Research urgency. The world varies today fast rates and among the main tendencies of its development - information and kommunikatsionyonaja globalisation. Answering the designated calls of a life, school obrazoyovanie should provide with the pupil «knowledge of the information environment, about zakoyonah its functioning, communications in an information field and possession of new information technologies» (E.O.Ivanov, I.M.Osmolovsky).

This requirement is fixed in a number of standard dokumenyotov: in the law «About formation in the Russian Federation», «Strategy of sotsialyono-economic development of Russia till 2020», a government program of the Russian Federation "Development of education" for 2013-2020, NatsionalYOnoj to the educational initiative «Our new school», «the Concept of development of the Uniform information educational environment», the operating Federal state educational standard of the average general education, etc.

The quantity of knowledge and the information constantly increases. The person should acquire knowledge independently, to update them, i.e. to study all life. It is possible at formation at trainees «key obrazovayotelnyh the competence», understood as an original set of educational abilities, skills in informative, information, communication and others viyodah activity. One of the most productive periods of formation of data kompetentsy is the senior school age when there is a consciousness development, responsibility for acceptance samostojatelyonyh decisions is understood, own vital position is built.

The analysis of domestic and foreign publications shows, that proyoblema of formation key educational kompetentsy at the trained drew attention of many researchers. Scientists open the maintenance of concepts "competence" and "competence", the parity between them (V.I.Bajdenko, M.E.Bershadsky, N.M.Borytko, A.N.Dahin, I.A.winter, M.V.Ilyin, V.A.Kalnej, M.A.Ljamzin, N.A.Seleznev, L.M.Spenser, S.E.Shishov is revealed, etc.), the structure kompetentsy (Of this year Vorovshchikov, is proved by N.F.Efremova, E.P.Ilyin, A.K.Markova, B.Oskarsson, L.A.Petrovsky, G.A.Tsukerman, etc.), their classification on sfeyoram activity (A.V.Dorofeyev, V.S.Efremov, E.F.Zeer, I.A.winter, I.M.Osmolovsky, G.K.Selevko, I.D.Frumin, I.A.Hanykov, A.V.farm, etc.) is carried out ; A number of private aspects of formation key kompetenyotsy is investigated at training the mathematician (M.L.Zueva), at lessons of physics (O.V.Temnjatkina), lessons of natural sciences (N.V.Musinova).

It is necessary to note works of the authors who have proved criteria of an estimation of level sformirovannosti key kompetentsy (G.V.Golub, N.F.Efremova), vyyojavivshih the pedagogical conditions necessary for formation key educational kompetentsy at pupils of the basic school (M.V.Ilyin).

In publications of B.S.Berenfelda, T.V.Dobudko, G.V.Grachev, E.O.IvaYonovoj, D.A.Ivanchenko, I.D.Frumina, S.I.Zhozhikovoj, G.V.Makotrovoj,
J.I.Melnichenko, I.N.Nahmetova, O.J.Poddubnoj, V.I.Pugach, A.E.Rahimovoj, I.L.Robert, A.N.Sergeeva, E.S.Timakinoj, A.H.Shelepaevoj and others considers problems of application of a network the Internet in educational process. In E.V.koljaniko's dissertational researches howl, I.N.Nahmetova, L.M.Repeta, O.G.Smoljaninovoj, E.S.Timakinoj, A.H.Shelepaevoj investigates the separate parties and possibilities of application of a network the Internet for formation kompetentsy pupils of the basic school and staryosheklassnikov.

Occurrence of such works reflects a high urgency of a problem isyopolzovanija Internet resources at formation key obrazovatelyonyh kompetentsy at senior pupils, but does not remove contradictions between a wide circulation of the information-communicative technologies leading to the big success the Internet of users and absence teoreyoticheski and practically proved model of use of a network the Internet in the course of formation key educational kompetentsy at school.

The aspiration to find a way of the decision of the specified contradiction has defined a problem of our research which consists in search organizatsionnoyopedagogicheskih conditions of formation key educational kompetenyotsy in the conditions of society information.

Research objective - to develop, scientifically to prove and approve moyodel formations key educational kompetentsy senior pupils resources of a network the Internet.

Object of research: training process at the senior school.

Object of research: formation key educational komyopetentsy senior pupils means of a network the Internet as aspect of process of training.

