Formation of general cultural, general professional and professional competencies (in general for the academic discipline). Formation of key competencies (general cultural and professional) Requirements for assessment

As evaluation indicators when monitoring the professional training of students and graduates, employers adopted professional competencies in various specialties, formulated in the third generation state educational standards. Having analyzed the educational standards for most specialties, training in which is carried out at SUSU (more than 150 areas of training), it was revealed that the same competencies in different standards are formulated differently, that is, there is no unified classification of competencies for all educational standards.

Therefore, to conduct monitoring at the university, competencies were analyzed according to the standards of various areas of training, and a list of 166 competencies was compiled for all specialties for which bachelors, masters and specialists are trained at SUSU. All competencies were classified into three general cultural and seven professional groups (Figure 1.6).

Figure 1.6 - Competency structure

Assessment of general cultural and professional competencies of students and graduates is carried out individually during various industrial and industrial courses. pre-graduate practitioner. For this purpose, the practice diary contains mandatory feedback on the student’s work in the form of a competency evaluation sheet.

Each competency presented in the review is assessed by the employer according to the importance and degree of proficiency of the student. Next, the obtained evaluation indicators are entered by the head of the practice from the university into the Univeris information system, with the help of which the data is subsequently processed.

The entire process of preparing the necessary documents for student internship at SUSU is carried out in an automated mode by the internship supervisor. At the same time, information about the place and timing of the internship of all students is stored in the university network. The formation of a practice diary together with feedback on the employer’s assessment of professional competencies is also carried out in in electronic format head of practice from the university.

The main results of processing the received information are:

· The SUSU average indicator of employer satisfaction with the quality of training of students and graduates, with subsequent year-over-year dynamics.

· Satisfaction indicator for individual specialties and faculties and their correlation with the average at SUSU.

· Determining the significance, from the point of view of employers, of individual professional competencies.

· Assessment of the level of training of students and graduates in individual competencies for the whole university and individual specialties.

1

The article talks about the formation of general cultural competencies provided for by the Federal State Educational Standards higher education. Training of personnel in the specialty 37.05.02 Psychology of official activities at the Institute of the Academy of the Federal Penitentiary Service of Russia is carried out in specialization No. 2 “Moral and psychological support of official activities.” Region professional activity graduates of this qualification involve solving complex problems psychological support management; security of the individual, society and state; work organization psychological services providing services to individuals and organizations, etc. As part of the implementation of this program, the formation of general cultural competencies is ensured through the organization of educational activities using an activity-based approach, as well as by involving students in scientific and educational work. Thus, a holistic cultural and educational space of the university is formed. Not only the content of each academic discipline has cultural, educational and educational potential, but also all types of extracurricular activities of students, the cultural infrastructure of the university. The development space of the Institute of the Academy of the Federal Penitentiary Service of Russia provides effective training of competitive graduates in the specialty 37.05.02 Psychology of professional activity, possessing all the necessary competencies, including general cultural ones. The most important pedagogical components, such as educational, scientific and educational work allow future specialists, already on the student bench, to master the technology of social communication, the achievements of the world and domestic artistic heritage, develop critical thinking, and form their own life position and value orientations.

general cultural competences

scientific work

specialty program

educational process

activity approach

1. Order of the Ministry of Education and Science of the Russian Federation dated December 19, 2016 No. 1613 “On approval of the federal state educational standard of higher education in the specialty 37.05.02 Psychology of professional activity (specialty level)” [Electronic resource]. URL: http://www.garant.ru/products/ipo/prime/doc/71485158 (date of access: 07/24/2018).

2. Sinyakova M.G. Basic approaches to determining the essence of general cultural competence of a bachelor of management / M.G. Sinyakova // International Journal of Experimental Education. – 2010. – No. 9. – P. 24–25.

3. Horvat D.A. The educational environment of a university as a factor in the formation of general cultural competencies of students: Abstract of thesis. can. ped. Sciences – M.: 2015. – 34 p.

4. Nigmatzyanova G.Kh. Structure and content of a student’s general cultural competencies // Humanitarian Research. – 2014. – No. 2. [Electronic resource]. URL: http://human.snauka.ru/2014/02/5851 (date of access: 07/24/2018).

5. Troyanskaya L.S. Fundamentals of the competency-based approach in higher education: tutorial/ L.S. Trojan. – Izhevsk: Udmurt University Publishing Center, 2016. – 175 p.

Training of personnel in the specialty 37.05.02 Psychology of official activities at the Institute of the Academy of the Federal Penitentiary Service of Russia is carried out in specialization No. 2 “Moral and psychological support of official activities.” The area of ​​professional activity of graduates of this qualification involves “solving complex problems of psychological support for management; security of the individual, society and state; organizing the work of psychological services providing services to individuals and organizations,” etc.

The requirements for the results of mastering the program indicate 12 general cultural competencies, which are comprehensively formed in educational process. These competencies are of global importance for the formation of personality, its adequate socialization and successful adaptation not only to the conditions of future professional activity, but also to the requirements of the time.

“General cultural competencies are sustainable personal formations, which influence the graduate’s adaptability in the dynamic flow of various spheres of social and professional life, form a system of relationships with these spheres and determine a person’s life position.” According to M.G. Sinyakova, they “...can be considered as the basis for the formation of professional mobility of a specialist...”. General cultural competencies include readiness for productive, result-oriented interaction with the social environment; ability to clearly organize oral and written speech; the ability to think logically and others. YES. Horvath believes that “general cultural competencies are key competencies associated with a person’s personal qualities, his ability to navigate the social and cultural environment, and experience in mastering cultural space.” G.H. Nigmatzyanova defines general cultural competencies “as the basic competence of an individual, ensuring entry into the world space of culture and self-determination in it, the application of professional knowledge and skills in practical activities, mastery of the norms of speech etiquette and literary language, as well as the culture of interethnic communication and the ability to navigate in society." These competencies are of decisive importance for the development of the individual, his successful socialization and adaptation not only to the conditions of future professional activity, but also to the requirements of the time.

