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1
Salmina, A. P. "Competence-oriented tasks as a tool of practice-oriented training." Informatics in school, no. 5 (November 25, 2023): 46–49. http://dx.doi.org/10.32517/2221-1993-2023-22-5-46-49.
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The article discusses one of the tools of practice-oriented training, that is competence-oriented tasks. Their use in training sessions contributes to the formation of certain general and professional competencies of students. Competence-oriented tasks have a clear structure and are selected depending on the learning goal. Accordingly, they can be used at different stages of the lesson. The article presents examples of competence-oriented tasks in the discipline "Informatics". To demonstrate the possibilities of using such tasks, tasks from different sections of the discipline are presented: "Technologies for creating and converting information objects using spreadsheets", "Technologies for creating and storing objects in databases", "Human information activity". Methods for choosing the professional orientation of tasks are described. The article presents assignments taking into account professional activities for students majoring in Publishing.
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Kalyuzhin, Victor, Vera Shchukina, and Alexander Ilyin. "COMPLEX COMPETENCE-ORIENTED TASKS ON DISCIPLINE «METROLOGY, STANDARDIZATION AND CERTIFICATION IN GEODESY AND CADASTRE»." Interexpo GEO-Siberia 3, no. 2 (2019): 215–32. http://dx.doi.org/10.33764/2618-981x-2019-3-2-215-232.
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The article discusses the experience of using competence-oriented tasks in of the educational process of the discipline "Metrology, Standardization and Certification in Geodesy and Cadastre". The advantages and problems of the competence-based approach, the need to develop didactic and methodological support, and the importance of competence-oriented tasks in the formation of students' competencies are noted. From the position of a systematic approach, the activities of students in the framework of competence-oriented tasks are reviewed. As a result, it was revealed that the current level of competence formation depends on the correctness of the comparison of the basic elements (levels) of competencies with the substantive part of the discipline. This creates the problem of choosing competencies for the discipline. To solve this problem, an approach was proposed within which the following concepts were introduced: the indirect and direct influence of the discipline on the formation of competence and criteria values are proposed. Based on the analysis of the experience of organizing and conducting practical classes in the discipline "Metrology, Standardization and Certification in Geodesy and Cadastre", the effectiveness of complex competence-oriented tasks was proved. Recommendations on the improvement of methodological support and organization of independent work of students are given. The proposed criterion values in justifying the choice of competence for the discipline and complex competence-oriented tasks will allow achieving a high level of competence formation at the undergraduate degree, i.e. the ability and readiness of students to be efficient and productive in various professional situations. Further research in this area may be related to the search for an optimal combination of types of tasks in a complex competence-oriented task.
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Kalyuzhin, Victor, Fedor Karavaytsyev, and Vera Shchukina. "Complex competence-oriented tasks for the training of specialized professionals." E3S Web of Conferences 110 (2019): 02116. http://dx.doi.org/10.1051/e3sconf/201911002116.
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The article discusses the experience of using competence-oriented tasks in the organization of the educational process in the discipline “Metrology, standardization and certification in geodesy and cadastre.” The advantages and problems of the competence-based approach, the need to develop didactic and methodological support, and the importance of competence-oriented tasks in the formation of students’ competencies are noted. From the position of a systematic approach, the activities of students in the framework of competence-oriented tasks are reviewed. As a result, it was revealed that the current level of competence formation depends on the correctness of the comparison of the basic elements (levels) of competencies with the substantive part of the discipline. To solve the problem of choosing competencies for the discipline, an approach has been proposed within which the concepts have been introduced: the indirect and direct influence of the discipline on the formation of competence and the proposed criteria values. Further research in this area may be related to the search for the optimal combination of types of tasks in a complex competence-oriented task.
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Satybekova, Mairamkul A., Nurbubu A. Asipova, Aigul K. Chaldanbaeva, and Mayramkul T. Kyrbashova. "Formation of subject competence students using competence-oriented tasks in biology." Perspectives of Science and Education 62, no. 2 (2023): 351–70. http://dx.doi.org/10.32744/pse.2023.2.20.
