The essence and structure of information competence of students of a pedagogical university - oleg griban. Information competence of a teacher in a modern school

12.06.2019 Reviews

Introduction

An important role in the competence-based approach is played by English as an academic subject, since the competencies formed in English lessons can be transferred to the study of other subjects in order to create an integral information space of students' knowledge. One of the main goals of learning English is the formation of information competence of students. ...

Purpose of the study: check the effectiveness of the use of the competence-based approach in the formation of information competence of students in English lessons in grade 8.

Object of study: the process of forming information competence in English lessons.

Subject of study: the use of a competence-based approach in the formation of information competence of students in English lessons in grade 8.

Research hypothesis: the use of a competence-based approach in English lessons contributes to the formation of information competence (s) of 8th grade students.

Tasks:

1. To study and systematize the methodological, psychological and pedagogical literature on the research problem.

2. To reveal the process of formation of information competence (in English lessons) of 8th grade students.

3. To characterize the use of the competence-based approach in the formation of information competence in English lessons in the 8th grade.

4. To test outlines of lessons in English for students of grade 8 on the use of a competence-based approach to develop information competence.

Research methods:

1.theoretical (analysis, comparison, abstraction, concretization, generalization, modeling);

2. empirical (observation, experiment, questionnaire survey, testing, scaling);

3. statistical (quantitative and qualitative analysis of the results obtained).

Experimental and practical work base: MAOU "Secondary school No. 12 with in-depth study of individual subjects" of the urban district, the city of Sterlitamak, Republic of Bashkortostan.

Chapter I. Theoretical aspects (foundations) of the use of the competence-based approach in the formation of information competence in English lessons in grade 8

Characteristics of information competence

The term "information competence" has different meanings. The components of the concept of "information competence" are the concepts of "information" and "competence". Competence is a set of knowledge, abilities, skills, methods of activity necessary for high-quality productive activity. Information - information about something, regardless of the form of their presentation. To date, the most general interpretation of the concept is the definition given by O.B. Zaitseva, characterizing information competence as "a complex individual psychological education based on the integration of theoretical knowledge, practical skills in the field of innovative technologies and a certain set of personal qualities." A.L. Semenov defines information competence as "new literacy", which includes the ability to actively independently process information by a person, make fundamentally new decisions in unforeseen situations using technical means.

A.V. Khutorskoy identified 7 key competencies:

1. Value-semantic competence. This is competence in the field of worldview associated with the student's value ideas, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic attitudes for his actions and deeds, and make decisions. This competence provides a mechanism for the student's self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on it.

2. General cultural competence. The range of issues in which the student must be knowledgeable, have knowledge and experience. These are the features of national and universal culture, the spiritual and moral foundations of the life of man and mankind, individual peoples, the culturological foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their impact on the world, competence in everyday life and cultural and leisure sphere, for example, possession of effective ways of organizing free time.

3. Educational and cognitive competence. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, educational activity, correlated with real cognizable objects. This includes the knowledge and skills of goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activities. The student masters the creative skills of productive activity, the acquisition of knowledge directly from reality, the possession of methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of this competence, the requirements of the corresponding functional literacy are determined: the ability to distinguish facts from conjectures, possession of measuring skills, the use of probabilistic, statistical and other methods of cognition.

4. Information competence. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio and video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information, organize, convert, save and transmit it. This competence provides the skills of the student with the information contained in academic subjects and educational areas, as well as in the world around him.

5. Communicative competence. Includes knowledge of the required languages, ways of interacting with people around and distant people and events, skills in working in a group, possession of various social roles in a team. The student must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, lead a discussion, etc.

6. Social and labor competence. Means the possession of knowledge and experience in civil and social activities (performing the role of a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relationships and responsibilities, in matters of economics and law , in professional self-determination. This competence includes, for example, the ability to analyze the situation on the labor market, to act in accordance with personal and social benefit, to master the ethics of labor and civil relations. The student masters the skills of social activity and functional literacy, minimally necessary for life in modern society.

7. Competence of personal self-improvement. It is aimed at mastering the methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object here is the student himself. He masters the methods of activity in his own interests and opportunities, which is expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. This competence includes the rules of personal hygiene, taking care of one's own health, sexual literacy, and internal ecological culture.

L.P. Solodovnik highlighted the directions (criteria) of the development of information competence:

Information competence
Search for information	Search in directories, search engines, hierarchical structures
Systematization, analysis and selection of information
Data storage	Database design; work with different types of sorting; using filters and queries; file system structuring
Information transformation	Conversion of information: from graphic to text, from analog to digital, etc.
Working with various information devices	Possession of skills in working with multimedia guides, electronic textbooks, Internet resources, etc.
Highlighting the main thing, assessing the degree of reliability of information	Evaluating the relevance of a query, network hoaxes
Application of information and telecommunication technologies	Application of information and telecommunication technologies for solving a wide class of educational problems

1.1. Using a competent approach in the formation of information competence in English lessons in grade 8

Excellent assimilation of the educational material of 8th grade students in English lessons depends on the ability to master new technologies and the ability to quickly adapt to different learning conditions. That is why the idea of a competence-based approach has appeared in modern education.

The competence approach allows:

1. to align the learning goals set by the educators with the learners' own goals;

2. a gradual increase in the independence and responsibility of students in learning;

3. to relieve the students' burden not by mechanical reduction of content, but by increasing the share of individual self-education;

4. in practice, ensure the unity of educational and educational processes;

5. Prepare students for conscious and responsible learning.

The development of competence is a process that is not interrupted throughout a person's life.

Competence is a set of knowledge, abilities, skills, methods of activity necessary for high-quality productive activity.

