge of the principles of production organization 8.understanding the role of the unit in general process creating products and ensuring competitiveness |
1.the ability to determine the need and rationally use material and labor resources 2.the ability to allocate available resources |
1.the ability to clearly formulate tasks 2.the ability to control the execution of orders 3.the ability to coordinate the actions of subordinates 4.the ability to ensure labor discipline 5.the ability to present clear requirements 6.the ability to persuade 7.the ability to organize mentoring 8.the ability to resolve conflicts 9.the ability to regulate interaction with related units 10.the ability to take into account individual characteristics when distribution of work 11.the ability to motivate to achieve better results 12.the ability to provide a safe working environment 13.Knowledge of the basics of labor legislation and typical situations of their application |
1.the ability to adequately perceive and analyze information 2.the ability to maintain documentation 3.the ability to learn from positive experiences 4.the ability to provide feedback 5. understanding of economic information about the activities of the unit |
1.the ability to strictly control quality assurance 2.the ability to identify the reasons for poor-quality task performance |
Our many years of experience in continuous work on the training of masters allows us to assert that:
- The candidate must be a good professional. He must not only know, but feel the technology of the site. This means that he will not only follow the technological instructions, but will deeply understand all the processes occurring with the metal. In this case, the master reacts faster in emergency situations, makes more appropriate decisions.
- The personal qualities of a potential foreman should be organic to the style / tasks of a particular site and a given production team. Practice shows that in different departments of even one enterprise, different personal characteristics are required.
- He must want to be a master himself.
What to teach a master candidate? A future foreman needs to refresh the theory, for example, of metallurgical production, because, having become a foreman, he will be obliged to teach workers a profession, control their knowledge, and help to understand the root causes of technology requirements. In the company's management system, a master is a kind of semiconductor. Everything that comes from above, he must conduct downward. Everything that comes from below, he allows himself. He is responsible to his subordinates for the entire enterprise. Therefore, he must have economic and legal knowledge, and be sure to have the skills of managing people.
Appendix 3: " The main blocks of the "School of Masters" program:
- Requirements for the organization of production in the company
- Fundamentals of Shop / Site Economics
- Legal responsibility of the master
- Master's activities as a leader
4.1 Operations management
4.2 People management
4.3 Relationship management
4.4 Controlling yourself
- final examination
- Monitoring the implementation of self-development tasks
Practice shows that from an excellent foreman who competently manages his team, both a shop manager and a chief specialist of an enterprise can grow.
Shop manager competencies
Shop managers are the elite of the company's line personnel. And the elite should be recognized among those who have already taken place as a leader, having passed the school of a foreman and a section chief. These are managers who have gained experience in managing teams and material resources, who are well versed in the technology and organization of production.
It is important for the head of the shop to be sure that he was really entrusted with the production and that his powers are not up to the first mistake. Then he is motivated to build such a workshop economy, which he can be proud of.
The social technology of forming a shop manager is, of course, more complex and responsible, but at the same time it offers to solve more interesting problems. The technique and structure of production management is changing, but the head of the shop is still the backbone of an industrial enterprise. He is trusted by the entire system of the shop and is required to ensure production in the most severe planned mode. At the same time, his work involves the regulation of subtle social processes, such as, for example, the formation of his team and external communications of the shop.
Appendix 4
It should be noted the high importance of professional leadership, especially in complex technological shops and service departments. But one must not forget about the formation of emotional competence. Especially now, at a time when the emotional stability and confidence of the shop manager ensure the calm and rhythmic work of the shop staff. MMK managers have always been distinguished by their ability to raise teams to outstanding labor feats. This is a tradition that characterizes the norms and principles of individual and group behavior, regardless of the position held and the length of service.
Why do colleagues appreciate the shop manager? Our surveys have shown that at this level, the priority is the ability to build relationships with the top officials of the plant, with adjacent shops and the main services of the plant management.
When selecting candidates for the School of Shop Leaders, not only traditional criteria are taken into account (performance assessment, opinion of managers, results of psychological testing), but also a strong desire to take responsibility for the work of the entire shop. This is a really courageous decision, because in the conditions of MMK, the heads of the shops work as much as necessary per day, sometimes dividing the day in half with a deputy.
Social technologies in personnel policy
- specialists promising for promotion to a position of a higher management level than the position of a master;
- specialists for whom the position of a master will become the pinnacle of their careers;
- specialists who are not suitable for leadership work.
And the succession model demonstrates very well what kind of management skills are required by managers of different levels within the framework of similar competencies. Or - how it is required to "grow" within the framework of each competence when moving from one management level to another.
Appendix 5, An example of the continuity of skills within similar management competencies
Managerial competencies for foreman and shop manager
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Master |
Foreman |
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Self-organization Understands and uses his strengths and knows how to compensate for weaknesses Takes care of self-development Disciplined and consistent Organizes time and plans its activities Demonstrates stable behavior |
Self-organization Organizes its own activities, taking into account the technological process of the workshop Ensures the effectiveness of management procedures |
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People management Understands people and their capabilities (qualifications, physical data, experience, desires) Requires execution of orders Takes care of team cohesion |
Team management Perceives the team as human resources, team and individuals Has its own style of management Distributes and delegates work Controls the achievement of the set goals Implements operational personnel work |
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Organization of work Plans, distributes, commissions, coordinates and controls the execution of work Determines the need and rationally uses material and labor resources Ensures compliance with production regulations Provides health and safety requirements Knows the basics of labor legislation |
Organization of production in conditions of limited resources Ensures the efficiency of the shop floor planning system Provides real-time monitoring Predicts the state and change of resources and takes preventive measures |
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Interaction Supports and develops working relationships Adapts his communication style to different situations and partners Behaves constructively in conflict situations |
External communications Creates and maintains a system of communication with stakeholders Represents the shop in external interaction, takes care of the shop's reputation, creates and maintains it Builds partnerships |
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Leadership Takes practical responsibility for production and the team as a whole and for everyone in particular, maintains its one-man management Possesses political wisdom |
Each time sets its own requirements for a production manager. So, for example, at the Magnitogorsk Metallurgical Combine before modernization and corporatization, when physical work, leaders-leaders, emotional leaders were in demand. A school was created for the formation of such shop supervisors and top managers.
Today, new metallurgical technologies and equipment alone will not ensure the achievement of new economic goals. The labor of workers is becoming highly intellectual. It is not enough to manage such production with charisma alone. Today, leaders are in vogue - professionals in their field and at the same time competent managers. Those who understand that technical innovation, of course, brings economic benefits. But no less potential for increasing the capital of companies is hidden in the professional use of the social aspects of technology.
A great return today is given by the system that ensures the observance of technologies for advanced training of strong shop leaders, constant monitoring of this process and its adjustment - without feverish reassignments and violations of social laws. This is one of the tenets of an effective personnel policy of a modern enterprise.
Company information: The autonomous non-profit organization "Corporate Training Center" Personnel "of OJSC Magnitogorsk Metallurgical Plant has existed for 15 years. 1500 seats.
Main directions of activity:
- training of workers (230 professions under license)
- labor protection and industrial safety (workers, specialists, managers)
- training, retraining of specialists: hydraulics, controllers, mechatronics, task directors, welding masters, metallurgists, ....)