To solve the problems of developing general cultural competencies of a graduate of the Institute of the Academy of the Federal Penitentiary Service of Russia, an integrated approach is used. This means “the priority orientation of education towards its results: the formation of the necessary general cultural and professional competencies, self-determination, socialization, development of individuality and self-actualization.” .

The formation of general cultural competencies is carried out in the process of studying the disciplines of the basic part of Block 1, such as philosophy, foreign language, history, general psychology, organizational psychology and others, as well as within the framework of scientific and educational work with students. The educational process at the Institute of the Academy of the Federal Penitentiary Service of Russia is based on the activity approach formulated by the American scientist and teacher, representative of the philosophical direction of pragmatism, John Dewey. The activity approach is based on the concept of “learning through activity.” The basic principles of this system include taking into account the interests of students; learning through teaching thought and action; cognition and knowledge are a consequence of overcoming difficulties; free creative work and cooperation.

The activity-based nature of training at the Institute of the Academy of the Federal Penitentiary Service of Russia is manifested in the use of methodological techniques and tasks based on game, simulation and free communication. Organization educational process taking into account these principles is carried out through mastering techniques research activities; modeling and analysis of professional and life situations; use of active and interactive techniques; involving students in gaming, evaluation and discussion, reflective and project activities.

The goal of mastering the academic disciplines of Block 1 is not only to master the knowledge system, but also to master the means of intercultural interaction. Lectures, seminars and practical classes ensure the development of the cognitive, pragmatic and motivational spheres of general cultural competencies. In the cognitive domain, the goal is to gain information about the characteristics of other cultures. The pragmatic goal involves the acquisition of practical skills necessary for intercultural and professional communication. The motivational sphere is responsible for the formation of such an attitude in the student, which includes openness, tolerance and respect for the culture of another people, and also excludes prejudices, stereotypes and discrimination. Work programs and educational and methodological complexes for all taught disciplines in the specialty 37.05.02 Psychology of professional activity at the Institute of the Academy of the Federal Penitentiary Service of Russia involve the use of active, interactive, research, design and creative methods within the framework of the activity approach. Thus, classes in jurisprudence are held in the form of simulated court hearings. Trying on the roles of participants in court hearings, students actively use the knowledge acquired in classes in psychological disciplines and history. Such an integrated approach contributes to the formation of sustainable general cultural competencies.

In classes on cultural studies, philosophy, and history, such an interactive form as a travel lesson is used. Creative methods optimally integrated into traditional classes in the disciplines “Foreign Language”, “Personality Psychology”. For example, as part of these classes, presentation competitions and interviews are held. Forms that are especially popular among students: the case method (analysis of specific situations), defense of projects, round tables with the invitation of practical workers - are used quite widely. As part of the training sessions at the Institute of the Academy of the Federal Penitentiary Service of Russia, a round table was held on the topic “Intercultural communication: psychological problems and modern trends”, a training case “Philosophy and its role in the life of society”, defense of projects on professional ethics and office etiquette on the topic “Ethics” in the professional culture of a psychologist." Lecture classes are also varied in form: problem lectures, lecture-conversations, lecture-provocations. Thus, the use of modern teaching tools that meet the needs of the time forms a value system of knowledge and general cultural competencies of students, stimulates the experience of independent activity and personal responsibility, cognitive and creative abilities of students.

Let us consider by means of which academic disciplines certain general cultural competencies are formed. Thus, OK 1 and OK-7 are formed within the framework of philosophy, since it is this discipline that covers a wide range of issues, such as scientific, philosophical and religious pictures of the world; person, society, culture; a person in a system of social connections; ideas about the perfect person in different cultures; aesthetic values ​​and their role in human life, etc. Philosophy classes develop the ability to logical thinking, correct design oral and writing, conducting polemics and discussions. OK-2 and OK-3 are formed during history classes, which develop the ability to analyze the main stages and patterns historical development Russia, form a civic position and develop patriotic feelings and the ability to navigate political, social and economic processes in the world. OK-4 and OK-5 are formed as part of the study of such disciplines as sociology, religious studies, cultural studies, professional ethics and office etiquette. Performing professional tasks in accordance with moral standards, professional ethics and office etiquette, the ability to work in a team, tolerantly perceiving social, cultural, religious differences, resistance to stress in the process of professional activity is an integral part of the general and professional culture of the graduate. OK-6 is formed by a whole block of various psychological disciplines - “Psychology of Conflict”, “Psychology of Communication and Negotiations”, “Personality Psychology”, etc. The ability to maintain psychological stability in difficult and extreme conditions, to be able to use methods of emotional and cognitive regulation to get out of these situations and to optimize the psychological state and one’s own activities is the basis of conflict-free interaction. OK-8 and OK-9 form the ability to make acceptable organizational and managerial decisions and organize their life activities in accordance with socially significant ideas about a healthy lifestyle, which is facilitated by the study of such disciplines as sociology, anatomy and physiology of the central nervous system, a number of other disciplines. OK-10 forms the Russian language in business documentation, as a result, students develop the ability to carry out written and oral communication in Russian. OK-11 is formed within the framework of the “Foreign Language” discipline. The ability to communicate professionally in one of the foreign languages ​​is one of the fundamental competencies. Since language is an element of culture, it functions within a certain culture, which covers cognitive, educational, developmental and educational aspects. These aspects require familiarity with and study of not only linguistic and grammatical system language, but also its culture, its relationship with the native culture, as well as the structure of a foreign language, its character, characteristics, similarities and differences with the native language. They also include personal satisfaction cognitive interests trainee in any field of activity. OK-12 is formed during training sessions in mathematics, computer science and information technologies in psychology, as well as mathematical methods in psychology and develops the ability to work with various information technologies and resources, apply basic methods and means of obtaining, storing, searching, systematizing, processing and transmitting information.