Competence is the readiness to perform certain functions, and the competence-based approach in education is nothing more than the target orientation of the educational process towards the formation of certain competencies.

The competence-based approach presupposes not the assimilation of students in the 8th grade of knowledge and skills that are separate from each other, but the mastery of them in a complex.

Information competence can be considered as a complex ability to independently search, select the necessary information, analyze, organize, present, transmit it; to model and design objects and processes, to implement projects, including in the field of individual and group human activities.

An English language course can be implemented using a competency-based approach. Is it necessary for this to radically rebuild the structure of the computer science course, to wait for the publication of new textbooks and methodological kits? It would be just fine if the authors of the textbooks could restructure and fill the content of the educational material with appropriate tasks. Within the framework of existing work programs, it is already quite possible to conduct training based on a competence-based approach. The teacher himself can adjust the content of the educational material by developing tasks of the following types:

· Tasks in which it is not clear which area of knowledge should be addressed in order to determine the course of action or information;

· Tasks with a large number of tasks of different topics and different formats, requiring different forms of recording the answer;

· Tasks to optimize solutions.

Applying the developed tasks in the classroom, the teacher can use other forms of work:

· Work with video and sound;

· Work with programs - translators;

· Creation of collective works: presentations, websites, publications;

· Use in the classroom such forms of work as business games, creative contests, KVN, etc.

So, how is a computer science lesson fundamentally different from other academic disciplines? First, the availability of special technical means - a personal computer, office equipment, multimedia devices. Secondly, the computer class is organized in a special way. Each student has, on the one hand, an individual workplace, and on the other, access to common resources; answers at the blackboard are practiced much less often than in other lessons, but answers from the floor are more welcome; even visual contact with students and the teacher is built somewhat differently than in other lessons. This creates special conditions for the development of communicative competencies. Thirdly, it is in computer science lessons that active independent activity, the creation of one's own personally significant product, can be naturally organized by a teacher. Finally, fourthly, the educational discipline informatics is distinguished by high motivation of students. Let us consider what activities within the framework of the subject of informatics a teacher can organize in the direction of the development of each of the key competencies.

Methods, forms, techniques, contributing to the formation
key competencies

The competence-based approach focuses on the application of knowledge and skills in extracurricular life situations. The basis for the formation of competencies is the experience of students:

· Received before, in everyday and educational situations, and updated in an educational lesson or in extracurricular activities;

· New, obtained "here and now" in the course of project activities, role-playing games, psychological trainings, etc.

The most typical methods for the formation and development of key competencies suitable for use in classrooms and in extracurricular activities include:

· Referring to the past experience of students;

· Open discussion of new knowledge;

Solving problem problems and discussing problem situations,

Student discussions,

· Game activity: role-playing and business games, game psychological training or workshop;

· Project activities: research, creative, role-playing, practice-oriented mini-projects and projects - practical work with a life context.

The task of creating effective pedagogical conditions requires new organizational forms for the formation of information competence in an innovative educational space. These methods include:

· Method of analysis of situations (case-method);

· Web quest technology;

· Technology using the project method;

· Training technology;

· Reflective technology, etc.

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The formation of the information society and the integration of the Russian system of higher professional education into the global educational space have set the task of bringing the traditional Russian scientific categorical apparatus into line with the system of pedagogical concepts generally accepted in the European Union for the national pedagogical science. The knowledge paradigm of education is being revised from the perspective of a competence-based approach. As noted in the Concept for the modernization of Russian education until 2010, “a developing society needs modern educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, and well-developed a sense of responsibility for the fate of the country ”(1). The new educational paradigm should be focused on the formation of needs for constant replenishment and renewal of knowledge, improvement of skills and abilities, their consolidation and transformation into competencies (2).

With regard to the use of new information technologies (NIT) in education, one of the main ones is the term "information competence", which has different interpretations. The components of the concept of "information competence" are the concepts of "information" and "competence".

The concept of "competence" appeared in the 60-70s. in Western literature, and in the late 1980s. and in the domestic. In 70 - 80 years. XX century in the USA, much attention was paid to the development of the concept of teaching teachers based on the competence-based approach (). At the same time, a special direction was born - a competence-based approach to general and vocational education, within the framework of which the possibilities of a competence-based approach to pedagogical activity were studied, attempts were made to evaluate pedagogical activity on the basis of competencies, the definition of the term was formed "Information competence".

To date, the most general interpretation of the concept is the definition given by O.B. Zaitseva, characterizing information competence as "a complex individual psychological education based on the integration of theoretical knowledge, practical skills in the field of innovative technologies and a certain set of personal qualities" (4). A.L. Semenov defines information competence as "new literacy", which includes the ability to actively independently process information by a person, make fundamentally new decisions in unforeseen situations using technical means (5). S.V. Trishina defines information competence as an "integrative personality quality", which is the result of the reflection of the processes of selection, assimilation, processing, transformation and generation of information into a special type of subject-specific knowledge that allows you to develop, accept, predict and implement optimal decisions in various fields of activity "( 6). In private scientific studies, for example, in relation to the methodology of teaching foreign languages, information competence is interpreted as the ability to use a wide range of information and communication technologies in the process of teaching a foreign language and the culture of the country of the target language (7).

Common to these definitions is the following: information competence is inextricably linked with knowledge and skills of working with information based on new information technologies and solving everyday educational problems by means of NIT.

The variety of definitions of the term "information competence" testifies to the pluralism of opinions in this field of research, which suggests the need for further study of the topic. Further research of the category "information competence" is important for the development of methods for the development of information competence of students of a pedagogical university.

