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3.2 Perfection of diagnostics and otsenivanija key educational kompetentsy at senior pupils

The substantiation of idea of formation in fixed and after-hour activity key educational kompetentsy, developing defined FGOS universal educational actions and giving to them kompetentnostno - the focused character, naturally demands optimisation

Organizational-pedagogical support of educational process of senior pupils.

First of all it is a question of specification of methods and procedures otsenivanija key educational kompetentsy.

Pedagogical otsenivanie is the major component of system of improvement of quality of school education. Thereupon the laws passed at the state level [178] and concepts [81] cause constant search of more advanced systems, methods and forms of an estimation of educational achievements of schoolboys according to new approaches to formation. So, the national educational initiative «Our new school» defines among the basic directions of modernisation of school education the requirement of the methodical workings out causing the description of results which pupils should reach, especially future graduates [83].

Not the secret, that an estimation of quality of knowledge in school education for today is represented enough an inconvenient problem. It is caused, as a rule, unilateral otsenivaniem informative activity of schoolboys in educational institution.

It is interesting to note thus ambiguous understanding researchers of methodological categories of pedagogical measurement of educational results [69; 132; 161]. However in a wide context understanding of categories of pedagogical measurement practically all scientists allocate lichnostno-pedagogical level where include not only progress, but also motivation, activity at a lesson, the relation to study, skill to communicate, propensity to research and creativity, etc.

As we know, for ordering of pedagogical measurement is used shkalirovanie, acting as operation «orderings of initial empirical data by their transfer in shkalnye estimations , thus each of them receives a quantitative estimation» [165, with. 69]. Within the limits of consideration of a problem of dissertational research three groups of measuring scales correlated with educational achievements of schoolboys are of interest for us:

- The educational achievements measured in interval scales (as a rule, results of testing, performance of certain tasks for certain time-interval);

- The educational achievements measured in serial (rangovyh) scales; as a rule, the progress expressed on five concerns them - and a ten-mark scale, and also motivation (positive/negative).

- The educational achievements measured on a dichotomizing scale in which only two ordered gradation are presented: for example, competence measurement (no less than competence) by two levels - "is generated" and "is not generated".

All three groups of measuring scales, correspond, in our opinion, with following aspects otsenivanija:

- From fact ascertainings (fixes actual level of achievements);

- With the obligatory notice and an explanation of results to interested persons (to schoolboys, parents, administration at monitoring);

- With the control and pedagogical correction (allows to define a direction and volumes of the further work);

- With direct influence (directly regulates motivation, success, etc. pupils).

It is considered, that in fixed in high school otsenivanii on a five-point scale following parametres should be considered without fail:

- Completeness and depth of knowledge;

- Intellectual efficiency and flexibility at their application;

- Concreteness and obobshchennost knowledge;

- sistemnost;

- Sensibleness and durability.

However, as it is fairly noted by O.E.Lebedev, in mass student teaching the estimation of knowledge of pupils still is based on very few criteria: completeness of reproduction of the information (partly - depth) and absence of errors at application of knowledge and abilities in practice, thus under quality of knowledge quite often understand simply shares of good and excellent estimations [95]

. Not casually in the end of XX century of willows the beginning of XXI century there were active searches of teachers, didaktov, psychologists, and also the experiments, concerning wider and an effective utilisation of various techniques and technologies otsenivanija educational achievements of pupils in high school. It is possible to allocate, two basic tendencies in which channel, the given problem was investigated:

1) improvement of an estimated component within the limits of existing (traditional) system of training [163].

2) reorganisation of process of training and, accordingly, estimated activity on essentially new conceptual bases [181].

Both that, and another tendencies are claimed in connection with search of forms of diagnostics and otsenivanija, meeting modern requirements FGOS and to the full carrying out training, bringing up, developing and stimulating control functions in training. Thereupon researchers offer and offer following systems and forms otsenivanija:

- The control of knowledge in system of collective training (V.F.Shatalov's technique);

- Testing which urged to provide uniform (standard) requirements to procedure of tests, to used measuring materials (tests), to procedure of processing of results [176];

- The system «pourochnyj a point» which positive moments are otsenivanie informative activity of the pupil at a lesson, that provides a stimulirujushche-motivational role «pourochnogo a point» [78];

- Modular systems of training and otsenivanija in which Russia in connection with joining to the Bolonsky declaration teachers try to bring components of the memory technologies stipulated by documents of the given declaration (the Bolonsky Declaration, 1999; the Prague Communique, 2001]); it is considered, that the given technology is most applicable to an estimation kompetentsy [175];

- Educational portfolio in which frameworks a base basis of an estimation of educational achievements of the pupil and the further correction of process of training are accumulation, selection and the analysis of samples and products of uchebno-informative activity of the pupil, and also corresponding information materials from external sources (from teachers, schoolmates, parents, the public, etc.) [123].

