concept and a general characteristic key educational kompetentsy

At the heart of modernisation and development of modern formation in Russia the idea kompetentnostnogo the approach, causing realisation of requirements of applied and heuristic character to the person of the graduate of school lays.

The importance of long effect of the purposes of formation thus admits - to give the chance to the graduate to put not simply knowledge into practice, and to transform them, to search and find new forms of their application. The given purposes and problems are staticized within the limits of base concept kompetentnostnogo the approach - key educational the competence which in a broad sense are understood as set of educational skills, and also experience of their application in informative, information, communication and other kinds of educational activity [64; 88; 187].

The understanding key educational kompetentsy in a scientific discourse far is not unequivocal, that causes necessity within the limits of carried out research of specification of their general characteristics.

First of all we will be defined with a debatable problem of law of introduction in use of a domestic pedagogical science and practice of concepts "competence" and "competence". The popular belief on the given problem suffices it is stated M.E.Bershadskim by which words «the concept of competence does not contain any essentially new components which are not entering into volume of concept“ ability ”» and though «the modern society makes new demands to abilities which the child at school should get, there are no bases for introduction of essentially new terminology characterising these new abilities» [50, with. 137]. At the same time other experts are reconciled with
Use of concepts "competence" and competence »instead of habitual"ability", referring to the standard documents ordering to the teacher to work with given terminology; it is thus noticed, that participation of Russia in Bolonsky process demands certain terminological unification in educational process, that the competence"and"competence to the full concerns concepts« »[153, with. 137­139].

Such utilitarian approach is represented to us unproductive. First, the modern society not simply makes new demands to abilities which the child at school - character of these requirements in the end of XX should get - the beginning of XXI centuries has undergone deep, qualitative changes. It is obvious, that requirement of a modern postindustrial society and the traditional model of school based on storing of the facts and strict following to instructions, in many respects already contradict each other. In this connection it is possible to agree with some researchers who, trying to comprehend the specified processes and the phenomena, speak about «change of an educational paradigm» in the modern world [65, with. 34-42].

Secondly, from our point of view, it is erroneous to reduce the competence (competence) to level of abilities. There are no doubts, that abilities represent very important component of the competence, but only the competence is not settled by abilities at all. It can be considered as «high (or qualitative) level of preparation of the graduate, as"awareness"of the pupil or"professionalnost"the graduate of school» [50, with. 143]. In our representation, ability is an application of knowledge in a standard situation which, as a rule, does not provide the creative approach while the competence just assumes ability and readiness for actions in changing conditions (though and not only in them).

As it is easy to notice, does not contradict the given approach and the point of view of V.A.Kalnej and S.E.Shishov popular in pedagogical circles: «Ability is an action in a specific situation. Abilities are represented as
The competence in operation... The Competence is that generates ability »[19, with. 85]. And in this plan genesis of studied concepts is indicative.

So, for example, I.A.winter has allocated three stages in formation of the formation focused on the competence:

1) the period 1960-1970 characterised by introduction in the scientific device of a category "competence", creation of preconditions of differentiation of concepts the competence/competence;

2) the period 1970-1990 for which use of a category the competence / competence of the theory and practice of training to language (especially nonnative) is characteristic, in management, in training to dialogue; then the concept maintenance «social the competence / competence» is developed;

3) the period from the beginning of 1990th which is characterised by active use of categories the competence / competence of the formation theory, occurrence of the given concepts of standard documents of the various countries and the international organisations [66].

The given periodization which has received enough wide circulation, is presented in various dissertational researches [68; 117].

In a context of development of concept of "competence" two approaches have gradually taken shape, which (with a known share of convention) it is accepted to name American and English. The American approach is directed on revealing of behavioural characteristics of the competence. The American researchers understood the competence as basic behavioural aspect or the characteristic which can be shown in effective and / or successful action and which depends on a context of action, organizational factors and factors of environment, and also from characteristics of professional work [210]. According to scientists, the concept of the competence joins motives, lines of the person, the JA-concept, relations or values, the maintenance of knowledge, kognitivnye and behavioural skills - that is any specific features, kotoryemogut to be
Are measured and capable to differentiate executors as "excellent" and "average", effective and inefficient [168].