- leadership training, special programs;
- development of e-learning resources for training specialists and workers;
- organization of internships;
The number of staff is 114 people.
Introduction …………………………………………………………………… ..… .31. Development of students and improvement of the learning process ………… ..........… 5
1.1 Education in Russia ……………………………………………… ...… 5
1.2 Master of finishing works …………………………………………….… 6
1.3 Occupational training lesson ……………………………………… ..9
2. Comprehensive methodological support on the topic "High-quality plastering of brick surfaces" …………………… ... ………… 15
2.1 Familiarization with tools, inventory and their work ..................... ... 15
2.2 Significance for future professional activity …………… ..18
2.3 Subject and interdisciplinary communications …………………………… .. …… 18
2.4 Student's workplace ………………………………………… ..… 19
2.5 Plan and course of the industrial training lesson …………………….… 19
2.6 Preparing the master for the lesson ………………………………………. …… 27
References ……………………………………………………… ... …… 28
Appendices ……………………………………………………………… ....... 30
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Secondary vocational education is the main one at the stage of Russia's recovery from the crisis. The pace of economic development is already determining the shortage of skilled workers with vocational education. The content is changing and a new generation of educational standards is being formed.
Among the main tasks of vocational education are the following:
Further improvement of the material base of vocational education;
Creation of practice centers at the enterprise;
Involvement of the company's specialists in the organization and setting of the vocational education objectives;
Formation of the so-called order for a specialist in vocational education.
The decisive role in the formation of specific work skills in the process of industrial training belongs to the master of industrial training - this is teacher in institutions of primary and secondary vocational education in Russia, carrying out educational practice. Its functions include teaching future workers how to properly plan their work, rationally select tools and equipment, organize their workplace, effectively use work time, analyze typical mistakes and be able to prevent them, actively use technical knowledge, reference literature.
The object of research of the course work is the specialty "Master of finishing works".
The subject of the research is an industrial training lesson on the topic "High-quality plastering of brick surfaces."
The purpose of the course work is to develop a comprehensive educational and methodological support on the topic "High-quality plastering of brick surfaces."
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1.1 In the first decade of the XXI century, education in all countries of the world must answer the question in the socio-economic sphere of ensuring security, strengthening the state through a qualitative change in human resources and the creation of a professional society. Currently, there is a search for strategic ways of developing educational systems that are adequate to the demand for the services of a vocational school in the labor market; ensuring the level of education and qualifications of graduates of vocational schools.
Education is a socially directed and controlled part of socialization; literally, "education" means the formation of the image of a well-trained, well-mannered, intelligent person.
Vocational education is defined as a process and (or) result of professional formation and development of an individual, accompanied by the acquisition of pre-established knowledge, skills and competencies in specific professions and specialties.
Secondary vocational education is aimed at solving the problems of intellectual, cultural and professional development of a person and has the goal of training skilled workers in all the main areas of socially useful activity, training qualified workers and middle-level specialists in accordance with the needs of society and the state, meeting the needs of the individual in deepening and expanding education.
The current system of secondary vocational education was able to adapt to a certain extent to the difficult conditions of social transformation. In general, the network of educational institutions has been preserved, the teaching staff has stabilized, new educational standards are being developed, and the basis for further development has been created.
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College - basic professional educational programs of secondary vocational education of the basic and advanced level. The implementation of educational programs of secondary vocational education can also be carried out in higher educational institutions.
1.2 The construction industry in Russia is taking on a second wind today. Housing construction has been assigned the status of a priority national project “Affordable and Comfortable Housing - for Russian Citizens”. And this means an increase in the pace of construction. Therefore, construction professions will always be in demand in the labor market. One of them is “Master of finishing construction works”. A master of finishing construction works must be able to perform external and internal plastering, painting, facing work, the simplest stone, furnace, installation and other types of work.
Finishing coatings include:
- plastering of surfaces of ceilings, walls, partitions, pillars, beams, slopes;
- tiling, wall and floor covering;
- coating of ceilings, walls, floors, doors, window sashes with paint coatings;
- covering wall surfaces with wallpaper or linkrust;
- flooring with linoleum and synthetic tiles.
The first plasterers appeared in ancient Egypt about 7000 years ago. They worked with plaster and clay. Their job was to
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The profession of a master of finishing construction works is now becoming especially in demand. People want to live in good-quality beautiful dwellings, be it a city apartment, a country house or a studio apartment. Finishing work is a rather laborious part of the construction process, occupying 25-30% of the total volume of construction work in terms of cost and labor costs. Bricklayers, carpenters lay the foundations, and the construction is completed by craftsmen - finishers. Plastering work consists in applying a finishing layer on the surface of various structures in order to level them, improve their thermal characteristics and give them a certain shape and texture.
Today in the construction industry there are no problems more important than the problem of training highly qualified construction workers. The laws of economics require constant improvement of workers' skills, taking into account the latest world achievements of science and technology. In pursuing this most important task, the authors make an attempt to make their own contribution to the vocational education of young workers.
The definition of the industrial training system is closely related to the logic of the industrial training process.
The system of industrial training is understood as the initial provisions, principles, approaches that determine the order of formation of the content of industrial training, the grouping of its parts and the sequence of their mastery by students. Taking into account the adopted system
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There cannot be a unified system of industrial training that is equally acceptable for the training of skilled workers in any profession characteristic of all periods of the training process. The main provisions of the industrial training system follow from the peculiarities of the content of the work of workers of certain groups of professions, the assumed conditions of training and depend on what is taken as an independent initial part of training - an educational unit, the totality of which makes up the content of training. Such units can be labor operations and techniques; functions of a worker for the maintenance of machines, apparatus, installations; objects of work (objects of labor) - in order of increasing complexity or in the logic of the technological process; production situations.
The development of the vocational education system to a certain extent characterizes and illustrates the history of the development of vocational education.
The successful solution of the problems of training, education and development of future skilled workers and specialists in vocational educational institutions to a decisive extent depends on teachers - teachers and masters of industrial training, their professional and pedagogical qualifications.
The master of industrial training is a special figure in the teaching staff of the professional educational institution, his tasks and duties are diverse and complex. The master of industrial training is the main teacher of the profession, organizer of extracurricular educational work and the life of the student body of the assigned training group, a mentor of youth, boys and girls entering the working life.
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The most important requirement for a master of industrial training as a teacher of the profession is his professionalism. Real knowledge and skills, production and life experience can be passed on to his pupils only by the master who himself perfectly owns professional skills. The influence of the master will be effective only when the students feel that they are being taught by a true professional in their field. A master for students is, first of all, a representative of a chosen profession, a role model. They always compare their successes and efforts in mastering the profession with his skill.
1.3 Trends in the development of modern education involve the transfer of student learning to a new technological level. Certainly on the present stage training a production training lesson without technical support is not so productive. Students who are outside the educational institution, actively use all existing information means, want to see in the lesson what they are interested in.
For a high-quality production lesson, it is necessary to correctly draw up a production lesson plan. A lesson plan is the main document for teaching a specific lesson on a topic. There are no standard, compulsory forms of production lesson plans, but there is a specific structure for a production training lesson - introductory, current and final instruction. The form of the plan, as well as its content, methods of carrying out, the depth of disclosure of the material change in
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The basis for designing a lesson is the definition of its intention, that is, a clear idea of \u200b\u200bwhy it will be conducted, how it should be built, what students should take from it. The defining component of the educational learning process is the goal.