- Design activity which allows to estimate not only knowledge and abilities of pupils, but also degree of activity of their informative independence, and also degree of development of communicative qualities, skills of presentation and creative potential [128].

- tjutorstvo as the special organisation of educational process at which the teacher prepares only some, as a rule strong, pupils, and they are engaged with the others; thus there is a threefold estimation: pupils estimate themselves, them estimate prepared tjutery, selective otsenivanie the teacher makes; tjuterstvo substantially stirs up informative activity of schoolboys for the account of competitive aspect, however illiterate construction of the given system
Conducts to serious conflicts in collective and causes "tearing away" from many parents [140].

Within the limits of a problem investigated by us following the results of the spent pedagogical experiment to one of the major organizatsionnoyopedagogicheskih conditions of realisation of model of formation key educational kompetentsy at senior pupils on the basis of resources of a network the Internet we consider inclusion in the general system otsenivanija educational achievements of senior pupils of methods «design activity» and «open class magazine».

The senior school age is characterised by expansion of "a responsibility zone» future graduate for the educational actions connected, including, and on purpose to continue training in high school, necessity of qualitative preparation to EGE, to other forms of introductory tests or with a direct exit on a labour market. Thereupon become claimed the competence as ways of the decision of problems and as complex result of educational process at the senior step of school. In our opinion, design activity as the estimation form kompetentsy meets these requirements, as

1) design activity has integration character;

2) promotes increase of informative activity and independence of senior pupils;

3) can act both in detail-disciplinary, and the intersubject form of an estimation of educational achievements;

4) project preparation always corresponds with the reference to resources of a network the Internet, to abilities of selection, the analysis, an estimation, ordering, processing and information representation, as a whole - with formation revealed and
Described by us metasubject key educational kompetentsy: uchebno-informative, sociolabor, sociopolitical (civil) and cultural-dosugovoj.

Thus, as we marked before (steam. 3.1.), diagnostics metasubject key educational kompetentsy in design activity can be combined with diagnosing of the universal educational actions defined FGOS.

It is necessary to underline, that if competence is understood as ability productive dejstvovanija - ability to reach result and effectively to resolve a problem design activity allows to reveal and estimate degree sformirovannosti key educational kompetentsy, correlated with a resource of a network the Internet.

As method of diagnostics and otsenivanija key educational kompetentsy we have carried following positions to pedagogical conditions of application of design activity:

1. The senior pupil carries out two intersubject projects in a year (one humanitarian profile and one is natural-scientific), project protection in the first and the second half of the year is considered at exhibiting of total estimations for a quarter (half-year) in those subjects on which the project was realised; the discipline "IKT" corresponds with all projects.

2. At the heart of the project the problem which is offered at intersubject level always lays and is formulated at accessible level of complexity and adequacy.

3. Teachers-predmetniki act serially as advisers, organise interviews (individual and on groups), carry out consultation, check the picked up material, spend the written
Interrogations and testing on a project theme, that as a whole provides accumulation of current estimations.

4. During the design activity realised individually and on creative microgroups (no more than three persons), pupils need to show ability:

- To analyze a problem;

- To reveal the optimal for work (in the first turn - a resource for situation studying) an Internet resource;

- To select for the analysis, an estimation, ordering, structurization a material in a network the Internet;

- To carry out elementary educational research (experiment, social interrogation, online interrogation social networks, etc.);

- To reveal ways of the decision and to analyze the received result concerning a problem (whether the contradiction is authorised, whether the problem is solved);

- To transform a material, to prepare it for verbal and visual representation; to create presentation, to protect, proving and giving reason, the position.

5. Protection can pass as a part of educational activity (children and teachers), and can be presented as public (children, teachers, administration, employees of school, parents, representatives of the regional or city administration, the next high schools, public organisations, etc.) As during current certification from teachers-advisers in the subjects, and during educational and public protection of projects are staticized and accordingly checked and estimated by teachers key educational the competence on the basis of the criteria developed in research and their indicators sformirovannosti (table 3, пар.2.1.).

