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diagnostics of initial level sformirovannosti key educational kompetentsy at senior pupils

Proceeding from a research overall aim - revealings of possibilities of use of Internet resources for formation at senior pupils key educational kompetentsy, within the limits of complete experimental work on formation key educational kompetentsy senior pupils the Internet us has been made by resources of a network pedagogical experiment.

Among the big number of definitions of the term existing in a science «pedagogical experiment» for the present research the understanding of pedagogical experiment of I.F.Kharlamov is selected, namely: «Pedagogical experiment is a special organisation of pedagogical activity of teachers and pupils for the purpose of check and a substantiation of in advance developed theoretical assumptions or hypotheses» [92, with. 28]. Carrying out of pedagogical experiment always corresponds with certain system of general scientific and actually pedagogical approaches.

Within the limits of our research the system approach which assumes necessity of consideration of a studied subject from the different parties, is put in a basis of pedagogical experiment of a complex estimation of its static and dynamic condition, the account raznonapravlennyh correlations between its properties, first of all. The system approach in educational space, according to S.V.Sidorov, should lean against variety corrected, major of which are a rule of an inequality of properties of educational system to the sum of properties of its components; a rule
Integrity of system; a rule of reduction of quantity of rigid communications in educational system [160].

The key position is occupied also with the humanistic paradigm proclaiming with the purpose of formation development of the person. Here for a basis we take criterion of development of the person, the offered L.M.Fridmanom, - degree of performance of the planned plans, self-training, self-development and the self-improvement which is made and carried out by the pupil together with the teacher [182, with. 35]. One more important pedagogical approach taken as a principle of our research, is lichnostnoyodejatelnostnyj the approach as which main requirement the organisation educational activity of the pupil which consists in the decision the last of specially organised educational problems of different complexity and a problematics acts subektnoyoorientirovannaja. The important pedagogical advantage of the given approach is that the decision of such problems promotes development not only subject and communicative competence of the pupil, but also him as to the person [67, with. 63].

According to research objectives directions and problems of pedagogical experiment have been defined:

1) carrying out of a preparatory stage for the purpose of preparation of teachers for realisation in practice of the developed model;

2) revealing of initial level sformirovannosti at senior pupils key educational kompetentsy;

3) carrying out of a forming stage of experimental work on the developed model (experimental and control groups of pupils are for this purpose defined);

4) repeated diagnostics in control and experimental groups on termination of process of formation key educational kompetentsy;

5) check and a substantiation of correctness of the put forward hypothesis.

The basic directions and organizational-methodical actions of stage-by-stage carrying out of pedagogical experiment are presented in drawing 7.

Drawing 7. Schematical representation of structure and the maintenance of pedagogical experiment

At the organisation of pedagogical experiment the important problem is definition of structure of examinees for maintenance of representative sample. Experiment was spent on the basis of MOU «Lycée № 23» by of Podolsk. The given choice has been caused by several circumstances. First, the author of the present research is the teacher of this lycée that has allowed it to supervise all course of experiment, being on a position of the included observer. Secondly, the lycée represents the typical educational organisation that allows to extrapolate the results received during experiment, on the majority of trained comprehensive schools of modern Russia. Presence in the senior classes of Lycée of profile groups (humanitarian and natural-science) and high level of readiness of pupils became feature of sample.

In total 100 pupils of 1 0 classes have taken part in experiment. For maintenance validnosti measurements and possibility of their comparison examinees have been divided on two groups - experimental () and control () on 50 persons everyone. In both groups it has been allocated on two subgroups according to an educational profile of pupils - humanitarian and natural-science. At formation of groups the gender indicator and level of progress of examinees also has been considered. Relatives on the majority of indicators control and experimental groups have been as a result generated.

Research work, as a whole, was spent within two educational years (2011/12 and 2012/13) on the basis of Lycée. For reception of more authentic results in 2013-2014 educational year 150 more senior pupils from municipal educational institutions of a city of Podolsk of the Moscow area - schools №№ 8, 12, 14, 17, 20 have been captured.

In a preparatory stage of work we also had been included razjasnitelno-methodical work with teachers-predmetnikami,

Joined in pedagogical experiment: explanations on the offered model have been made; interviews, methodical seminars are spent,
Components kompetentsy and criteria of an estimation are discussed. There has passed also with a management of Lycée discussion of conditions of current monitoring and reflexion forms.

By working out of experiment by us were taken into consideration allocated key educational the competence (uchebnoyopoznavatelnaja, sociolabor, sociopolitical and kulturnoyodosugovaja) and a substantiation of their componental structure (kognitivnyj, functional, psychological, social components). In this connection within the limits of a considered problem the greatest interest for diagnostics was represented by following positions:

- Level of intellectual development of pupils;

- Level of creative abilities of pupils;

- System of valuable orientations of pupils;

- Level of educational motivation of pupils;

- The ability level of development to co-operate.