The lesson of industrial training differs from the lesson of theoretical training in that the comprehensive goal of the lesson of industrial training is that students, on the basis of the acquired technological knowledge, mastered the movements, techniques, methods of performing actions and operations necessary for the subsequent formation of their skills and abilities to perform industrial work in a certain profession (specialty). As a result labor activity students in the classroom produced any material product of labor. Its manufacture imposes completely new requirements on students. It is not enough for students to simply memorize or memorize educational material, they must understand it, rework it mentally, and reproduce it when performing a production task. Consequently, one of the main skills formed in the industrial training lesson is the ability to apply technological knowledge in practice.
In the introductory briefing, it is important for the master to use verbal methods and methodological techniques for influencing the word. This contributes to the full assimilation of industrial and technical knowledge by students, the development of their ability to correctly perceive and comprehend the surrounding industrial reality. In the course of explaining the features of a labor operation, the master gives an analysis of its composition and structure. Substantiates the purpose and methods of performing individual techniques, compares the studied operation with already known students. Connects the new with
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In order to ensure high efficiency of introductory instruction to students, the master must be convinced that students have the necessary knowledge, theoretical and practical basis for the assimilation and deepening of skills and abilities. If, as a result of the survey, it turns out that the knowledge of the majority of students is weak, then in this case the master himself must briefly give the necessary explanations, achieve a clear understanding and primary assimilation of them by students.
One of the most important component parts introductory briefing is a demonstration of labor techniques and methods of performing educational and production work - when studying operations and analyzing the technological sequence and methods of performing the upcoming work - when performing work of a complex nature. When students perform simple complex works, the master himself fully explains the sequence of their implementation, - gives the necessary instructive explanations.
A great help in this master is provided by instructional and technological maps - written instruction documents, which disclose the most rational technological sequence for performing work, contain the necessary instructions on the most rational ways to perform it.
Successful mastery of the basics of the profession by students largely depends on the methodically correct demonstration. The main purpose of introductory instruction is to prepare students for the successful completion of educational and production assignments in the lesson.
Exercises (independent work) of students and their current instructing by the master is the main part of the lesson in industrial training. The teaching activity of the master at this main stage of the lesson is carried out by the current instruction of the students. Conducting the current instructing, the master must take into account the individual characteristics of the students in order to ensure a uniform level of all students for the effective frontal advancement of the entire group in the study of the lesson material.
It is very important for a clear understanding of the essence of exercises as the main method of industrial training to understand that each exercise, like each lesson in industrial training, must necessarily be a step in advancing students in the study of their profession. Thus, a close combination of the educational and production side of the exercises is the most important task of the master both at the stage of preparation and in the process of conducting the lesson. From the skillful leadership of students, from the skillful direction of their educational and production activities to solve educational and production problems, it decisively depends on how successfully students will master the profession.
The final briefing is usually at the end of the lesson. The main didactic goal of the final instruction is, based on the analysis of the successes and shortcomings of the lesson, to show the students what they have learned, how far they have advanced in mastering the profession, what and how to do in order to avoid shortcomings and consolidate the successes.
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Must know:
Types of basic materials used in the production of plastering works;
Methods for preparing various surfaces for plastering;
Technology for finishing window and door openings;
The technological sequence of conventional surface plastering;
Technology for making decorative plaster;
Wall cladding technology with plasterboard sheets;
Gypsum plaster technology;
Should be able to:
Perform simple plastering;
Perform continuous leveling of surfaces;
Perform improved manual plastering of surfaces of varying complexity;
To trim slopes, plugs and ebb tides with prefabricated elements;
Perform mechanized plastering of surfaces;
Apply decorative plaster based on gypsum and cement;
Perform cleaning, dedusting, priming of various surfaces;
Professional competence
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General competences
| OK 1. | Understand the essence and social significance of your future profession, show a steady interest in it. |
| OK 2. | Organize your own activities based on the goal and ways to achieve it, determined by the leader. |
| OK 3. | Analyze the working situation, carry out current and final control, assessment and correction of their own activities, be responsible for the results of their work. |
| OK 4. | Search for information necessary to effectively perform professional tasks. |
| OK 5. | Use information and communication technologies in professional activities. |
| OK 6. | Work in a team, communicate effectively with colleagues, management, clients. |
| OK 7. | Fulfill military duty, including using the acquired professional knowledge (for young men). |
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2.1Theme "High quality plastering of brick surfaces".
Familiarization of students with tools and inventory and their work.
Mastering the techniques of hanging.
Mastering the techniques of throwing a training solution onto the wall with a plastering spatula from left to right and from right to left on the upper, middle and lower parts of the wall.
Mastering the techniques of spreading mortar with a falcon, plastering trowel and half-scrapes on walls and ceilings.
Mastering the techniques of applying and leveling the soil.
Mastering the techniques of leveling with a falcon, half-graters, rules.
Mastering the techniques of applying, leveling and grouting "round" and "disperse" the covering layer.
Checking the plastered surface with a control rule.
The plaster is intended for exterior and interior decoration of buildings (structures) in order to protect the surfaces of structures from harmful atmospheric influences, to ensure their complete or partial fire resistance, to reduce heat and sound conductivity. High-quality plaster consists of a spray, several layers of soil and a coating layer, which in total is 15 ... 25 mm thick - is performed in capital buildings of the 1st class and above, theaters, train stations, museums, hotels and buildings constructed according to individual projects.
Technological operations of high-quality plastering:
Preparation of surfaces for plastering.
Hanging surfaces.
Installation of beacons.
Spray application.
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Primer application (second layer).
Leveling the applied soil (second layer).
Application of a covering layer.
Rule check.
Preparation of a brick base includes the following basic operations: cleaning from rust, efflorescence, grease and bitumen stains, dust removal. Seams in brick walls are scratched or evenly incised to a depth of 10 ... 15 mm. Before plastering, the brick is cleaned with a metal brush and watered with water.
Hanging surfaces for beacons is carried out in order to establish the exact deviations of the horizontal and vertical surfaces of the surface before plastering. This fixing will help determine the deviation from the norm of the finishing plaster layers and will allow them to be fixed with the help of beacons.
Hanging starts from a vertical plane and is carried out using special plumb lines. On the surface from the ceiling and the corner at a distance of at least 15 cm, a dowel or nail is driven in, which remains 10-50 mm sticking out of the wall. After that, a plumb line is attached to it, which goes down, not reaching a little to the floor. Further, guided by the plumb line, at a distance of 15 cm from the floor, we drive in another dowel. It should be driven in so that the dowel head barely touches the plumb line. This ends the marking of this corner. Therefore, we go to another corner and do the same steps. As a result, you should have two beacons with control points in the corners.
The first layer - spray - is designed to connect the plaster to the base by filling voids and cracks in the surface to be finished.
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Also, plasterers can go about their own business, working for themselves.
They can specialize in specific types of finishes, in work on specific objects. The profession has ranks, assumes growth from a junior specialist to a foreman. Further growth assumes an increase in the level of education (higher education in construction).
Also, a person with the profession of a plasterer can master related specializations, such as: foreman, civil engineer, interior designer, architect, parquet flooring, facade tiler, etc.
