Coursework: The formation of cognitive skills of students in extracurricular activities. Abstract: Classification of skills formed in teaching history Classification of cognitive skills of schoolchildren
Psychological analysis has shown that a huge number of pedagogical actions form a relatively small list of basic skills that are implemented in pedagogical practice. These skills include the following: cognitive, constructive, communicative andorganizational. The formation of these skills is a long process: the foundations are laid back in childhood, and then in the process of learning, communication, work activity, they are further developed and improved. At the same time, the most important and responsible period is the period of study in pedagogical educational institutions, when, on the one hand, vocational training and education of the student is carried out, and on the other hand, the process of self-education and self-education is carried out.
Cognitive skills and abilities
The process of teaching and educating students requires the teacher to have a deep knowledge of the child's psyche, an understanding of his mental states, the ability to select the information necessary for lessons and educational activities, to control his activities and his behavior. Here cognitive (gnostic) skills come to the aid of the teacher. An indispensable condition for the formation of cognitive pedagogical skills is the sufficient development of perception, attention, thinking, imagination and memory. And this means that cognitive skills form the general intellectual basis of the teacher's professional work.
This is, first of all, the training of pedagogical observation, the development of the ability to quickly and accurately fix the internal state of students according to the smallest external manifestations; the development of pedagogical memory, creative imagination, which makes it possible to “finish” those phenomena of the pedagogical situation that are inaccessible to direct observation; finally, the development of the ability to constantly control oneself, one's words, deeds, etc.
As you can see, cognitive skills are “addressed” to students and affect the content of the educational process and the teacher himself. Depending on the orientation, these skills have different forms of manifestation. In relation to students, this is pedagogical observation, the ability for didactic and logical processing of scientific and social information, and in relation to oneself, self-control and self-regulation. These manifestations are based on the same processes of thinking - analysis and synthesis, and the methods corresponding to them: comparison, comparison, concretization, generalization, etc.
Self-education of cognitive skills is, first of all, mental self-education. Many believe that mental abilities cannot be developed, the mind comes from nature. Meanwhile, the mind, the ability to think, is not given to anyone from birth. They are assimilated by the personality, "belong" to it, it has the right to dispose of them - to develop or not to develop them.
Of course, the presence of natural features is beyond doubt. But even in this case, the ability to think cannot be formed if a person has not mastered the appropriate methods of thinking, memorization, imagination, etc. developed by society.
The main way of self-education of cognitive skills is known - exercises for the development of appropriate mental operations: observation, comparison, analysis, generalization, memorization, transformation in the imagination, etc. The process and methods of self-education of cognitive skills will be discussed in more detail in subsequent chapters.
Constructive skills
Constructive skills, as well as cognitive ones, perform indicative functions, they seem to be ahead of the practical actions of the teacher. Their purpose is to build an image of the final result of the activity and draw up an action plan to achieve the goal. No matter how simple they seem, these actions, mastering them, require a lot of time and effort, moreover, intellectual efforts. Before being realized on paper, the project and the plan must take shape in the head. Here you can not do without appropriate exercises, without appropriate practice. This means that self-education and self-management of constructive skills is one of the substantive tasks of professional and pedagogical self-education.
The main way of mastering constructive skills is practical, based on the development of mental processes. He had a lively and mobile imagination, which made it easy to model in his mind the image of the expected result of training or education, and possessed logical thinking, which made it possible to develop the "technology" of the pedagogical process, it was possible to clearly form the goals of self-improvement of constructive skills, etc.
There are certain exercises for developing the ability to mentally model pedagogical goals and results, exercises in drawing up plans, etc.
Communication skills
Communication skills - the ability to communicate, exchange information and, on this basis, establish pedagogically appropriate relationships with participants in the pedagogical process. The main means of communication are word and speech, facial expressions and gestures. Sometimes various visual aids and technical means are involved.
What are the main components of the communicative process, what should one learn, what should one educate in oneself? First of all - the perception and understanding of another person, but at the same time the ability to "apply oneself", to express oneself. Secondly, the ability to bring together points of view - one's own and the interlocutor's, moods, to cause, in the words of K. S. Stanislavsky, "coupling of communication." Thirdly, the ability to manage communication, to make the necessary adjustments to it. Being learned, these skills act as a generalized personality trait - sociability.
It should be emphasized that in pedagogical communication both the ability to understand another person and the ability to express themselves are equally important. These skills are not initially given to the teacher in finished form. The spontaneously formed experience of communicative activity requires improvement. The main condition for this is self-education, the conscious efforts of the teacher aimed at developing their own communicative qualities.
How to do it?
The process of self-education and development of these qualities will be discussed in detail below. Here we only point out its main directions.
First of all, a certain theoretical awareness is necessary, and then - individual practice and experience. All elements of social communication are available for assimilation, development. You can learn looseness in communication, the skills of making contacts, managing communication, the skills of perceiving and understanding another person, self-presentation and all other elements of communication. Of course, for this you need to know the features of your communication skills, be able to set specific tasks for yourself.
Informational skills
Information skills are not usually singled out as independent pedagogical skills. They are usually considered only as a means of communication. Indeed, communication cannot take place without the transmission of information. However, informing in the process of training and education also has an important independent function - the function of transferring socio-historical experience to new generations. The legitimacy of considering information pedagogical skills as independent ones is also justified by the fact that communication skills are only a condition that increases the effect of the educational process, while information skills not only increase the effect, but are also a necessary attribute of training and education.
With the development of the teacher's information abilities, the setting of the voice, the development of diction, the expressiveness and emotional coloring of speech, its culture and style, including special (mathematical, historical, etc.) and professional and business, are of no small importance. The university is not always able to solve these problems, so teachers often have to finish their studies themselves. This is not always done in a qualified manner, as a result, some teachers form and consolidate wrong and even bad habits.
Meanwhile, if you know how to work on yourself, you can achieve great success. In the book of Academician M. V. Nechkina “Etudes about Lecturers” we read about the secrets of the lecturing skills of the famous historian V. O. Klyuchevsky. He taught: “Speaking in public, do not address either the ear or the mind of the listeners, but speak in such a way that they, listening to you, do not hear your words, but see your subject and feel your moment. The imagination and heart of the listeners without you and better than you can cope with their mind. When developing a thought in speech, you must first put its scheme into the mind of the listener, then present it to the imagination in a visual comparison, and finally, on a soft lyrical lining, carefully place it on the listening heart, and then the listener is your prisoner of war and will not run away from you, even when you set him free, he will remain your eternally obedient client. And above the word “scheme” he wrote: “Briefly. minted. aphorisms".