Research hypothesis. Resources of a network the Internet, possessing ogromnyyomi information, functional and communication vozmozhnoyostjami, can be optimum considered in educational process at foryomirovanii key educational kompetentsy pupils of the senior school on the basis of use of a network the Internet, if:

- Are defined key the competence which should be mastered at base level in educational process within the limits of the senior school;

- Structural components, the maintenance, specificity uchebnoyopoznavatelnyh, sociolabor, sociopolitical and kulturnoyodosugovyh key educational kompetentsy are specified;

- The groups of Internet resources possessing pedagogical poyotentsialom for formation of data kompetentsy of the trained are revealed;

- The model of formation key educational kompeyotentsy senior pupils by resources of a network the Internet on the basis of adequate to the purpose and problems of principles and approaches, forms and training methods is developed;

- Criteria and indicators, with which help otseniyovaetsja level sformirovannosti key educational kompetentsy senior pupils are concretised.

Research problems:

1. To define key educational the competence, mastering koyotoryh is necessary for graduates of schools, to specify specificity and features soyoderzhanija their structural components.

2. To reveal groups of resources of a network the Internet and their pedagogical poyotentsial for formation key educational kompetentsy pupils of the senior classes.

3. To define pedagogical conditions of formation key obyorazovatelnyh kompetentsy at senior pupils resources of a network the Internet.

4. To prove criteria and indicators of an estimation of level sformirovanno - sti key educational kompetentsy senior pupils on a basis isyopolzovanija resources of a network the Internet.

5. To estimate productivity of experimental work on formiroyovaniju key educational kompetentsy senior pupils resources of a network the Internet.

Scientific novelty of research consists that are allocated kljuyochevye educational the competence which should be generated in educational process at the senior school taking into account a complex universalyonyh educational actions as leading categories operating FGOS OSO; specificity and the maintenance of structural components (kognitivnogo, functional, psychological, social) uchebno-informative, soyotsialno-labour, sociopolitical and cultural-dosugovoj key educational kompetentsy are specified; the pedagogical potential on groups of information resources, significant for formation key kompetenyotsy is revealed; criteria and estimation indicators at metasubject level kljuyochevyh educational kompetentsy are specified; the pedagogical model of formation key educational kompetentsy senior pupils reyosursami networks the Internet on a metasubject basis in a context of interrelation of fixed and after-hour activity is developed.

The theoretical importance of research consists that it reyozultaty is expanded with scientific representations about the maintenance of concepts «kljucheyovye educational the competence";"resources of a network the Internet as didakticheyoskie means";" Formation key educational kompetentsy as pedagogical process ». Specification of interrelation of components key obyorazovatelnyh kompetentsy with requirements of operating Federal state educational standard OSO, universal uchebnyyomi abilities, kinds and spheres educational and social dejatelnoyosti expands scientific representations about substantial aspect key educational kompetentsy. The developed and approved model foryomirovanija key educational kompetentsy resources of a network the Internet brings the contribution to expansion of scientific representations under the theory and a technique obuyochenija pupils within the limits of fixed and after-hour activity; design dejayotelnosti as universal intersubject form of an estimation of universal educational abilities and key educational kompetentsy starsheklassniyokov. Are furnished that proof, that resources of a network the Internet possess peyo
dagogicheskim in potential for formation key educational kompetentsy graduates of schools.

The practical importance of research consists that it reyozultaty are directed on improvement of quality of school training and vospitayonija, level of readiness of teaching personnel in frameworks kompetent - nostnogo the approach to formation; that the Internet, to application of innovative forms of work with the information in fixed and vneyourochnoj activity for development kognitivnyh, informative, issledovayotelskih, communicative, creative and sotsiokulturnyh abilities trained is provided developed rekoyomendatsijami in directions of realisation of process of formation key educational kompetentsy senior pupils with resources of a network; Working out of uchebno-methodical materials of special courses on computer science «Culture of work in a network the Internet», on a natural cycle of "natural sciences Basis», on a humanitarian cycle of "a sociology Basis» for pupils of 10 classes allowing within the limits of requirements FGOS to provide development of structural components key educational kompetentsy; a substantiation of diagnostic techniques and intersubject forms of an estimation of level sformirovannosti key educational kompetentsy starsheyoklassnikov.