As to the British researchers they have concentrated not on personal characteristics, and on properties of the activity. The main question solved by them in this direction, - what those main elements of activity, which should be executed to consider result to the reached and meeting set requirements? At the given approach workers show competence of that degree in what their activity reaches or surpasses the described standards. It is possible to ascertain, that, as a whole, the English approach is directed on studying of characteristics of activity while the American approach concentrates attention in public which carry out this activity, that is the American experts speak about personal kompetentsijah, and British - about competence of work. Opposition of the American and English schools in a scientific discourse acts as

Process and result comparison/opposition or the competence and competence [210].

For the European researchers (especially in Germany, France and Austria) the aspiration to leave from one-dimensionality of Anglo-American models was from the very beginning characteristic and to consider knowledge and experience of the subject, and not just its behavioural (USA) or functional (Great Britain) characteristics [206]. It has found reflexion in developed by Parliament of the Council of Europe key kompetentsijah [143].

Thus, the attention to formation and development genesis kompetentnostnogo the approach allows to specify its periodization within the limits of research:

1) 1959-1973 - incidental use in psychology, pedagogics and management of the personnel of concepts "competence" and "competence"; it is possible to consider as the bottom chronological border of the period occurrence of work of R.Uajta «Revision of concept of motivation: the competence concept», in
By which the term "competence" was used for the first time for the description of the features connected with excellent performance of work and high motivation of separate persons [211].

2) since 1973 prior to the beginning of 1990th - intensive studying kompetentsy both competence of the USA and the Great Britain, formation of the American and English approaches to the analysis of the given concepts;

3) from the beginning of 1990th - development kompetentnostnogo the approach; growth of interest to it in the countries of continental Europe, occurrence of original researches in Germany and France; refusal of former one-dimensional models in favour of multidimensionality and the account of set behavioural, kognitivnyh and functional characteristics of competence.

From the beginning of 1990th kompetentnostnyj the approach gradually starts to extend and in Russia. To judgement and pedagogical adaptation of concept N.V.Kuzminoj's [89] works, L.A.Petrovsky [130] had the big contribution. Especially, in our opinion, it is necessary to note N.V.Bordovsky's [27] research activity, A.L.Busyginoj [32], N.A.Grishanovoj [44], A.K.Markovoj [106; 107; 108], A.M.Novikova [122] in which works professional competence becomes a subject of special all-round consideration in the general context of psychology of work. In the late nineties there are already many works devoted kompetentnostnomu to the approach, and in 2001 there was an official document - «Strategy of modernisation of the maintenance of the general education» which declared inclusion «key kompetentsy» in a basis of the updated maintenance of the general education [169, with. 12]. Thus it is necessary to notice, that authors of "Strategy of modernisation of the maintenance of the general education» used terms "competence" and "competence" as synonyms: partly such mixture speaks that in English language terms «competence» and «competency» also are used as synonyms. At the same time concepts have the important differences.

Now in the Russian pedagogics on a problem of a parity of investigated concepts A.V.farm's approach in which frameworks competence is considered as «result of mastering by the subject the certain competence» is most popular, and thus includes its (subject) the personal relation to her and to an activity subject [187, with. 58-64]. Within the limits of our research the given understanding of a parity of the competence and competence is represented to the most perspective.

The next years researchers have offered many various definitions of concept "competence" [16; 20; 35; 44; 62; 64; 72; 75; 94; 126; 152; 187]. The analysis of the given definitions at all distinctions containing in them allows to allocate a set of the most essential signs.

First, the competence should be considered not in itself, but only in connection with those or other concrete processes and the world around phenomena. Secondly, the competence are shown in activity of the subject in relation to these processes and the phenomena, that is in the form of the activity directed on expedient transformation of world around specific to the person. Thirdly, result of activity by that above (more qualitatively, more productively), than above level of competence of the subject of activity. It is important to notice, that this result is estimated not by the person, and from the outside (structures and other people), on the basis of in advance set (though far not always accurately formulated and even verbalizovannyh) criteria. Fourthly, the person possesses certain set of qualities which allow it to reach this result.

