THEORETICAL ASPECTS OF THE SYSTEM OF DESIGNING LEARNING TASKS FOR FORMING GENERAL COMPETENCES OF SECONDARY VOCATIONAL EDUCATION STUDENTS
DOI: 10.23951/2307-6127-2017-3-65-70
This article discusses the issues of formation and diagnostics of level of formation General competences of students of secondary vocational education. It is emphasized that one of the ways of intensification of this process is the creation of complex measurement instruments, criteria for their diagnosis and procedures for their assessment. On this basis it is proposed to use as one of the most effective diagnostic tools learning objectives designed taking into account the planned learning outcome. In this regard, the theoretical aspects of designing learning tasks and their systems for their further use in the process of formation and diagnostics of General competencies are considered. Analyzed the content of historical and pedagogical stages of formation of this category. Presents some of the most discussed in the scientific literature aspects of learning tasks, including their comparison with the category of “learning activities”, approaches to the definition, the establishment of the content of learning objectives and stages of its solution. The necessity to use not the individual learning tasks, and task systems. The definitions of the the educational assignment, educational task and the system of educational tasks from the position of the competence approach are proposed. The key methodological and theoretical grounds for the design of learning tasks are described, as well as the stages of this process.
Keywords: educational task, system of educational tasks, diagnostics, vocational education, design
References:
1. Baydenko V. I. Kompetentnostnyy podkkhod k proyektirovaniyu gosudarstvennykh obrazovatel’nykh standartov vysshego professional’nogo obrazovaniya (metodologicheskiye i metodicheskiye voprosy). Metod. posobiye [Competence approach to the design of state educational standards of higher professional education (methodological and methodical questions): methodological material]. Moscow, Issledovatel’skiy tsentr problem kachestva podgotovki spetsialistov Publ., 2005 (in Russian).
2. Bespal’ko V. P. Obrazovaniye i obucheniye s uchastiyem komp’yuterov (pedagogika tret’ego tysyacheletiya) [Education and training with computers (pedagogy of the third Millennium)]. Мoscow, Moscow Psychological and Social Institute Publ.; Voronezh, NPO “MODEK” Publ., 2002. 352 p. (in Russian)
3. Bershadskiy M. E., Guzeev V. V. Didakticheskiye i psihkologicheskiye osnovaniya obrazovatel’noy tekhnologii [Didactic and psychological foundations of educational technology]. Мoscow, Tsentr “Pedagogicheskiy poisk” Publ., 2003. 77 p. (in Russian).
4. Tryapitsina A. P. Innovatsionnye protsessy v obrazovanii [Innovative processes in education]. Innovatsionnye protsessy v obrazovanii. Integratsiya rossiyskogo i zapadno-evropeyskogo opytov. Sbornik statey [Innovative processes in education. Integration of Russian and Western European experiences. Collection of articles]. St. Petersburg, Herzen State Pedagogical University of Russia Publ., 1997. 285 p. (in Russian).
5. El’konin D. B. Izbrannye psikhologicheskiye trudy [Selected psychological works]. Мoscow, Pedagogika Publ., 1989. 560 p. (in Russian).
6. Ball G. A. Teoriya uchebnykh zadach. Psikhologo-pedagogicheskiy aspekt [The theory of learning tasks. Psycho-pedagogical aspect]. Мoscow, Pedagogika Publ., 1990. 184 p. (in Russian).
7. Derbush M. V. Uchebnye zadachi kak sredstvo realizatsii deyatel’nostnogo podkhoda v obuchenii algebre i nachalam analiza. Dis. kand. ped. nauk [Learning objectives as a means of realization of the activity approach in teaching algebra and beginnings of analysis. Diss. of cand. ped. sci.]. Omsk. 2002. 149 p. (in Russian).
8. Zimnyaya I. A. Pedagogicheskaya psikhologiya: uchebnik dlya vuzov. Izd. 2-e, dop., ispr. i pererab. [Pedagogical psychology: textbook for universities. Second edition, enlarged, corrected and revised]. Мoscow, Logos Publ., 2003. 384 p. (in Russian).
9. Artyomov A. K., Semyonova T. V. Vvedeniye v chastnye metodiki obucheniya: ucheb. posobiye [Introduction to special methods of training: tutorial]. Penza, Penza Polytechnic Institute Publ., 1982. 76 p. (in Russian).
10. Statkevich V. V. O nachal’nom obuchenii resheniyu zadach [On the initial training to task solution]. Minsk, Narodna Asveta Publ., 1970. 208 p. (in Russian).
11. Mashbits E. I. Psikhologicheskiy analiz uchebnoy zadachi [Psychological analysis of learning objectives]. Sovremen. pedagogika – Modern pedagogy, 1973, no. 2 (in Russian).
12. Buslayev A. V. Metodicheskiye osnovy otbora zadach po matematike dlya starshikh klassov razlichnogo profi lya obucheniya. Avtoref. dis. kand. ped. nauk [Methodical bases of selection of problems in mathematics for senior classes in various fi elds of study. Abstract of thesis cand. of ped. sci]. Moscow, 2002. 16 p. (in Russian).
13. Grudenov Ya. I. Sovershenstvovaniye metodiki raboty uchitelya matematiki [Improving the methods of work of mathematics teacher]. Мoscow, Prosveshcheniye Publ., 1990. 205 p. (in Russian).
( 408.46 kB ) 
( 402.12 kB )
Issue: 3, 2017
Series of issue: Issue 3
Rubric: FORMATION OF GENERAL CULTURAL COMPETENCES
Pages: 65 — 70
Downloads: 982