Methodological basis of research are fundamental positions about unity of the person and activity (B.G.Ananev, A.G.Asmolov, h.p. Vygotsky, P.J.Galperin, V.V. Davidov, A.N.Leontev, I.J.Lerner, S.L.Rubinshtejn, D.B.Elkonin, etc.); the lichnostno-focused approach (N.A.Alexey, D.A.Beluhin, E.V.Bondarevsky, I.A.winter, S.V.Kulnevich, V.A.Petrovsky, A.A.Pligin, V.V. Serikov, I.S.Jakimansky, etc.); a computer - tentnostnogo the approach in formation (A.G.Asmolov, V.A.Bolotov, A.A.Verbitsky, A.A Dahin, E.F.Zeer, I.A.winter, M.A.Holodnaja, A.V.farm, etc.); the metasubject approach (A.G.Asmolov, Of this year Vorovshchi - kov, J.V.Gromyko, I.A.winter, V.V. Kraevsky, J.V.Skripkina,

A. V.Hutorskoj, etc.); ideas it is system-dejatelnostnogo the approach to the organisation of pedagogical process on the basis of its modelling (V.P.Bespalko,

B. S.Ilyin, V.P.Simonov, A.I.Uman, etc.); humanistic concepts vosyopitanija and developments of the person (L.V.Bajborodova, O.S.Gazman, S.I. Giessen, I.F.Isaev, I.B.Kotova, V.A.Slastenin, E.N.Shijanov, D.B.Elkonin, etc.); researches in the field of formation information (L.I.Abalkin, B.S.Berenfeld, K.L.Butjagin, T.V.Dobudko, D.A.Ivanchenko, S.M.Kashchuk, J.I.Melnichenko, I.N.Nahmetov, O.J.Poddubnaja, A.E.Rakhimov, I.V.Robert, A.N.Sergey, I.D.Furmin, A.H.Shelepaev, etc.).

Research methods. For the decision of tasks in view and check of positions taken out on protection, the complex vzaimodopolnjayojushchih the methods of research adequate to its subject has been used: the theoretical analysis of the philosophical, psychological, pedagogical literature, standard doyokumentov with use of historical and logic methods of studying of the theory of a question; supervision, comparison and generalisation advanced pedagogicheyoskogo experience; carrying out of interrogation and questioning with use of techniques:
«Valuable orientations» M.Rokicha, «Motivations of the doctrine» M.I.Lukjanovoj, N.V.Kalininoj; tests: «Creative activity», «the School test umstvenyonogo developments», a questionnaire «Communicative and organising propensities» V.V. Sinjavskogo, V.A.Fedoroshina, statistical data processing.

Work was carried out on the basis of MOU «Lycée № 23» by of Podolsk of Moskovyosky area and covered 100 pupils of 10 classes, 12 teachers and the psychologist. Additional kinds of research had been captured 150 schoolboys (uchayoshchiesja 10 classes), 20 teachers from municipal educational uchrezhdeyony cities of Podolsk of the Moscow area: schools № 8,12, 14,17,20.

Research was spent with 2009 for 2018 to three stages.

I stage (2009-2011) included gathering and the theoretical analysis normativyonyh documents, the psihologo-pedagogical, uchebno-methodical literature, a choice and a substantiation of the methods used for the decision of a problem issledoyovanija.

II stage (2011-2014) has been devoted check put forward by the author teoyoreticheskih positions and a research hypothesis. Studying of pedagogical potential of Internet resources for the purpose of its realisation in proyotsesse formations key educational kompetentsy the trained has been carried out; experimental work on which basis have been specified oboyoznachennye earlier organizational-pedagogical conditions necessary for successful realisation of offered model is spent.

III stage (2014-2018) - ordering, generalisation, registration reyozultatov experimental work, a formulation of theoretical conclusions and practical recommendations, registration of the text of the dissertation and the author's abstract.

Approbation and introduction of results of research Application of new technologies in obrazoyovanii »(Troitsk, 2011) was carried out at XXII international conference«; zone scientifically-practical conference, posvjayoshchennoj to the International day of foreign languages (Klimovsk, 2012); IV mezhyodunarodnoj scientifically-practical conference «the Modern condition and peryospektivy psychology and pedagogics developments» (Ufa, 2014); XIII international scientifically-practical conference «the Municipal education system» (Taganrog, 2014); VI international scientifically-practical conference «AkYOtualnye pedagogics problems» (Chita, 2015); XLVII international nauchnoyoprakticheskoj conferences «the Person, a family and a society: pedagogics and psychology questions» (Novosibirsk, 2015); the international scientifically-practical conference «the Theory and practice of priority scientific researches» (Smolensk, 2016); XXIII international scientifically-practical conference «the Intellectual capital and ways of its application» (Novosibirsk, 2016). Materials and results of research were discussed on chair of pedagogics MGOU, at annual conferences of teachers and post-graduate students MGOU, on chair «Social work and pedagogics» TvGU. Research materials took root the author in the course of pedagogical activity in quality uchiteyolja in Podolsk MOU «Lycée № 23» and as the adviser in SOSH № 8, 12, 14,17, 20 about Podolsk the Moscow area.