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Introduction. Periodic updating of the content of education in accordance with the achievements in the study area and with the specifics of the discipline taught is one of the important conditions for improving the quality of education in secondary school. The integrated use of the competency-based approach is considered an important didactic condition for improving both the content and methods of teaching biology in secondary schools, which requires an analysis of the level of subject competencies and ways of their formation in the learning process. Materials and methods. The study involved 420 students of educational institutions of the Kyrgyz Republic (220 in the experimental group and 200 in the control group). Research methods: questioning, analysis of literary sources on the subject of the study. Methods of mathematical statistics: Pearson's chi-squared test. Research results. The levels of formation of subject competencies of students through the solution of competency-oriented biological tasks are revealed and experimentally tested. It has been established that students more effectively perform various options for laboratory and practical work in biology, can independently use conventional signs, diagrams and models of biological processes and objects, and are active in performing independent research work of varying degrees of complexity. On the basis of a comparative analysis of empirical data, statistical analysis, positive dynamics and a significant increase in the values of level indicators of subject competencies (χ2 = 15.825; p<0.01) were established. Conclusions. The introduction of competence-oriented tasks in the educational process in the subject of biology will help increase students' cognitive activity, interest in obtaining biological knowledge and applying the formed subject competencies in practical activities. Keywords: updating, content of biological education, activity approach, competence-based approach, subject standard in biology, subject activity, learning activity, learning task
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Boiko, Ernest V., Natalya V. Fomina, Elvira I. Saidasheva, and Natalya G. Zumbulidze. "Competence-oriented education in ophthalmology." Russian Pediatric Ophthalmology 15, no. 2 (2020): 11–14. http://dx.doi.org/10.17816/rpo2020-15-2-11-14.
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Aim. To develop and introduce into the pedagogical practice a competency-oriented education module. It would be included in all professional competencies of the Federal State Educational Standard for OPHTHALMOLOGY.
 Material and methods. A nosological form, retinopathy of prematurity, was chosen to create the module. The material was created primarily on the basis of Federal clinical guidelines (FKR), retinopathy of prematurity, active phase. For the electronic information and educational environment of the university and for contact work, tests and case studies were prepared and competency-oriented tasks were compiled for all 12 professional competencies (PCs) registered in the Federal State Educational Standard for Ophthalmology, dated October 27, 2014 (No. 34470).
 Results. The educational module, including all PCs, was developed and introduced into practice in the Department of Ophthalmology at North-Western State Medical University named after I.I. Mechnikov; this can serve as a reference model for the development of similar modules in other important and relevant areas in ophthalmology to enhance both the residency program in ophthalmology and cycles of thematic improvement for practicing ophthalmologists.
 Conclusion. The competency-oriented tasks developed for the module are a useful resource in both learning and evaluation of residency programs in ophthalmology and thematic improvement of ophthalmologists.
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Uskova, E. O., and E. I. Krasheninnikova. "Competence-oriented tasks in teaching a foreign language." Vestnik of Orenburg State Pedagogical University. Electronic Scientific Journal, no. 25 (2018): 255–62. http://dx.doi.org/10.32516/2303-9922.2018.25.23.
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Aleksieieva, Oksana. "The Use of Competency-oriented Tasks in the Process of General Pedagogical Training of Future Teachers." Education and Pedagogical Sciences, no. 3 (178) (2021): 3–12. http://dx.doi.org/10.12958/2227-2747-2021-3(178)-3-12.
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The article presents essential features of the competence approach as a theoretical basis for the development and implementation of competence-oriented tasks in the process of general pedagogical training of future teachers. According to the professional standard, labour functions and relevant professional competencies (language and communicative, subject and methodical, information and digital, emotional and ethical, competence of pedagogical partnership, prognostic, organizational, etc.), which form the basis of a modern teacher's professionalism have been characterized. The essence, functions, specific features, typology and structure of competency-oriented tasks, features of their development based on B. Bloom’s taxonomy have been presented. The advantages and disadvantages / risks of using competency-oriented tasks in the process of general pedagogical training of future teachers have been identified. Taking into account the job functions and professional competencies of a modern teacher, examples of competency-oriented tasks within the educational components of general pedagogical training of future teachers have been presented.
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Mamatova, A. A. "COMPETENCE-ORIENTED TASKS IN TEACHING THE SUBJECT OF CHEMISTRY." Science. Education. Engineering, no. 3 (2022): 133–39. http://dx.doi.org/10.54834/16945220_2022_3_133.