Each of these measurements, taken separately is quite obvious, that, cannot be validnym an indicator of development key educational kompetentsy, which as it has been shown above, metapredmetny inherently. However the first measurements in aggregate testify to in what degree pupils have seized, first, necessary faktologicheskim a material (knowledge), secondly, a set of skills and abilities on its application, including in not set, non-standard situations. Besides, practical skills contact system of motives and valuable orientations of pupils. Thus the special role is played by intellectual development of pupils as, transferring accent in formation on activity, kompetentnostnyj the approach does not cancel value of knowledge: knowledge is that potential, a resource, even the base of the person of the pupil on which basis there is a mastering key educational kompetentsijami. All is the maintenance and componental structure kompetentsy, the positions noted for measurement considered
Earlier scientific approaches, etc. - have caused revealing and the description of criteria and indicators sformirovannosti key educational kompetentsy senior pupils (table 3).

Table 3

Criteria and indicators sformirovannosti

Key educational kompetentsy senior pupils

Kriter

y

The general indicators Specificity of indicators sformirovannosti key educational kompetentsy
The information Knowledge and understanding of the facts and laws Uchebno-informative -

Knowledge of the basic concepts and terms, laws of a science, scientific theories, methods of knowledge, information sources;

Understanding of laws, integrity and coherence of scientific representations.

Sociolabor -

Knowledge of economic models,

Labour mutual relations, social roles, features of labour activity in different branches of an economy;

Understanding reproductive, creative

Innovative activity for the individual and a society;

Integrity and coherence of representations about an economic life of a society.

Sociopolitical -

Knowledge of the basic ideologies, political forces, structural elements, functions of a civil society, national values;


Understanding of a concrete sociopolitical situation, knowledge of ways of actions directed on a gain, maintenance of the political power and forms of their display;

Integrity and coherence of representations about bases of a civil society.

Cultural-dosugovaja -

Knowledge of culture of the people, bases of family and public traditions, roles of religion, kinds of cultural rest, ways of preservation of health; integrity and coherence of representations about cultural leisure.

Dejatelnostnyj Abilities of performance of actions; receptions of creative activity Uchebno-informative -

Ability to define to compare and generalise the information, leaning on knowledge of laws, theories, the science facts;

Possession of measuring skills, use of scientific symbols and formulas, ability to operate on the sample to plan, organise, supervise the uchebno-research activity, to create new algorithms of educational activity, to apply knowledge in new non-standard uchebno-informative situations.

Sociolabor -

Ability to define to compare and generalise the information, leaning on knowledge of economic models, labour mutual relations, social


Roles, features of labour activity in different branches of an economy;

Ability to use system of empirical indicators and mathematical symbols, ability competently to make a professional choice, independently to define the purposes and plans of the professional work, is realistic to estimate the professional qualities, to earn money and correctly to spend them, correctly to analyze an economic situation on a labour market.

Sociopolitical -

Ability to define to compare and generalise the information, leaning on knowledge of the basic ideologies, political forces, structural elements, functions of a civil society, national values;

Ability to apply laws of development of a society in the sociopolitical activity to convince, do forecasts concerning the political future state, party, a policy.

Cultural-dosugovaja -

Ability to define to compare and generalise the information on culturologists, the religions, to a healthy way of life;

Abilities to perceive and estimate a work of art and literatures to plan a free time, to care about health the and members of a family.;


Ability to use creative activity for personal self-expression, development;
The communicative Sociability; skills of interaction in group; tolerance; readiness for dialogue; a conflictness; an egocentrism; the developed speech Uchebno-informative -

Ability formally to communicate and co-operate in the course of educational activity with contemporaries and adults, to act in a role of the pupil, to conduct conversations, debates, to protect educational projects, using scientific concepts, terms and expressions to recognise criticism in the address from children, truthfulness, possession of the general ethics and culture of dialogue.

Sociolabor - ability formally to communicate and co-operate in the course of sociolabor activity with subordinates and chiefs, to act in a role of the chief and the subordinate, to conduct conversations, using professional terminology to co-ordinate personal and public interests, to recognise criticism in the address from employees; possession of ethics of labour mutual relations.
Sociopolitical -

Ability formally to communicate and co-operate in the course of sociopolitical activity with observers, voters, politicians,

To act in a role of the politician, the observer, the voter, to conduct conversations, debates, lectures, using

Political terms and actor's skill to recognise criticism in the address from political elements, truthfulness, possession


Political ethics and culture of dialogue, ability to protect the lawful political rights.
Cultural-dosugovaja -

Ability is informal, but validly to communicate in a family, is formal and informal with representatives of other cultures and traditions; to act in a role of parents, to conduct conversations, using daily lexicon or foreign language lexicon to co-ordinate personal and family interests, interests of representatives of other cultures, possession of ethics of family relations and the general culture of dialogue.