As all these signs are connected by concept "activity" it is conditionally possible to speak about competent activity - activity in which frameworks are formed, realised and develop

The competence/competence; and also to present it strukturnoyoshematichno (drawing 1).


Drawing 1. Structure of competent activity

In drawing communication of the subject of the activity possessing individual knowledge and qualities of the person, with object of activity (concrete processes and the phenomena) is visually visible. Activity level depends on necessary qualities of the person (kompetentsy) and from an estimation of this level other people. It is estimated thus not only concrete practical result, but also competence of the person («result of mastering by the subject defined kompetentsijami») in this or that field of activity. As the result is estimated by associates, in the scheme this external more often

Influence is shown in the form of an arrow directed towards the subject and object of activity.

The following question considered within the limits of carried out research, concerned specifications of structural components of the competence which understanding in the pedagogical literature as is ambiguous.

So, N.F.Efremova in structure kompetentsy allocates three components: gnostichesky, fundamental, tsennostno-ethical, and under gnosticheskim a component knowledge as a basis kompetentsy is meant; the fundamental component consists in ability to carry out certain actions; tsennostno-ethical leans against personal qualities and it is characterised by the relation of the person to carried out activity [58]. The similar structure kompetentsy, «integrating into itself three aspects - kognitivnyj (knowledge), operational (ways of activity and readiness for activity realisation) and aksiologichesky (presence of certain values)» meets in M.V.Ilinoj's dissertational research [75, with. 32]. V.V. Shishkanova [197, with. 10], in structure kompetentsy allocates five components or personal qualities subject to development. The majority of researchers is described by four components of the competence: kognitivnyj, aksiologichesky, interactive, empirical (M. of Century Argunova [10]. G.V.Golub [40; 41], S.A.Denisov [52], S.A.Zholdsbaeva [61], N.A.Rybakina [147; 148], etc. Kognitivnyj it is presented by knowledge which are mastered by the person at a certain educational stage; aksiologichesky are motives, relations and the values of the person shown at realisation of the competence according to requirements, shown on this stage; interactive - the subject and educational universal actions allowing successfully to realise activity, corresponding to the certain competence; empirical - steady positive experience of realisation of the competence within the limits of the powers established for the person.

Thus, within the limits of existing structural classifications allocation of following structural components kompetentsy is represented to the most successful.

1. Kognitivnyj a component. Includes knowledge in sphere of competent activity; thus it is a question not only of theoretical knowledge (reached by means of abstract thinking), but also about the knowledge got by the subject in the course of direct experiences, impressions, supervision, practical actions, primary experience. Knowledge in the given context acts as representation about the world, constructed on own welfare experience of the subject of the activity, expressed in understanding of a concrete situation and use of this understanding for its permission. Simultaneously knowledge acts here as kognitivnaja a basis of the skills, which M.A.Holodnaja has defined as «special type of the organisation of the knowledge, providing possibility of acceptance of effective decisions in a certain subject domain (including in extreme conditions)» [184, with. 300]. Opening and concretising the given position, the researcher has paid attention to following signs of the given type of the organisation of knowledge: a variety (set of different knowledge of a miscellaneous); artikulirovannost (knowledge elements are accurately allocated, thus all of them are in certain interrelations among themselves); flexibility (both the maintenance of separate elements of knowledge, and communication between them can quickly vary under the influence of those or other objective factors including in that variant when the knowledge turns to ignorance); speed aktualizatsiiv the necessary situation (efficiency and legkodostupnost knowledge), etc. [184, with. 300-301].

2. A functional component (skills). As it was marked above, abilities represent so important component of the competence, that some researchers put an equal-sign between kompetentsijami and abilities. In the western literature as a competence synonym the term «base skill» [125, 31 48] is sometimes used.
However in the given component it is necessary to divide realisation of known ways of activity (in the form of ability to operate on the sample) and creative activity (in the form of ability to make effective decisions in problem situations) [169, with. 11]. Abundantly clear, that they do not exclude, and supplement each other though sometimes at definition of the competence and competence the accent becomes exclusively on «the creative approach to any business» [122, with. 123]. Such sight, in our opinion, is represented insufficiently correct as ability to operate on the sample also is extremely important component practically any activity.