The formation of general cultural competencies provided for by the Federal State Educational Standards of Higher Education is also ensured through the involvement of students and listeners in scientific and educational work. At its core, this is the creation of a creative environment for the development of the student along an individual trajectory. At the Institute of the Academy of the Federal Penitentiary Service of Russia, educational and scientific work is structured in such a way as to fully satisfy the needs of students for self-realization.

Thus, the formation of OC is facilitated by events carried out within the framework of spiritual, moral and civil-patriotic areas of educational work, as well as scientific events. In the civil-patriotic direction of educational work, the following events are held at the Institute of the Academy of the Federal Penitentiary Service of Russia: as part of the Day of Remembrance of Russians who performed military duty outside their homeland, meetings are held with participants in local wars. On the eve of Victory Day in the Great Patriotic War The Institute of the Academy of the Federal Penitentiary Service of Russia annually hosts the “St. George’s Ribbon” and “Songs of Victory” events. May 9 as part of events dedicated to the anniversary Great Victory, students of the institute take part in the international action “Immortal Regiment”. The curatorial hours on the eve of Victory Day are dedicated to the Ryazan residents who valiantly fought the Nazis; In the hall of the 2nd floor of the institute, the exhibition “Memory is stronger than time” is updated annually. Students visit thematic exhibitions. On the eve of the Day of Military Glory of Russia (September 21 - Day of the victory of Russian troops led by Prince Dmitry Donskoy in the Battle of Kulikovo over the Tatar-Mongol yoke), excursions are organized to various thematic exhibitions, for example, the exhibition “Russian Army” in the Ryazan Kremlin; Students of the institute conduct Lessons of Courage for schoolchildren in Ryazan, dedicated to the lifting of the siege of Leningrad and victory Soviet troops in the battle for Stalingrad. The spiritual and moral direction of educational work is marked by such events as fundraising events for the Children's Home, concerts for veterans and employees of the gerontological center named after P.A. Malshina; student participation in a unique social project"Donate blood - give life."

The formation of OK-2 and OK-3 is aimed at such events as debates on the topics: “Temptation by power”, “Does society need religion”, “Death penalty in Russia”, “Ensuring regional security” with the invitation of experts on these issues; intellectual quiz “Own Game”, dedicated to the celebration of Russia Day; scientific and practical seminar “Current problems humanities through the eyes of students." Students of the institute take part in a number of round tables organized by the Council of Young Scientists of the Diplomatic Academy of the Ministry of Foreign Affairs of the Russian Federation, where issues of countering terrorism and the influence of the media on world politics and etc.; scientific events different levels on the basis of the Russian State University named after S.A. Yesenina; Kazan (Volga Region) Federal University and other universities in Russia.

When forming OK-4, special attention is paid to the prevention of corruption. In addition to educational conversations and meetings with law enforcement officials in advance of International Day The fight against corruption at the Institute of the Academy of the Federal Penitentiary Service of Russia holds round tables “The fight against corruption in Russia.” Every year in April, Career Weeks are held with the participation of employer representatives. As part of the events dedicated to the Faculty's Day of Education, the Day of Professional Excellence and the Day of Cooperation are held, where students have a unique opportunity to communicate with practitioners and leading experts in various fields of activity, to join the unique experience of people who have reached considerable heights in the profession.

The ability to think logically, construct oral and written speech in a reasoned and clear manner, conduct polemics and discussions is formed in events of a scientific nature - the intellectual game “Forum agere” in the format of simulating a court hearing; master class on public speaking with the participation of the coordinator of the city public speaking competition “Speakers of the City of R”, series intellectual game"What? Where? When?”, as well as in the traditional cultural and educational event “Literary Living Room”, which is dedicated to various significant dates in the history of Russian classical literature. On the eve of the International Day for the Elimination of Violence against Women, the Institute of the Academy of the Federal Penitentiary Service of Russia is hosting a debate on the topic “Say NO to violence!”

Formation healthy image life is also not ignored. On the International Day against Drug Abuse and Illicit Trafficking, the Institute of the Academy of the Federal Penitentiary Service of Russia is holding “Save Your Life” campaigns. In order to popularize sports, promote physical culture and a healthy lifestyle, the educational department of the Institute of the Academy of the Federal Penitentiary Service of Russia and the Department of Physical Training and Sports hold sports festivals “Forward to the GTO!” with the involvement of teams of students from high schools in the city; Meetings with famous athletes take place. On June 27, Youth Day, students of the institute traditionally take part in youth exercises “Health Marathon”, organized by the Ministry of Youth Policy, Physical Culture and Sports of the Ryazan Region.

OK-8 are formed through the involvement of students in the work of self-government bodies. In 2016 Student Council Institute and the Council of Cadet Self-Government were transformed into the Council of Students. On the basis of the institute, a Council of Elders was created, which solves such important tasks as: 1) creating conditions for the active creative inclusion of students in the life of the university; 2) support for various student initiatives and creation of conditions for their implementation; 3) providing access to information necessary for the comprehensive development of students in conditions modern society in accordance with the individual requests and needs of young people.