NOTES

1. Isaeva T.E. Classification of professional and personal competencies of a university teacher. In the collection: Proceedings of the international scientific and practical Internet conference "Higher education teacher in the XXI century." Sat 4. Rostov-n / D: Growth. state University of Railways, - 2007. - P. 264.
2. Arkhangelsky C.I. The educational process in higher education, its logical foundations and methods: Study guide. - M., 2003 .-- 368s. - C.4.
3. Competency-Based Teacher Education: Progress, Problems and Prospects / Ed. By W.R. Houston, R.B. Howsam. - Chicago: Science Research Association, 1972, Vol. X, - 182 p.
4. Zaitseva OB Formation of information competence of future teachers by means of innovative technologies: Author's abstract. dis. ... Cand. ped. sciences. Bryansk, 2002.19 p. - P. 14.
5. Semyonov A.L. The role of information technology in general secondary education. M., 2000 .-- p. 32.
6. Trishina S.V. Information competence as a pedagogical category // Internet magazine "Eidos". 2005.10 Sep. // Access mode: http://www.eidos.ru/journal/2005/0910-11.htm.
7. P.V. Sysoev, M.N. Evstigneev. Development of information competence of specialists in the field of teaching a foreign language // Access mode: http://www.lib.tsu.ru/mminfo/021044960/04/image/04-096.pdf - P.4.

Link to article : Components of the concept of "information competence" // Education in the regions of Russia: scientific foundations of development and innovation (Text): materials of the V All-Russian. scientific-practical Conf., Yekaterinburg, 23-25 Nov. 2009 / Institution Ros. acad. Education "Ural. separation "; GOU VPO "Ros. state prof.-ped. un-t ". Ekaterinburg, 2009. Part 3. 254 s. C.184-186

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The well-known formulations of the information society are very conditional and incorrect. Here is the definition of I.S. Melyukhin: "... An information society differs from a society dominated by traditional industry and services in that information, knowledge, information services, and all industries associated with their production (telecommunications, computer, television ) grow at a faster pace, are a source of new jobs, become dominant in economic development ... "

In fact, this definition is correct, but not entirely correct. The information society does not at all mean the dominance of information over other types of production in their equal comparison, as simply different types of production. The information society means that all other types of production BEGIN TO SPECIFY IN THE FORM OF PRODUCTION OF INFORMATION. That is, when we manufacture a certain product, we are not dealing directly with the product itself, but at each stage of its production - design, manufacture, promotion and sale - we deal exclusively with information, and in such a form when the information itself is operated on a computer terminal remote from the immediate product as the source of this information.

Information society means that information becomes a substitute, a symbolic model of any product or service, that people work with information models, and not with direct products and services. Further, these information models themselves are connected with each other by unstable production cycles, BUT BY COMPLETELY DIFFERENT LAWS - CHARACTERISTIC ALREADY FOR INFORMATION COMMUNICATION. Any network connection (Internet) in the production of any product or service depends to a decisive extent on the nature and laws of the Internet, rather than on the nature of the production itself, production links or production cycles.

Moreover, the information society is characterized by a change in the nature and method of government. When using computer-network technologies, public administration becomes more open, with developed feedback, with reduced time for approval and decision-making, with an expansion of the list of functions delegated to the private sector (that is, interactive, dynamic and more corporate).

information should be open to everyone;

basic information should be free. A reasonable price should be charged if additional processing is required, bearing in mind the cost of preparing and transmitting the information, plus a small margin;

Continuity: Information must be provided continuously and must be of the same quality.

The third point probably means equally good quality, the second probably means the involvement of the corporate sector, and the first probably means the two-way openness of information (that is, the right not only to receive information, but also to publish information for any citizen : if not free, then with minimal costs, at an affordable price).

Due to this circumstance, we cannot correctly highlight " information sector " as some separate production, as suggested by the mentioned author. We can distinguish the sector of production of non-informational goods and services through the Net and the sector of "mass media" on the Net. Moreover, the commonly used term " informatization " seems not entirely accurate, because, at least we should talk about two separate, albeit related processes - computerization and internetization, in this case, just computerization is not enough, and the absence of internetization is very convenient to hide behind this vague term: they bought calculators in the office and talk about informatization... Moreover, the establishment of a corporate local area network must be attributed specifically to computerization.

For informationally developed countries, it is quite possible to use the term ITT (information technology and telecommunications), but for us this term will not be entirely correct. The post-Soviet states are characterized by a gap between information technology and telecommunications. Moreover, telecommunications themselves have a lot of distinctions: the production of telecommunications equipment, Internet Service Provider (ISP) ( application of telecommunication technologies to provide access to the telecommunication environment) and Internet Content Provider (ICP) ( meaningful content of the Web, which includes the media, both purely networked and non-networked, but presented on the Web) and much more, including multimedia, satellite communications, etc.

Under state information policy means IN NO EVENT ANY REGULATORY ACTIVITY OF GOVERNMENT BODIES. State information policy consists of positive control formats, standards, state licensing of applied information technologies in the sense of indirect management of the structure of the information market within the framework of information security tasks. The state cannot regulate the work of information market participants either through pricing policy, or through the list of admission to this market, or through control of the content of the Network (censorship), or any other restrictive measures. Not because it is forbidden somewhere, but because not a single state has ever succeeded due to the specifics of the Network itself and the information itself.

Positive control just means that of the two types of control: limitation management and structure management- choose the second type. Within the framework of positive tasks on cultural policy, the state can stimulate some areas in the information environment (ensuring equal opportunities for access to the Internet for all citizens, the development of the national language through the Network, the promotion of national culture on the Web, the development of information security tools and technologies (parental control, intellectual property protection). property, prevention of electronic hacking, etc.), providing informational training for the population and primarily for government management personnel). The state can also stimulate some formats, approve some standards, but at the same time cannot prohibit other formats and other standards.