At the same time, the profession of a plasterer can also imply an entrepreneurial development path. In this case, a person can start doing his own business, work for himself or open his own company.
2.3 The topic "High quality plastering on brick surfaces" is closely related to the topic: "Simple and improved plastering". Comparing the types of plastering work, it is clear where in which rooms to use this or that plaster, this or that type of plastering, which tools to use. It is also related to the topics "Plastering of concrete, wood, metal surfaces", because depending on the surface, the preparation, type of plaster, methods of execution are chosen.
Plastering work is closely related to mathematics, with various calculations of areas, solutions, consumption; with chemistry, when mixing solutions, using chemicals.
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2.4 A student's workplace should be understood as a certain part of the workshop area that is under the jurisdiction of one student (brigade) with the most expediently located equipment, fixtures, tools and materials necessary for performing educational and production tasks that meet the requirements of the curriculum.
The list of equipping the student's workplace with a permanent tool for individual use: a falcon - a device for transferring the solution to the workplace in one hand, a trowel for cutting the solution from the falcon and applying the solution mixture to the surface to be trimmed; for leveling the solution, use half-scrapes, rules, templates, etc.
2.5 The lesson of industrial training should be carried out in the brigade form of organizing industrial training, the basis of which is to ensure the relationship of the labor activity of students, on the one hand, and on the other, the relationship of students with each other. This relationship is carried out in the process of performing specific types of labor by organizing the planning of production activities by the foreman to perform certain tasks by the students.
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Study program topic:Plastering of surfaces of varying degrees of complexity.
Lesson topic:High quality plastering of brick surfaces
Lesson objectives:
Educational:Systematize knowledge and skills for plastering brick surfaces. To teach the ability to independently use tools and devices.
Developing: Promote independence in the performance of a production task.
Educational:Instill a respect for tools. Develop the ability to economically use materials. Promote the unity of students when working in groups, develop responsibility for the result of the work of the whole group. Instill interest in the chosen profession.
Lesson type:Lesson in the study of labor techniques and operations.
Lesson form: Brigade
Teaching methods:Verbal - conversation, explanation;
visual - showing labor techniques, visual aids;
practical (exercise method) - repeatedly performing the required actions.
Competencies formed during the lesson:
Are common:OK 1, OK 3, OK 6
Professional:PC 1.2
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| P / p No. | Stages | Master's activity p / o | Student activities | ||||||||
| Organizing time (5 minutes) | 1. Welcome 2. Checking readiness for the lesson | ||||||||||
| Introductory briefing (40min) | |||||||||||
| 2.1 | Justification of the meaning of the topic and the objectives of the lesson | 1. Communication of the topic and familiarization with the objectives of the lesson. 2. Formation of the problem and setting tasks | Comprehend the significance of the topic | ||||||||
| 2.2 | Updating basic knowledge | 1. Issuance of assignments for teams (task cards, crossword puzzle, questions, appendix No. 1, No. 2, No. 3) 2. Discussion in teams 3. Oral answers to the master's questions | Discussion. Answers to questions, participation in the conversation. Students' speech | ||||||||
| 2.3 | Formation of professional knowledge and skills | 1. Explanation of the new material showing labor techniques: a) familiarization with the technological
b) organization of the workplace, preparation of the tool for work; c) surface preparation and solution application; d) preparation of the mortar mixture, its composition; e) a demonstration with an explanation of the process of applying a solution with a plaster trowel to the surface; f) demonstration with an explanation of the process of leveling the mortar on the surface; g) demonstration with an explanation of the process of grouting the surface; h) quality control (through the table of defects (Appendix No. 5); 2. Securing the new material: a) consolidation of the lesson with a demonstration of labor techniques of one student: Preparation of a brick surface; Techniques for drawing, leveling, grouting; 3. Instructions on safe working conditions. 4. Issuance of tasks for teams: Time rate message, scope of work; Evaluation criteria; Distribution by workplace. | Discussion. Participate in the conversation. Answers while explaining new material. Comprehension. Performance practical work to consolidate tasks at the board. Viewing tables, discussion, presentation of students. Comprehending | ||||||||
| Current briefing (5 hours) | |||||||||||
| 3.1 | Targeted crawls | 1.control: a) preparation of workplaces; b) getting started; c) verification of compliance with labor skills; d) checking the correctness of technical
f) compliance with safety requirements; (Appendix No. 7) 2. Providing assistance to students in the performance of work. 3. Acceptance and evaluation of works, (evaluation criteria - Appendix No. 6) 4. Cleaning of workplaces. | Self-performance of high-quality plastering of a brick wall with lime-sand mortar (1.5 m 2) | ||||||||
| Final briefing (15 min) | 1. Analysis of the work of each student: a) mark the best; b) typical mistakes, ways to eliminate them, what to look for. 2. Message about the achievement of the goal of the lesson. 3. Summing up the lesson. 4. Thank the students for their good work. 5. Homework. 6. Post the next topic of the lesson. | Foremen present the work of their team Discussion. Students reflect on their activities in the lesson. | |||||||||
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Preparation of educational material equipment for the lesson includes: preparation and testing of blanks and materials for performing educational and production work in the classroom; preparation of educational and technical documentation, visual aids, technical teaching aids; preparation and inspection of the serviceability of equipment, tools, instruments, devices.
Planning the educational process for the lesson includes: analysis of the results of previous lessons, clarification of the content of the topic, educational and educational goals of the upcoming lesson; determination of the structure of the lesson and the time for each of its elements; determination of methods and methodological techniques for conducting introductory briefing; determination of the system of exercises and independent work of students, methods of current instruction; drawing up a lesson plan and an outline of the introductory briefing; defining specific homework assignments for students.
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1. Berezhnova EV, Kraevsky VV Fundamentals of educational research activities of students, [Text]: tutorial/ Berezhnova E.V., Kraevsky V.V.-Academy, 2012 - 112 p.
2. Zhukov G.N., Kaplan S.L., Matrosov P.G Fundamentals of general and professional pedagogy, [Text]: textbook / Zhukov G.N., Kaplan S.L., Matrosov P.G.-Gardariki, 2010-280 p.
3. N. V. Kon'kova, Features of organizing a lesson in industrial training, [Text]: Methodical recommendations / N. V. Kon'kova.- Committee of Education and Science of the Kursk region, 2010-124 p.
4. Skakun VA Organization and methodology of vocational training, [Text]: tutorial / VA Skakun. - M .: FORUM: INFRA-M, 2010 .-- 336 p.
Electronic resources:
1. Bibliofond Electronic student library: [ Electronic resource] -2015, URL: http://bibliofond.ru
2. VF FSBEI HPE "MGIU" 2014-2015, Tasks of professional education: [Electronic resource] URL: http://vfmgiu.ru/
3. Vysokovsky State Agricultural Vocational and Technical College, 2014-2015: [Electronic resource] URL: http://vgsptk.brest.by/
4. Internet magazine, 2013: [Electronic resource] URL: student council.rf
5. Master of finishing construction works, 2012: [Electronic resource] URL: http://atlas-professiy.spb.ru/
6. Master of industrial training, 2012: [Electronic resource] URL: http://osvarke.info/
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Routing
"Algorithm of operations for performing high-quality plastering"
a - simple; b - improved; в -high quality; 1 - base; 2 - splashing; 3 - soil; 4 - cover
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Methodological association of teachers of history and social studies
Mineralovodsky urban district
"Pedagogical competence of a modern teacher"
history and social studies teacher
MBOU SOSH No. 20, Mineralnye Vody
Sevumyan Gabriel Manvelovich
31.10.2017
(Slide number 1) Dear colleagues! Today we will touch upon an issue that has always occupied the minds of not only individual teachers, but also everyone who is associated with the field of education, in fact, the whole society. This question concerns the most important professional skills or, as they say now, competencies.