The formation of OK-12 is ensured by involving students in scientific, cultural and educational activities. Preparation of scientific reports and communications, organization and participation in cultural and educational projects is impossible without students studying the general principles of the functioning of intelligent information and information retrieval systems, mastering practical skills in working with reference systems.

In this way, a holistic cultural and educational space of the university is formed. Not only the content of each academic discipline has cultural, educational and educational potential, but also all types of extracurricular activities of students and the cultural infrastructure of the university. The development space of the Institute of the Academy of the Federal Penitentiary Service of Russia provides effective training of competitive graduates in the specialty 37.05.02 Psychology of professional activity, possessing all the necessary competencies, including general cultural ones. The most important pedagogical components, such as educational, scientific and educational work, allow future specialists, already on the student bench, to master the technology of social communication, the achievements of the world and domestic artistic heritage, develop critical thinking, form their own life position and value orientations.

Bibliographic link

Andreeva G.B., Nikitina O.A. FORMATION OF GENERAL CULTURAL COMPETENCIES OF STUDENTS STUDYING IN THE SPECIALTY 05.37.02 PSYCHOLOGY OF OFFICE ACTIVITY // Contemporary issues science and education. – 2018. – No. 4.;
URL: http://science-education.ru/ru/article/view?id=27964 (access date: 04/03/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

And 20 formation of general cultural and professional competencies

Changes being made in structure and content Russian education was the adoption of the third generation federal educational standards (FSES), which radically changed the approach to organizing the educational process at the university. Main distinctive feature This approach essentially consists in the fact that there is a transition from the formation of traditional knowledge, skills and abilities to the formation of competencies that a university graduate will need in his future professional activities. Competence translated from Latin. ia - a range of issues in which a person is knowledgeable, has competent knowledge and experience. Competence includes a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), specified in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them.

Various types of competencies of a university graduate are considered: key professional competencies, general professional competencies, professional competencies, subject-cycle competencies, subject competencies.

The formation of competencies occurs through the content of education. As a result, the student develops abilities and has the opportunity to solve real problems in everyday life - from everyday life to industrial and social ones. At the same time, the competency-based approach does not deny the meaning of knowledge, but it focuses on the readiness to use the acquired knowledge.

Federal State Educational Standards of the third generation directly provide for the mastery of general cultural competencies by students as the final result of training at each level of training and direction. The effective formation of general cultural competence of students in the educational process of a university is greatly facilitated by appropriate pedagogical conditions, that is, the established educational environment university It is no coincidence that the Federal State Educational Standard notes that “the university is obliged to form the socio-cultural environment of the university, to create the conditions necessary for the comprehensive development of the individual.” For this reason, the task of developing general cultural competencies of a university graduate should be solved comprehensively. Both the general system of organizing educational and extracurricular work at the university, as well as the content of training programs and teaching methods of disciplines included in the training program in this area, especially the disciplines of the humanities block, should be aimed at solving this problem.

General cultural competencies have a dual nature:

They are not professionally determined; all specialists should have them, regardless of their field of activity;

They form the basis for educational and subsequently professional competencies and allow them to be more fully realized.

General cultural competencies reflect something common, a characteristic requirement for a graduate of a higher educational institution, regardless of the field of professional activity. This is a social expectation that a young specialist, entering social life, shares the values ​​dominant in a given society: patriotism and citizenship, high moral characteristics, general, linguistic, legal culture, values ​​of humanism and environmental consciousness.

It seems necessary to actively develop an activity-based approach to the formation of a student’s personality. The principle of activity determines the specific conditions that cause the activity of the subject and through this activity its development. This significance is determined by the fact that a modern specialist must be not only technically competent, but also a socially competent worker: be able to organize people, lead and obey, resolve conflicts and make collective decisions, that is, have personality qualities, be able to apply knowledge and be able to work with people. Developing the traditions of university education, it is extremely important to actively use technologies for working with young people, which make it possible to combine teaching and educational goals as much as possible, both in the educational process and beyond it. When developing mechanisms of educational influence, it is extremely important to take into account that the leading type of employment of a university student is participation in the educational process, within the framework of which the possibility of direct communication between the teacher and each student provides significant educational potential.

The research work of students has a significant effect; an interesting and effective form of education is the organization and holding of research and development competitions. creative works students and graduate students dedicated to the most important events in the history of the country and the life of society, publishing collections of student works on socio-political and social science topics. At the same time, high demands are placed on the teacher’s personality, his moral and ethical qualities, as well as on working and living conditions at the university. Russian universities carry out training of various specialists, ensure the functioning and development of science, art, economics, technology, and production. Training at a university constitutes a complex set of necessary diverse conditions for the harmonious development and education of a competitive, holistic personality. The formation of general cultural competencies contributes to the formation of professional specialists capable of creativity and self-determination in a changing world, with a developed sense of responsibility and the desire to create.

When preparing bachelors, the main efforts of teachers should definitely be aimed at developing professional competencies that are developed when studying a particular discipline. In turn, professional competence is a set of professional knowledge, abilities and skills, as well as methods of performing professional activities. Also, it is perceived as the general ability and readiness of students for activity, the ability to identify connections between knowledge and the situation, to adequately apply knowledge, skills and abilities to solve problems that are focused on the individual’s independent participation in the educational process.

