Педагогические науки/5. Современные методы преподавания

С.ph. Ageleuova A.T., PhD Kulbaeva A.T.

Kazakh Academy of Sport and Tourism

Al-Farabi University

MODERN EDUCATIONAL TECHNOLOGY

IN THE CONTEXT OF THE COMPETENCE APPROACH

In recent years, competence approach actualized in educational activities of higher education institutions. Under the Competence approach in education is understood as a way of learning that focuses on student mastery of core competencies that are universal for the development of different activities, and requires the ability to use the funds and adequate prevailing situations. This approach was reflected in the regulations of education system in the Republic of Kazakhstan. Specifically, the order № 198 of the Ministry of Education and Science of the Republic of Kazakhstan dated 02.06.2014, the governing rules of the organization of educational process, drew attention to the fact that the effectiveness of the learning outcomes achieved by complying with a comprehensive approach, that formed in a modular educational programs, curricula, and educational disciplines. At the same learning outcomes should be expressed in terms of competence.

Here are five main learning outcomes: knowledge and understanding, applying knowledge and understanding; forming judgments; communication skills; skills training or the ability to learn. Modular training, the modular structure of educational programs are the most important principles of the Bologna Declaration, to which Kazakhstan acceded in 2010. The essence of modular training is that the training content is structured into autonomous organizational and methodological modules, content and scope of which may vary depending on the didactic objectives of the profile and level differentiation of students. The interdependence of the competency approach and the modular principle of training is determined by the fact that the module is designed to achieve an appropriate, planned outcome of the training, that means competence. In this case module, based on a meaningful unity of disciplines can be built on the "horizontal" or "vertical" scheme.

In The "horizontal" unit all the components of the discipline is made approximately equal and relatively independent contribution to educational outcomes; they can be studied in parallel,  sequence of studying is not specified hard. The "vertical" module include consistently studied subjects aimed at achieving certain learning outcomes - from basic and common professional to special, narrow ap- plied. Modular educational programs should be developed in the context of the competency model training. In general terms, the competence - a range of issues in which the person (specialist) is knowledgeable and has the experience and the ability to learn. Competence generated by higher and postgraduate education, shared on competency relating to the domain and universal (general, under-substentive). 

Competencies include the knowledge and understanding (theoretical knowledge of an academic field, the ability to know and understand), knowing how to act (practical and operational application of knowledge and skills to specific situations) and knowledge of how to be (value aspect as an integral part of life with others in a social context ).

The use of competency approach, according to some scientists, is based on the insight that human progress depends not only on economic growth, but also on the level of personal development, which implies a shift from the classic concept of "human resources" to the concept of "human competence. Competence approach focuses on the result of the formation, and as a result is not considered the sum of the assimilation of information, but the ability to act in various problem situations. In the context of the implementation of the competence approach it is important to come to an understanding that the basis of professionalism and high student mobility constitute the fundamental scientific knowledge in conjunction with the orientation of education to the practice [2, p. 60].

The most important task of the modern university is to develop an integrated system of universal knowledge, skills and experience of independent activity and personal responsibility of students. This is the core competencies that define the modern quality of educational content [2, p. 60].

If we talk about professional competence, it expresses the level of formation of key professional competencies (universal ways of professional activity) and a set of specialized competencies (given by the specifics of a particular object of professional activity). In the work of T.M. Churekova [2] made a detailed analysis of the elements of professional competence as a qualitative characteristic of the degree of mastery of the personality of their professional activities.

Professional competence, according to T.M. Churekova should include cognitive, social, communicative, information, research, and social and personal components.

Cognitive competence is determined by fundamental knowledge, the degree of differentiation of individual consciousness, the peculiarities of cognitive processes, that determines the decision of professional problems. Socio-communicative competence is expressed in tolerance and success of the person entering into  the professional community, recognizing the value of a particular corporate culture and its psychological compatibility as the ability to adapt into the different characters and socio-professional environment, at the same time reflecting the possibility of the person in the implementation of:

· Cooperation, teamwork;

· ability to set vertical and horizontal contacts, to resolve conflicts;

· readiness for mutual assistance, mutual responsibility, mutual control in solving important professional goals, etc. 

Information competence is measured by the level of development of information-technological culture, which including the level of information technology, characterized by information, technological and cultural components. Information component - a system of knowledge, corresponding to the modern level of development of information technologies and ensuring the implementation of information activities designed to meet the educational and professional needs. Technological component - the mastery of information technologies, allowing to carry out information activities, creatively combining and updating existing technologies in accordance with the requirements of the time. The cultural component includes understanding and awareness of their own information needs, motivation to implement information activities.