The famous American psychologist Malcolm Knowles, in his seminal work Andragogy versus Pedagogy, has clearly and clearly defined the requirements for adult learning outcomes. In particular, he believed that the main task of adult education today is the production of competent people - people who would be able to apply their knowledge in a changing environment, and ... whose main competence would be the ability to engage in constant self-learning throughout their lives.
(Slide number 2) In the modern education system, an integral quality of a teacher should be his professional competence, that is, "awareness and authority in a particular area of \u200b\u200bhis activity" (V. I. Dahl's dictionary). In the psychological dictionary, professional pedagogical competence is defined as "a teacher's possession of the necessary amount of knowledge, abilities and skills that determine the formation of his pedagogical activity, pedagogical communication and the teacher's personality, as a carrier of certain values, ideals and pedagogical consciousness."
THE PROFESSIONALISM OF THE TEACHER IS CONSIDERED TODAY AS A CONDITION FOR ACHIEVING THE MODERN QUALITY OF EDUCATION
(Slide number 3) The concept of modernization of education, determined the main directions and stages of an important process of development of our society - "preparation teaching staff a new generation and the formation of a fundamentally new culture of pedagogical work ", training of teachers with high qualifications and the necessary information culture.
The priority task is to improve the professional level of teachers and the formation of a teaching staff that meets the needs of modern life. Today, the demand for a highly qualified, creatively working, socially active and competitive teacher who is able to educate a socialized person in a rapidly changing world has increased.
Recently, more and more phrases are heard: quality of life, quality of education, social success. Improving the quality of education is one of the main tasks declared by the Concept of Modernization russian education... Of course, without implementation innovative technologies, modern teaching tools, increasing the prestige of the teaching profession, identifying and disseminating advanced pedagogical experience, this cannot be achieved. How impossible to achieve without increasing the professionalism of each teacher.
Unfortunately, as the analysis of the situation in education shows, teachers do not have a sufficient level of psychological and technological readiness for pedagogical activity. Today there is a huge gap between pedagogical knowledge and pedagogical action. In addition, the role of the teacher as an organizer of the environment in which the spiritual and moral formation of the child's personality takes place increases. He himself, his personality is in this case a "component" of the content of education and a "technological tool".
The level of training of some teachers today does not meet the requirements imposed on them by the modern socio-cultural situation. Among many teachers, there are
Low level of interest in their profession;
Lack of ped. technologies;
Lack of knowledge about the psychological development of a person;
Inability to work in a team and participate in co-management;
Indifference to innovation;
The syndrome of emotional and professional burnout, etc.
The unity of the teacher's theoretical and practical readiness to fulfill his professional functions is characterized by his competence. In everyday speech, a competent person is called a knowledgeable, knowledgeable, authoritative person in any matter, for whom the right to make judgments, make decisions, and take actions in this area is recognized.
(Slide number 4-5)
Competence - awareness, authority, competence, knowledge that allows you to judge something, the quality of a person with comprehensive knowledge; it is a systemic manifestation of knowledge, skills, abilities and personal qualities that allow to successfully solve functional tasks that make up the essence of professional activity
Competence- range of issues in which someone is well aware; circle of someone else's authority, rights.
(Slide number 6). Simply put:
- Competencies are requirements
Competence is a manifestation of these requirements
The main elements of pedagogical competence are:
Special competence in the field of the taught discipline (knowledge of the subject, qualifications and experience,)
Methodological competence in the field of methods for the formation of ZUN students (possession of various teaching methods, knowledge of didactic methods and techniques, the ability to apply them, knowledge psychological mechanisms assimilation of knowledge, etc.)
Psychology - pedagogical competence in the field of education (proficiency in pedagogical diagnostics, the ability to build meaningful relationships with students, to carry out individual work, knowledge developmental psychology, psychology of interpersonal communication, the ability to awaken interest in a subject, etc.)
Differential - psychological competence (the ability to identify personality characteristics, attitudes and orientation of students, to determine and take into account the emotional state of people, the ability to competently build relationships with leaders, colleagues, students, parents)
Reflection on ped activities or autopsychological competence (the ability to understand the level of one's own activity, one's abilities, knowledge of the ways professional development, the ability to see the reasons for shortcomings in their work, the desire to improve themselves.)
(Slide number 7) The structure of key competencies in education
Learning competencies
1. Organize the learning process and choose your own educational path.
2. Solve educational and self-educational problems.
3. Tie together and use separate pieces of knowledge.
4. Benefit (benefit) from educational experience.
5. Take responsibility for the education you receive
(Slide number 8) Research competencies:
1. Receiving and processing information.
2. Addressing and using different data sources.
3. Organization of a consultation with an expert.
4. Presentation and discussion of different types of materials in a variety of audiences.
5. Use of documents and their systematization in independently organized activities.
(Slide number 9) Social and personal competencies:
1. Critically consider this or that aspect of the development of our society.
2. See connections between present and past events.
3. Be aware of the importance of the political and economic contexts of educational and professional situations.
4. Assess social attitudes related to health, consumption and the environment.
5. Understand works of art and literature
(Slide number 10) Communication competencies
1. Listen to and take into account the views of others
3. Speak in public.
4. Discuss and defend your point of view.
(Slide number 11) Cooperation
1. Make decisions.
2. Establish and maintain contacts.
3. Deal with a variety of opinions and conflicts.
4. Negotiate.
5. Collaborate and work as a team
(Slide number 12) Organizational activities:
1. Organize your work
2. Take responsibility.
3. Master the modeling toolkit
4. Be included in a group or community and contribute to it.
5. Join the project.
(Slide №13) Personal adaptive competencies.
1. Use new information and communication technologies.
2. Come up with new solutions.
3. Be flexible to face rapid change.
4. Be persistent and resilient in the face of difficulties.
5. Be prepared for self-education and self-organization
(Slide number 14) If the teacher is in constant creative search, is systematically engaged in self-development, then the school has the right to expect sl. results during the educational process.The following professional competencies act as conditions for rethinking teachers' own professional activities:methodological competence;
research competence;
managerial competence;
communicative competence;
educational competence.
(Slide number 15) In order to achieve good results, one must constantly study oneself, one's strengths and weaknesses, gradually form in oneself that inner core on which not only professional, but also personal development will be built. The more you achieve in professional development, the more you develop as a person. However, the profession of a teacher has its own specifics: he works with a person, which means that his own personality is a powerful working tool.(Slide number 16) And the more perfect this tool, the more successful the professional result. It is in the teaching professionpersonal growth is an indispensable condition for achieving professionalism.
(Slide number 17) Professionalism as a psychological and personal phenomenon is characterized not so much by professional knowledge, skills, abilities, but alsoprofessionally significant qualities ... Also, professionalism can be understood as the formation of the most important pedagogical competencies in a teacher.
