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3.1 Designing of the optimum maintenance, forms and methods of formation key educational kompetentsy at senior pupils

The spent experimental research has allowed to reveal a number of the organizational-pedagogical conditions providing designing of the optimum maintenance, forms and methods of formation key educational kompetentsy at senior pupils.

First of all we will underline, that in spite of the fact that the term «the key educational competence» officially has not entered in FGOS new generation [178], at the same time the problems put in new educational standards, correspond with the given concept.

It can be proved in respect of comparison key educational kompetentsy with one of leading concepts FGOS - universal educational actions (UUD).

Universal educational actions as new (correlated with standardization level) for an education system the result set FGOS, are considered by researchers and experts from different positions and, as a rule, communicate:

- In the general meaning - with ability to study, with ability to the self-development, provided with active search and mastering of knowledge [171; 191];

- In narrower psihologo-pedagogical value - with «set of ways of actions of the pupil (and also with the skills of study connected with them) which provide rather independent mastering of new knowledge and formed abilities» [76, with. 27].

Admits, what exactly universal educational actions should predetermine both structurization of the maintenance of formation, and a choice of corresponding receptions, methods and training forms at construction of complete educational process.

Thus in a problem field of research of universal educational actions there are practically polar points of view on a question, that initially and what concept is designing in relation to another. So, for example, according to I.A.Morozova, «the parity of educational results from narrower to the wide is that: the competence, competence, universal educational actions» [115, with. 39].

At the same time, under the statement of some other researchers, concept «the general (key educational) the competence» is wider than understanding of universal educational actions, and on the basis of the universal educational
Actions there is a formation kompetentsy trained [85; 199]. The given point of view is accepted also in our research.

As we already marked earlier, feature of the key educational competence is that it "deduces" on the integrated educational result understood as synthesis of training, education, development of personal qualities and social experience. In this connection, we will note some positions of principle, significant within the limits of carried out research.

1. Difference key educational kompetentsy from universal educational actions corresponds:

- With a scope of the mastered ways of activity: key educational the competence are staticized within the limits of various kinds of activity (knowledge, professional work, innovations, research, etc.), and universal educational actions are components of educational activity;

- With actualisation of the subject approach: display key educational (as well as any others) kompetentsy includes as an obligatory personal component, subjective tselepolaganie and an operating time of social experience of productive activity [141] whereas universal educational actions do not assume the obligatory subjective relation, and tselepolaganie is realised only in the set educational situation.

2. Key educational the competence can be generated on the basis of universal educational actions under condition of realisation by the teacher of a problem of reception by the pupil of experience of demanded activity outside the limits of a standard educational situation in a context of the productive activity having, including personal sense.

In this connection within the limits of work key educational the competence are understood as set of educational skills, and also experience of application and personal installation on their realisation in informative, information, communication and other kinds of educational activity.

3. Tool base formation key educational kompetentsy at senior pupils resources of a network the Internet as it has been shown earlier, is, as well as at universal educational actions, mastering by pupils by basic skills of work with the information, but at the same time there are differences (tab. 33)

Table 33

Information actions of pupils at UUD and the COOK

Universal educational actions Key educational the competence
To accept and keep an educational problem

To transform practical problems to the informative

To plan the actions according to the put

Search and selection of the relevant information with a simultaneous estimation of the found information.

Elimination of the information, the having purpose not educational development, and influence on interests, tastes, requirements, etc., and also a different sort of information "spam", the erroneous, secondary information, etc.

The analysis and interpretation of the information with revealing cause and effect


Problem and conditions of its realisation, including in the internal plan

To consider the established rules in planning and the control of a way of the decision educational a problem

Communications, use possibilities in this or that productive activity, etc.

Information transformation according to an uchebno-communicative or uchebno-research situation, requirements of this or that productive creative activity, etc.

4. As well as universal educational actions, key educational the competence "leave" on metaconcreteness. Within the limits of an investigated problem as the general (key) educational kompetentsijami also are understood metasubject (interdisciplinary), multipurpose (allowing successfully to solve problems in various spheres of ability to live) the competence, formed at trainees within the limits of problems FGOS.

The educational standard defines metaconcreteness as the base requirement to modern formation and understands it as development trained «intersubject concepts and universal educational actions (reguljativnyh, informative, communicative), ability of their use in informative and social practice, independence in planning and realisation of educational activity and the organisation of educational cooperation with teachers and contemporaries, ability to construction of an individual educational trajectory, possession of skills of uchebno-research, design and social activity» [178].