Reliability of results of research is provided kompleksyonym with the approach to a studied problem; a support on classical both modern theoretical and practical workings out of a pedagogical and psychological science; conformity between research problems and selected metodologiyocheskoj base, concreteness of practical and analytical work; tselostyonym consideration of an object of research at theoretical and empirical levels; representative and enough volume sample, correct application of methods of statistical data processing; possibility vosyoproizvedenija results of skilled-experimental work in obrazovatelyonyh the organisations of any type.

The positions which are taken out on protection:

1. Key kompetentsijami trained at the senior school, taking into account a complex of universal educational actions, are uchebno-informative, sociolabor, sociopolitical, cultural-dosugovaja. FormiroYOvanie data kompetentsy the Internet - of representations into which portals EGE enter, portals of museums is provided with group of resources; group of universal help resources into which portals and sites of mass-media, encyclopaedias, directories, text-through electronic libraries etc. enter; group of thematic information-scientific resources with sites speyotsializirovannyh mass-media, libraries, design resources, portals professioyonalnyh associations, courses of remote training, etc. and group of inyoformatsionno-training resources with placed virtual trenayozherami and online tests.

2. The structure and the maintenance key educational kompetentsy includes a certain set of metasubject knowledge (kognitivnyj kompoyonent), universal educational skills (functional kompoyonent), valuable orientations and activity experience (psychological and soyotsialnyj components) the modern pupil.

3. Specificity kognitivnogo a component uchebno-informative kompeyotentsii are the knowledge causing optimum informative and issleyodovatelskuju activity; the sociolabor competence - knowledge about ekoyonomicheskoj to sphere of a life of a society; the sociopolitical competence - knowledge of a grazhdansko-political system of Russia and other countries; kulYoturno-dosugovoj the competence - knowledge of national and common cultural values, zdorovesberegajushchih technologies.

Specificity of a functional component uchebno-informative kompeyotentsii is a possession of theoretical, logic, znakovo-symbolical thinking, skills of designing of educational activity; sotsialnoyotrudovoj - possession of bases of the socially-critical thinking, the realised choice of the future trade; the sociopolitical competence - possession of bases of the socially-critical thinking, adequate estimations sotsialnoyopoliticheskoj information; cultural-dosugovoj the competence - possession osyonovami ecological thinking, ability to be guided in the art and culture world to organise a free time within the limits of spiritually-ethical standards society;

Specificity of a psychological component uchebno-informative kompeyotentsii is defined by conscious motivation to self-education; sotsialnoyotrudovoj - acceptance of valuable bases and motives creative professioyonalnoj activity; sociopolitical - zakonoposlushaniem, sotsiyoalnoj activity, patriotism; cultural-dosugovoj - respect to kulyoturnym to values, a recognition of high value of a life.

Specificity of a social component uchebno-informative kompetenyotsii - readiness to co-operate in educational activity; sociolabor - possession of ethics of labour mutual relations, ability to carry out a role nachalyonika and the subordinate; sociopolitical and cultural-dosugovoj - goyotovnost to cooperation in political activity, in a family, with representatives of other cultures and traditions.

4. The Internet - resources possess pedagogical potential formiroyovanija key educational kompetentsy senior pupils. Work with great volume of the information on different subjects, expanding znayonija pupils, influences on kognitivnyj a component kompetentsy. High presentation of resources at the expense of drawings, schemes, video-and audiomaterials, imiyotatsionnyh models stirs up generalising-analytical cogitative activity, develops visual culture of the senior pupil. Various training apparatus and virtual designers, allowing to fulfil skills raboyoty with information objects to seize receptions creative and issledoyovatelskoj activity, provide development of a functional component key educational kompetentsy. Portals and the sites reflecting tsenyonostnye orientations of various social groups, sposobstvovujut to development of psychological and social components key educational kompetentsy, forming at the senior schoolboys valuable orientations, navyyoki dialogue in the virtual environment, tolerance, criticality in relation to itself both associates. Search and use of resources promote formiroyovaniju at pupils of readiness for self-education, abilities to define the purpose and plans of activity and independently to analyze, supervise and koryorektirovat it. At the same time the Internet - resources create threats and risks for tsennostno-motivational and socially-adaptive spheres of ability to live of senior pupils: development of a fragmentariness of thinking, decrease poznavayotelnoj motivations, etc. It causes an absolute must tseleyonapravlennogo pedagogical support of process of formation kljuyochevyh educational kompetentsy resources of a network the Internet.