(Slide number 18) PROFESSIONAL QUALITIES OF THE TEACHER
Interest and love for children, passion for teaching
Hard work, honesty, decency
Emotionality, optimism
Expressiveness of speech, pedagogical tact
Personal creativity
Organizational skills
Sense of humor
Perseverance, discipline, etc.
(Slide number 19) What mechanisms can be used to organize the activities of teachers aimed at developingprofessional pedagogical competencies ?
(Slide number 20) 1 stage
Revealing the level of teacher's professional competence.
- diagnostics, testing
- determination of ways to improve professional competence
(Slide number 21) Stage 2
Mechanisms for the development of teacher's professional competence.
Self-education plan
Creation of creative groups
Training
Active participation in teachers' councils, seminars, conferences
Participation in research works, creation of your own publications
Development of a system for stimulating teacher activity
(Slide number 22) What is the role of self-education in the development of the teacher's professional competence?
Self-education of a teacher is a necessary condition for a teacher's professional activity.
(Slide number 23). The following areas of self-education are distinguished:
Professional (subject of instruction)
Psychological, pedagogical and psychological
Methodical
Aesthetic
In the field of ICT technologies
In the field of health
Political
Linguistic
Today, a wide variety offorms of organizing the teacher's self-education:
1) special educational training (obtaining higher education or a second specialty);
2) continuous professional development
as part of the course preparation of individual, part-time and correspondence courses;
using distance technology
3) group self-educational work:
work of methodological associations, creative groups (interviews, annual reports, attending and analyzing colleagues' lessons, preparing and conducting open lessons, classes, self-analysis of their own lessons, preparation and conduct of school-wide KTD, events, their analysis)
participation in the work of teachers' councils, meetings, seminars, pedagogical readings, forums, etc.
4) individual self-educational work with the help of:
mass media,
computing and office equipment,
libraries, museums,
comprehending best practices and generalizing their own practical activities
building a portfolio (take part in various competitions, master classes, network communities, etc.)
The result of self-education. Each activity is meaningless if it does not result in a certain product, or there are no achievements.
And in the teacher's personal self-education plan, there must be a list of results that must be achieved within a certain period. What can beresults of teacher self-education:
improving the quality of teaching the subject;
developed or published teaching aids, articles, programs, scripts, research;
development of new forms, methods and techniques of teaching;
reports, speeches;
development of didactic materials, tests, visualizations;
developing and conducting open lessons on our own, innovative technologies;
creation of sets of pedagogical developments;
conducting trainings, seminars, conferences, master classes, generalization of experience on the problem (topic) under study;
increasing the prestige of the educational organization.
(Slide number 24) The role of self-education in the development of teacher's pedagogical competencies
1) Improving the quality of teaching the subject
2) Readiness for pedagogical creativity
3) Professional and career growth
4) Creation of the image of a modern teacher - innovator, teacher-master, teacher-mentor
5) Compliance of the teacher with the requirements of society and the state
(Slide number 25) In conclusion, we note that the development of professional pedagogical competencies is the most important task not only for the personal development of a particular teacher, but a fundamental condition for the formation of an effective teaching and educational process. Paraphrasing the well-known idea of \u200b\u200bthe classics of pedagogy Adolf Diesterweg, we can say that only he has the right to teach, who himself is in constant improvement. In our information age, the role of a teacher, in my opinion, is to provide a model for the younger generation, so that they do not find it in less worthy examples.(Slide number 26). Thanks for attention! I wish you success and professional excellence!
The profession of a master of vocational training is determined by the characteristics of his activity. As noted above, the vocational training master performs various types of activities within the framework of the general professional and pedagogical activity. Let's consider the features of this activity.
The profession of a master of vocational training is pedagogical and belongs to a group of professions, the subject of which is another person. The teacher stands out among various specialists not only for an increased sense of duty and responsibility, but also for the class of tasks to be solved. Having the formation, formation and transformation of the personality as the goal of his activity, the master of vocational training is also called upon to manage the process of its development.
The peculiarity of the professional and pedagogical activity of the master of vocational training is that it has, as it were, a double subject of labor. On the one hand, its main content is relationships with people, and on the other hand, this type of profession always requires a person to have special knowledge, skills and abilities in a certain professional area. For a master of vocational training, this is knowledge and skills in a specific type of professional (industry) activity.
In addition, the master of vocational training must know and understand well the activities of students, their age characteristics, the development process of which he supervises. Consequently, the profession of a master of vocational training requires double training: human studies and special (industry).
Thus, for a master of vocational training, the ability to communicate becomes characteristic, he must have certain socio-psychological qualities. A feature of this profession is also its humanistic, collective and creative nature.
The activity of a professional training master in the process of training future workers is also largely determined by the need to take into account the requirements of potential employers and specific industries. The modern labor market is quite dynamic, and the employer, depending on the level of development of a particular production, makes requirements related to both knowledge of technical and technological, socio-economic opportunities and prospects in industrial relations, and the nature of relationships between people. Therefore, one of the conditions for fulfilling these requirements is that the master of vocational training should be well-versed in the requests of potential employers, thus ensuring high efficiency of training future workers.
Thus, a master of vocational training prepares his pupils based on the needs of a given specific time, taking into account a specific social and professional situation and the requirements of society. And at the same time, he is a conductor of culture, carries in himself a timeless factor, having as a goal the development of the personality as a synthesis of its universal human qualities, thus working for the future.
Unlike other representatives of the “person - person” profession, where the result is the product of the activity of one person (for example, a doctor, a salesman, etc.), in the teaching profession it is difficult to determine the contribution of a particular teacher, family and others. social structures per pupil.
Most often, in pedagogical science, the concept of the aggregate subject of pedagogical activity is defined, meaning the collective of an educational institution.
The level of creativity in the activity of a professional training master reflects the degree to which he uses his capabilities to achieve his goals. Therefore, the creative nature of the pedagogical activity of the master of vocational training is also its most important feature, since the development of the personality always remains its product. Over time, a creatively working master of vocational training creates his own pedagogical system, which is a means to achieve the best result in education.
The creative potential of the personality of the master of vocational training is formed on the basis of the social experience accumulated by him, psychological, pedagogical and special knowledge, skills and abilities that allow him to find and apply new, original solutions, innovative forms and methods, thereby improving his professional functions.
In modern pedagogical science, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. At the same time, the teacher builds his activities in the following way: he analyzes pedagogical situations, designs the result in accordance with the initial data, analyzes the available means, evaluates the data obtained and formulates new tasks.
The experience of the creative activity of the master of vocational training does not introduce fundamentally new knowledge and skills into the content of his vocational training, but, nevertheless, with the systematic performance of creative activity, he forms personal qualities that characterize such a personality trait as creativity.
Creativity is the ability that reflects the deep property of individuals to create original values, to make non-standard decisions.
As we have already decided, the master of vocational training is involved in two types of activities at once: pedagogical and professional (industry).
Pedagogical activity is a special type of social activity aimed at transferring from the older generations and mastering the culture and experience accumulated by mankind by the younger generation with the aim of their personal development and preparation for performing certain roles in society.
Pedagogical activities are carried out not only by teachers, but also by parents, public organizations, the media, etc. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to other people and to himself, engaging in self-education and self-education.