As you can see, the secrets of verbal influence are not only in physical sound, but also in the influence on imagination, feelings and thoughts, in the organization of "inner vision", "inner listening", in the coincidence of the thoughts of the reporter and the perceiver, in their, so to speak, empathy.
However, the whole question is how to achieve this. One of these methods is "thinking aloud", when the listener becomes a witness and participant in the birth of a thought. He simultaneously learns both the content of the information and the logic of the lecturer's thinking. Such is the speech of the teacher in the problematic presentation of educational material.
A textbook example was a lecture by K. A. Timiryazev on the life of plants, read by him at the Polytechnic Museum. The secret of her success is that the lecturer was able to mobilize the imagination and thought of the audience, they thought, doubted and discovered the truth with him. (More details about this lecture can be found in the book by K. A. Timiryazev "The Life of Plants".)
I. P. Pavlov masterfully mastered the art of teaching. He turned his lectures into a lively conversation about the observed experience. Sometimes he seemed to put questions before himself, and then answered them, revealing to the audience the most essential aspects of the topic. A characteristic feature of Pavlov's lectures was a peculiar expressiveness of speech. He did not utter learned phrases. He thought and created in plain sight. And it is no coincidence that many of his expressions have entered the terminology of physiological science. Such are “imaginary feeding”, “ignition juice”, “watchdog center”, “mosaic” of excited and inhibited points in the cerebral cortex, “fusion” of innate and acquired properties, etc.
Setting the voice, working out diction, intonation, mastering the technique of semantic and logical pauses, etc. - all these are very important issues in the art of verbal influence. Who does not know that even an affectionate word can be pronounced in such a way that it will be perceived as an insult.
Tonal colors of speech have a huge information load. One can imagine the charm of D. I. Mendeleev’s speech if one of the composers - contemporaries of the scientist said that he could set these lectures to music.
Speech sounds false if its tempo does not match the content. Is it possible to speak in a patter about actions and processes that take place very slowly and for a long time, and, conversely, to speak at length about phenomena that occur instantly? Who does not know how tiresome it is to listen to the monotonous speech of a teacher or lecturer? True, some qualities of speech, for example, the timbre of the voice, do not depend on the will of a person. Nature has endowed people in different ways. But everyone who has a healthy speech apparatus, with appropriate work, can achieve a good culture of speech. This is another task of professional self-education of the teacher.
Organizational skills
Organizational skills play a special role in the work of a teacher. Training and education, organization of cognitive activity of students - is a special case of management. Therefore, we can say that organizational skills combine all other pedagogical skills. A teacher cannot be a good organizer without well-developed cognitive skills and pedagogical thinking, without the ability to foresee and plan, understand another person and communicate with him, convince him, etc. At the same time, organizational skills also have specific features. In its simplest form, this is the ability to: 1) assign work, manage, 2) monitor the execution of the case, 3) summarize the results of what has been done and evaluate them. These seemingly simple actions require certain abilities and personality traits. Such qualities, according to L. I. Umansky, include the following:
General psychological features: the orientation of the personality and its preparedness in the field of organized activities.
Some other general qualities: sociability, activity, efficiency, etc.
3. Organizational skills in the narrow sense:
a) the ability to take into account the psychological characteristics of a person, a group of people, i.e. organizational instinct (selectivity of attention to psychological objects);
b) the ability to infect and charge others with its energy. To do this, you need to master the methods of psychological influence, be able to apply psychological knowledge in solving organizational problems;
c) inclination, readiness for organizational activity, the ability to observe psychological tact, a sense of proportion.
Such an analysis is very valuable because it provides a holistic approach to the organizational skills and abilities of the individual.
For self-educational work on improving organizational skills, the teacher, first of all, needs to assess the degree of development of each of these components, identify which of them have gaps, etc. The study of their organizational skills gives an objectively correct picture, on the basis of which it is easy to formulate and set specific tasks for self-education. In each case, these tasks will be solved differently. If a person has a clear propensity for performing activities, the desire to engage in self-education of organizational skills may not arise. This is an indicator of unsuitability for pedagogical work.
Another thing is if unpreparedness for organizational activity is revealed, and the general organizational properties are beyond doubt. It is always possible to finish your studies, to prepare in this particular area.
Difficulties for self-education are represented by insufficient sociability and initiative, personal disorganization, inability to express themselves and influence others, etc.
The main way of self-education of organizational abilities is one - practice, exercises. Whatever "basic" psychological data for organizational activity a teacher may have, he cannot become a capable organizer without mastering the methods and techniques of organizational activity developed by society. And this can be achieved by studying the relevant special psychological literature, by studying the experience of other teachers in organizing work, by mastering special exercises.
ANNOTATION
This article discusses the concepts of "cognitive activity" and "cognitive skills". Particular attention is paid to the problem of the formation of cognitive skills of younger students.
Keywords: cognitive activity, cognitive skills, the formation of cognitive skills, younger students.
Modern Russian education is aimed at creating the need for independent development of new knowledge, new forms of activity, the ability and readiness for self-education, self-improvement, and creative activity.
This is what the federal state educational standard of primary general education is aimed at. The standard establishes requirements for such educational results as the readiness and ability of students for self-development and self-education, motivation for learning and purposeful cognitive activity.
The problem of the development of cognitive activity is one of the most important problems of modern pedagogy. It acts as one of the most important conditions for the formation in students of the need to acquire new knowledge and master the ability of independent cognitive activity.
The relevance of this issue is determined by the fact that insufficient attention is paid to the issue of creating conditions for the formation of cognitive skills in pedagogical science and the practice of education, and this is the basis for the development of the personality of a younger student and education in general.
The leading activity in primary school age is educational activity, it is at this time that children develop skills:
Determine the purpose of the upcoming activity;
Plan your activities, focusing on its result.
Ability to achieve results;
Exercise self-control.
Based on this, cognitive activity is of great importance, it plays a big role in the development of younger students, and also stimulates learning activities.
The study of cognitive activity originates in philosophy. A great contribution to the study was made by Socrates, Aristotle, Plato, F. Bacon, Descartes, G.W.F. Hegel, K. Marx.
Cognitive activity is often called gnostic or cognitive activity. In American psychology, there is a special direction, which is called cognitive psychology.
In our country, cognitive activity began to be developed in order to improve the educational activities of students.
A huge contribution to the theory of educational and cognitive activity was made by B.G. Ananiev, V.V. Davydov, P.Ya. Galperin, Z.I. Kalmykova, N.A. N.F. Talyzina, B.D. Elkonin, L.R., G.I. Shchukin and other domestic scientists.