Ability concerns a functional component to study »(« learningto learn ») [206] as which we consider essentially significant within the limits of our research, proceeding from G.A.Tsukerman's remark that« ability to study is the characteristic of the subject of the educational activity capable to an independent exit for limits of own competence for search of the general ways of action in new situations »[190] also so-called«.

3. The psychological component includes psychological characteristics of the person which define readiness of the person for various activity, and also achievement possibility in it of rather high results. It is a question first of all of a motivational component in which occasion in modern psihologoyopedagogicheskoj the literature does not have unity of opinions.

The detailed analysis of the various points of view on motive, motivation, motivational sphere of the person is presented in E.P.Ilyin's work [74]. The scientist has allocated potrebnostnye, bihevioristskie, kognitivnye, psychoanalytic, biologizatorskie motivation theories, and also various representations about essence of motive (motive as requirement; as the purpose; as prompting; as intention; as steady property of the person; as a condition; as the formulation; as satisfaction). In a problem context
Descriptions of the competence the motivation finds expression in readiness for this or that activity, in an emotional spirit of the person on certain activity and desire to start it. It is important to notice, that the motivation in an education sphere was investigated earlier mainly from such kind of activity, as the doctrine [108; 109; 110] while at kompetentnostnom the approach it is a question of motivation of activity in a more comprehensive sense - about development along with motivation of the doctrine of motivation of professional work, public, etc.

One more component of a psychological component of the competence is the system of valuable orientations of the person [169, with. 12]. It is theoretically possible to assume, that it makes essential impact on ability and readiness of the person for effective activity. The given approach is characteristic for a domestic pedagogical science, the western researchers seldom consider motivational and valuable aspects at allocation of components of the competence [206].

4. A social component. Includes ability and readiness to co-operate with other people, to carry out various social roles in group and collective. Now almost all experts admits quality of one of the major components of the competence as practically any activity in the modern world has collective character and assumes interaction of people.

If to systematise all components, it is possible to allocate as the competence components, connected advantage with character of activity in this or that sphere (knowledge and the majority of skills), and the components connected with the subject of activity (motivation, system of valuable orientations, a social component). At the same time, some of these components are substantial, "deep", strukturoobrazujushchimi (the term "conceptual" [206] is sometimes used), and others - "external", behavioural, operational. To the first it is possible to carry kognitivnyj and psychological components, to the second -
Component of skills and social, that has found reflexion in the two-factorial scheme developed by us (drawing 2).

Are connected mainly with character of activity Are connected mainly with the subject of activity


Kognitivnyj The psychological
The behavioural


The functional The social

Drawing 2. Competence components

Consideration of structural components of the competence has allowed us to specify within the limits of carried out research understanding key educational kompetentsy.

At once we will notice, that the standard classification of data kompetentsy which would allow to make their hierarchy, does not exist. Usually the competence are defined by areas of human ability to live on which they can be classified, allocating professional, sociopolitical (connected with realisation of imperious powers, domination and submission) and cultural and community the competence. Are investigated various professional the competence [56, with more often. 30] which allow to operate successfully at the decision of various problems in this or that professional sphere (but not behind its limits). In this foreshortening professional to the competence are opposed to the general, called key [57], and indisputable the opinion that key the competence distinguishes «a wide spectrum (radius) of use» [63 is represented, with. 26].