The metasubject approach within the limits of ФГОС-2012 is connected with three blocks of results of development trained the basic educational program: with personal results, with metasubject and subject. It also underlies defined in research key educational kompetentsy, formed on the basis of resources of a network the Internet. It is necessary to underline, that among four blocks of the metasubject maintenance of modern educational standards allocated with A.V.farm, the fourth component appear key educational the competence which together with abilities, skills, ways of activity find the embodiment and a concrete definition in Requirements to level of preparation of graduates [189].

Thus, the carried out research within the limits of definition of organizational-pedagogical conditions of formation key educational kompetentsy at senior pupils resources of a network allows to ascertain the Internet, that key educational the competence, do not conflict with defined FGOS obligatory universal educational actions, and on the contrary, continue them, giving to them the kompetentnostno-focused character.

Hence, formation key educational kompetentsy at senior pupils resources of a network the Internet is the same obligatory component of pedagogical process at school, as well as formation of universal educational actions.

In this connection at lessons within the limits of the educational activity regulated by the curriculum, formation key educational kompetentsy at senior pupils resources of a network the Internet can go on a basis:

- Developed by each teacher according to specificity prepodavaemoj disciplines of an information package where should be
The list of the basic information resources of a network the Internet in frameworks prepodavaemoj disciplines with instructions of their characteristics (the basic content, criteria of safety of sites, quality and completeness of the represented information filling is presented;

- Subject matters of a complex of tasks applied during studying on work with the information taken from a network the Internet (not a secret that is the basic source of the information for senior pupils); examples of kinds of intersubject tasks are presented in table 34.

Table 34

Examples of kinds of intersubject tasks on formation key educational kompetentsy (COOK)

THE COOK Questions and tasks by which the pupil is guided
Information search in a certain theme, on *Насколько the given information corresponds to a theme (completely, partially, it is possible to take only examples, mismatches)?

Whether *Нет in the given information of the contradictions connected with incompetence or its conscious distortion?

* Whether there are no in the information which you take from a network of the Internet, attempts gradually (by means of the reasonings, resulted examples, etc.) to interfere


The offered teacher to a question or a situation, and also an information estimation In your consciousness, your picture of the world? These attempts are how much successful?

*Насколько the offered information is competent, what updatings are necessary for making?

* What resources of a network the Internet are represented, in your opinion, on the given problem, a theme the most qualitative information? Why?

The information analysis (classification, definition main and essential, allocation of semantic parts, revealing prichinnoyosledstvennyh communications, etc.) *Распределите information keywords near to points of the plan of a solved educational problem (a problem situation)

*Распределите near to plan points the most important fragments correlated with them information (theses).

*Составьте the developed plan of the answer for a question of the teacher with application of the fragments of the information processed in one style.

*Как you think, why for a substantiation of the position the author used the given information?

Whether *Согласны you with a position of the author? Why?

*Найдите in the given information 1) the basic message to the reader (the basic statement or the offer of the author); 2) arguments with which the author accompanies the basic message; 3) examples with which it accompanies arguments.

Whether *Есть contradictions at information structurization: whether the author substitutes arguments for examples or arguments of personal character?


*В a necessity case add arguments or examples.

Whether *Правильно the information is structured: whether there is in it an introduction, the basic part, the conclusion?

*В a necessity case try perestrukturirovat the information, having entered necessary components.

*Выразите the given information, having used no more than 2 offers.

*Сожмите the information to one offer.

Whether *Потеряли you the main thing in the information in the first and second case? Why?

*Сопоставьте two fragments of the information on one theme from different sources. What fragment has seemed to you the most convincing? Why?

Thus the information for the analysis is offered according to the developed author on disciplines and the offered teachers the thesaurus on problems that promotes also to development not only uchebno-informative, but also sociolabor, social

Political (civil) and cultural-dosugovoj key educational kompetentsy (the thesaurus is in more details presented in paragraph 2.2 table 13.).

Besides, in system of methods applied by the teacher and formation means at a lesson key educational kompetentsy at senior pupils along with the list of the basic information resources of a network the Internet in frameworks prepodavaemoj discipline and an applied complex of tasks on work with the information taken from a network the Internet, joins obligatory presence of instructions (algorithms) of work with
Information resources by report or abstract preparation on discipline that is an integral part of uchebno-research activity of the senior pupil.

In connection with the last practically at all lessons of humanitarian, is natural-scientific and mathematical cycles the recommendations given to teachers about creation of electronic presentations (the Appendix 3) also are staticized.