In the psychological and pedagogical literature there is no single approach to the definition of the concept of "cognitive activity". This concept is considered by various authors and there is no clear definition. This is due to the fact that the concepts of "teaching", "educational and cognitive activity", "cognitive activity" are considered as identical.
In the works of G.I. Shchukina “cognitive activity” is considered as an activity that provides knowledge about the world around us, forms the ability to organize, direct actions to solve certain cognitive problems, develops the ability to think, instills mental work skills.
A.N. Leontiev defines cognitive activity as "a set of information processes and motivation, as a directed, selective activity of search and research processes that underlie the acquisition and processing of information." .
A brief definition of the concept was given by N.A. Polovnikova, "purposeful processes that express the active attitude of students to mastering knowledge, skills and abilities, as well as ways to obtain them."
V.A. Belikov defines cognitive activity as "an element of holistic learning, which is a purposeful organized or independent interaction of a student with the surrounding reality, the result of which is his mastery at the level of reproduction or creativity with a system of scientific knowledge and methods of activity." [ 1, p. 82]
Having considered the essence of the concept of "cognitive activity", we will reveal its structure.
According to A.N. Leontiev, the structure includes "need, motive, goal, actions and operations"
G.I. Schukina gives a detailed analysis of the structure and highlights "motives, purpose, learning activities and operations based on the content of learning, the result" [6, p. 49].
A necessary condition for the cognitive activity of younger students is the formation of cognitive skills. Skills contribute to the performance of activities, are formed on the basis of knowledge and skills.
An important role in the study of skills is played by the theoretical foundations of the psychology of activity, developed by B. G. Ananiev, G. S. Kostyuk, A. N. Leontiev, S. L. Rubinshtein, L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, V. V. Davydov.
Scientists consider cognitive skills as the ability to independently acquire knowledge. They help to firmly assimilate knowledge on the subject, promote cognitive activity, independence and accelerate the process of achieving the goal.
There are several classifications of cognitive skills, mainly researchers distinguish intellectual, practical, organizational and control (evaluative) skills. A.V. Usova subdivides into skills of a practical nature and skills of a cognitive nature.
When determining cognitive skills, we proceeded primarily from the analysis of the main sources of knowledge of younger students, as well as the classification of cognitive skills of such researchers as A.V. Usov and A.A. Bobrov. They attributed to the main cognitive skills: the ability to work with educational and popular science literature and, on this basis, independently acquire and deepen knowledge; the ability to observe and draw conclusions based on it; the ability to independently model and build hypotheses; the ability to independently set up an experiment and, on its basis, gain new knowledge; the ability to explain observed facts on the basis of existing theoretical knowledge, to predict the consequences of theories.
In modern pedagogical science, one should also not forget about the requirements that the federal state educational standard of primary general education sets for the results of students.
Analysis of the studied sources allows us to identify the following cognitive skills:
Work with textbooks and other information sources, such as Internet resources, dictionaries, reference books, additional literature, etc.;
Conduct observations, simulations, make simple experiments;
Work with information, draw up diagrams, tables, plans, graphs;
Find, process and use the necessary information;
Generate new knowledge using existing information.
Since cognitive skills are aimed at searching, obtaining and transforming information, we characterize them within the framework of subject education.
Cognitive skills are necessary for the development of cognitive activity. Soviet teachers N.K. Krupskaya and K.D. Ushinsky spoke about the need to form cognitive skills and schooling should be aimed not only at informing students, but also at the formation of cognitive skills.
Any skills are formed only in practical activities. The main component of any activity is an action - a process subordinated to a specific goal, a result that must be achieved. Actions are made up of operations, i.e. ways to carry out the action.
In the process of forming cognitive skills, the following stages are distinguished: motivational, indicative, performing, control.
For the successful formation of skills, it is necessary to take into account not only the stages of formation, but also to outline a system of exercises and training.
According to many researchers, the implementation of interdisciplinary connections and the variety of forms of organization of training sessions accelerates the process of forming cognitive skills. The research and project activity of students also contributes to the formation of cognitive skills. In this activity, the ability to learn and the ability to organize their activities are improved - the ability to accept, maintain goals and follow them in activities, plan their activities, monitor and evaluate them, interact with the teacher and peers.
The analysis of scientific psychological and pedagogical research indicates the necessity and possibility of the formation of cognitive skills. The development of the personality of a younger student will depend on the success of the formed skills.
It is necessary to create conditions for the formation of cognitive skills, as well as to implement in educational practice. The organization of work on the formation of cognitive skills will make a great contribution to the solution of the planned results of mastering the basic general education program of primary general education.
Bibliography:
- Belikov V.A. Education. Activity. Personality: Monograph / V.A. Belikov - M.: Academy of Natural Sciences, 2010. - 164 p.
- Leontiev A. H. Activity. Consciousness. Personality / A.H. Leontiev. - M.: Politizdat, 1975. - 115 p.
- Polovnikova N.A. Study of the process of formation of cognitive activity of schoolchildren in teaching: dis. ON THE. Polovnikova doctor ped. Sciences. - Kazan, 1976. - 483 p.
- Usova A. V. Formation of general educational and cognitive skills in students in the process of studying subjects of the natural science cycle: a textbook. - Chelyabinsk: Fakel, 1997. - 34 p.
- Usova A. V., Bobrov A. A. Formation of learning skills in students. - M.: Knowledge, 1987. -78 p.
- Schukina G.I. Activation of cognitive activity of students in the educational process. - M., 1979 - 250 p.
- Federal State Educational Standard of Primary General Education [Electronic resource]. – Access mode: http://www.consultant.ru/document/cons_doc_LAW_96801/ (date of access: 03/20/2018)
7. SalmiD. Building world-class universities. M.: Ves Mir, 2009. 132 p.
8. FedotovaN. N. Globalization and education // Philosophical sciences. 2008. No. 4. S. 5-24.
1. Bajdenko V. I. Bolonskij protsess: strnktumaja reforma vysshego obrazovanija Evropy. M.: Issle-dovatel "skij tsentr problem kachestva podgotovki spetsialistov; Rossijskij Novyj universitet, 2002.
2. Bogoslovskij V. I. Nauchnoe soprovozhdenie obrazovatel "nogo protsessa v pedagogicheskom universitete: Metodologicheskie harakteristiki: Monografija. SPb .: Izd-vo RGPU im. A. I. Gertsena, 2000. 142 s.
3. Zhukova T.A. t, 2011. S. 45-53.
4. Zima N. A. Innovatsionnye tendentsii modernizatsii v obrazovanii v uslovijah globalizatsii // Fundamen-tal "nye issledovanija. 2006. No. 7. S. 78-80.