The personal Motives, valuable orientations, self-estimation Uchebno-informative - comprehension of value of knowledge and knowledge, purposefulness, persistence, necessity self-education, judgement of the educational level and intelligence.
Sociolabor -

Comprehension of value of work, creativity, creation, professionalism, earnings, judgement of the professional choice.

Sociopolitical -

Comprehension of justice, mercy, civil advantage, the law, the law and order, judgement of own civic stand.

Cultural-dosugovaja -

Comprehension of value of love, fidelity, health, respect for parents, cares, spirituality, art,


Beauty, harmonies, judgement personal duhovnoyonravstvennoj life bases.

Within the limits of definition of diagnostic toolkit we had been chose five classical trouble-shooting tests: the school test of intellectual development (further - SHTUR) [3, with. 175-189; 29, s.41-43], a technique of diagnostics of creative activity of the pupils, the developed M.I.Rozhkovym, J.S.Tjunnikovym, B.S.Alishevym, L.A.Volovichem [3, s.152-154, 164, 165-167], the test «Valuable orientations» of M.Rokicha (further - test rokicha) [3, with. 524-527; 139, with. 637-641], a technique of an estimation of level of educational motivation of M.I.Lukjanovoj and N.R.Kalininoj [3, with. 131-136], and a technique of revealing of communicative and organising propensities (КОС-2) [3, with 465-467]. We will prove features of tests and the reason of their choice for diagnostics.

1. Group questionnaire SHTUR has been developed in 1986 for pupils VII-X of classes. It is one of the standard tests first in a domestic science developed by domestic psychologists and teachers for check of intelligence. At this M.K.Akimova has allocated three key differences of tests of the intellectual development based on specifications, from intelligence tests [3, with. 131]. First, standard tests lean against the analysis of educational programs and contain basic concepts and the intellectual actions representing in proportions equal, whenever possible, all studied blocks of subjects (obshchestvennoyogumanitarnyj, natural-science and physical and mathematical). Secondly, the result estimation in such tests is connected with its approach to sotsialnoyopsihologicheskomu to the specification, instead of to statistical norm. Thirdly, standard tests possess a more potential korrektsionnosti, that allows to track the nearest development of the pupil, to reveal influence receptions on it and their efficiency. The high correctional
The potential became one of the main reasons of use of the given technique in our research.

2. The following measuring tool - the test for an estimation of level of creative activity trained - also has been developed by domestic teachers and psychologists. Its purpose - measurement at teenagers and young men 14­17 years of following indicators: feelings of novelty, criticality of thinking, ability to transformation of objects, orientations on creativity 1. Testing is group. Interpretation of results is spent according to a key of an estimation and research data processing. At testing carrying out control interrogation for the subsequent comparison of the received answers with results of a self-estimation of the examinee is provided. Comparison of the received results to a self-estimation methodically necessarily as raises validnost results. The given technique diagnoses a functional component kompetentsy (ability to transform object structure, an orientation on creativity, feeling of novelty) and social (criticality). And high validnost results has caused technique inclusion in diagnostic toolkit of experiment

3. For gauging of system of valuable orientations trained we select the test developed by the American psychologist of M.Rokichem. In its basis the idea of direct ranging of the list of the statements reflecting the basic valuable orientations of the examinee lays. The author of a technique defined value as «steady belief that the certain way of behaviour or an ultimate goal of existence is more preferable from the personal or social point of view, than opposite or return it a way of behaviour or an existence ultimate goal» [97, with. 14]. Human values are characterised by the author on following basic positions: «1)

1Методика «Feeling of novelty» M.I.Rozhkovym is developed; a technique "Criticality" - J.S.Tjunnikovym; a technique «Ability to transform object structure» - B.S.Alishevym; a technique «the Orientation on creativity» - L.A.Volovichem.
The general number of the values which are property of the person, is rather insignificant; 2) all people possess the same values, though and in different degree; 3) values are organised in systems; 4) sources of human values are traced in culture, a society and its person; 5) influence of values is traced practically in all social phenomena deserving studying »[In the same place]. Thus, presence of certain system of values is characteristic for any individual, and the more close its value to a universal ideal, the above its social adaptability and success. In this connection increases sotsialnoyopedagogicheskaja the importance of timely diagnostics and the thought over correction of system of valuable orientations of pupils.

Let's underline, that in M.Rokicha's technique all values offered for ranging it it are divided into two classes: terminal (values - of the purpose to which it is necessary to aspire) and tool (values - of the means, an image of action preferable in any situations). By us it has been considered, that the technique has passed mass tests in which result correlation communications between a choice of the examinee and its age, sex, a social status, the income, formation, political convictions, etc. [97 have been revealed, with. 15].