Finally, the information society is a society of global communication and gradual globalization of the economy, which is gradually losing its national-state structure. The main task of the state is not to interfere with this process with restrictions and counteractions.

The global information infrastructure assumes well-known principles:

stimulating private investment;

development of competition;

providing free access to the global network for all suppliers and consumers of information;

creation of a flexible regulatory framework capable of adapting to rapid changes in the industry and in the information technology market;

ensuring the universal nature of services;

ensuring equality of opportunity for all citizens;

ensuring a variety of content, including cultural and linguistic;

recognition of the need for international cooperation, with a particular focus on less developed countries.

Information Security Fundamentals

The most important thing for information security is the ratio of control-restriction and freedom-accessibility of information, that is, the issue of a reasonable organization of the social conditions of information. For information, as in no other medium, it is important to distinguish between "constraint management" and "structure management" (standards, formats, investment-credits, resource redirection, etc.).

Many years of attempts on the part of various national states to use "restriction management" in the information environment of the Internet have brought only a negative experience so far: the number of web pages with obscene content (including pornography) has not decreased; in Russia, they calmly use any cryptographic means, including uncertified ones. An attempt in Ukraine to reduce the range of providers to three that transfer information outside the state will also not bring success.

There are different views on the problem of information security. However, they can all be reduced to two main schemes. Three-agent information scheme assumes a sender ("issuer", "sender"), recipient-addressee ("recipient", "receiver"), an intermediary (aka "provider" of information services), providing information transfer.

In this three-agent scheme, the following information transfer agreements are concluded. An oral agreement is concluded between the sender and the recipient: in advance or after the fact (in case of conclusion of the agreement after the fact, further unspecified sending of information is considered unauthorized and is called "spam"). Between the sender and the intermediary, between the recipient and the same or another intermediary, a "provider" contract is concluded, that is, the provision of information services, which stipulates a particular mode of non-disclosure of information to third parties, as well as a warning about unauthorized access by the provider to information.

The three-agent scheme fits well into the legal practice of states governed by the rule of law. Freedom of speech, freedom of information presupposes not only freedom of expression for a citizen of his thoughts and words, but also the freedom to conceal his thoughts and words from third parties (from persons to whom they are not intended, from non-addressees).

Information competencies:

theory

and the basics of formation.

Information competence, one of the most important key competencies of junior schoolchildren.

Contradictions:

Problem:

In order to be successful in modern society, a person must have a high level of information competence.

Preview:

Information competencies:

theory

and the basics of formation.

Russian education is reaching a new level.
The mission of the school is to educate a citizen of Russia: highly moral, creative, competent, successful, aware of responsibility for the present and future of his country, meeting the requirements of an information society, an innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and poly-confessional composition of Russian societyOn the basis of the order of the Ministry of Education and Science of the Russian Federation No. 373 of October 6, 2009, the federal state educational standard of general education is introduced in Russia. A distinctive feature of the FGOS NOO is its activity-oriented nature, which sets the main goal of the development of the student's personality. The education system rejects the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the formulations of the standard indicate the real types of activities that the student must master by the end of primary education. Requirements for learning outcomes are formulated in the form of personal, metasubject and subject outcomes. The school should form a new system of universal knowledge, skills and abilities, as well as the experience of independent activity, that is, modern key competencies. The education received in elementary school serves as the basis, the basis for the formation of key competencies.

The quality of education is now largely associated with the ability to acquire new knowledge, applying it in real life, with the formation of a new system of knowledge, skills and abilities, as well as the experience of independent activity and personal responsibility of students.

Competencies are understood as a set of certain knowledge, skills and abilities in which a person must be aware and have practical work experience.

A.V. Khutorskoy identified the main key competencies: value-semantic, general cultural, educational and cognitive, informational, communicative, social-labor, personal competence or the competence of personal improvement.

We all live in an information society. Of particular importance in this society is the organization of information education and the enhancement of the information culture of the individual.

A graduate of a modern school who will live and work in an information society must be able to independently work with information and acquire knowledge.

Contradictions:

between the theoretical foundations of the school course and its practical orientation;
between the need to form information competence in junior schoolchildren and the insufficient development of the conditions and means of real and purposeful achievement of this goal at the initial stage of school education.

Problem: insufficient conditions for the successful formation and application of information competence of primary schoolchildren.

In order to be successful in modern society, a person must have a high level of information competence.

Information competence is characterized as the ability to use, reproduce, improve the means and methods of obtaining and reproducing information in printed and electronic form.

Object of research: information competence of primary schoolchildren.

Subject of research: basic concepts of the process of formation of information competencies.

By information competence, we mean the ability and ability to independently search, analyze, select, process and transmit the necessary information using oral and written communicative information technologies. Information competence includes: the ability to independently search and process information; ability for group activities and cooperation using modern communication technologies; readiness for self-development in the field of information technology.

Analysis of various sources of information allowed us to find that researchers of this problem use the following terms: "information competence / competence", "information literacy" and "information culture".

The formation of the information society and the integration of the Russian education system have set the task of bringing the traditional Russian scientific apparatus into line with the system of pedagogical concepts generally accepted in the European Union for the national pedagogical science.
With regard to the use of new information technologies in education, one of the main ones is the term "information competence", which has different interpretations. The components of the concept of "information competence" are the concepts of "information" and "competence". The concept of "competence" appeared in the 60-70s. in Western literature, and in the late 1980s. and in the domestic. In 70 - 80 years. XX century

To date, the most general interpretation of the concept is the definition given by O.B. Zaitseva, characterizing information competence as "a complex individual psychological education based on the integration of theoretical knowledge, practical skills in the field of innovative technologies and a certain set of personal qualities" A.L. Semenov defines information competence as "new literacy", which includes the ability to actively independently process information by a person, make fundamentally new decisions in unforeseen situations using technical means. Trishina S.V. defines information competence as an “integrative personality quality”, which is the result of the reflection of the processes of selection, assimilation, processing, transformation and generation of information into a special type of subject-specific knowledge that allows you to develop, accept, predict and implement optimal decisions in various fields of activity. " Common to these definitions is the following: information competence is inextricably linked with knowledge and skills of working with information based on new information technologies and solving everyday educational problems by means of information technologies.