5. Integratsionnye protsessy i gumanitarnye tehnologii: mezhdistsiplinarnyj aspekt issledovanija nauchnogo obrazovanija v evropejskih universitetah: Nauchno-metodicheskie materialy / V. I. Bogoslovskij, V. V. Laptev,
S. A. Pisareva, A. P. Trjapitsyna. CPb.: OOO "Knizhnyj Dom", 2007. S. 13.
6. Ponarina N. N. Globalizatsija vysshego obrazovanija i problemy internatsionalizacii obrazovatel "nyh sis-tem // Obshchestvo, sotsiologija, psihologija, pedagogika. Izd-vo HORS. No. 3. 2012. S. 37-41.
7. Salmi D. Sozdanie universitetov mirovogo class. M.: Ves" mir, 2009. 132 s.
8. Fedotova N. N. Globalizatsija i obrazovanie // Filosofskie nauki. 2008. No. 4. S. 5-24.
O. V. Litovchenko
COGNITIVE SKILLS OF STUDENTS:
PROBLEMS OF FORMATION IN THE MODERN SCHOOL
The history of the development of the problem of cognitive skills in adolescents, various approaches to the classification of cognitive skills are considered. Based on the reports on the results of the unified state exam, an analysis was made of the tasks and results of the unified state exam, which make it possible to assess the formation of cognitive skills among school graduates.
Key words: cognitive skills, formation of cognitive skills, levels of formation of cognitive skills.
^gmt^e Skills of Students:
The Difficulties of their Development at a Modern School
The article highlights the history of the problem of teenagers’ cognitive skills development, as well as various approaches to the cognitive skills classification. An analysis of tasks and results of the Uniform State Exam has been conducted on the basis of reports on the results of the Uniform State Exam, this allows to assess the extent of cognitive skills development of high school graduates.
Keywords: cognitive skills, cognitive skills development, levels of cognitive skills formation.
At present, with the development of scientific sources and volumes of information, it is important
technical revolution, with the advent of a new indicator of the quality of education
of a post-industrial society, c increases the ability of a person to mobilize in con-
specific situation acquired knowledge and experience. The main task of education today is to teach the student the activity of solving problems, solving problems in various spheres of life. The process of cognition accompanies a person throughout his life. It has the greatest intensity in the conditions of formal education, when a person consciously and systematically learns the world through the development of educational programs. Moreover, in modern conditions of the development of continuous education, this can occur in almost any time period of a person's life. Today, educational programs are offered to young people, middle-aged people, and older people to help them adapt to the conditions of the rapidly changing world of professions and life in general. This means that a person must have certain cognitive competencies, have a desire to learn and be able to do it. In other words, the problem of developing a person's desire for knowledge, the development of cognitive competencies is significant for each generation and is aggravated again and again under the influence of changing living conditions.
As you know, with the beginning of the new century, the processes of updating and modernizing education began to develop rapidly in almost all European countries, and the entire pedagogical world began to use the words “key competencies” as a designation of the main task of educating and educating schoolchildren. Competence - a range of issues in which someone is well aware; the circle of someone's powers, rights.
The competence-based approach in determining the goals and content of general education is not completely new, and even more so alien to the Russian school. In the theory and practice of domestic education, there are interesting developments in
the direction of determining and forming the competencies of students. The concept of competence is not opposed to knowledge and skills, it is much broader and is associated with the implementation of complex practical tasks. The performance of these tasks requires not only the presence of certain knowledge and skills, but also certain strategies and routines necessary for the application of knowledge and skills, appropriate emotions and attitudes, and also the management of the entire system. Thus, the concept of competence includes not only a creative and cognitive component, but also a motivational, ethical, social and behavioral one. Competences are formed in the learning process, but not only at school, but also under the influence of family, friends, work, politics, religion, culture, etc. The problem of selecting basic (key, universal, transferable) competencies is central to updating the content of education.
The new educational standard introduced in modern school education in Russia operates with the concept of "universal educational activity" and sets as one of the tasks the formation of cognitive universal educational activities in students. In elementary school, these actions include: general educational, logical actions, actions of setting and solving problems. In the basic school, the standard defines a rather long list of cognitive universal educational activities of various levels of complexity - from the ability to structure texts to mastering the basics of implementing project research activities. For high school, as you know, these requirements are under development.
“In a broad sense, the term “universal learning activities” means the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience” .
The psychological aspect of understanding the essence of universal educational activities is based on the idea of V.V. Davydov that the inner core of educational activity is “need, corresponding tasks and motives, but it is realized through actions” . However, it should be noted that other psychologists adhered to the same point of view. So, D. N. Bogoyavlensky, A. A. Lyublinskaya, N. A. Menchinskaya and others considered skills as ways of performing certain educational (subjective) actions, which students are specially taught and which are necessary in solving increasingly complex problems. A characteristic feature of skills is "the use of the correct methods of activity in new or radically changed conditions for its implementation through the conscious and purposeful selective application of relevant knowledge in the course of solving a certain mental task" . Therefore, in the standard, universal learning actions are considered as a set of student actions (as well as related learning skills) that ensure independent assimilation of new knowledge, the formation of skills, including the organization of this process. The formation of the ability to learn involves the development by schoolchildren of all components of educational activity, including motives, purpose, tasks of activity and educational actions for their implementation. In other words, the psychological understanding of the essence of the educational action is comparable to its pedagogical interpretation, understood as a skill.
It should be noted that in classical didactics, scientific knowledge about cognitive skills, their structure, content, and features of formation in schoolchildren has been formed. An increase in interest in the problem of the formation of cognitive skills was noted in the 60s of the twentieth century, which is associated with the transition to an industrial society and the polytechnicalization of education,
with the need to prepare schoolchildren for the development of increasingly complex professions that require large intellectual resources. Until that time, this problem was almost not considered as an independent one, although there are a large number of works that have studied the patterns of mastering knowledge and skills, where the structure of skills was identified with the structure of skills. Skills and skills were considered almost identical concepts, their formation was considered simultaneously, skills were understood as stages in the process of developing skills.
The theoretical foundations of the psychology of activity developed by B. G. Ananiev, G. S. Kostyuk, A. N. Leontiev, S. L. Rubinshtein and others play an important role in resolving the issue of the nature of skills. the conditions and mechanisms of the assimilation process are most fully described in the theoretical provisions of L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, V. V. Davydov.
The skills that ensure the fruitful flow of educational and cognitive activity and are necessary for the successful solution of search problems are called cognitive skills. In the broadest sense, researchers refer to cognitive skills as ways to solve cognitive problems of various types and levels of complexity, different content, as well as ways to solve educational problems. However, it is impossible not to note a slightly different understanding of the essence of skill. So, A. K. Gromtseva, M. A. Danilov, B. P. Esipov and others considered skill as a readiness, ability, ability of a person to perform an action.