Professional competencies are the readiness (ability) of an employee, on the basis of consciously acquired knowledge, skills, acquired experience, of all his internal resources, to independently analyze and practically solve significant professional problems, key and typical production tasks (problem situations). At the root of this approach is the idea of ​​a specialist worker as an active subject of professional activity, a bearer of a set of professional competencies. In this case, a generalized, complex characteristic of a specialist’s professional preparedness is his competence (and not a set of individual knowledge and skills).

Degree professional competence indicates how well a given employee (student) has mastered his specialty. To what extent is he prepared to perform his professional duties? Professional competencies reflect the efficiency, accuracy and speed of an employee’s solution to these significant tasks and problems (problematic production situations). However, competencies are firmly tied to the most responsible and repetitive professional tasks, specific areas of a specialist’s work. But knowledge and professional competencies cannot be identified. Although certain practical knowledge included in the relevant competencies. Skills and professional competencies also cannot be identified. Although certain practical skills are included in the relevant competencies.

The most important component of professional competencies is understanding. A competent specialist is one who understands a specific professional (production) problem, understands its essence, and understands ways to successfully solve it. Consequently, competencies characterize not only the achieved level of professionalism, but also provide some information about the professional capabilities (potential) of a specialist employee.

If the solution to real professional problems is taken as the basis for competence, then competence becomes, first of all, an assessment of the practical preparedness of a specialist. Then the formation of a specialist can be considered as a process of purposeful formation of his professional competence. A specialist is not a set, not a sum of knowledge, abilities, skills. This is an integral subject of professional activity, possessing a set of special competencies.

To educational institution It is important to have an idea of ​​the dynamics of developing the leading professional competencies of future specialists. Considering that every adult is an individual, the competency profile of a given student (employee) always has an individual coloring. His leading competencies form a unique combination. The individual competence of a particular specialist can be of great value. It is impossible to create any single list of universal competencies. In each case, this problem is solved taking into account the specific characteristics of a particular specialty. Even with the same name, the specific content (filling) of individual competencies will differ significantly for different specialists. For example, the technological competencies of a future civil engineer, programmer and manager will be completely different.

During their studies at a university, students should develop a holistic system of universal knowledge, abilities, skills, as well as experience of independent professional activity, that is, professional competencies. In its turn, professional knowledge and skills can be formed only when the emotional-volitional sphere of the personality structure is involved in cognitive activity, when there is subjective motivation to perceive knowledge, when the information received has not only meaningful meaning, but also significance.

And 20 the formation of general cultural and professional competencies - concept and types. Classification and features of the category “I 20 formation of general cultural and professional competencies” 2017, 2018.

1

The article examines the interaction of general cultural and professional competencies when teaching first-year students foreign language, a connection can be traced in the formation of professional and linguo-sociocultural competencies. The author explores the reasons grammatical errors students at initial stage training and proposes to use educational translation and text compression training to develop bilingual competence of students.

general cultural and professional competencies

teaching a foreign language at a university at the initial stage

linguistic and sociocultural competence

bilingual competence

1. Borisov V.S. Back translation as a means of measuring the bilingual competence of a language university student // Materials of the international scientific and practical conference dedicated to the 50th anniversary of the scientific and pedagogical activity of Professor G. V. Rogova. – M.: MPGU, 2002. – P. 49-51.

2. Vitlin Zh.L. Problems of teaching students active and passive language proficiency // Foreign. languages ​​at school. – 2003. – No. 3. – P. 7-12.

3. Komissarov V.N. Linguistics of translation. – M.: International relationships, – 1980.

4. Kostikova L.P. Formation of linguistic and sociocultural competence of students based on the acmeological approach // Bulletin of the Russian State University named after S.A. Yesenin No. 1 (42). – Ryazan: RSU named after S.A. Yesenina, 2014.

5. Leontiev D.A. Psychology of meaning. – M.: Smysl, 1999.

7. Rogova G.V. and others. Methods of teaching foreign languages ​​in high school. – M.: Education, 1991.

8. Tsvetkova T.K. Theoretical problems of linguodidactics. – M.: Sputnik+ Company, 2002.

9. Federal state educational standard of higher professional education in the field of training 050100 Teacher Education, 2011.

According to the Federal educational standard higher professional education bachelor in the field of training 050100 Pedagogical education “prepares for the following types of professional activities: teaching; cultural and educational; scientific research". At the Russian State University named after S.A. Yesenin OOP is mastered simultaneously in two areas of training - history and English, social studies and English.

The types of activities listed in the standard are reflected in the general cultural and professional competencies that the student must master. So, a future foreign language teacher practical exercises in English must master a foreign language “at a level that allows you to receive and evaluate information in the field of professional activity from foreign sources (OK-10).” Proficiency in a foreign language for the purpose of teaching presupposes the formation of communicative and linguo-sociocultural competencies, which, according to L.P. Kostikova, are part of “general professional competence associated with professional self-realization and self-actualization of the individual in conditions of intercultural interaction.”

Not all first-year students have sufficient training in a foreign language to easily cope with the main educational program according to two profiles. A remedial course in English, which freshmen are offered to take, helps fill this gap. This is an additional four hours of practical English lessons per week. During the classes, students fill the gap in their knowledge of vocabulary and grammar of the English language, learn to read texts with natural speed and accuracy, and develop the ability to compose monologue and dialogic statements. Thus, students are closer to mastering professional competence related to proficiency in a foreign language.

Among other general cultural competencies, I would like to focus on “the ability to logically correctly structure oral and written speech (OK-6).” This ability should be equally evident in both the native and foreign languages. Thus, it contributes to the formation of general professional competence - “mastery of the basics of speech professional culture (GPC-3)”, as well as professional competence in the field of pedagogical activity - “the ability to develop and implement training programs for basic and elective courses in different educational institutions(PC-1)". This ability can manifest itself in both teaching and research activities.