After protection of projects teachers of those disciplines on whom the problem field of design activity in this or that has been defined
Half-year spend a reflexion of the spent work, analyze made and in common discuss results of the shown knowledge, abilities, kompetentsy, spends updating of conditions of the organisation of this kind of educational activity.

Thus, it is possible to ascertain the following:

- Statement of problems and their correlation with the validity, realities (social, ecological, demographic, school, regional, sotsiokulturnymi, etc.), staticize search and the offer of variants of the decision of problems, as a rule, sociopolitical (civil) and cultural-dosugovuju key educational the competence;

- Necessity during design activity of possession by great volume of knowledge on a theme of the project, application of skills of work with the information (to conduct search and an estimation of the necessary information to analyze the information to do generalisations and conclusions to be able to work with a various help material, etc.) "deduces" on realisation and an estimation uchebnoyopoznavatelnoj and sociolabor kompetentsy;

- Ability realisation to generate ideas, to find not one, and it is a lot of variants of the decision of a problem, ability to predict a consequence of this or that decision, abilities to transform the verbal information in visual, etc. develops creative and creative components educational kompetentsy;

- Necessity to carry on constant dialogue, discussion to listen and hear the interlocutor, to offer and defend the point of view supported with arguments, ability laconically to state thoughts, etc. staticizes the communicative abilities connected with all key educational kompetentsijami;

- Design activity causes independent activity of pupils forces them to search and find for the decision
Arising difficulties certain means in which role knowledge from the disciplines acts, the partially - independently found knowledge; conditions (situation) of a demand of knowledge, abilities, initiatives, etc. senior pupils, that is a realisation condition kompetentsy are actually created;

- Design activity not only checks all key educational the competence, but it is natural "dorashchivaet" them: carrying out the project, the senior pupil the problem which he solves, is provoked to independent information search, on participation in discussion, on computer registration of the results, and thus, there is an original self-development, the original doctrine (instead of nauchenie).

The mechanism offered by us perfection of diagnostics and otsenivanija key educational kompetentsy at senior pupils is thought by us as initial ("starting"), base.

Further it is possible to predict use for otsenivanija techniques «Open class magazine» which realises on the basis of resources the Internet constant and steady communication by e-mail with pupils and parents (in coordination with them).

Thus, noted aspect of carried out research with an actual pedagogical problem of necessity of search of effective ways of the organisation of estimated activity of pupils in connection with new (kompetentnostnoj) a formation paradigm. Actually scientific and advanced teachers-experts have received the social order for the prompt decision of this uneasy question. It is caused by that, despite the big teoretiko-research work, the problem of adequacy of a pedagogical estimation as result of measurement by the teacher kompetentsy remains still unresolved.

Searches of more universal system otsenivanija kompetentsy within the limits of concept «quality of school education» proceed till now, new forms of kontrolno-estimated activity which should consider both inquiries of time, and age, specific features of pupils are developed and take root, and also to provide up to the mark pedagogical support of the trained. The method offered thereupon within the limits of research otsenivanija key educational kompetentsy is represented actual enough and are claimed, however its application demands essential revision of the organisation of methodical support of formation key educational kompetentsy from senior pupils.

3.3. The organisation of methodical support of formation key educational kompetentsy at senior pupils

Comparison within the limits of research key educational kompetentsy with fixed FGOS universal educational actions, acceptance thereupon ideas of formation key educational kompetentsy at senior pupils resources of a network the Internet as obligatory component of pedagogical process at school and system optimisation otsenivanija kompetentsy - cause necessity of revealing and the description of organizational-methodical administrative and managerial conditions of support of educational process.

At level of system formation key educational kompetentsy at senior pupils resources of a network the Internet in fixed and after-hour activity is a question, first of all, of methodical preparation of teachers which we correlate to activity of school methodical associations of teachers - predmetnikov in which frameworks there is a substantiation of organizational-pedagogical conditions of realisation of model.

From our point of view, in coordination with the administration, one of sessions of methodical council is devoted to discussion of methods and receptions of formation key educational kompetentsy on the basis of resources of a network the Internet at senior pupils, in connection with that importance, which data of the competence get in the senior classes by preparation to EGE and to receipt in high school.