Not all researchers in their classifications of skills distinguish cognitive skills in this interpretation. So, in the classification of V. N. Maksimova, intellectual, practical, specific (i.e. subject), cognitive
assessment skills. S. L. Fokina divides skills into specific and generalized. Specific skills reflect the specifics of the content of a particular subject and are closely related to a specific subject content. Generalized skills include skills that are repeated in any objective actions. Generalized skills are an obligatory component of cognitive activity in the study of all academic disciplines and are suitable for solving a wide range of problems. N. S. Zhuravleva offers the following types of cognitive skills: intellectual, practical, organizational and control-evaluative.
The actual classification of cognitive skills was proposed by A. V. Usova with her student A. A. Bobrov. According to researchers, cognitive skills are the ability to independently acquire knowledge, which is especially important for preparing students for continuing education. The mastery of new knowledge and skills, and on their basis, new ways of solving cognitive problems, depends on how successfully the skills of this type are formed. They attributed to the main cognitive skills: the ability to work with educational and popular science literature and, on this basis, independently acquire and deepen knowledge; the ability to observe and draw conclusions based on it; the ability to independently model and build hypotheses; the ability to independently set up an experiment and, on its basis, gain new knowledge; the ability to explain observed facts on the basis of existing theoretical knowledge, to predict the consequences of theories. Thus, A. V. Usova divides skills into two categories: practical skills (measurement, calculation, use of an energy source, etc.) and cognitive skills (observation, experience, work with literature). Both types are interconnected and play an important role at all stages of learning.
All researchers in their works note that for the successful formation of cognitive skills, purposeful, coordinated, systematic work is necessary, and the implementation of interdisciplinary connections improves the quality of assimilation of fundamental concepts, accelerates the process of forming cognitive skills and skills of a practical nature. G. A. Dzida proved that the development of students' cognitive skills in the process of solving educational problems will become manageable if the learning process for the development of cognitive skills is systemic and integrative, and the development of cognitive skills is carried out in stages and synchronously in various academic disciplines.
The problem of creating conditions for the formation of cognitive skills has long attracted the attention of scientists. L. S. Vygotsky believed that cognitive skills are formed directly in the process of mastering a specific content. However, today most scientists are inclined to believe that the acquisition of knowledge also requires special training of students in the ways of acquiring it, that cognitive activity should act not only as a means of acquiring knowledge, but also as a special subject of assimilation.
Establishing criteria and levels of cognitive skills is important for the correct assessment of students and for determining the effectiveness of teacher methods. The criteria for the formation of cognitive skills include the composition and quality of the operations performed, their awareness, completeness and curtailment, the rationality of the sequence of their implementation, the awareness of actions. A. V. Usova distinguishes the following levels of skills formation: the first (lowest) - the student performs only individual operations, and their sequence is chaotic, the actions as a whole are poorly conscious;
the second (middle) - the student performs all the required operations, but their sequence is not well thought out, and the actions themselves are not sufficiently conscious; the third (highest) - the student performs all operations, their sequence is rational, the actions as a whole are quite conscious. We adhere to this point of view in our own study.
In order to clarify the range of modern problems of the formation of cognitive skills in schoolchildren, we set the task of assessing the levels of formation of cognitive skills in school graduates, which can be done using the data of analytical reports on the results of the Unified State Examination, compiled annually by the Federal Institute of Pedagogical Measurements. These reports are compiled on the basis of information obtained from the results of the Unified State Examination throughout the country.
We have analyzed reports on physics, chemistry, biology and geography for 2009-2012 posted on the website of the Federal Institute of Pedagogical Measurements. Exam models for most subjects have not changed significantly compared to 2009, when the Unified State Examination became mandatory for all graduates. At the same time, the necessary improvement of the evaluation criteria, the wording of tasks was carried out. In control and measuring materials, special attention is paid to assessing the ability to apply the knowledge gained in the study of general educational subjects to explain natural and social phenomena and processes, to solve cognitive and practical problems, navigate in the information field and analyze incoming information, to formulate and argue one's own judgments on relevant issues. questions.
The examination models of the Unified State Examination in all subjects include test tasks with a choice of
veta, as well as tasks that require free construction of the answer. Tasks for the reproduction of knowledge involve testing learning skills to recognize processes, phenomena, name the main provisions of theories, laws and patterns; give definitions of basic concepts, use terms. In tasks with a detailed answer, graduates must complete a number of proposed theoretical and practical tasks, give their complete solutions, and answer the problematic questions posed with the involvement of the knowledge of the course. This principle is of key importance, since tasks with a detailed answer make it possible to identify not only the level of mastery of the content of the relevant academic subjects, but also the formation of the skills specified in the "Standard". Such tasks include various sources of information: texts, graphs, tables, thematic maps, figures, statistical data
Tasks with a detailed answer make it possible not only to assess the knowledge of students, but also to identify the logic of their reasoning, the ability to generalize, justify, draw conclusions, clearly and concisely state the answer to the point of the question, and apply the knowledge gained in practice. When performing these tasks, the examinee has the opportunity to fully, deeply express his thoughts, demonstrate the depth of knowledge. Unlike tasks with a choice of answers, when performing tasks with a free answer, a hint or guessing the correct answer is excluded. Students must independently formulate the answer to the question posed. Tasks of this type are of great importance for differentiating students according to their level of preparation and for identifying typical mistakes.
Tasks with a detailed answer are the most significant for assessing the readiness of participants in a unified exam to continue their education in institutions of higher professional education, therefore, experts and analysts
The Federal Institute of Pedagogical Measurements consider it expedient to increase the number of tasks of a practice-oriented nature and tasks designed to test the ability to solve problems that graduates may encounter in life.
An analysis of the answers to these tasks suggests that some graduates experience serious difficulties in formulating logically coherent explanations; despite the presence of a calculator, there is a very high proportion of incorrect arithmetic calculations, errors in bringing degrees, in translating units of measurement; a significant number of graduates do not know important
To prepare students for completing tasks with a detailed answer, it is necessary to teach them to briefly, reasonably and on the merits of the question posed, express their thoughts in writing, apply theoretical knowledge in practice, in new situations related to everyday life, as well as in solving problems. Increasing importance in the activities of students is given to skills with such properties as universality, mobility, generalization, which ensures the formation of students' creative attitude to learning.
In studies conducted by A. V. Usova, it was revealed that difficulties in studying subjects of the natural science cycle are a consequence of the inability to self-
practical ability to use the acquired knowledge. According to the classification proposed by A. V. Usova, this level of formation of cognitive skills of graduates can be assessed as low, which is also confirmed by a significant number of graduates who did not start completing tasks with a detailed answer or received zero points for them.