To formation key educational kompetentsy as resources of a network the Internet is served also applied as far as possible at a lesson and in after-hour activity by web quests and a method of projects.

Web quest (webquest), representing the modern

Educational technology, assumes the organisation the teacher uchebnoyopoiskovuju and uchebno-research activity of the senior pupil on the basis of information resources of the Internet with a view of performance of the concrete educational task [192]. Web quests promote development in senior pupils of analytical abilities to work with the information in a network the Internet, make active problem and creative thinking. The teacher develops and offers the problem questions correlated with a studied teaching material that motivates the senior pupil to uchebno-search and uchebno-research activity. It is interesting to notice, that foreign scientists-methodologists (in particular, B.Dodge [54]) within the limits of web quests give special value to information-analytical abilities and abilities of an estimation of the selected information.

Web quests are realised, as a rule, in creative groups (united independently or selected by the teacher). To results of performance of a web quest carry the performances accompanied

In computer presentations, creation of web pages, etc.

Technologies of use at a lesson and in after-hour activity of a method of projects are full enough presented in the scientific literature [22; 40; 51; 128; 157; 177]. By I.V.Nikitinoj's definition, design
Activity represents «the didactic means, allowing to train in designing, that is purposeful activity on a finding of a way of the decision of a problem by the decision of the problems following from this problem by its consideration in a certain situation» [120, with. 69]. In this connection we will notice, that inclusion in the educational project of a social problematics (ecological, demographic, geographical, historical, etc. aspects) promotes development not only uchebnoyopoznavatelnoj, but also sociolabor and sociopolitical (civil) key educational kompetentsy.

About noted possibilities of the recommended means and methods of formation key educational kompetentsy at a lesson it is possible to receive complex representation on the basis of the enclosed program of a course of "natural sciences Basis» for pupils of 10 classes (the Appendix 4).

Formation key educational kompetentsy goes also to after-hour time, the system of after-hour employment constructed by a metasubject principle here is included in the maintenance of complex work, first of all. The work purpose - development key educational kompetentsy in frameworks in special way organised uchebnoyoissledovatelskoj and design activity with use the Internet - of resources.

For example, for pupils of a natural-science cycle it is possible to offer following mugs for realisation: «Mathematical bases of genetics», «Substances of live organisms», «the Mathematical decision olimpiadnyh problems on ecology», «On pages of history of Great natural-science opening», «Chemical interrelations in the nature on an example kislorodosoderzhashchih substances» etc.

Let's consider as an example construction of after-hour employment on a theme "Milk" in circle frameworks of "Substance of live organisms».

As object research assumes its studying on the basis of intersubject integration the given employment can be spent together with the teacher of chemistry. Considering a sufficient stock of knowledge of pupils about milk, employment conducting begins with creation by the teacher of a problem situation with difficulty. Pupils are offered to solve an experimental problem: to help the enterprise of a children's food to define dry soya milk and dry cow milk in not marked tarah.

In the given situation that for it there is no ready decision and the basic emphasis is essential, becomes on comprehension, a formulation and a finding of the permission of a problem the trained.

For actualisation at senior pupils of available knowledge, reception new during experiment carrying out, the teacher uses inducing dialogue.

Whether it is possible to carry out at once the task?

Why it is impossible?

What knowledge, and in what subjects it is necessary to apply?

What hypotheses for the problem decision are?

It is necessary to answer what questions?

In what order we will find the information for carrying out of chemical experiences?

What sites we will use?

How we will define reliability of the information of sources the Internet?

At a following stage of employment pupils break into small groups on 3-5 persons. Each working group finds and realises the variant of the decision of an experimental problem, getting skills of independence, independence, productive uchebno-research activity.

On the basis of comparison of data about an origin, structure of a vegetative and animal powder, senior pupils come to conclusion, that the samples of substances of white colour offered for research it is possible to distinguish, having spent qualitative reactions to organic substances and their parity in solutions.

For generalisation and ordering of the received knowledge, revealing of the relationships of cause and effect, each group of pupils fills the table:

Comparison of a chemical compound of soya and cow milk

The name

Reactions

Theoretical substantiation of a choice of reaction Course of carrying out of work The received results
The cow milk Soya milk

Work with the table helps to develop and fix ways of thinking, activity, patery behaviour which repeat at the decision uchebnoyoissledovatelskih problems in other subject domains.

Discussion of the received results, their comparison occurs during collective check. At this stage it is important to bring up a question that sometimes in a life scientific concepts are deformed and substituted. Milk - the substance allocated with lacteal glands of mammals, used by them for bringing up of cubs, therefore, as the term, should not be applied to vegetative liquids.