Pedagogical activity masters of vocational training can be structurally presented as a unity of purpose, motives, actions (operations), result. The system-forming characteristic of pedagogical activity is the goal (A.N. Leontiev).
The purpose of teaching is connected with the implementation of the strategic goal of education, which can be considered as the universal human ideal of a harmoniously developed personality coming from the depths of centuries.
The formation of a comprehensively and harmoniously developed personality was the goal in the educational system of Ancient Greece, Europe of the Renaissance, among Western and Russian utopians, French enlighteners, as well as in the era of building socialism in the USSR.
Currently, teachers are cautious about the educational ideal. There is no consensus among experts. There is an opinion that until the 90s, the goals of education were determined depending on the needs of society and were of an ideological nature, but today it is necessary to go from the needs of the individual in self-realization, the development of his abilities (A.V. Petrovsky). Therefore, the goal of upbringing in general is formed as an aid to the individual in versatile development in accordance with his abilities. This is reflected in the RF Law "On Education". Education serves "to solve the formation of a general culture of the individual, its adaptation to life in society, help in a conscious choice of profession" (Article 9, paragraph 2). We can say that the highest goal is the development of personality in harmony with oneself and society.
The implementation of the goals of pedagogical activity is associated with the solution of such socio-pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, the development of individual personality.
The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action (V.A. Slastenin) as a unity of purpose and content. The concept of pedagogical action expresses what is common to all forms of pedagogical activity (lesson, excursions, conversation, etc.), but it cannot be reduced to any of them. At the same time, pedagogical action is the special one that expresses both the general and the individual.
The activity of a teacher-educator is the process of solving an innumerable set of different pedagogical problems. First, the pedagogical action of the teacher appears in the form of a cognitive task. Then, relying on the available knowledge, he theoretically correlates the means, the object and the intended result of his action. After that, the cognitive task turns into a practical transformational act. At the same time, there is some discrepancy between the means and objects of pedagogical influence, which affects the results of the teacher's action. As a result, from the form of a pedagogical act, the action again passes into the form of a cognitive task, the conditions of which become more complete, etc.
Traditionally distinguish teaching and educational work as the main types of pedagogical activity carried out in a holistic pedagogical process. Considering the activities of a teacher of special subjects, one can agree with this, but for a master of vocational training, the number of activities is somewhat larger.
So, within the framework of professional and pedagogical activities, it is possible to distinguish such types of activities of a master of vocational training as vocational training (teaching), educational work, methodological work, organizational and managerial and maintenance activities.
Teaching - this is a type of educational activity, which is aimed at managing primarily the cognitive activity of students. Thus, teaching and upbringing are identical concepts. Therefore, it is precisely this understanding of their relationship that reveals the meaning of the thesis about the unity of teaching and upbringing.
Educational work Is a pedagogical activity aimed at organizing the educational environment and managing various types of student activities in order to solve the problems of harmonious development of the individual.
Methodical work -this is an activity related to the development of educational and methodological support of industrial training lessons in the UPM or at the enterprise.
Organizational and managerial and operational and service activities separated into independent types due to the fact that the master of vocational training teaches in training and production workshops, and also organizes training in production or in conditions close to production. Students perform various works on real technological equipment, therefore, a certain organization of students and mastery of management methods are required. At the same time, the professional training master must know and be able to work, operate the equipment used in training and production workshops, and carry out its maintenance and repair.
Education is only conditional, for convenience and deep knowledge, is considered in isolation from education. In the general pedagogical process, they are fused together.
Teaching (theoretical and practical) carried out within the framework of any organizational form, and not just a lesson, usually has strict time constraints, a strictly defined goal and options for achieving it. The main criterion for the effectiveness of teaching is the achievement of the educational goal.
Educational work, also carried out within any organizational form, does not pursue a direct achievement of the goal, since it is not achievable in a time-limited period. In educational work, it is possible to envisage only the consistent solution of specific goals-oriented problems. The main criterion for the effectiveness of solving educational problems is positive changes in the consciousness of students, manifested in emotional reactions, behavior and activities.
Teaching and teaching content can thus be hardcoded, which is not allowed in educational work. In educational work, planning is acceptable only in the most general terms: attitude to society, work, profession, people, teaching, nature, objects and phenomena of the surrounding world, to oneself. The logic of the educational work of a teacher, a master of vocational training in each separate study group cannot be predetermined by normative documents.
The teacher and master of professional training in the teaching process deal with approximately homogeneous "source material". The results of theoretical and practical learning are uniquely determined by the activities of the teacher, i.e. the ability to evoke and direct the student's cognitive activity. The teacher, as an educator, is forced to reckon with the fact that his pedagogical influences can intersect with unorganized and organized influences on the student.
Teaching as an activity is discrete and does not involve interaction with students during the preparatory period, which may vary over time. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the pupil is under his indirect influence. Preparatory work in education is often more important than the main part.
The effectiveness of a student's activity in the learning process is revealed by the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, etc. In educational work, the correlation of the teacher's activity with the criteria of the student's upbringing is complicated. By virtue of stochasticity* the educational process makes it difficult to foresee the results of certain educational actions, and their receipt is delayed in time. In educational work, it is impossible to establish feedback in a timely manner.
As V.A. Slastenin, differences in the organization of teaching and educational work show that the former is much easier in the ways of its organization and implementation, in the structure of the integral pedagogical process, it occupies a subordinate position. If in the process of learning almost everything can be proved and deduced logically, then it is much more difficult to evoke and consolidate certain personal relationships, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formation of cognitive interest and attitude to learning activities in general, i.e. from the results of not only teaching, but also educational work.
Teaching and educational work in their unity take place in the activities of the master of vocational training. For example, a master in the process of his work solves two main tasks: to form students' knowledge, abilities and skills in a specific specialty, while observing all the requirements of modern production technology and labor organization; to prepare such a skilled worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, would value the honor of his enterprise, his profession. A professional master not only transfers his knowledge and skills to students, but also guides their civil and professional development.
Only a master of vocational training, who knows and loves his work, people, will be able to instill in students a sense of professional honor and cause the need to master a specialty, and in the future - to constantly improve professional skills.
Experience shows that success in pedagogical activity is achieved by those teachers who have the pedagogical ability to develop and maintain the cognitive interests of students, create a creative atmosphere in the lesson, group responsibility and interest in the success of all students. Thus, we can conclude that it is not so much teaching skills as the skills of educational work that are primary in the content of the formation of the readiness for professional activity of the future master of vocational training. In this regard, the professional training of the future master of vocational training has as its goal the formation of his readiness to the management of an integral pedagogical process.
The vocational guidance of future workers is also of great importance in the work of a professional training master. Professional orientation (professional orientation) is a component of the orientational component of readiness for professional activity, therefore it should be a mandatory component of the training process for future workers. Professional orientation is carried out through a system of personality traits: interests, inclinations, worldview, beliefs.
Orientation, or directionality of a person, as is known from psychology, is the leading psychological property, which represents the system of her motives for life and activity, which determines the selectivity of attitudes, positions and activity.
In the practical activities of a master of vocational training, vocational guidance means such an organization of students' activities in which they form a positive attitude towards the profession, develop professional interests and inclinations, and create opportunities for professional self-realization and self-affirmation.