Some students already make presentations at a student scientific conference in their first year, which also contributes to the development of speech, logic, analysis and synthesis skills. The topics of the reports are general character, but in one way or another connected with the study of foreign languages, for example, “Linguistic and psychological prerequisites for learning foreign languages”, “History of polyglots or polyglots in history”, “Strategies for rapprochement and style of communication of the British and Russians”. Public speaking experience in-depth study linguistic issues, a summary of the research issue - all this contributes to the formation of general cultural and professional competencies of the future teacher.

As for the educational process itself, in the first semester, during the introductory lexical and grammatical course, students do not yet have the opportunity to construct texts in a foreign language of sufficient length. But reading extensively in a foreign language gives them the opportunity to expand their active and receptive vocabulary. After reading the stories on English language students weekly write a short retelling in Russian, which allows the teacher to check their understanding of the content of what they read and the logic of constructing the statement. After some time, when students have mastered the phonetic and lexical-grammatical material sufficient to construct a statement in a foreign language, they are given the task of writing a short retelling in English using their Russian text.

Educational translation contributes to the formation of bilingual competence at the initial stage, since in the process of recoding thoughts formulated in the native language, one can trace the similarities and differences in the ways of expressing thoughts in different languages. Slightly slower rate of speech when speaking brief retelling at the initial stage of the formation of the speech mechanism of a foreign language is explained by the fact that the formation of bilingual consciousness is a long process and is not completed by the end of the first year of study.

Text compression is considered extremely useful in mastering a foreign language. So, for example, G.V. Rogova notes that “the very process of text compression, enumeration and selection of facts and ideas of the source text and their material shell is an active mental process in which a deep penetration into the meaning occurs.” In this case, the result of compression can serve as visual evidence of understanding or misunderstanding of what was read, and then secondary texts can be used by students when preparing an oral statement. This is how writing, reading and speaking interact as types of speech activity.

We join the opinion of T.K. Tsvetkova that “written speech in a foreign language (with appropriate formulation of tasks) represents the richest (and still unappreciated) opportunities for the formation of a foreign language mechanism for generating speech”, because, firstly, “with its help it is possible to form the action of reduction a detailed statement to a general semantic scheme,” and secondly, “written speech provides ample opportunities for learning to consciously construct a statement.”

The abundance of grammatical errors in the written and oral speech of a first-year student is explained by the fact that the grammatical system native language, which has already been formed in the mind, influences the formation of the grammatical system of a foreign language. They certainly come into contact, which entails natural interference. Under the influence of their native language, in its image and likeness, students construct a statement that, from the point of view of the grammar of a foreign language, is incorrect.

The quality and quantity of errors in the student’s speech will depend on how the foreign language is presented to him and what actions he will learn to use with this language material. The occurrence of repeated, regular errors in the speech of Russian-speaking students when mastering a foreign language is generated by the fact that:

a) the Russian-speaking consciousness brings a foreign language under its system of concepts;

b) the speech generation mechanism formed by the native language is not suitable for directly generating utterances in a foreign language.

In the domestic tradition of teaching foreign languages, grammar has always been considered as an important component of learning. Grammatical correctness of speech is one of the criteria for assessing the level of proficiency in foreign language speech. Usually, educational material compiled or selected by the authors of textbooks so as to include certain grammatical phenomena that are subject to training. Despite the fact that textbooks provide a selection of grammatical and lexical material in combination with extensive practice in all types of speech activity, language units are presented and practiced, as a rule, in isolation in one of the many meanings and without differentiation from other meanings existing in the same category in English, and especially without appropriate differentiation from the meanings of categories that are the same, different or absent in the native language.

The result is that the learner gets an idea of ​​the use of a particular grammatical phenomenon in a limited context, without being able to trace the use, much less, use the example himself in other, less stereotyped contexts. In such cases, a distorted idea of ​​a foreign language is formed. So, for example, the presence in various ways expressing future action in English makes translation difficult for the learner simple sentence“I’m going to Moscow tomorrow.” The presence of the “tomorrow” marker is associated in the mind with the use of the future tense, rather than the Present Progressive, to express a planned action in the future. This happens if all ways of expressing actions in the future in English are not generalized and correspondences with the Russian language are not established.

In other words, students focus on external, formal signs, without understanding the meaning of the forms they use. Following D.A. Leontiev, we understand by meaning a place in the system, i.e. the fact that each phenomenon of language is understood not in isolation and not as corresponding or similar to some phenomenon of the native language, but from the point of view of its role in the system of language and the linguistic picture of the world of another people.

For example, Zh.L. Vitlin argues that “in the course of mastering a foreign language, especially at the initial stages, when a person does not have the means to formulate thoughts in a new language, all analytical and synthetic activity of the brain and the derivative processes of comparison, generalization, concretization and abstraction occur with constant support into the students’ native language." A person feels the internal laws of his language implicitly. The mechanism for generating speech in the native language is automated and unconscious; it cannot be analyzed. The generation of speech in a foreign language cannot be unconscious, because at the initial stages of mastering a foreign language, the generation of a foreign language utterance occurs as a translation from the native language.

The solution to the problem seems to us to be:

a) present the foreign language to the learner as a different conceptual system;

b) teach the action of transcoding content from the native language into a foreign language, which forms the basis for the formation of a speech system in a foreign language.