The variety of definitions of the term "information competence" indicates a variety of opinions in this area of research. Further research of the category of "information competence" is important for the development of methods for the development of information competence of younger students.

At present, a new education system is being formed in Russia, focused on the country's entry into the world educational space. The following are considered as the main directions of the transition to the educational paradigm of the beginning of the XXI century:

· Fundamentalization of education at all levels;

· Implementation of the concept of advanced education, focused on the conditions of human existence in the information society;

· Formation of the education system throughout life;

· Introduction of methods of innovative and developmental education based on the use of promising information and Internet technologies;

· Increasing the availability of quality education through the development of a distance learning system and means of supporting the educational process with modern information and telecommunication technologies.

The requirements for the education of the teacher are increasing, the problem of further development of his professional competence arises.

At different stages of the development of pedagogical knowledge, scientists reflected on the teacher's personality itself, its professionally significant qualities, various abilities and skills. However, they started talking about the professional competence of a specialist as a pedagogical problem only in the 90s of the twentieth century. The problem of "professional competence" of a teacher is currently being actively studied by domestic and foreign scientists who put different meanings into the interpretation of this concept. Some researchers associate professional competence with the concept of "pedagogical culture", which denotes the formation of a specialist of high culture, and not "an artisan in education." According to others, professional competence is a certain level, degree, qualitative and effective indicator of the formation of professional knowledge, skills in the subject and the ability to implement them in activities.

Competence, translated from Latin, means a range of issues in which a person is well aware, has knowledge and experience. A person competent in a particular field has the appropriate knowledge and abilities that allow him to reasonably judge this field and act effectively in it. It seems appropriate to separate the concepts "competence" and "competence", which are often used as synonyms.

Competence includes a set of interrelated personality traits (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them.

Competence denotes possession, possession by a person of the appropriate competence. This is his accomplished personal quality. The professional competence of a teacher is determined by the degree of his mastery of key, basic and special competencies.

In the conditions of the information society, the role of the information competence of the teacher increases, and special attention is paid to its development. Informational competence of a teacher indicates the level of mastery and use of information in the educational process. The most significant information competencies, the possession of which is necessary for a modern teacher, include the following:

· Knowledge and use of rational methods of searching and storing information in modern information arrays;

· Possession of skills in working with various types of computer information;

· Ability to present information on the Internet;

· Possession of the skills of organizing and conducting lessons and extracurricular activities using computer and Internet technologies;

· The ability to organize independent work of students through Internet technologies;

· Possession of the skills of using computer and Internet technologies on a specific subject, taking into account its specifics.

Information competence of the teacher is understood as a special type of organization of subject-specific knowledge that allows making effective decisions in professional and pedagogical activities, and indicates the level of mastery and use of information and Internet technologies in the educational process.

Currently, only a small percentage of teachers have sufficient information competence. There is a lagging behind the system of improving teacher qualifications from the real demands of the time. Moreover, as the results of our survey show, the existing advanced training courses using computer and Internet technologies often do not meet the needs of school teachers. Teachers are not satisfied with the content of retraining programs, since these programs focus on the technical and technological side of the issue and pay little attention to the essence and pedagogical capabilities of information and Internet technologies. Teachers note that active, including group forms of education are not used enough in working with course students. After completing the course, communication with teachers and colleagues is interrupted; teachers would like to consult with specialists and discuss emerging problems as they use their knowledge and skills of working on the Internet in their teaching activities.

The results of the questionnaire indicate the relevance of developing a flexible distributed system of teacher training, with the help of which the teacher will gain access to world information resources and databases, continuously throughout his life will be able to improve his professional skills, and which will allow him to be professionally mobile and creatively active.

Literature

1.Gershunsky B.S. Philosophical and methodological foundations of the strategy for the development of education in Russia. M .: ITP and MIO RAO, 1993
2 Key competencies and educational standards. A.V. Khutorsky at the Department of Philosophy of Education and Theoretical Pedagogy of the Russian Academy of Education 04.24.2002. - Center "Eidos", http: // www.eidos.ru/news/compet.htm
3 Colin C.K. Information civilization. M., 2002
4. The concept of modernization of Russian education for the period up to 2010.// Higher education today. -2002. - No. 2
5.Orobinsky A.M. Fundamentals of information and pedagogical competence of a university teacher. Rostov State Pedagogical University, 2001, http://rspu.edu.ru/conferences/conference4
6. Semenyuk E.P. Information culture of society and progress of informatics. // NTI: Ser. 1-1994. - No. 1
7. Series of materials of the school-seminar: "Creation of a single information space of the education system." - M: Research Center for the Problems of the Quality of Training of Specialists, 1998
8.V. A. Slastenin et al. Pedagogy: textbook. Moscow: School - Press, 1997
9.Uvarov A.Yu. New information technologies and education reform. // Informatics and Education - 1994. - No. 3

Competence approach in teaching informatics

Bibliographic description:Stepina S. N. Competence approach in teaching informatics [Text] / S. N. Stepina // Actual problems of pedagogy: materials of the international. correspondence course scientific. conf. (Chita, December 2011). - Chita: Young Scientist Publishing House, 2011. - S. 192-197.