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Shestakova, L., and A. Gorevskikh. "Competence-oriented Tasks as a Means of Formation of Cognitive Universal Educational Actions (on the Material of Class 5 Mathematics)." Bulletin of Science and Practice 5, no. 8 (2019): 192–201. https://doi.org/10.33619/2414-2948/45/21.
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The need for the study is substantiated by the insufficient development of the conditions for organizing activities for the formation of cognitive universal educational actions in students through the use of competence–oriented tasks. The above indicates that the problem of the formation of cognitive universal educational actions through the use of competence-oriented tasks is insufficiently developed and requires additional research. Thus, a number of contradictions were singled out: between the modern requirements of society for students, who should have perfect cognitive educational devices that do not ensure their development in a secondary school; and between the need to develop cognitive learning in the process of teaching mathematics and the insufficient elaboration of this issue in pedagogical theory and practice. The outlined contradictions testify to the relevance of the research topic and allow us to formulate its problem: what should be the conditions for the use of competent–oriented tasks in order to form cognitive universal learning activities for students (based on mathematics)? Under the terms of the organization of activities in this article, we will understand the complexities of special conditions created by the teacher to achieve the goals set, namely the education and training of students. In the process of conducting research, certain skills are selected that are part of the cognitive universal educational actions. For the formation of the selected characteristics was organized training activities of students in compliance with the following conditions. First, the development and implementation of the mathematical circle I am learning to analyze. Secondly, the construction of work based on the use of specific types of competence–oriented tasks. Thirdly, two types of work were used: with ready competence–oriented tasks and to transform tasks from textbooks into competence–oriented ones. Experimental work has yielded positive results. Significance of the study: the materials of the article may be useful for school teachers of mathematics.
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Adolf, V. A., and G. V. Yurchuk. "Quantitative Estimation of the Formation of Professionally Oriented Language Competence of the Medical Students." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 1 (2013): 80–86. http://dx.doi.org/10.18500/2304-9790-2013-2-1-80-86.
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The article reviews the problem of professionally - oriented language competence formation in students due to development of professional competence while learning a foreign language. Considering this fact, we have organized information-cognitive activity in studying a foreign language aimed at the formation of professionally - oriented language competence. For the solution of the given problem we choose ways to promote the development of professionally - oriented language competence such as: verbally-dialectic teaching method, a set of professional texts and situational problem tasks. Organization of informatively-cognitive activity for introduction of the created pedagogical provision allowed to improve the level of professionally – oriented language competence, which is confirmed by the obtained analysis results.
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Drobotenko, Yulia B., and Elena V. Chernenko. "Designing Competence-Oriented Tasks for the Demonstration Exam: OSPU Experience." Review of Omsk State Pedagogical University. Humanitarian research, no. 44 (2024): 163–68. https://doi.org/10.36809/2309-9380-2024-44-163-168.
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The article presents the main approaches to the implementation of a practice-oriented educational process in a pedagogical university. A demonstration exam is considered as an indicator of practice-orientation. The authors identify the main models for conducting demonstration exams and point out the need to improve the exam format using assessment tools developed by the educational organisation. The practice of implementing demonstration exams in different pedagogical universities of the country is described. The experience of Omsk State Pedagogical University in developing competence-oriented tasks for midterm and state final certification in the format of a demo exam is presented.
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Demeneva, N. N., and O. V. Kolesova. "ASSESSMENT OF THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE COMPETENCE APPROACH IN TEACHING MATHEMATICS IN PRIMARY SCHOOL." Vestnik of Minin University 6, no. 3 (2018): 7. http://dx.doi.org/10.26795/2307-1281-2018-6-3-7.