As it is fairly noted by O.S.Anisimov, «the beginning of a new century was marked by introduction of the formula most reflecting an essence and function of formation: formation should grow up abilities» [8]. Eight are carried To these abilities at level of recommendations of Parliament and the Council of Europe from December, 18th, 2006 (2006/962/ЕС) [77] kompetentsy which the graduate of school should own:

1. Dialogue on the native language.

2. Dialogue on foreign languages.

3. Mathematical literacy and base the competence of a science and technology.

4. Development of skills of training.

5. Social and civil the competence.

6. Feeling of innovation and business.

7. Awareness and ability to express in cultural sphere.

8. Computer literacy.

Consideration of computer literacy as basic competence which the graduate of school should own, was caused by that fact, that last years domestic scientists actively created theoretical base for working out of the pedagogical tools necessary for effective involving of Internet resources in educational process. A number of techniques and the programs using Internet resources and IKT has been approved. Competitions on creation for a comprehensive school of the educational literature of new generation on electronic carriers became the important stage of work. B.S.Berenfeld and K.L.Butjagina, having generalised results of the first years of carrying out of similar actions, have allocated strong and weaknesses of operating time in the given sphere.

On the one hand, they have noticed, that such projects, first, stimulate and involve in educational sphere of professional developers of software products; secondly, become a basis for creation of the mixed working collectives on a metasubject basis; at last, they promote active use by working out of the Russian innovative educational products of foreign experience (for example, such resources, as InteractivePhysics («the Live physics») and TheGeometer5SSketchpad («Live geometry») [19, with. 119].

On the other hand, as weak places of competitive projects "passively-znanievyj" approach, orientation on "nataskivanie", instead of on development of the pupil has been noted reproductive. Certainly, specified lacks are inherent in many Russian educational resources, but it is represented, that only «illness of growth» which should be soon overcome, is possible in the new methodical form. Already available operating time testify to it. For example, S.I.Zhozhikovoj has been created a number of large cultural-educational portals which carried out a self-development role
Persons of the schoolboy in a network the Internet [60, with. 16]. In N.V.Musinovoj's work the experimental technique of use of means of multimedia and Internet technologies for development of research abilities of schoolboys has been offered at studying has undressed "Animals" [116]. The list of similar researches can be continued [9; 52; 93; 117; 127; 135; 142; 154; 174; 195, etc.].

Besides working out of innovative uchebno-methodical complexes, electronic textbooks and educational Internet resources, pedagogical search goes and in other directions. As ascertained O.G.Smoljaninova, expansion of borders of educational space for limits formal in parallel educational systems informal and vneformalnogo formations taking into account individual interests and possibilities of the trainees realising lichnostno-focused, praktiko-focused and is necessary «

interaktsionistsky approaches [166, with. 161].

Reflexion of the given approaches in components revealed and described by us key educational kompetentsy, formed on the basis of resources of a network the Internet, allows school in the area of administrative support, on the one hand, organically to realise ideas of the new educational paradigm connected with kontseptami of the Bolonsky declaration, and on the other hand, does not conduct to complication of educational process, increase and change of the accepted reporting as key metasubject educational the competence are correlated in educational process with universal educational actions (giving to the last kompetentnostno-motivational character).

Within the limits of methodical associations, and also series of methodical seminars and "round" tables for teachers of the senior classes in the beginning of academic year are defined:

- Safe Internet resources for work with the information in subjects;

- Uniform recommendations and algorithms about information search in a network the Internet, to its estimation, the analysis, structurization, registration, storage and representation (working out of intersubject instructions is possible);

- Uniform recommendations about creation of electronic presentations and requirements shown to them;

- Themes and problems (the thesaurus on problems) on disciplines for realisation at lessons of the cores a component key educational kompetentsy (table 13, paragraph 2.2.);

- Themes and problems which will be offered pupils for the obligatory two projects acting as the form of check sformirovannosti that or other component key educational kompetentsy;

- Methods and receptions of development key educational kompetentsy (in after-hour activity (mugs, practical works, master classes, etc.).

It is necessary to notice, that realisation of idea of development key educational kompetentsy senior pupils on the basis of possibilities of a network the Internet as major element of their preparation for examinations and to the further socialisation is possible only on the basis of motivation of teachers and parents of senior pupils.