A bad teacher teaches the truth

Good - teaches you how to find it.

A.Disterverg

A person's competitiveness in the modern labor market almost always depends on his ability to master new technologies and his ability to quickly adapt to different working conditions. That is why the idea of a competence-based approach has appeared in modern education.

The competence approach allows:

· Align the learning goals set by the educators with the students' own goals;

· To facilitate the work of the teacher by gradually increasing the independence and responsibility of students in learning;

· Unload students not by mechanical reduction of content, but by increasing the share of individual self-education;

· Not in theory, but in practice to ensure the unity of educational and educational processes;

· Prepare students for conscious and responsible learning.

The development of competence is a process that is not interrupted throughout a person's life.

Within the competence-based approach, two basic concepts are distinguished: “competence” and “competence”.

Competence- a set of knowledge, abilities, skills, methods of activity necessary for high-quality productive activity.

Competence- a person's possession of the appropriate competence.

Classification of the key competencies of the scientist A.V. Khutorsky [ 9]

The competence-based approach presupposes not the assimilation by the student of knowledge and skills separate from each other, but the mastery of them in a complex.

The question “Why is the object so arranged?” Is gaining great relevance. in contrast to the traditional "How does an object work?" Thus, the competence-based approach fixes and establishes the subordination of knowledge to skills. An important role in this process is played by informatics as a science and academic subject, since the competencies formed in informatics lessons can be transferred to the study of other subjects in order to create an integral information space of students' knowledge.

The main goal of studying computer science is the formation of information and communication competence of students.

Information and communication competence can be considered as a complex ability to independently search, select the necessary information, analyze, organize, present, transmit it; to model and design objects and processes, to implement projects, including in the field of individual and group human activities.

A computer science curriculum can be implemented using a competency-based approach. Is it necessary for this to radically rebuild the structure of the computer science course, to wait for the publication of new textbooks and methodological kits? It would be just fine if the authors of the textbooks could restructure and fill the content of the educational material with appropriate tasks. Within the framework of existing work programs, it is already quite possible to conduct training based on a competence-based approach. The teacher himself can adjust the content of the educational material by developing tasks of the following types:

· Tasks in which it is not clear which area of knowledge should be addressed in order to determine the course of action or information;

· Tasks with a large number of tasks of different topics and different formats, requiring different forms of recording the answer;

· Tasks to optimize solutions.

Applying the developed tasks in the classroom, the teacher can use other forms of work:

· Work with video and sound;

· Work with programs - translators;

· Creation of collective works: presentations, websites, publications;

· Use in the classroom such forms of work as business games, creative contests, KVN, etc.

Key competencies	General subject competences	Subject competencies

Communicative competence	Oral dialogue	Asking questions to the interlocutor; constructing an answer to a question
Dialogue "man" - "technical system"	Understanding the principles of building an interface, working with dialog boxes, setting environment parameters
Dialogue in writing	Using email for correspondence
Polylogue (collective discussion)	Working with chat technologies (real time mode)
Possession of style techniques for text design	Creation of text documents according to a template, using the rules for presenting information in a presentation
Language, linguistic competence	Understanding of the fact of the diversity of languages (formal languages, coding systems); proficiency in programming languages
Group work	Working on a joint software project, web interaction, client-server technology, application collaboration, etc.
Tolerance	Existence in a networked community, telecommunications with remote interlocutors
Information competence	Search for information	Search in directories, search engines, hierarchical structures
Systematization, analysis and selection of information
Data storage	Database design; work with different types of sorting; using filters and queries; file system structuring
Information transformation
Working with various information devices	Possession of skills in working with multimedia guides, electronic textbooks, Internet resources, etc.
Highlighting the main thing, assessing the degree of reliability of information	Evaluating the relevance of a query, network hoaxes
Application of information and telecommunication technologies	Application of information and telecommunication technologies for solving a wide class of educational problems
Information transformation	Conversion of information: from graphic to text, from analog to digital, etc.
Value-semantic competence	Formulating your own learning goal	Formulation of the goal of studying computer science, studying a topic, creating a project, choosing a topic for a report
Making a decision, taking responsibility	Leadership in a group project, decision-making in the event of an unusual situation (system failure, unauthorized access to the network ...)
Social and labor competence	Awareness of the presence of certain requirements for the product of their activities	Software requirement, database functionality, etc.
Analysis of the advantages and disadvantages of analogs of your own product	Design of various types, training in office technology
Ethics of labor and civil relations	Types of software licensing, information security, legal liability for violation of legislation, copyrights, etc.
General cultural competence	Possession of elements of artistic and creative competence of the reader, listener, performer, artist, and so on	Website and application design, creation of layouts of printed products, collages of computer graphics, music tracks
Understanding the place of this science in the system of other sciences, its history and development paths	Trends in the development of programming languages, the evolution of computing technology, an adequate assessment of the state of units of technology, the level of the product, and more
Competence for Personal Development	Creation of a comfortable health-preserving environment	Knowledge of safety rules, an adequate assessment of the benefits and harms of working at a computer, the ability to organize your working hours, distribute forces, and so on
Creation of conditions for self-knowledge and self-realization	Computer as a means of self-knowledge - on-line testing, simulators, quests and more; finding new ways of self-realization - creating your own, publishing works, gaining authority in the network community, and more
Creation of conditions for obtaining knowledge and skills that go beyond the taught topic	Choosing literature, courses, using support forums, seeking help from online communities, and so on
	The ability to act in their own interests, to receive recognition in a certain area	Participation in subject Olympiads and competitions, gaining credibility in the eyes of classmates with the help of unique results of your activities
Educational and cognitive competence	Ability to plan, analyze, reflect, self-assess their activities	Planning your own activities for the development of an application, mastering the technology of solving problems using a computer, computer modeling
Ability to put forward hypotheses, pose questions to observed facts and phenomena, evaluate initial data and the planned result	Modeling and formalization, numerical methods for solving problems, computer experiment and more
Skills in the use of measuring equipment, special devices, the use of statistical methods and probability theory	Workshop on studying the internal structure of a PC, modeling the operation of logic circuits and more
Ability to work with reference books, instructions	Acquaintance with new types of software, devices, analysis of program errors, and so on
Ability to formalize the result of their activities, present them at a modern level	Building charts and graphs, using presentation tools
Creating a holistic picture of the world based on your experiences	Creating a holistic picture of the world based on your experience