Educational the competence, from our point of view, do not concern strictly neither the general, nor to the professional. They are some kind of "entrance" kompetentsijami, not only allowing the person effectively to move ahead in study, but also promoting its development and self-actualisation in the future. Educational the competence characterise «a level of development of the person of the pupil, connected with qualitative development of the maintenance of formation» [50, with. 136-144]. They «are caused lichnostnoyodejatelnostnym by the approach to formation as concern exclusively the person of the pupil and shown, and also checked only in the course of performance of definitely made complex of actions by it» [186]. Inherently educational the competence is «set of semantic orientations, knowledge, abilities, skills and experience of activity of the pupil in relation to a certain circle of objects of the reality necessary for realisation lichnostno and socially-significant productive activity» [186]. Significant

Feature educational kompetentsy consists that they are formed and checked in the educational activity, concerning all subject domains, and are characterised by quality of development of the maintenance of formation.

The structure educational kompetentsy, as well as any others, includes kognitivnyj a component (knowledge of objects of the studied validity and rules of realisation of uchebno-informative activity; practical experience of educational activity); a functional component (universal and private-subject educational skills); a psychological component (tsennostno-semantic reference points and motives of the person); a social component (ability and readiness to co-operate with other people in the course of educational activity to carry out various social roles in school collective).

A.V.farm has offered the logical, gained further distribution division educational kompetentsy on three levels:

1) key the competence - concern the general (metasubject) maintenance of formation;

2) obshchepredmetnye the competence - concern a certain circle of subjects and educational areas;

3) subject the competence - private in relation to two previous levels of the competence, having the concrete description and possibility of formation within the limits of subjects [186].

Key educational the competence are concretised at level of educational areas and subjects for each step of training. To the important characteristic signs key educational kompetentsy carry multifunctionality (mastering by them allows to solve various problems in a daily, professional or social life); nadpredmetnost and mezhdistsiplinarnost (are applicable in various situations at school, on work, in a family, in political sphere, etc.); maintenance of considerable intellectual development (abstract thinking, critical thinking, etc.); multidimensionality (include various intellectual processes and intellectual abilities, a know-how, and also common sense); the requirement to a variation of various types of actions (an autonomy, a reflexion, interactive use of various means, occurrence in socially-heterogeneous groups and functioning in them) [169, with. 13].

The question on number and classification key educational kompetentsy in domestic and foreign pedagogics continues to remain opened and, moreover, extremely disputable [7; 35; 41; 63; 65; 71; 94; 126; 127; 129; 133; 150; 152; 172; 183; 185; 198]. The analysis of a wide range of sources has allowed to draw, however, a conclusion, that experts are guided by the classification offered in «Strategy of modernisation of the maintenance of the general education» more often. According to it, in structure key kompetentnostej should be presented:

- Competence of sphere of the independent informative activity, based on mastering of ways of acquisition of knowledge from various sources of the information, including out-of-school;

- Competence of grazhdansko-public work sphere (performance of roles of the citizen, the voter, the consumer);

- Competence of sphere of sociolabor activity (including ability to analyze a situation on a labour market to estimate own professional possibilities to be guided in norms and ethics of labour mutual relations, skills of self-organising);

- Competence of household sphere (including aspects of own health, family life and so forth);

- Competence of sphere cultural-dosugovoj activity (including a choice of ways and ways of use of a free time, cultural and spiritually enriching the person) [169, with. 13].

Such structurally-substantial filling educational kompetentsy is represented to us to the most logical. And in spent research we will use the following classification key educational kompetentsy:

- Uchebno-informative (O.A.Osokin successfully enough, in our opinion, named its gnoseological [127, with. 29], but the term "uchebno-informative" is all the same more habitual and settled);

- Sociolabor (it it would be possible to name still economic or social and economic);

- Sociopolitical (or civil);

- Cultural-dosugovaja.

For each of these kompetentsy it is possible to allocate kognitivnyj, the functional, psychological and social components, which specificity for different kinds kompetentsy varies.

Schematically system of relations between components kompetentsy and their kinds is represented in drawing 3.


Drawing 3. A parity between competence components, kinds kompetentsy, application spheres

As we see, in the centre, in the form of a tetrahedral core, four structural components kompetentsy (kognitivnyj, functional, psychological, social) are allocated. Their maintenance, in drawing presented circles, for each key competence has the features. Planes show specificity of knowledge, abilities, personal qualities, transfers of knowledge, uchebno-informative, sociolabor, cultural-dosugovoj, sociopolitical kompetentsy, and their priority use in life spheres.