A significant part of the graduates successfully completes only one or a few tasks with a detailed answer, which once again confirms the insufficient level of formation of cognitive skills among school graduates.
work with the textbook, independently set experiments and solve problems. More than 30% of the students surveyed believe that for more successful learning in physics, chemistry, biology, you need to learn to work independently with a textbook, learn to independently acquire knowledge, that is, develop cognitive skills. The ability to work with printed text is now becoming especially important due to the fact that in the conditions of a rapid increase in the pace of scientific and technological progress, each person needs to continuously replenish and deepen his knowledge. Given the changes taking place in modern pedagogical science and educational practice, Ya. V. Danielyan noted
The share of USE participants who did not start part C / received 0 points
Year Subject 2009 2010 2011 2012
Physics 28.5/ 18.4 30.3/ 17.9 23.9 /16.7 26.0 / 20.5
Chemistry 12.2/ 2.3 10.5/ 9.9 9.1 / 10.3 9.9 / 12.8
Biology 8.4/ 8.5 7.9/ 6.0 7.0/ 6.9 7.0 / 6.5
Geography 12.5/ 10.4 14.4/ 5.9 12.3/ 7.4 14.0 / 6.9
expects that the textbook has a new function - the function of developing students' independent cognitive activity in the information space, which comes to the fore in terms of importance among the traditional functions of a school textbook.
Until recently, the introduction of new technologies in educational book publishing did not lead to a transition to a new level of education quality, but recently the situation has begun to change. Publishing house "Prosveshchenie" has started to produce educational kits "Spheres" - a qualitatively new educational and publishing project that creates a fundamentally different information and educational environment. "Spheres" provide an opportunity to study subjects based on work in a single information field, implemented through the interconnection of all components of the set, facilitate the search, development and interpretation of information. The textbook is the basis of the "Sphere" teaching and methodological kits. It is in it that the traditional laws of creating a textbook and new approaches to the learning process are most fully used.
The development of cognitive skills is facilitated by research and project
types of students' activities, as they provide the opportunity to achieve a high degree of individualization of learning, create a cognitive and developmental field that allows the student to choose the trajectory of educational activity. These types of activities are organized, most often, by the teachers themselves, and only sometimes tasks for project and research activities are offered in textbooks.
A review of the literature on the problems of cognitive skills shows that a lot of experience has been accumulated that reveals the essence, internal connections and patterns of development of cognitive skills. Cognitive skills are necessary for higher forms of cognitive activity. Operating skills leads to a thorough and versatile penetration into the content of education, which becomes more understandable and meaningful for the student. At the same time, there are some aspects that need to be clarified: the classification and functions of cognitive skills in the modern information society. A closer study requires an answer to the question of how to develop a student's independent cognitive activity with the help of a textbook.
BIBLIOGRAPHY
1. Analytical reports of the Federal Institute of Pedagogical Measurements for 2009, 2010, 2011, 2012. Access mode: http://www.fipi.ru/view/sections/138/docs/ (date of access: 09/10/2012).
2. Gurova LL On the question of the formation of logical operations: Application of knowledge in the educational practice of schoolchildren. M.: Izd-vo APN RSFSR, 1961. S. 227-277.
3. Davydov VV Theory of developing education. M.: INTOR, 1996. 544 p.
4. Danielyan Ya. V. The development of ideas about the functions of a school textbook in domestic pedagogy in the second half of the 20th - early 21st centuries: Dis. ... cand. ped. Sciences. SPb., 2009. 177 p.
5. Dzida G. A. Development of cognitive skills in students in the process of solving educational problems (On the basis of teaching natural and mathematical disciplines): Dis. ... Dr. ped. Sciences. Chelyabinsk, 2001. 296 p.
6. Zhuravleva N. S. Monitoring of cognitive skills of schoolchildren in the process of teaching physics. Abstract dis. ... cand. ped. Sciences. Ishim, 2005. 22 p.
7. Zorina L. Ya. Subject - textbook - teacher. Moscow: Knowledge, 1989. 80 p.
8. Ilyin E. P. Skills and skills: unresolved issues // Issues of psychology. 1986. No. 2. S. 138-147.
9. How to design universal learning activities in elementary school: from action to thought: A teacher's guide / Ed. A. G. Asmolova. Moscow: Education, 2008. 151 p.
10. Maksimova VN Intersubject communications in the learning process. Moscow: Education, 1988. 191 p.
11. Mileryan E. A. Psychology of the formation of general labor polytechnic skills. Moscow: Pedagogy, 1973. 300 p.
12. Ozhegov S. I., Shvedova N. Yu. Explanatory dictionary of the Russian language / RAS. Institute of the Russian Language. V. V. Vinogradova. M.: Azbukovnik, 1999. 944 p.
13. Exemplary basic educational program of an educational institution. Basic school / Comp. E. S. Savinov. Moscow: Education, 2011. 400 p.
14. TalyzinaN. F. Theory of programmed learning. Moscow: Knowledge, 1975. 51 p.
15. Usova A. V. On the criteria and levels of formation of cognitive skills in students // Soviet Pedagogy. 1980. No. 12. S. 45-48.
16. Usova A. V. Formation of general educational and cognitive skills in students in the process of studying subjects of the natural science cycle: Textbook. Chelyabinsk: Fakel, 1997. 34 p.
17. Usova A. V., Bobrov A. A. Formation of learning skills in students. Moscow: Knowledge, 1987. 78 p.
18. Federal target program for the development of education for 2011-2015. Access mode: http://www.fcpro.ru/program-meropr (date of access: 10/13/2012).
19. Federal state educational standard for basic general education. (Standards of the second generation) / Ministry of Education and Science of the Russian Federation. Moscow: Education, 2011. 48 p.
20. Fokina S. L. Formation of generalized cognitive skills and their influence on the development of cognitive interests of students: Dis. ... cand. ped. Sciences. L., 1977. 179 p.
21. Formation of universal educational activities in primary school: from action to thought. Task System: Teacher's Manual / Ed. A. G. Asmolova. Moscow: Education, 2011. 2nd ed. 159 p.
1. Analiticheskie otchety Federal "nogo instituta pedagogicheskih izmerenij za 2009, 2010, 2011, 2012 gody. Rezhim dostupa: http://www.fipi.ru/view/sections/138/docs/ (data obrashchenija: 09/10/2012).
2. Gurova L. L. K voprosu o formirovanii logicalheskih operatsij: Primenenie znanij v uchebnoj praktike shkol "nikov. Gurova. M .: Izd-vo APN RSFSR, 1961. S. 227-277.