4. For studying of motivational making activity of pupils we select M.I.Lukjanovoj and N.R.Kalininoj's technique which allows to reveal qualitative and motivation quantity indicators uchenja: a total level of development of motivation as a whole and its levels of development separate making (presence of personal sense of the doctrine, ability to tselepolaganiju; prevalence of informative or social motives, external or internal motivation, aspiration to achievement of successes or to nedopushcheniju failures, realisation of educational motives in behaviour or absence of those). The motivational component is the incentive force, capable to make active the schoolboy on the successful decision of educational problems. According to the basic components
(Indicators) of motivation of the doctrine the diagnostic questionnaire includes six substantial blocks.

5. For an estimation of a communicative component key educational kompetentsy we used a technique «КОС-2». In it have found reflexion following tendencies of behaviour of the person: ability accurately and quickly to come into business and friendly contacts to people, the aspiration to show the initiative to participate in group actions, to influence people etc.) the Technique includes 40 questions with various vital situations which allow examinees to define own real model of behaviour in them. Level validnosti and the reliability, the received data, high enough, that allows to receive steady indicators of communicative and organising abilities. G.E.Shanin the given technique estimates as qualitative psychodiagnostic toolkit for research of interpersonal relations between pupils [193, with. 136].

All listed diagnostic tools possess high validnostju, correspond to the purposes of the present research and in aggregate allow to make a complete psihologo-pedagogical portrait of the person of the senior pupil. It is important to underline, that the choice of diagnostic tools has been proved by their possibilities to estimate each of criteria key educational kompetentsy, that is visually presented on the following scheme (drawing 8).

90

Drawing 8. The diagnostic tools applied in research

Application of the given diagnostic tools within the limits of ascertaining experiment allows to note following results.

1. The analysis of results of the school test of intellectual development at an ascertaining stage of experiment. The generalised results of testing by technique SHTUR are reflected in table 4. Individual results of examinees are given in the Appendix 1.

Table 4

Results SHTUR

Group And
Humanitarian profile
CH. 1 CH. 2 CH. 3 CH. 4 CH. 5 CH. 6
Mean scores 16,68 17,4 16,24 13,76 17,24 10,68 91,84
% True answers 83,4 87 64,96 68,8 45,37 71,2 66,55
Natural-science profile
Mean scores 16,52 16,96 16,55 14,56 17,96 10,72 93,16
% True answers 82,6 84,8 66,2 73,25 47,26 71,5 67,5
Averages on group And
Mean scores 16,6 17,18 16,39 14,16 17,6 10,7 92,5
% True answers 83 85,9 65,56 70,8 46,3 71,33 67
Group
Humanitarian profile
CH. 1 CH. 2 CH. 3 CH. 4 CH. 5 CH. 6
Mean scores 17,08 17,4 16,6 14,52 16,64 9,88 92,12
% True answers 85,4 87 66,4 72,6 43,79 65,87 66,75
Natural-science profile
Mean scores 16,32 16,88 16,04 14,96 17,68 10,83 92,76
% True answers 81,6 84,4 64,16 74,8 46,52 72,2 67,22
Averages on group
Mean scores 16,7 17,14 16,32 14,74 17,16 10,35 92,44
% True answers 83,5 85,7 65,28 73,7 45,15 69 66,98

It is possible to ascertain, that, as a whole, results have appeared homogeneous in all groups. It is possible to note only quite defensible increase of mean scores in humanitarian groups under subtests "Awareness", on the one hand, and in natural-science groups - under the subtest «Numerical
Numbers »- with another. It is represented, that this divergence can be to the full explained specificity of personal interests of pupils and a difference of profile educational programs. Thus the average result on each group has appeared within 66-67 % that corresponds to average norm for pupils of 10 classes.

At the same time from the table it is visible, that results under separate subtests it is essentially separated. The highest indicators all examinees have reached under subtests "Awareness" (more than 80 % of right answers). The lowest indicators were given by"the"Generalization"subtest (about 45 %). The similar result is caused, in our opinion, traditional for modern Russian school"znanievym"in formation when the basic emphasis becomes on mastering, learning of an actual material, and low (even at lyceum students) it appears to work as the approach independently ability of pupils with the information to generalise, classify, analyze these skills given, etc. At the same time make a basis of intellectual competence that testifies to necessity of change of approaches and work methods for a context of formation key educational kompetentsy.

For deeper differentiated analysis of results the trained have been conditionally divided into five basic groups depending on quantity of total points (conditionally we name them «success groups») [137] (table 5 see).

Table 5

«Success groups» pupils by results of SHTUR

%

vypolneni

I of tasks

The sum

Points

Group And Group
The people % The people %
High result 80-100 111-129 6 12 6 12
Good norm 70-80 97-110 9 18 7 14

Average result 60-70 83-96 27 54 28 56
Bad norm 50-60 69-82 8 16 9 18
Border zone
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