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Introduction:the article deals with the problem of implementation of the competence approach in teaching mathematics in primary school. This approach is one of the conceptual foundations of the Federal state educational standard of primary General education. Competency-oriented tasks are included in the final work for the fourth grade to assess the achievement of the planned results, including the all-Russian verification work in mathematics. The aim of the study was to identify the effectiveness of the implementation of the competence approach in teaching mathematics in primary school based on the diagnosis of the level of formation of primary school graduates (pupils of 5 classes) the ability to solve competency-oriented mathematical tasks.Materials and methods: the diagnostic technique was used, including mathematical tasks that require the use of knowledge in life situations, the presence of real ideas about the values and geometric shapes, the ability to navigate in practical situations. The texts of competency-oriented tasks are given.Results:the data on the results of all groups of tasks and the level of formation of primary school graduates ability to solve competency-oriented mathematical tasks Revealed that the greatest difficulty is caused by tasks that require self-selection of mathematical concepts and actions for the analysis of the real situation, and tasks involving the ability to do the estimate of the result.Discussion and Conclusions:the study showed that there are problems in the implementation of the competence approach in teaching mathematics in primary. Students have significant difficulties in solving competency-oriented tasks. The analysis of typical errors in the performance of such mathematical tasks is performed. The recommendations for primary school teachers to strengthen the practical orientation of teaching mathematics to junior schoolchildren.
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Semenova, Natalia Gennadievna, Mihail Aleksandrovich Jakunchev, and Ivan Fedorovich Markinov. "Practice-oriented Tasks as a Means of Forming Professional Competencies of a Future Teacher at a Pedagogical University." Siberian Pedagogical Journal, no. 5 (October 23, 2023): 64–75. http://dx.doi.org/10.15293/1813-4718.2305.07.
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The article actualizes the formation of professional competencies of a future teacher at a pedagogical university through practice-oriented tasks. The process of practice-oriented training of a future biology teacher at a pedagogical university can be carried out with the use of various means. One of these tools is practice-oriented tasks. Under them, the authors consider a special type of teaching assignment of a teacher to students, which contains a set of requirements to perform intellectual and (or) applied educational and cognitive actions for optimal mastering of professionally-oriented content. The article presents competencies and provides examples of tasks for each of them. The purpose of the article. Presentation of practice-oriented tasks as one of the means of forming professional competencies of a future teacher at a pedagogical university. Research methodology. The priority methodological basis is a competence–based approach that determines the use of practice-oriented tasks in the aspects of “know”, “be able”, “own” in the process of preparing a future teacher. Research methods. Methods of the theoretical level – analysis of published sources on the stated topic, systematization and generalization of research material. Methods of the empirical level – pedagogical experiment, diagnostics of the state of the ability of students – future teachers to perform practice-oriented tasks, elementary mathematical calculations of the data obtained and their interpretation. Conclusion. The original tasks proposed by the authors, developed on the basis of a competence–based approach, are acceptable for professionally oriented training of students – future teachers at a pedagogical university.
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Дмітренко, Наталя. "АВТОНОМНЕ ФОРМУВАННЯ ПРОФЕСІЙНО ОРІЄНТОВАНОЇ АНГЛОМОВНОЇ КОМПЕТЕНТНОСТІ В ПИСЬМІ В МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ". Педагогічні науки: теорія, історія, інноваційні технології, № 5-6(99-100) (31 серпня 2020): 49–59. http://dx.doi.org/10.24139/2312-5993/2020.05-06/049-059.
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The aim of the article is to determine the features of learning to write in the conditions of autonomous learning of professionally oriented English communication and to create a system of exercises and tasks for autonomous formation of professionally oriented English competence in writing for future teachers of Mathematics. The study results showed that autonomous formation of professionally oriented English competence in writing is a type of autonomous learning activity, in the process of which future teachers of Mathematics develop a willingness to take responsibility for effective tasks and form the ability to apply knowledge, skills and abilities. The components of professionally oriented English competence are knowledge; skills and abilities; communication; autonomy and responsibility. The main aspects of the content of learning to write are substantive and procedural aspects. The formation of professionally oriented English competence in writing in the process of autonomous learning of future teachers of Mathematics is organized on the interrelated fundamentals: learning to write as a type of professionally oriented English communication based on modelling authentic writing situations; use of students’ experience in communicative activities in their native language; managing the writing process through the content of the activity; a systematic approach of learning to write, including mastering the means, methods, and strategies. Autonomous formation of professionally oriented English competence in writing of future teachers of Mathematics provides: purposeful and conscious planning of activity in writing; ability to establish independently the relationship between previously studied and new educational material; ability to monitor students’ writing and control the correspondence of the writing task to the obtained result; ability to structure and restructure the accumulated knowledge; flexibility and variability in the application of accumulated life experience, experience in learning foreign languages, as well as experience in English writing. The author of the article developed a system of exercises and tasks for autonomous formation of professionally oriented English competence in writing, which consists of three subsystems: a subsystem of exercises for the development of skills of mastering the strategies of professionally oriented writing; a subsystem of exercises for the formation of communicative writing skills; a subsystem of exercises for the development of writing abilities of future teachers of Mathematics.