3. Davydov V. V. Teorija razvivajushchego obuchenija. M.: INTOR, 1996. 544 s.
4. Danijel "jan Ja. V. Razvitie predstavlenij o funktsijah shkol" nogo uchebnika v otechestvennoj pedagogike vtoroj poloviny XX - nachala XXI v.: Dis. ... cand. ped. science. SPb., 2009. 177 s.
5. Dzida G. A. Razvitie u uchashchihsja poznavatel "nyh umenij v protsesse reshenija uchebnyh zadach (Na materiale obuchenija estestvenno-matematicheskim distsiplinam): Dis. ... d-ra ped. nauk. Cheljabinsk, 2001. 296 s.
6. Zhuravljova N. S. Monitoring poznavatel "nyh umenij shkol" nikov v protsesse obuchenija fizike: Avtoref. dis. ... cand. ped. science. Ishim, 2005. 22 s.
7. Zorina L. Ja. Predmet uchebnik uchitel". M.: Znanie, 1989. 80 s.
8. Win E. P. Umenija i navyki: nereshennye voprosy // Voprosy psihologii. 1986. No. 2. S. 138-147.
9. Kak proektirovat "universal" nye uchebnye dejstvija v nachal "noj shkole: ot dejstvija k mysli: Posobie dlja uchitelja / Pod red. A. G. Asmolova. M .: Prosveshchenie, 2008. 151 s.
10. Maksimova V. N. Mezhpredmetnye svjazi v protsesse obuchenija. M.: Prosveshchenie, 1988. 191 s.
11. Milerjan E. A. Psihologija formirovanija obshchetrudovyh politehnicheskih umenij. M.: Pedagogika, 1973. 300 s.
12. Ozhegov S. I., Shvedova N. Ju. Tolkovyj slovar" russkogo jazyka / RAN. Institut russkogo jazyka im. V. V. Vinogradova. M.: Azbukovnik, 1999. 944 s.
13. Primernaja osnovnaja obrazovatel "naja programma obrazovatel" nogo uchrezhdenija. Osnovnaja shkola / Sost. E. S. Savinov. M.: Prosveshcenie, 2011. 400 s.
14. TalyzinaN. F. Teorija programmirovannogo obuchenija. M.: Znanie, 1975. 51 s.
15. Usova A. V. O kriterijah i urovnjah sformirovannosti poznavatel "nyh umenij u uchashchihsja // Sovet-skaja pedagogika. 1980. No. 12. S. 45-48.
16. Usova A. V. Formirovanie u uchashchihsja obshchih uchebno-poznavatel "nyh umenij v protsesse izuchenija predmetov estestvennonauchnogo tsikla: Uchebnoe posobie. Cheljabinsk: Fakel, 1997. 34 s.
17. Usova A. V., Bobrov A. A. Formirovanie u uchashchihsja uchebnyh umenij. M.: Znanie, 1987. 78 s.
18. Federal "naja tselevaja programma razvitija obrazovanija na 2011-2015 gg. Rezhim dostupa: http://www.fcpro.ru/program-meropr (data obrashchenija: 10/13/2012).
19. Federal "nyj gosudarstvennyj obrazovatel" nyj standart osnovnogo obshchego obrazovanija. (Standarty vtorogo pokolenija)./ Ministerstvo obrazovanija i nauki RF. M.: Prosveshchenie, 2011. 48 s.
20. Fokina S. L. Formirovanie obobshchennyh poznavatel "nyh umenij i ih vlijanie na razvitie poznavatel" nyh interesov uchashchihsja: Dis. ... cand. ped. science. L., 1977. 179 s.
21. Formirovanie universal "nyh uchebnyh dejstvij v osnovnoj shkole: ot dejstvij k mysli. Sistema zadanij: Posobie dlja uchitelja / Pod red. A. G. Asmolova M.: Prosveshchenie, 2011. . 2-e izd. 159 s.
Yu. S. Matrosova
DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER BY MEANS OF ART LITERATURE
One of the possible ways of developing the professional competence of future teachers is considered - the use of works of fiction in the process of studying pedagogical disciplines; the results of using the developed methodology in the educational practice of a pedagogical university are analyzed.
Key words: professional competence, modern childhood, professional task, fiction.
Development of Professional Competence of Preservice Teachers by means of Belles-lettres Literature
The paper deals with methods of employment of belles-lettres in the process of teachers' training. A range of assignments based on belles-lettres is suggested for the development of teachers' competence.
Keywords: teacher's competence, modem childhood, professional problem, belles-
In the modern world, education is seen as the driving force behind the progressive and stable development of society. The main strategic resource for development is people with knowledge, their intellectual capital and professional competence; it is the education of people that determines the value orientation, possibilities and boundaries of future changes.
In this regard, the system of higher pedagogical education is subject to new requirements for the training of specialists who are able to meet the challenges of the new era and the ethics of multi-subject interaction, ready for cooperation, able to
work in a team and possess such professional qualities as openness to new things, dialogue, multi-education (V. P. Zinchenko, E. A. Klimov, Yu. N. Kulyutkin, E. E. Sapogova, etc.).
A modern teacher must have complex skills related to understanding the individual characteristics of the student, the various contexts (social, cultural, national, etc.) in which training takes place, with the design of individual educational routes that are built by the teacher and the student, taking into account both the interests of the student and the requirements of educational standards. The teacher needs to understand
When implementing one of the above curricula or developing their own curriculum, the teacher carefully considers the basic knowledge and skills of students that they must form in the process of learning under this program.
In addition to knowledge, skills and abilities, students must develop personality traits in themselves: ways of mental actions, self-management skills, emotional and moral, aesthetic and activity-practical properties. All these groups of personality traits merge together, forming competent person in the field of economic knowledge.
1st group of skills. Knowledge, skills and abilities(ZUN). ZUN classification.
I. By localization of reflection:
1. Individual knowledge is the knowledge of a particular person, his personal experience in studying the world around him, labor relations, communication.
2. Public knowledge is knowledge developed by generations of predecessors; material, spiritual values recognized by all.
For example, in the program of B.A. Raisberg and A.S. Prutchenkov ʼʼIntroduction to Economics. Fundamentals of economics and entrepreneurship. Business Basicsʼʼ noted: what students should know (public knowledge should become individual):
- what are economic laws, their specific differences from the laws of the physical world;
II. According to the form of reflection:
1. Sign and verbal, which are presented in the form of signs, in the form of linguistic oral and written forms, in the form of formulas, theoretical rules and formulations.
2. Figurative, which are represented by specific images and are perceived by the senses.
For example, the image of an entrepreneur, banker, manager, their appearance, demeanor.