From teachers it causes, first of all, understanding them of that fact, that in modern conditions the type of educational activity varies. In opinion, J.V.Agapova [2] for today at school can allocate four principal views of the educational activity, distinguished on formed type of a rough basis of educational actions:

First, it is such, the type and a teaching kind when the teacher gives knowledge and shows their correct application at execution of new action, not allocating and not making comments the basic operations - the pupil is compelled to be guided thus mainly by correct result and primary representation about a way and process of performance of the action. In attempts of reproduction of the sample of action he can lean only against a method of direct imitation or an approach method to correct result by numerous tests and correction of errors. Such way of training causes "cramming", nataskivanie and check, and it is the most typical for traditional usual system of training, generating its basic problems.

At realisation of the second type the teacher focuses pupils on differentsirovanno and operationally presented process of performance of subject action and result reception, allocating and describing each elementary operation and poshagovo fulfilling them with pupils. Thus, pupils have full enough representation about a way of performance of action, but only in its performing part and in a private concrete kind. Such way of training (sootnosimyj with the theory of stage-by-stage formation of intellectual actions) creates preconditions for formation of more developed ability to the doctrine, but is limited only by situations of actions with a similar educational or practical material.

Within the limits of the third type and a kind of teaching the teacher focuses pupils on the independent organisation of process of performance of new action, training in designing of concrete norm of performing action by means of offered to mastering in a ready kind of the general algorithm. Development of such way of training raises quality and an educational level as a whole as focuses in bolshej to a measure on formation and development of abilities.

And, at last, realising the fourth type of training, the teacher helps pupils with mastering extremely generalised and consequently metasubject knowledge as means and ways of independent construction of new algorithms or the concepts allowing independently to put, formulate and solve an educational problem of certain type on any subject material. Development of abilities to reflective self-organising in processes of the analytical and konstruktorsko-technological activity directed on the independent analysis of a material of an educational situation, the realised choice and application of means for independent designing and the organisation of educational actions becomes the main thing here. It allows then to build successful actions and under the decision of problems and problems in various educational areas.

Formation key educational kompetentsy

Senior pupils on the basis of possibilities of a network the Internet corresponds with the third both fourth types and teaching kinds that demands from teachers, including, and change of style of interaction with senior pupils - transition from "nauchenija" to pedagogical assistance. If to address to etymology of a word "assistance", it is possible to ascertain, that in it the internal deep sense so in Russian the prefix "with-" is always used in value of compatibility, generality is put in pawn, and to promote - means to enter joint activity, to promote achievement something, to assist, support in any activity.

With the account of the given positions it is possible to draw a conclusion, that the concept "assistance" has two aspects: assistance as joint action (dialogue, interaction, rendering assistance and supports) in achievement of objects in view and assistance as influence on the subject of activity by creation of conditions for realisation of activity and achievement of objects in view, that is, as a matter of fact, «is a question of one of the major
Functions of nation-wide activity on creation of optimum conditions for self-realisation of the person on its course of life and maintenance of its participation in realisation of own position »[104, c. 4]. Thus pedagogical assistance does not provide hyperguardianship - it is directed on stimulation of the realised educational activity of the senior pupil, acting as the important condition of accumulation by them of experience of realisation key kompetentsy in various metapredmetny educational situations.

Introduction of such style of pedagogical interaction is, in our opinion, one more significant organizational-pedagogical condition of realisation of model of formation key educational kompetentsy at senior pupils resources of a network the Internet.

For parents as aspect of motivation comprehension of value key educational kompetentsy, formed by resources of a network the Internet, for better preparation for work with the big files of the information both in school activity acts, and by preparation for examinations. Work with great volumes of the non-uniform information at use of Internet resources becomes the basic maintenance both educational, and professional work. Specificity of the present stage of social development does impossible the decision of new educational problems without attraction of Internet resources. Today the world varies very fast rates and one of the main tendencies in its development is information, communication globalisation. Possession of an extensive spectrum of technical abilities, skills of work with the big streams of the information, programs, test environments, etc. became a condition of socialisation of the person of XXI century Which are introduced today in all spheres of its ability to live. The basis of such skills, abilities, knowledge is pawned at school.

The federal state educational standard-2012 skills of work with the information puts on a special place, naming among results of development of the basic educational program «ability to use means of information and communication technologies in the decision kognitivnyh, communicative and organizational problems with observance of requirements of ergonomics, the safety precautions, hygiene, resursosberezhenija, legal and ethical standards, norms of information safety» [162].