Let's consider in more details components revealed by us key educational kompetentsy.

The uchebno-informative competence

Kognitivnyj a component. Includes theoretical and empirical objects of the knowledge, which circle definite purposes and the maintenance of the state educational standard and it is added by objects of the surrounding validity. The facts of the daily validity and a science concern them; the basic concepts and terms; science organic laws; scientific theories; knowledge of ways of activity, methods of knowledge and history of noegenesis, science history, estimated knowledge; the methodological knowledge necessary for realisation of research and informative activity, and also knowledge of kinds of sources of the information and rules of work with them [55, with. 103-104].

Functional component. Includes «obshcheuchebnye the abilities directed on educational results of the pupil, individual ways of its uchebno-informative activity reflectively shown and fixed by the pupil in standard and non-standard situations» [35, with. 64]. Among them uchebno-administrative abilities (to define the purposes and problems of educational and research activity to plan, organise, supervise and estimate the given kinds of activity); uchebno-information abilities (to be able to work with various sources of the information to use technical devices and the Internet for reception and information processing to find, process, transfer and store the information to analyze the information and to interpret the different points of view); Uchebno-logic abilities (to carry out logic operations to carry out intellectual modelling to put forward and prove hypotheses to show arguments and proofs) and uchebno-creative abilities (to own receptions of creative activity to transfer standard algorithms to new conditions) [76].

Psychological component. Includes the motives connected with the maintenance of educational activity and process of its performance. To them, according to the most widespread point of view, concern: the wide informative motives representing orientation of schoolboys on
Mastering by new knowledge (it is frequent these motives are designated as informative interest); the uchebno-informative motives consisting in orientation of pupils on mastering of ways of getting of knowledge (interest to receptions of independent acquisition of knowledge, methods of scientific knowledge etc.) ; The motives of self-education directing activity of the pupil on independent mastering of knowledge and perfection of ways of their getting [108].sushchestvennym by element of a psychological component, from our point of view, the strong-willed component consisting in formation at schoolboys of persistence and purposefulness is. It is possible to consider as leading values of the uchebno-informative competence comprehension of value of the knowledge, knowledge as process of reception of authentic knowledge, formation and its role in a modern society («value of knowledge, aspiration to true, a scientific picture of the world» as base national value in «Concepts of spiritually-moral development and education of the person of the citizen of Russia» [49, with. 18]).

Social component. Includes abilities to co-operate and communicate in the course of educational activity, to submit to its rules, to act in a social role of the pupil and to co-operate with teachers, including at performance of various educational projects (by presentation preparation, in debate, etc.).

The Sociolabor competence

Kognitivnyj a component. Includes primary knowledge of economic sphere of a life of a society, economic models, labour mutual relations; about features of the status of the businessman, legal regulation of labour activity; and also knowledge of information sources on the given questions and rules of work with them.

Functional component. Here enter: a reflexion of the interests to any kinds of work and professional motives I ("want"), a realistic estimation of own professional possibilities I ("can"), ability to analyze a situation on a labour market and prevailing
It ("is necessary") to the tendency. Also the functional component includes abilities to choose an optimum way of vocational training, to "present" itself (to make the resume, a portfolio to pass interview, etc.).

Psychological component. Includes the valuable bases and motivation of the future professional choice: «respect for work, creativity and creation, purposefulness and persistence» [49, with. 18] and aspiration to professional (creative) self-realisation. The psychological component of the sociolabor competence also consists that the pupil realises motives of the choice, predicts its possible consequences and is guided by professional self-realisation as the main value, as the erroneous motivation (for example, refusal of self-realisation owing to tradition, pressure of a society or parents), as a rule, is fraught in the future with disappointment in a professional choice.

Social component. Includes orientation in norms and possession of ethics of labour mutual relations and constructive interaction at all levels.

The Sociopolitical (civil) competence

Kognitivnyj a component. Includes various theoretical and practical knowledge in sphere of grazhdansko-public work, representation about the basic ideologies, political forces and their positions, structure, functions and elements of a civil society, and also knowledge of information sources on the given questions and rules of work with them.