3. Real, which exist in the objects of labor, literature, art.
For example, a portrait or sculpture of a banker.
4. Procedural, which are reflected in the current activities of people, in their practical skills, in various technologies, as a result of the labor process.
For example, in the program B.A. Raisberg and A.S. Prutchenkova ʼʼIntroduction to the economy. Fundamentals of economics and entrepreneurship. Business Basicsʼʼ reflects what learners should know:
- basic concepts and terms: gross national product, salary, profitability, unemployment, labor productivity, budget, taxes, banks, credit.
III. On a mental level:
1. Recognition of knowledge.
2. Reproduction of knowledge.
3. Understanding knowledge.
4. Application of knowledge in practice.
5. Automatic actions that are implemented at the level of intuition, unconscious, involuntary performance of actions.
6. Attitude to knowledge, ĸᴏᴛᴏᴩᴏᴇ reflects one's own view, one's point of view on an object or phenomenon.
7. The need, which is expressed in the desire to learn, apply knowledge in practice and develop a stable skill in applying knowledge.
For example. Students should be able to:
- analyze the causes of differences in the level of wages;
- distinguish between sources and components of income;
- distinguish between the unemployed and the unemployed. (Program of L.L. Lyubimov, A.A. Mitskevich and others.
Hosted on ref.rf
IV. By area and subject of knowledge Keywords: humanitarian, mathematical, philosophical, animate and inanimate nature, society, technology, art.
2nd group of skills. Ways of mental actions (COURT). COURT classification.
I. According to the nature of the means of thinking: subject-effective, visual-figurative, abstract, intuitive.
For example. Money, functions of money: unit of account͵ means of exchange, means of accumulation. (Program of S.Ravichev, T.Protasevich ʼʼModern Economicsʼʼ).
II. According to the process logic: comparison, analysis, abstraction, generalization, synthesis, classification, induction, deduction, inversion, reflection, antipathy, hypothesis, experiment, verification, etc.).
For example. Distinguish and compare organizational and legal forms of entrepreneurship. (Program of L.L. Lyubimov, A.A. Mitskevich and others.
Hosted on ref.rf
ʼʼEducational area ʼʼEconomicsʼʼ).
III. In the form of the result: creation of a new image, definition of a concept, judgment, conclusion, theorem, regularity, law, theory.
For example. Students find out the reasons for the appearance of the economic functions of the state, discover the reasons for the inefficiency of state activities. (Program of L.L. Lyubimov and N.A. Rannev ʼʼFundamentals of Economic Knowledgeʼʼ).
IV. By type of logic: rational-empirical and reasonable-theoretical.
V. According to the way of work:
1. Skills and skills of planning educational activities. The student is aware of the tasks of the educational process, knows how to build goal-setting, possesses the skills of a rational way to complete the task, thinks through the algorithm of activities, can plan activities for the day, week, month, year, etc.
2. Skills and abilities to organize their own learning activities. The student knows how to organize his rational mode of work, can equip the workplace, possesses the skills and methods of mental activity.
3. Skills and skills of perception of information. The student is able to work with various sources of information, has the skills to work with a book, dictionary, computer, manages his own attention, observation, memorization and reproduction.
4. Skills and skills of mental activity. The student comprehends the educational material, highlights the main and essential, analyzes and synthesizes, abstracts and concretizes, classifies, generalizes, proves, builds a story, argues the answer, formulates conclusions and conclusions, writes essays, solves problems and problems.
5. Skills and skills of assessment and comprehension. The student has the skills of self-control and mutual control of the results of educational activities, understands his achievements, evaluates economic, environmental, aesthetic, ethical phenomena, is able to check the correctness and strength of theoretical knowledge and practical skills, and conducts a reflexive analysis.
For example. Students must:
- possess the general cultural skills of a modern entrepreneur;
- be able to use various sources of information: reference books, legal documents, scientific literature;
- be able to draw up the simplest documents for doing business;
- be able to engage in self-education, using the necessary literature. (Program of V.F. Merzlyakov ʼʼ Fundamentals of business).
3rd group of skills. Self-governing mechanisms of personality (SUM). SUM classification.
1. Needs. Needs are the fundamental properties of an individual, expressing his need for something and being a source of mental strength and human activity. Needs are divided into material (food, clothing, housing), spiritual (aesthetic pleasures), physiological and social (in communication, work, social activities, knowledge, self-determination, self-affirmation, self-education, self-education, self-improvement).
2. Orientation. Orientation is a set of motives that are stable and relatively independent of situations, orienting the actions and deeds of the individual. It includes interests, views, social attitudes, value orientations, beliefs, moral and ethical principles, worldview.
3. Self-concept. The self-concept of a person is a stable, conscious and experienced system of ideas of a person about himself, on the basis of which he builds his behavior. The self-concept includes a system of human qualities: I like, I am capable, I am needed, I can, I create, I know, I manage, I own.
For example. Students must answer the questions:
- whether the desire of people to increase prosperity is the driving force behind the economic development of mankind;
- is it profitable to be honest;
- what a paradox lies at the basis of a market economy. (Program of V.I. Lipsits and L.V. Antonova ʼʼFundamentals of Economic Knowledgeʼʼ).
4th group of skills. Emotional-moral sphere (SES). SEN classification.
1. Aesthetic education: a sense of beauty, the ability to see and understand beauty, familiarization with literature, music, art, dance, theater, cinema.
2. Education of moral qualities: freedom, dignity, honor, responsibility, conscience, shame, love, kindness, economic and ecological culture, will, virtue.
For example. Emotional relationships. Compliment rules. Culture of relations between men and women. Table culture. The appearance of a business person. (Program of V.F. Merzlyakov ʼʼFundamentals of Businessʼʼ).
5th group of skills. Activity-practical sphere (PSD). SDP classification.
1. Labor knowledge, skills and abilities: natural sciences, polytechnics, operational skills, craftsmanship, work culture.
2. Diligence: activity, diligence, need, readiness, consciousness, diligence, will.
3. Labor morality: attitude to work, relationships in the process of activity, career orientation, incentives, values, attitude to the results of activity.
For example. Workshops: Am I fit to be a manager. How to get and use a loan. How to calculate the price of an item. Assessment of the expected risk. (Program of B.A. Raisberg and A.S. Prutchenkov ʼʼIntroduction to the economy. Fundamentals of economics and entrepreneurship. Fundamentals of businessʼʼ).
The curriculum in economics, which takes into account the knowledge, skills and abilities of students, the ways of their mental actions, the mechanisms of self-government by the individual, the emotional-moral and activity-practical spheres, is aimed at development of personality competencies in the field of economics.