When using educational translation at the initial stage of teaching a foreign language, which involves the action of recoding from one language to another, we strive to ultimately form bilingual competence, i.e. the ability to switch from the native language to a foreign language, to use two languages ​​alternately depending on the conditions of speech communication, without violating the norms of the foreign language.

Thus, at the initial stage of training, the level of development of bilingualism can be diagnosed using translation from the native language into a foreign language. Constructing a phrase in a foreign language, at least at the initial stage of learning, is impossible without reasoning, reflection, and making a decision on the choice of adequate linguistic means. It is in the process of translation that the student develops accuracy and flexibility of philological thinking. As shown by the experiment conducted by V.S. Borisov, the translation results “show high degree correlations with the results obtained during traditional forms of testing the level of language competence (oral examination, testing, various forms written works)» .

In teaching practice, various options for translation activities are used: parallel texts, or translation with a key, “reverse” translation and others. V.N. Komissarov notes that “translation classes encourage students to pay attention to the subtlest nuances of semantics and connotative aspects of language units, reveal the uniqueness of the systemic organization and functioning of languages, the peculiarities of the picture of the world created by each language, the general and special in the culture and thinking of representatives of different language groups.”

This professional competence, which presupposes knowledge of a foreign language as a tool of pedagogical activity, is directly related to general cultural competence, which provides for “readiness for a tolerant perception of social and cultural differences (OK-14).” IN in this case Cultural differences are differences that manifest themselves in the grammatical structure of a foreign language and the linguistic picture of the world of a foreign language.

We come to the conclusion that professional and general cultural competencies in teaching a foreign language are interconnected and complement each other, helping to develop a future specialist in the field of teaching.

Bibliographic link

Somova S.V. PROFESSIONAL AND GENERAL CULTURAL COMPETENCIES IN TEACHING A FOREIGN LANGUAGE TO FIRST-YEAR STUDENTS // International Journal of Experimental Education. – 2016. – No. 3-2. – P. 253-256;
URL: http://expeducation.ru/ru/article/view?id=9712 (access date: 04/03/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences" 1

The article discusses the implementation of the competency-based approach in the higher education system, in particular the formation of general cultural, general professional and information competencies among master's students using the example of the course "Organization scientific research" The experience of the Ural State University of Economics on the implementation of the competency-based approach in master's preparation. It is shown that using traditional methods of teaching and learning, as well as ongoing monitoring, namely tests and exams, it is impossible to check the formation of general cultural, general professional and information competencies. A technology for forming and testing the development of competencies is proposed, including methods of teaching, learning and assessment that allow both the formation and adequate assessment of the degree of formation of the relevant competencies. Criteria have been developed for assessing the achievements of master's students in various types educational activities.

checking the development of competencies.

development of competencies

information competence

competency-based approach

1. Vidrevich M.B., Maramygin M.S., Pakhalchak G.Yu. On the experience of using the British education quality system in the practice of master's training at the Ural State Economic University // Guarantees of the quality of professional education: collection teaching materials, articles and theses of forum participants. – M.: RAGS, 2010. – P.35-41.

2. Vidrevich M.B., Pervukhina I.V. Methodological guidelines for preparing for the validation of Russian-British curricula. Russian-British Partnership Programs in Higher Education (double degrees/qualifications). - M.: British Council, Moscow, 2008.

3. Ionova O.N. Conceptual basis for the formation of information competence of adults in the system additional education// Additional professional education. – 2006. – No. 4 (28). – pp. 34–36.

4. Information Literacy Competency Standards for Higher Education. -URL://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm(accessed: 05/18/2015).

5. Wisker G. The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations (Palgrave Research Skills). - Palgrave, Macmillan, 2012.

The development of society at the present stage, the quantitative and qualitative growth of information has confronted higher education with the task of overcoming the contradiction between the rapid growth of information volumes in the world and disabilities their assimilation by humans. It is this contradiction that encourages universities to develop in students the ability to learn to find information, evaluate it critically and use it creatively. In the process of modernization of education, there is a shift in emphasis from the content of education to new methods pedagogical work, in which new technologies and analytics will play an important role. To prepare a specialist who can think creatively and is capable of self-development and self-education, traditional teaching methods (transferring ready-made knowledge from teacher to student) become ineffective. The student’s competencies, as skills confirmed by practice, can only be formed as a result of practice-oriented and interactive learning, aimed at self-development, as well as learning in the environment, in particular from surrounding fellow students. In the new conditions, not only and not so much the graduate’s professional competencies, but his ability to obtain information and work with it, become very significant. This means developing information competence in students, which in the future will provide the opportunity to successfully learn throughout their lives; prepare for your chosen professional activity and constantly improve your professional skills, live and work in the information society. This is what creates the basis for further development and personal self-development.

The adopted Federal State Educational Standards (FSES), as a basic premise, presuppose the formation of three enlarged groups competencies: general cultural, general professional and professional. Let's add here the formation of information competence as the basis for the above groups.

The California State University Information Competence study identified the following components of information competence:

Determine the research topic and information need (define the problem, formulate terminology and keywords, determine the types of materials needed for research, use electronic means of searching for the necessary information);

Identify and search for relevant materials, identify different types of sources for different purposes, use citations appropriately;

Classify the information found and use it in the research;

Evaluate the information found (check its accuracy, timeliness, appropriateness);

Organize the materials found: group them according to sections of the study, use quotations, compile a bibliography.

According to O.N. Ionova, information competence is an integrative quality of a person: systematic education of knowledge, skills and abilities of a subject in the field of information and information and communication technologies, and experience in their use, as well as the ability to improve one’s knowledge, skills and make new decisions in changing conditions or unforeseen situations using new technological means.