Functional component. Its structure includes skills of the critical analysis of the various sociopolitical information received from various sources (mass-media, the Internet, etc.), ability to formulate own given reason position on actual problems, and also is minimum necessary for a life in a modern society skills of social activity.

Psychological component. It joins such base national values, as «patriotism - love to Russia, to the people, to the small native land, service to Fatherland»; «social solidarity - freedom personal and national, trust to people, institutes of the state and a civil society, justice, mercy, honour, advantage»; «civilisation - service to Fatherland, a lawful state, a civil society, the law and the law and order, the polycultural world, a freedom of worship and creeds»; «the nature - evolution, the native earth, the reserved nature, a planet the Earth, ecological consciousness» [49, with. 18]. Other component of a psychological component is the motivation to social activity (that was called as "an active vital position» earlier).

Social component. Includes constructive interaction within the limits of performance of social roles of the citizen, the voter, the consumer, the client, the future family man, the defender of the native land, etc.; abilities samoorganizovyvatsja to co-operate within the limits of public associations, to protect the legitimate rights in case of conflicts. One of the major mechanisms of development of the given component is school self-management.

Cultural-dosugovaja the competence

Kognitivnyj a component. The circle of questions on which the pupil should be informed in relation to which to possess elementary theoretical knowledge and activity experience, is features of national and universal culture, spiritually-moral bases of human life, mankind and the separate people, cultural urological bases of the family and public phenomena and traditions, a religion role in human lives, its influence on the world. Also knowledge in leisure and life sphere (for example, about kinds of cultural rest or on a problem of personal hygiene and health) and knowledge of information sources on the given questions and rules of work with them here concerns.

Functional component. Includes abilities to perceive and estimate a work of art and literatures, to receive aesthetic pleasure, to analyze religious representations, to plan a free time, to care of the health and health of close people, etc.

Psychological component. It joins such base national values, as «a family - love and fidelity, health, a prosperity, respect for parents, care about senior and younger, care of sort continuation»; «traditional Russian religions - representations about belief, spirituality, religious human life, value of religious outlook, the tolerances formed on a basis mezhkonfessionalnogo of dialogue»; «art and the literature - beauty, harmony, an inner world of the person, a moral choice, meaning of the life, aesthetic development, ethical development»; «mankind - world peace, variety of cultures and the people, mankind progress, the international cooperation» [49, with. 19]. Also the motivation to cultural leisure (including all the ways long and forms of its carrying out) Here enters.

Social component. Includes performance of social roles in collective, in a family, interaction with representatives of other cultures and traditions (that the Council of Europe calls «the polycultural competence» [150, with. 1-2]), ability in common cultural to have a rest, etc.

Thus, it is possible to ascertain, that within the limits of an investigated problem in work under the general (key) educational kompetentsijami are understood metasubject, interdisciplinary, multidimensional (include various intellectual processes and intellectual abilities), multipurpose (allow to solve successfully problems in various spheres of ability to live) the competence, formed at trainees in educational activity, within the limits of FGOS. Proceeding from requirements of the educational standard to the modern graduate of school in research the generalised variant of division key educational kompetentsy on the educational is assumed as a basis
Informative, sociolabor; the sociopolitical; kulturnoyodosugovuju. Specificity kognitivnogo, functional, psychological and social structural components key educational kompetentsy (uchebno-informative, sociolabor, sociopolitical, cultural-dosugovoj), connected with features of activity of pupils at modern school is thus marked.


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A source: Sineva Larisa Sergeevna. Formation key educational kompetentsy senior pupils resources of a network the Internet. The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Moscow - 2018. 2018

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  15. 4. Use in educational work of possibilities general educational and vocational training condemned
  17. § 1.1. Concept and a general characteristic of a civil society
  18. 1. 2. The concept of not taken place transactions, their general characteristic
  19. § 1.2. Concept and a general characteristic of the means used in a stage of preliminary investigation
  20. Chapter 1. A concept General characteristic «destructive religious association»