The problem of working out of effective tools of formation at pupils of ability critically to comprehend the received information and the validity in general both by means of traditional pedagogical technologies, and on the basis of information resources of new generation remains actual for a modern pedagogical science and practice.

The purposes of modern school in what the majority of researchers is solidary, consists in development of effective pedagogical mechanisms of use of Internet resources and the Network as complete information phenomenon for the purpose of formation key educational kompetentsy.

Thereupon system creation kruzhkovyh employment for senior pupils constructed on a metasubject principle is represented natural also. The purpose kruzhkovyh employment - development key educational kompetentsy in frameworks in special way organised uchebnoyoissledovatelskoj and design activity with use the Internet - of resources.

As a whole, the basic organizational-methodical forms which can be used by preparation of collective of teachers and parents for realisation of model of formation key educational kompetentsy on the basis of resources the Internet, are presented to tab. 35.

Table 35

The basic organizational-methodical forms of preparation for realisation of model of formation key educational kompetentsy

Teachers, heads of methodical associations, administrayotsija schools Round table Discussed questions:

■ Ways of modernisation of school training within the limits of new (kompetentnostnoj) formation paradigms.

■ Definition of the basic directions of pedagogical activity (fixed and after-hour) on formation key educational kompetentsy.

Teachers, heads of methodical associations Lecture Resources of a network the Internet as the factor of increase of possibilities and quality of educational activity
Seminars -

Practical works

Kinds and forms of work with the information on the basis of a network the Internet.

Requirements to presentations and uchebnoyoissledovatelskim to projects

Parents The parental

Meeting

Modern requirements to development key educational kompetentsy graduates on the basis of resources the Internet

Parents

Pupils

Online -

Interrogation

About participation of senior pupils in mugs on development kompetentsy works with the information on the basis of a network the Internet
Teachers

Pupils

Parents

School site The versatile information on requirements and abilities of work with the information. Requirements to carrying out and an estimation of design work.
Teachers, heads of methodical associations, school administration; members of parental committee RasshirenYOnyj pedagogiyochesky council The organisation and estimation of design activity of senior pupils as forms of check key educational kompetentsy (we were guided by O.A.Nagel's recommendations) [118]

Abundantly clear, that considered, as a whole, organizatsionnoyopedagogicheskie conditions of successful formation key educational kompetentsy senior pupils resources of a network the Internet cannot be realised without inclusion in maintenance of pedagogical process with the technological, program, communication equipment of necessary level. It is fixed in the Concept of modernisation of a Russian education till 2020 where among base problems are proclaimed «active use of technologies« opened formation »; information of formation and optimisation of methods of training, expansion of weight of those from them which form practical skills of the analysis of the information and self-training» [82], that demands
Computerisations of schools and maintenance with their uninterrupted access to a network the Internet.

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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

More on topic 3.2 Perfection of diagnostics and otsenivanija key educational kompetentsy at senior pupils:

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  2. model of formation key educational kompetentsy senior pupils resources of a network the Internet
  3. productivity of experimental work on formation key educational kompetentsy at senior pupils
  4. 3.1 Designing of the optimum maintenance, forms and methods of formation key educational kompetentsy at senior pupils
  5. the organisation of experimental work on formation key educational kompetentsy at senior pupils.
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  7. CHAPTER 2. EXPERIMENTAL WORK ON FORMATION KEY EDUCATIONAL KOMPETENTSY SENIOR PUPILS RESOURCES OF THE NETWORK THE INTERNET
  8. CHAPTER 1. THEORETICAL ASPECTS OF FORMATION KEY EDUCATIONAL KOMPETENTSY PUPILS OF THE SENIOR CLASSES RESOURCES OF THE NETWORK THE INTERNET
  9. CHAPTER 3. PEDAGOGICAL CONDITIONS OF SUCCESSFUL FORMATION KEY EDUCATIONAL KOMPETENTSY SENIOR PUPILS RESOURCES OF THE NETWORK THE INTERNET
  10. Blue Larissa 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
  11. Blue Larissa Sergeevna. FORMATION KEY EDUCATIONAL KOMPETENTSY SENIOR PUPILS RESOURCES of the NETWORK the INTERNET. The dissertation AUTHOR'S ABSTRACT on competition of a scientific degree of the candidate of pedagogical sciences. Moscow - 2018, 2018
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  15. Laws and principles of education of valuable orientations of the senior teenager in the course of educational activity by subject means