The process of developing information competence of university students can be divided into three stages.

Stage 1. Information literacy. It is formed by studying basic disciplines in the field of “Informatics”. As a result of studying the courses, the student must be a trained user, be able to work with various software products (programs for working on the Internet, office programs, mathematical packages, modeling programs, data processing and visualization, etc.). The foundations of information literacy are laid at school.

Stage 2. Information education. It is formed during the study of general professional disciplines. As a result of training, students develop the ability to choose software, justify their choice, and analyze the results obtained when solving professional problems.

Stage 3. Information competence. Formed in the process of own scientific research. As a result, students demonstrate systematic knowledge in the field of information technology, confident knowledge of technologies for intelligent information retrieval and identification of trends hidden in this information, and the ability to visualize the results obtained.

One of the essential aspects of ensuring the quality of education is the following: the structure of the program should be such that it enables students to achieve the learning outcomes determined by the Federal State Educational Standard. Teaching methods must ensure the achievement of learning outcomes. Methods for assessing learning outcomes must be such as to enable adequate verification of the achievement of these outcomes.

Let us consider an option for implementing this principle using the example of the formation of some general cultural and general professional competencies in the course “Organization of Scientific Research,” taught in the first year of a master’s degree. Master's students get acquainted (in the classroom and independently, using appropriate methodological support) with the basics of scientific research, their essence and organization, as well as methods, methods of planning, obtaining and presenting the results of scientific research, structure, content, sequence of presentation of the material and methods of presentation scientific work. Based on the information received, structured by the teacher, undergraduates independently write a scientific work in accordance with the requirements for its content, structure and design.

At the same time, the student partially develops information and general cultural competencies OK-1, OK-3 (ability for abstract thinking, analysis, synthesis (OK-1); readiness for self-development, self-realization, use of creative potential (OK-3)). Next, students publicly present in the classroom and discuss the results of their work according to certain, pre-agreed requirements. At the same time, the competence of OK-2 is partially formed (readiness to act in non-standard situations, bear social and ethical responsibility for decisions made(OK-2)).It is clear that it is impossible to verify the formation of the competencies under discussion using traditional methods, such as a test or an exam.

The works are evaluated by the teacher and the students themselves in accordance with the criteria for evaluating written work and presentations developed by the authors (table). The criteria are developed taking into account the principles set out in G. Wisker. The overall grade is given taking into account three components: grades for the content of scientific work (search, selection, analysis, structuring of the necessary information), grades for the presentation of the work (structuring and visualization of information) and grades for public presentation (the ability to clearly and confidently state the content of the work research, answer questions in a reasoned manner and conduct a scientific discussion). The total number of points is calculated by analogy with the requirements for learning outcomes in master's training in the UK.

Criteria for assessing learning outcomes and levels of competency development

	The criterion and its weight in overall assessment
	Availability of up-to-date legal and economic information	The presence of a reasoned critical position of the author on the issue under consideration		The style of presentation of the material, its compliance with vocabulary norms, sequence of presentation
From 80 to 100%	The work is based on the study of current information sources. All data given refers to the current year. Legal norms have been studied taking into account the latest changes	All aspects of the problem (issues) under study are critically assessed by the author. For each critical statement, the author provides a clear and logically structured system of arguments.		A high level of proficiency in writing style, the work fully complies with vocabulary standards, and competent speech patterns are used. The material is presented sequentially
	The work is based on the study of current information sources. The data presented primarily relates to the previous year, although some data for the current year is also provided. Legal norms have been studied taking into account the latest changes	Almost all aspects of the problem (issues) under study are critically assessed by the author (you can notice 1-2 positions on which the author’s critical attitude is not clearly indicated). All critical statements are reasoned	The author has formed and justified a system of proposals (recommendations) aimed at solving the problem under study. Most of the proposals have real practical value, but some are unrealistic	Enough high level mastery of writing style, the work generally complies with the norms of vocabulary, there are some errors; In general, competent speech patterns were used. The material is presented sequentially
From 60 to 79%	The work is largely based on the study of current information sources. The data presented mainly relates to the previous year. Certain legal norms have been studied without taking into account recent changes	Almost all aspects of the problem under study are critically assessed by the author (you can notice 1-2 positions on which the author’s critical attitude is not clearly indicated). However, the argumentation of the author’s position is not present for all stated critical positions	The author has formed and justified a system of proposals (recommendations) aimed at solving the problem under study. However, the bulk of the proposals have no real practical value, although there are absolutely realistic measures	The level of proficiency in writing style does not fully correspond to accepted standards and norms of vocabulary, there are some errors; although competent speech patterns are used quite often. The material is presented sequentially

Thus, the use of the proposed approaches allows not only to form the information, general cultural and general professional competencies listed above, but also to adequately check the degree of their formation.

Reviewers:

Ivanitsky V.P., Doctor of Economics, Professor, Chief Advisor to the Administration, Professor of the Department of Financial Markets and Banking, Ural State Economic University, Yekaterinburg;

Rezer T.M., Doctor of Pedagogical Sciences, Professor, Professor of the Department of State and municipal government Ural State Economic University, Yekaterinburg.

Bibliographic link

Markova N.I., Vidrevich M.B. IMPLEMENTATION OF THE COMPETENCE-BASED APPROACH IN MASTER'S TRAINING ON THE EXAMPLE OF FORMATION OF GENERAL CULTURAL, GENERAL PROFESSIONAL AND INFORMATION COMPETENCIES // Modern problems of science and education. – 2015. – No. 4.;
URL: http://science-education.ru/ru/article/view?id=20932 (access date: 04/03/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"