In the end of employment senior pupils spend a reflexion and independently estimate results of the activity and group.

For formation key kompetentsy ability of senior pupils to spend not only empirical, but also theoretical researches is important. We will consider one of employment in circle frameworks «On pages of natural-science opening» on which ninth-graders are offered to understand a problem: «the Flying Dutch - a myth or a reality». Considering that fact, that similar problems with application of knowledge on several subjects do not dare at biology lessons it is necessary to develop a general plan of stage-by-stage theoretical research together with pupils, using inducing dialogue.

Why research is called as theoretical?

What scientific methods can be used in theoretical research?

Whether it is possible to confirm the put forward hypothesis not making experiment?

How to check up reliability of the description the person of the natural phenomenon to whom he witnessed?

It is possible to allocate what stages at carrying out of theoretical research?

During dialogue pupils come to conclusion, that theoretical research allows to explain earlier open facts or empirical results through a formulation of the general laws.

For detection of these general laws it is necessary:

1. To formulate a problem in the form of a question.

2. To collect and select a theoretical material which will be used in research.

3. To put forward a research hypothesis.

4. To compare, analyse the information from different sources.

5. To generalise results of research.

6. To issue and present results of research for discussion and their estimation.

Further senior pupils work in groups. During a preparatory stage pupils should study the materials placed in a network the Internet on these subjects, and to find the essential descriptive facts: a vessel illusive, transparent; does not answer signals and shouts; has very big sizes; it is not found out by a radar; acts in film on a film, unexpectedly vanishes in a fog; at a sailing vessel sails, despite a bad weather are always lifted; marks misfortune, ship-wreck. Correctly selected information will allow to put forward the true assumption, that visible people the image not absolutely a reality - a Mirage, the phantom.

At the basic investigation phase ninth-graders find a scientific explanation of occurrence in the nature on open spaces of Mirages. They should understand, that our eye is easy enough for deceiving. It is connected with features of its structure both our perception and the analysis of light waves. The visual deceit is called as visual illusions. The reason of the given illusion - the atmospheric phenomenon caused by refraction of light, as a rainbow or glorija. Mirages arise when air layers sharply differ on temperature and density. Heating up, air aspires upwards, and cold falls more close to a terrestrial surface. The different density of layers creates an obstacle for light. Its streams cannot pass directly, and start to deviate. The part of beams does not refract, therefore the person on - former sees the sky and the earth. The deviated streams of light do not reach us. They fall on the earth and objects being on it which are displayed in atmosphere. Such reflexions also are Mirages. Objects
Illusions are often bent, deformed, perceived by us much more close and more than is actually. Mirages do not foretell anything bad. They arise more often in the morning. At seamen the uncooperative altitude to the rare natural phenomenon, most likely, associates with a sea chasm which conceals in itself many dangers.

Generalising the selected and studied information, building from it a logic chain from supervision, the facts, hypotheses, theories pupils come to conclusion, that «the Flying Dutch» is any real ship, but only for many kilometres from that point where its image is projected. «The flying Dutch» on the one hand - a reality of that district where there is a ship, on the other hand - a myth in the form of the false image of the ship which is not present in the given place.

Such research employment have ample opportunities for self-realisation of the person and development of interest of pupils in informative activity.

The great value within the limits of formation key educational kompetentsy has aiming of the teacher at working out of own subject page at a school site (or even presence of own blog) where the information on authentic Internet sources is given, materials in the help in a subject, are presented instructions on work with the information, algorithms, examples of projects and presentations, etc.

Abundantly clear, that revealed following the results of experimental work in research the maintenance, forms and methods of formation key educational kompetentsy at senior pupils in fixed and after-hour activity can be realised, if in a complex organizatsionnoyopedagogicheskih conditions are included also:

- Use by the teacher at a lesson of possibilities of creation of the favorable developing environment;

- Constant purposeful use of the metasubject approach, substantiation to senior pupils as methods used at a lesson and receptions promote their development educational intersubject to the competence, that, including, and is very claimed by the employer on a modern labour market;

- Compulsion of independent work in groups (at constant co-ordination of activity from teachers); it is caused by that fact, that formation key educational kompetentsy grows out of a combination of system influence of various educational receptions and technologies, on the one hand, and independent work of pupils with Internet resources and the information received from them - with another.

It accordingly causes necessity of specification of the mechanism of realisation of a complex of organizational-methodical procedures.

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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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