In psychology, activity is understood as a multilevel system, the components of which are: purpose, motives of action and result. With regard to pedagogical activity, the approach of highlighting its components of relatively independent functional activities of the teacher prevails.
In the structure of pedagogical activity, there are five interrelated components: gnostic, design, constructive, organizational, communicative (N.V. Kuzmina). The successful implementation of these functional types of pedagogical activity is possible with the presence of appropriate abilities, manifested in skills.
Gnostic includes actions that ensure the study of the content and methods of influencing other people, the age and individual-typological characteristics of these people, the features of the process and the results of their own activity, its advantages and disadvantages.
Design includes actions in the field of forming goals and objectives that have been postponed for a long time, planning the results of the pupils' activities for a long time, planning their own activities for a long time.
Constructive includes actions in the field of formation of tactical tasks: a) selection and composition of information content, which should be the property of the student; b) designing the activities of students in which the necessary information can be assimilated; c) designing their own future activities and behavior, as they should be in the process of interacting with students.
Organizational includes efforts in the field of operational solution of problems related to the organization: a) information in the process of communicating it to students; b) various types of students' activities in which information can be assimilated and the necessary properties are formed; c) their own activities and behavior.
Communicative includes actions in the field of operational problem solving, establishing pedagogically expedient relationships in the process of various activities.
One of the important concepts that determine the quality of vocational education is the concept of professional competence of a specialist.
The term "competence" (from the Latin. Competenes - appropriate, capable) means the sufficiency of certain knowledge, allowing to judge about something.
It can be considered that the concept of "competence" is located next to such concepts as "literacy", "awareness", "awareness", "preparedness". The concept of "competence" refers to the field of activity of the individual and is applicable to various categories of workers.
Competence can be different, depending on the field of human activity. Thus, the concept of "professional competence" is understood as an integral characteristic of the business and personal qualities of a specialist, reflecting the level of knowledge and skills sufficient to achieve the goal of this type of activity (Encyclopedia of Professional Education).
The professional competence of a teacher is the unity of his theoretical and practical readiness to carry out pedagogical activities (V.A. Slastenin). For a master of vocational training, who is engaged in professional and pedagogical activities, we can talk about professional and pedagogical competence.
Under professional and pedagogical competenceof the future master of vocational training, we will understand the result of vocational pedagogical education, which consists in achieving the required level of preparedness, which is characterized by professional self-awareness, a holistic vision of professional and pedagogical activity, the presence of a system of needs - the ability to self-determination and creative self-realization in life and professional situations. As a result of self-improvement and independent work professional and pedagogical competence is gradually transformed into professionalism, which is characterized by a high level of professional skill, creativity, profound knowledge of the profession.
In addition to the considered concept of "competence", today it becomes relevant to consider and use such a concept as " competence". Thus, the famous psychologist A.N. Leontyev noted that the real foundation of a person's personality is not in the depth of acquired knowledge, skills and abilities, but in the system of activities that are realized by this knowledge and skills. The term “competence” is associated with the activity process.
In the dictionary of foreign words, "competence" (from the Latin competere - to achieve, meet, approach) is a range of issues in which someone is well aware. The dictionary of synonyms of the Russian language puts the concept of "competence" on a par with the concepts of "authority", "power", "law". Having competence means the ability, the ability to mobilize the acquired professional knowledge and experience in a given situation.
Many employers believe that professional competence Is the ability of an employee to perform work at his enterprise in the context of a professional standard. In this case, the educational standard will determine the "competence" of a specialist. Thus, we can say that competence is competence in action.
For the master of vocational training professionally-pedagogical competence there is a set of properties of his personality, ensuring the independent performance of professional and pedagogical activities, expressed in the concept of "being able".
In pedagogical terms, competence can be considered as a set of professional powers, functions that create the necessary conditions for effective activity in the educational process.
From a professional pedagogical point of view, competence is considered as a set of professional, personal qualities that ensure the effective implementation of competencies *. Therefore, having only competencies does not guarantee their successful implementation. There is a direct and inverse (inverse) relationship between competence and competencies.
Competence is achieved by a person himself in the process of his professional activity, as he accumulates life and professional experience.
Competence is presented to a person depending on his social and professional status, educational level, work experience, etc.
Professional and pedagogical competence of the master of vocational training includes a lot of components. However, as a rule, those competencies are distinguished that are of a dominant, system-forming nature. So, they distinguish pedagogical competences, professional (industry).
All competences of a professional training master form a single construct - key competencies (Fig. 4). These key competencies characterize the field of activity of the future master of vocational training: social competence, cognitive competence, legal competence, communicative competence, special competence (in industry training), social information competence.
Professional competence of a master of industrial training
The concept of "competence", the competence-based approach in education has become widespread since 1960-1970. in the Western, and at the end of the 1980s in the domestic literature. The authors of the explanatory dictionary, edited by DI Ushakov, explains "competence - as awareness, authority, competence - a range of issues, phenomena in which a given person has authority, knowledge, experience, scope of authority."
The expediency of introducing the concept of "professional competence" is due to the breadth of its content, an integrative characteristic that combines concepts such as "professionalism", "qualifications", "professional abilities".
In pedagogical science, the concept of "professional competence" is considered as: a set of knowledge, skills that determine the effectiveness of labor; the amount of task performance skills; a combination of personality traits and properties; a set of knowledge and professionally significant personal qualities; unity of theoretical and practical readiness for work; the ability to carry out culturally appropriate activities.
The competence-based approach puts forward in the first place not the student's awareness, but the ability to solve problems.
The competence of a master of industrial training largely depends on the availability of psychological and pedagogical knowledge, proficiency in teaching methods, skillful use of effective technologies, the art of transferring and transforming experience, on an effective assessment of one's strengths and weaknesses, on the ability to improve personal and professional qualities.
When considering the competence of the master of industrial training, first of all, the leading factor should be highlighted - this is the motivation of the master of industrial training; first of all, the leading factor is the motivation of the master of industrial training for professional activity: the need for self-affirmation, in studying the needs of students, lack of satisfaction with the results of his work.
Subsequent factors:
this is the activity of the master, aimed at developing the mental functions of students and their intellectual abilities;
the results of activities obtained by the master in the development of new technologies, allowing future specialists to acquire professional skills.
It is difficult to overestimate the importance of the emotional contact of a master of industrial training with students, since this allows you to create conditions under which they do not stay idle in the classroom, create conditions under which they do not stay idle in the classroom, but feel the need for in-depth study of the subject, independent search for additional information, development their creative abilities, improving the quality of knowledge, in mastering the techniques of effective educational activity.
Mastering educational teaching technologies is a complex and lengthy process. As a rule, industrial training masters with long experience of work treat them with great fear.
They achieve success in using innovative forms and methods of organizing the educational process. Such qualities are possessed by masters of industrial training in Orlova A.V., Sharipova Zh.I., Aitmukhombetov D.S., Zhanseitova K.S.
Criteria for assessing the effectiveness of mastering new industrial training pedagogical technologies there may be the following: correspondence of didactic capabilities to the goals and objectives of training, mastering innovative technologies, the presence of emotional contact with students, personality-oriented nature of training.
Practice shows that the implementation of modern education priorities in the Republic of Kazakhstan and the transition to a new model of results-oriented education requires new professional competence from the masters of industrial training.
Industrial Training Master
Zhanseitova K.S.