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Muratova, Zhanerke, and Markhabat Kassymbekova. "Development of professional-oriented competence through language and content integrated technology." Scientific Herald of Uzhhorod University Series Physics, no. 55 (December 21, 2023): 990–99. http://dx.doi.org/10.54919/physics/55.2024.99hf0.
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Relevance. Recent acculturation of foreign language education (FLE) and movement towards competency-based approach has put forward as a goal the emergence of professional-oriented competence. This paper presents a brief overview of research on professional-oriented competence through content and language integrated learning in the Republic of Kazakhstan. Purpose. This study aims to help assess future teachers’ strengths and weaknesses in professional-oriented competence development. Literature relevant to the topic was studied in order to understand how to improve linguistic and, in general, verbal communication between the teacher and students. Methodology. The methods used in this study are experimental in nature, implying tests and tasks for certain groups of subjects. The questionnaire was developed to obtain information about future teachers’ view who are going to work at the profile school on using content and language integrated technology and diagnose possible professional knowledge gap in this study. Results. The model of future foreign language teachers’ research competence development has been constructed; a system of tasks based on digital resources has been suggested and experimental work was provided to show the efficiency of the model designed. Conclusions. Conclusions of this study confirm the importance of the professionally oriented competence development model for achieving more effective communication in terms of information exchange and the learning process.
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Aigul, Dauletkulova, and Kurmanbekkyzy Nurgul. "Competence-Oriented Task as Means of Quality Improvement of Mathematical Education." International Journal of System Modeling and Simulation 3, no. 2 (2018): 7. http://dx.doi.org/10.24178/ijsms.2018.3.2.07.
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Integration of Kazakhstan into the world educational space makes it necessary to align with the requirements of the state and society to orient the education of the younger generation on the development of competencies that promote the concept of "education through life". Significant changes in the priorities in school education in the world in recent years require a reorientation to a competence approach, continuous self-education, mastering new information technologies, the ability to cooperate and work in groups.
 The purpose of our research is to improve the quality of school mathematics education with the help of competence-oriented assignments.
 For the analysis of the analyzed targets, the analysis of the native and chemical methapods is analyzed; the systematic analysis of the mathematical encounters and the reconstruction of the infectious information with the help of hypotheses and analgesia, comparison and hypnotism, analysis and synthesis, modeling and mental ex- periment; Diagnostic methods with the goal of designing the formation of coarse mnogoapektnyh central design of the person; the isolation of the criteria for the design of a diagonal quality - a system of colors that characterize the structure of the complex of personalities in the world; methods of observation, caution, a systematic analysis of the results.
 When solving competency-oriented tasks, students are able to use and notice the general in the private, to reveal the significance of established facts and patterns, to form and develop the basic mental operations.
 The methods for solving competence-oriented tasks should not only promote the development of skills and skills that meet the program requirements, but also the development of creative cognitive activities. These include tasks that familiarize schoolchildren with non-standard methods of reasoning, but do not require the extension of the curriculum material.
 The nature of the representation of competence-oriented tasks takes into account the psychological characteristics of students' perception of information. In particular, it is desirable that the conditions of the problems allow rather simple graphic or "subject" illustrations.
 In conclusion, we note that competence-oriented tasks should include entertaining tasks that are diverse in terms of the story, in the formulation of questions, in the methods of solutions. It is desirable to include in the system tasks, the solution of which is divided in time and whose purpose is the development of certain skills and abilities, the consolidation of methods of reasoning, methods of solving problems, the development of spatial representations, the formation and development of mental operations, such as: analysis, synthesis, comparison, classification, etc.
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Rubtsova, Svitlana. "Subsystem of exercises and tasks for prospective engineers lexical competence in professionally oriented reading development." Scientific and methodological journal "Foreign Languages", no. 3 (September 30, 2021): 37–43. http://dx.doi.org/10.32589/1817-8510.2021.3.241158.