Methods, forms, techniques, contributing to the formation
key competencies

The competence-based approach focuses on the application of knowledge and skills in extracurricular life situations. The basis for the formation of competencies is the experience of students:

· Received before, in everyday and educational situations, and updated in an educational lesson or in extracurricular activities;

· New, obtained "here and now" in the course of project activities, role-playing games, psychological trainings, etc.

The most typical methods for the formation and development of key competencies suitable for use in classrooms and in extracurricular activities include:

· Referring to the past experience of students;

· Open discussion of new knowledge;

Solving problem problems and discussing problem situations,

Student discussions,

· Game activity: role-playing and business games, game psychological training or workshop;

· Project activities: research, creative, role-playing, practice-oriented mini-projects and projects - practical work with a life context.

The task of creating effective pedagogical conditions requires new organizational forms for the formation of key competencies in an innovative educational space. These methods include:

· Method of analysis of situations (case-method);

· Web quest technology;

· Technology using the project method;

· Training technology;

· Reflective technology, etc.

Requirements for a teacher implementing a competency-based approach to teaching

To successfully implement the competence-based approach, a teacher must be able to:

· Successfully solve their own life problems;

· Navigate the situation on the labor market;

· Show respect for students, for their judgments and questions;

· To feel the problematic nature of the studied situations;

· To connect the studied material with everyday life and with the interests of students, characteristic of their age;

· To consolidate knowledge and skills in educational and extracurricular practice;

· Plan a lesson using the whole variety of forms and methods of educational work;

· Set goals and assess the degree of their achievement together with students;

· Involve students' past experience for discussion, create new experience of activity and organize its discussion without unnecessary waste of time;

· To evaluate the achievements of students not only by the mark-score, but also by the content characteristic.

In order for the teaching approach implemented by the teacher to be truly competence-based, the educator should beware of:

· To pass on to students his life experience and educate them on the basis of how he himself was brought up;

· Ideas that there are once and for all given ways of "correct" and "incorrect" solutions to everyday and professional problems;

· Petty rules and instructions;

· Unsubstantiated normative statements "must", "must", "so it is accepted", which are not accompanied by further explanations.

Thus, the competence-based approach makes the student, with his individual goals and objectives, the main participant in the educational process. This approach allows you to direct pedagogical activity towards involving the student in active, conscious activity, towards the development of information, communication, educational and cognitive competencies and the development of the student's personal potential, the formation of self-esteem, self-control of students and the teacher's reflection, which allows you to achieve better results in the educational process.

Students of our technical school take part in regional Olympiads, student conferences and all-Russian competitions. In the 2010-2011 academic year, 1st year student Irina Demesheva took 3rd place in the regional Olympiad on information technologies for students of primary and secondary vocational education in the Sakhalin region on the theme "Year of the Teacher". In November of this academic year, 1st year student Ladygina Anastasia took 1st place in the All-Russian distance competition "Planet of Hobbies" in the category "Presentation for a lesson". Every year we take part in Internet testing in the discipline "Informatics". The test results show a fairly high level of mastering didactic units.

Literature:

1. Gafurova N.V. On the development of key competencies by means of informatics http://www.ito.su/2003/I/1/I-1-2317.html

2. Zimnyaya I.A. Key competencies - a new paradigm of the result of education // Higher education today.-2003.-No.5.-P.34-42.

3. Ivanova T.V. Competence-based approach to the development of standards for an 11-year school: analysis, problems, conclusions // Standards and monitoring in education.-2004.-№1.-С.16-20.

4. Lebedev O.E. Competence-based approach in education // School technologies. -2004.-№5.-P.3-12.

5. Sergeev I.S., Blinov V.I. How to implement a competency-based approach in the classroom and in extracurricular activities: A practical guide. - M .: ARKTI, 2007 .-- 132 p. (School education)

6. Skripkina Yu. V. Informatics lessons as an environment for the formation of key competencies. // Internet magazine "Eidos". - 2007 .-- September 30. http://www.eidos.ru/journal/2007/0930-14.htm

7. Trishina S.V., Khutorskoy A.V. Information competence of a specialist in the system of additional professional education // Internet magazine "Eidos". - 2004 .-- June 22. http://www.eidos.ru/journal/2004/0622-09.htm.

8. Falina I.N. Competence-based approach to teaching and the standard of education in informatics // Informatics, 2006, no.

9. Khutorskoy A.V. Key competencies and educational standards // Eidos Internet magazine. - 2002 .-- April 23. http://www.eidos.ru/journal/2002/0423.htm. - Overhead: Center for Distance Education "Eidos", e-mail: [email protected]

10. Raikhan and Ramil Khamadeevs "Competence approach in the study of computer science". Regional newspaper "Igenche", 2007. (article);

11. Solodovnik LP, Ensuring a competence-based approach through updating the content of education and the use of modern pedagogical technologies in teaching informatics (information collection) [electronic resource]

1. Literature Solodovnik LP, Ensuring a competence-based approach through updating the content of education and the use of modern pedagogical technologies in teaching informatics (information collection) [electronic resource]

A.V. Khutorskoy identified 7 key competencies:

1. Value-semantic competence. This is competence in the field of worldview associated with the student's value ideas, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic attitudes for his actions and deeds, and make decisions. This competence provides a mechanism for the student's self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on it.