5. Formation key educational kompetentsy pupils of the senior classes resources the Internet probably on the basis of pedagogical moyodeli, constructed on a metasubject basis in an interrelation context urochyonoj and after-hour activity. Leading idea of the given model is the idea of formation of metasubject knowledge and the universal educational actions, realised at work on thematic projects with use poyotentsiala an information network in which course senior pupils generalise, analyze, classify, will transform information objects, are promised in the virtual environment. Thus, conditions for development are created
kognitivnogo, functional, psychological, social components key educational kompetentsy.

6. Realisation of the given model becomes productive, when sobljudayoetsja a number of pedagogical conditions:

- The motivation and readiness of teachers and parents to formation at senior pupils key educational kompetentsy on the basis of Internet resources is provided;

- Teachers develop on disciplines information packages and a complex of tasks on work with the information, the problem thesaurus and pamjatyoki for work with information resources;

- In educational activity the web quest and a method of projects, system kruzhkovoj work and consultations are actively used;

- Resources of a network the Internet, selected by senior pupils for vyyopolnenija the project, are exposed to the control from teachers-predmetnikov.

- Estimations for educational thematic projects join in system otsenivanija intersubject educational achievements trained.

7. Level sformirovannosti key educational kompetentsy at senior pupils is defined by means of criteria and indicators corresponding to them. Indicators of information criterion is knowledge, poyonimanie the facts and laws; an indicator dejatelnostnogo criterion - abilities of performance of universal actions, receptions creative dejatelnoyosti; indicators of communicative criterion are ability to communicate, show organising skills; indicators of personal criterion - tsenyonostnye orientations, educational motivation, a self-estimation.

The dissertation structure answers to the purpose and research problems and consists of the introduction, three heads, the conclusion, the bibliography and the appendix.

In introduction the urgency of a theme of research, vydeljayojutsja obekt is proved, the subject, the purpose, a hypothesis, are defined problems, methodological bases, base, stages, methods of research work, reveal scientific novelty, the theoretical and practical importance, are formulated polozheyonija, taken out on protection.

In chapter 1 «Theoretical aspects of formation key obrayozovatelnyh kompetentsy pupils of the senior classes resources of network InterYOnet» carry out the istoriko-genetic analysis of a problem; the concept maintenance «key educational the competence» reveals; obosnovyvayoetsja specificity of structural components of data kompetentsy; classification on the basis of maintenance FGOS OSO is specified; characteristics of Internet space which are important for formation key obrazovayotelnyh kompetentsy schoolboys come to light; groups of the information resources possessing greatest pedagogical potenyotsialom in business of formation given kompetentsy of pupils are defined and classified; the model of formation key educational kompetentsy starsheklassyonikov by resources of a network the Internet is proved.

In the second chapter «Experimental work on formation kljucheyovyh educational kompetentsy senior pupils resources of network InterYO
Is not present »the course and results of experimental work on formirovayoniju key educational kompetentsy senior pupils are stated at work with Internet resources; on the basis of the comparative analysis of results konstatiyorujushchego a stage of experimental work with the data received on it konyotrolnom a stage, conclusions about productivity eksperimentalyonoj works on formation key educational kompetentsy staryosheklassnikov are formulated.

In the third chapter «Pedagogical conditions of successful formation key educational kompetentsy senior pupils the Internet» are defined by resources of a network pedagogical conditions, the optimum maintenance, methods of formation key educational kompetentsy senior pupils by resources of a network the Internet is described, are stated practical rekoyomendatsii, directed on stage-by-stage development kompetentsy; intersubject forms of an estimation educational dostizheyony the trained are specified and improved.

In the conclusion results of research are generalised, stated osnovyonye the conclusions confirming a hypothesis and a solvency of positions, vynoyosimyh on protection.

In the appendix statistical data, calculations korreljatsiyoonnogo the analysis are cited, methodical recommendations about creation preyozentatsy MSPowerPoint are presented, to a photo of slides from presentations, workers proyogrammy special courses of "natural sciences Basis», «a sociology Basis», samples of tasks on reformatting and transformation of the educational information, isyopolzuemye in skilled training.

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A source: Sineva Larisa 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


  8. a work General characteristic