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 The article describes a subsystem of exercises and tasks for the formation of English language lexical competence in professionally oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering. The stages of the formation of English-language lexical competence in professionally oriented active reading are determined and characterized: 1) acquaintance, 2) automation, 3) application. To form this competence, we consider effective the following methods of active reading: Know- Want-Learn (KWL), SQ3R (Survey, Questions, Read, Recall, Review) and examples of exercises and tasks performed at each stage of working with authentic texts. The subsystem of exercises and tasks is described and implemented at the pre-text, text and post-text stages of work. All educational information for the formation of lexical competence in English reading is accompanied by an authentic visualization which we understand as conditionally technical (drawings, figures, photographs, diagrams, charts, graphs, videos, etc.). Authentic visualization of educational information is developed as a supplement to textual material for better understanding and perception information on the specialty and complements it. The organization of the stages of lexical competence formation is taken into account during the developing the exercises and tasks.
 
 
 
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Shestakova, L. G., and T. V. Richter. "Methods of organizing competence-oriented classes with students of pedagogical areas of training." SHS Web of Conferences 87 (2020): 00007. http://dx.doi.org/10.1051/shsconf/20208700007.
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Object: to describe the methods of organizing competence-oriented classes with students of pedagogical areas of training. Methods: the leading research methods were the generalization and analysis of pedagogical experience and the processing of quantitative data on the dynamics of indicators of the effectiveness of using the methods of organizing competence-oriented classes with students of pedagogical areas of training. Findings: principles of organizing competence-oriented training with students of pedagogical areas of training (systematic, flexibility, interaction, conscious perspective, professional expediency, activity, activity, ideality, humanism, feedback, reflexivity); revealed the advantages of using competence-oriented classes with students of pedagogical areas of training; formulated types of competence-oriented classes with students of pedagogical areas of training; methods of organizing lecture, seminar and practical competence-oriented classes have been developed; identified types of activities (areas of work) for inclusion in the rating indicators; The indicators for assessing the effectiveness of the described methods of work were determined. Conclusions: the article presents a list of competencies, examples of competence-oriented tasks aimed at their formation and planned learning outcomes; The indicators for assessing the effectiveness of the described methods of work were determined. The article materials can be useful for heads of educational structures of various levels, teachers of higher educational institutions, teachers of schools, parents.
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RUBTSOVA, Svitlana. "Experimental testing of the methodology of English language lexical competence formation of future civil engineers in professionally-oriented reading." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 10 (2021): 121–28. http://dx.doi.org/10.33251/2522-1477-2021-10-121-128.
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The article describes the results of a methodical experiment organized to test the effectiveness of the English language lexical competence formation of future civil engineers in professionally-oriented reading. Two methods of active reading (Know-Want-Learn (KWL) and Survey, Questions, Read, Recall, Review (SQ3R)) have been selected and substantiated for the experimental training. Exercises and tasks with authentic visualization of educational information have been developed. According to the hypothesis of the experiment, the formation of lexical competence of English language in professionally-oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering will be effective provided by the using of a subsystem of exercises and tasks developed on the basis of authentic visualization of educational information and special selected authentical professionally-oriented texts; implementation of training at the pre-test, text, post-text stages on the basic of KWL and SQ3R methods of active reading. The experimental testing proves the effectiveness of the developed exercises and tasks and the presented methodology. The results of the efficiency of the methodology have been confirmed by the methods of mathematical statistics. Key words: methodological experiment, experimental training, results of the experiment, the formation of lexical competence, future civil engineers, professionally-oriented reading, active methods of reading.
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Platonova, T. P., and A. P. Pakusina. "Competence-oriented tasks as a means of forming natural science literacy." Journal of Physics: Conference Series 1691 (November 2020): 012027. http://dx.doi.org/10.1088/1742-6596/1691/1/012027.
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Dyka, Natalia, and Oleksandra Glazova. "A new paradigm of postgraduate pedagogical education: realization of the competent approach." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 14–20. http://dx.doi.org/10.28925/1609-8595.2018.3-4.1420.