2. General cultural competence. The range of issues in which the student must be knowledgeable, have knowledge and experience. These are the features of national and universal culture, the spiritual and moral foundations of the life of man and mankind, individual peoples, the culturological foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their impact on the world, competence in everyday life and cultural and leisure sphere, for example, possession of effective ways of organizing free time.

3. Educational and cognitive competence. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognitive objects. This includes the knowledge and skills of goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activities. The student masters the creative skills of productive activity, the acquisition of knowledge directly from reality, the possession of methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of this competence, the requirements of the corresponding functional literacy are determined: the ability to distinguish facts from conjectures, possession of measuring skills, the use of probabilistic, statistical and other methods of cognition.

4. Information competence. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio and video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information, organize, convert, save and transmit it. This competence provides the skills of the student with the information contained in academic subjects and educational areas, as well as in the world around him.

5. Communicative competence. Includes knowledge of the required languages, ways of interacting with people around and distant people and events, skills in working in a group, possession of various social roles in a team. The student must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, lead a discussion, etc.

6. Social and labor competence. Means the possession of knowledge and experience in civil and social activities (performing the role of a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relationships and responsibilities, in matters of economics and law , in professional self-determination. This competence includes, for example, the ability to analyze the situation on the labor market, to act in accordance with personal and social benefit, to master the ethics of labor and civil relations. The student masters the skills of social activity and functional literacy, minimally necessary for life in modern society.

7. Competence of personal self-improvement. It is aimed at mastering the methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object here is the student himself. He masters the methods of activity in his own interests and opportunities, which is expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. This competence includes the rules of personal hygiene, taking care of one's own health, sexual literacy, and internal ecological culture.

This approach is closest to those positions and requirements that are reflected in the new educational standards, in which the following blocks of competence are declared as key positions: that provide an account of the partner's position in communication or activities and cognitive.

The analysis of theoretical models and principles of the competence-based approach, however, does not answer the question of how a teacher can form a particular competence of students by means of a subject. Within the framework of this article, we will try to show the possibility of forming information competence, having agreed in advance that in a real educational process, any task has many functions and works to form a whole range of competencies.

Another important remark regarding the formation and assessment of information competence: any task and exercise offered to a student within the framework of a competence-based approach is regarded as both diagnosing and formative, i.e. by offering to analyze the students' text, the teacher can identify the child's difficulties and formed skills, as well as assess the degree of their development. By designing and using this system of tasks, the teacher can also implement a differentiated approach to students, since the system of tasks includes several levels of complexity, which makes it possible to quantitatively assess the educational result.

In assessing the formation of key competencies, one can rely on a three-level model.

Level	Formed ways of activity
Low (required)	- general orientation of the student in the methods of the intended activity; - knowledge of where basic information may be located; - reproductive reproduction of generalized educational skills according to well-known algorithms; - "recognition" of a new problem that has arisen in a familiar situation; - availability and acceptance of any outside help.
Medium (capability level)	- the ability to look for missing information to solve the problem in various sources and work with it; - the ability to solve some practical tasks in familiar situations; - an attempt to transfer existing knowledge, skills, methods of activity into a new situation; - willingness to provide all possible assistance to other participants in joint activities; - minimal outside help.
Advanced (creative)	- the ability to predict possible difficulties and problems in the search for a solution; - the ability to design complex processes; - skillful transfer of existing knowledge, skills, methods of activity into a new unfamiliar situation; - lack of outside help; - rendering assistance to other participants in joint activities; - the ability to reflect on their actions.

To design diagnostic and formative tasks for information competence, we relied on the developments of M.G. Zagrebina, A.Yu. Plotnikova, O.V. Sevostyanova, I.V. Smirnova. The authors emphasize that “assessment by means of competence-based test items differs significantly from the traditional assessment of educational outcomes (knowledge, skills ...), since it cannot be carried out exclusively with the help of closed-type tasks that require one correct, prescribed, finally, learned answer. A competency test cannot be considered correct (valid) if it checks not an activity, but some information (albeit about this activity). Although it is possible and advisable to check certain aspects of competencies using closed-ended questions, the need to track a new educational result as a whole forces specialists to turn to open-type test tasks, which are named so because the answer to the questions of these tasks cannot be predicted verbatim. After all, the implementation of open-ended assignments requires the student to perform certain activities to find the necessary information, resolve a problem that has arisen, or formalize the results of its solution. Such a task always requires a detailed answer. "

The proposed technology is based on several grounds for classification related to the features of information and methods of its processing:

1. The number of sources of information with which the child simultaneously works. Depending on the age and degree of formation of the corresponding competence, this can be one, two, three, four or even five sources. Depending on the completeness of the use of the proposed materials, the teacher can judge the breadth of the competence in question. In the future, it is this series of tasks associated with varying the number of sources that serves as the basis for the formation of the skill of writing an essay, a review on a problem, etc.

2. The volume of the proposed material. Depending on the nature of the source of information, the volume can be calculated in different ways: the number of words (for primary school students), the number of sentences, paragraphs, paragraphs, pages, etc. It is this indicator that allows the teacher to quite finely differentiate information competence in terms of quantitative characteristics.

The essence and structure of information competence of students of a pedagogical university - oleg griban. Information competence of a teacher in a modern school

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