Research competence is expressed in the fact that the specialist, constantly solving many professional tasks, acts as a researcher and builds its activities on the basis of research Search. In the modern world research activity is not seen as a narrowly specialized activity, but as an essential characteristic of the person entering into the structure of representations about the professionalism in any field of activity, as the style of modern life. Research activities as the education system is the unity and integration of value grounds of personal meanings and methods of the organization of professional activities; in modern science and teaching practice appears as the leading direction of the update aims, content and structure of higher education.The educational process at the university should be close to the research activities, implemented in the form of classroom lectures, research, seminars, research, training, Internet sessions and extracurricular forms of research carried out in the framework of projects and dissertations.

Social and personal competence is manifested in self-management, social identity and authenticity of personal responsibility.

Municipality determines individual characteristics such as the ability and readiness to:

· a manage themselves and others, adequate communication in different situations with regard to the relevant cultural patterns of communication and interaction;

· critically analyze their own professional activities and the work of others;

· a self-tasking, find solutions and take personal responsibility for their implementation;

· the initiation, construction, maintenance and management of all types and forms of internal and external activity.

Social identity is contained in the individual knowledge of his membership of a particular social group, along with value-semantic and emotional manifestations of it. Authenticity is the correspondence to himself, his idea, his sense of professional and personal self-fulfillment in the field of professional work.In this case person not only identifies himself with the surrounding socio-professional culture, but also takes into account themselves as no less significant and valuable reality in it [2, p. 61-63].

Accordingly the professional competence of young specialist, as a basic characteristic of his personality creates his readiness to professional activity, which serves both the purpose and the result of professional and personal development expert and represents the level of education is reflected in the manifestation of his professionalism. But competence approach becomes the determining factor in vocational education at the level of theoretical views, activities of technology and personality structure.

This turn in the approach to the system of modern higher education, transition to new educational standards, built in view of the competence approach, new developments in the education system are led to understand the need to upgrade technology and teaching methods.

Traditional (so-called knowledge-centric)  approach to teaching methods in universities, involves the transfer of students accumulated knowledge, shaping, and the leading role in the learning process is given to the teacher. This forms the "subject-object" relations in the system "teacher - student». Of course, modern, competence approach does not deny the value of knowledge as such, but it leads to a change in the role of knowledge as border application of knowledge, skills and abilities are expanding significantly. As M.V. Dubova notes the greatest opportunities for the implementation of problem solving competency approach have any kind of project activity (most research and practice-oriented projects); excursions, all of the methods and techniques of of problem training; practical work and a search nature of the research, with the life context, situation analysis method (case method); discussions, debates, discussions, debates, etc. These methods require extensive use of pair, group and collective forms of organization of students at the appointed and extracurricular activities. [1, p. 60].

In connection with the introduction of new approaches in the education system to the forefront of education technology are put forward active and interactive forms of classroom teaching.

Among the fairly conventional forms of learning can be identified debate, discussions, business games, brainstorming. Less than familiar for both teachers and students, and, consequently, much less used, such forms as briefing organizational-activity game, with a pre-planned lecture errors, trainings, workshops. Great popularity in recent years, a method acquires a case study, has long proven in the West as a method of active research and creative activity of students in the development of a practical problem.The learning process should be implemented other technologies, which have long been proven in the world: the development of critical thinking through reading and writing (RWCT), cooperative learning (cooperative learning), tiered training technology, methods of projects and portfolio methods. 

As shown by Kazakh experience and the experience of Russian colleagues, active and interactive forms of study are equally suitable for the formation and general cultural and professional competences [3, p. 1864].This approach to learning technologies will lead to the formation of "subject-subject" model in the system of "teacher - student», where a student will not passive "storage" of information, and an active participant in the educational process. All of this will ultimately ensure the implementation of competence model in accordance with the requirements of state educational standards of the Republic of Kazakhstan.

Bibliography

1. Dubova M.V. Competence approach among modern pedagogical approaches in general education. // Vestnik of Kemerovo State University. 2010. - № 1. pp 59-63.

2. Churekova T.M. Competence approach in modern education as a necessity. // Vestnik of Kemerovo State University, 2009. - № 4. - S. 60-63.

3. Burkhanova F.B., Rodionova S.E. Introduction of innovative active and interactive teaching methods and educational technologies in the Russian high schools: current status and challenges. // Bulletin of the Bashkir University. Philosophy, sociology, cultural studies and political science. 2012. T. 17. № 4. S. 1862-1875.