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The article describes the content characteristics of the basic concepts of research. The principal differences between competence and knowledge approaches in the educational process are revealed and a comparative characteristic is designed. The competence approach differs significantly from the knowledge of all the characteristics of the organization of the educational process: the main and fundamental difference is the focus on the result of schooling, and the result is not the amount of information learned, but the ability of a person to successfully act in different situations. Modelling the lessons that systematic and purposeful formation of subject and key competencies in students requires a different, substantially changed typology of Ukrainian language lessons. The technology of modelling of knowledge oriented Ukrainian language lessons is requested. The structure and models of modelling of competence-oriented tasks are presented. Situational tasks are an intermediate stage between the students' acquisition of theoretical knowledge and the formation of skills and abilities of the practical use of such knowledge in everyday life situations. The main task of such tasks – the formation of skills to navigate in the imaginary or conditional communication, to match the objectives and conditions of communication language means. In addition, the execution of such cases promotes the formation of not only communicative skills of students, but also the skills of the culture of communication, the adoption of rules of etiquette. Competently oriented tasks are distinguished primarily by the fact that they provide for the search activity of students, the implementation of methods of independent, pair, group research activities, the creation of conditions for the formation of objective and key competencies. Teachers are provided with counselling, teacher training, scientific and methodological clusters, trainings, seminars, webinars, etc. on the typology of competency-oriented lessons, simulation of lessons and structuring of competency-oriented tasks at teacher training courses.
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Добротин, Дмитрий, and Dmitriy Dobrotin. "Operationalization of the Requirements of the Standard As a Backbone Factor of the Control and Assessment Activities in the School Chemical Education." Standards and Monitoring in Education 6, no. 3 (2018): 47–51. http://dx.doi.org/10.12737/article_5b290c5870f5f2.18239921.
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The article deals with the peculiarities of the state fi nal examination in chemistry and its impact on test and evaluation activities on the subject. In the process of studies, the author analyzed the content of standardized control and measuring materials of the state fi nal certifi cation, studied the essence of the process of operationalization of the planned results and requirements to level of preparation of students, gave examples and considered incorporating the competence oriented tasks in the fi nal certifi cation. Thus, in the process of research, the author formulated the conclusion about the strategic role of operationalization of requirements in the process control knowledge and skills, as well as the possibility of including a competence-oriented tasks in the control and measuring materials provided careful thought assessment criteria of these tasks.
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Tsimerman, Evgenia. "Based tasks in CLIL settings." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (2018): 22–29. http://dx.doi.org/10.18844/prosoc.v5i3.3907.
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The article is devoted to advanced learners’ motivation within content and language integrated learning (CLIL) settings. The author analyses students’ motivation and anxiety for a task from the point of the dopamine and the opioid systems, the input–output aspect, heuristic and algorithmic procedures. Considering scientific publications reviewed, the author demonstrates a novel idea for CLIL settings—professionally-oriented incident-based tasks. An example of an incident-based task for Master’s students majoring in management is given. Being based on the same principles, the novel tasks proposed are relevant to CLIL. The author concludes that the incident-based tasks not only stimulate experienced students’ motivation, but also contribute to their personal qualities and professional skills development.
 
 Keywords: CLIL, professionally-oriented, professional discourse, internet-based, foreign language competence.
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Zulpukarova, D. "Features of Competence-oriented Task Use at Mathematics Lessons." Bulletin of Science and Practice 6, no. 6 (2020): 288–97. http://dx.doi.org/10.33619/2414-2948/55/38.
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This article discusses features of competence-oriented tasks used in mathematics lessons. Result of education is not only knowledge of specific disciplines, but also ability to apply them in everyday life, for use in the future training. And this largely depends not on the knowledge, skills and practices acquired, but on some additional qualities, competencies and more relevant to understanding the modern goals of education. Introduction of these concepts into teaching practice in school has required a change in the content and methods of education, specification of activity types that school students have to master at the end of an educational process and in the study of individual subjects. Success of today’s student in the future largely depends on his/her ability to acquire and develop skills, practices and competencies that can be used in any life situation. Therefore, it is necessary to educate children in readiness for change, developing of qualities such as mobility, constructiveness and ability to learn.
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Protska, S. M. "Components of computer-oriented methods of formation of professional competence of future philologists." CTE Workshop Proceedings 3 (March 20, 2015): 251–59. http://dx.doi.org/10.55056/cte.273.
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Research goals: reveal the interdependence of components of computer oriented methods of formation of professional competence of future philologists. Research objectives: outline the essential computer oriented methods of formation of professional competence of future philologists in the modern institution of higher education; discover the interdependence of the components of computer oriented methods of formation of professional competence of future philologists; consider the practical aspects of computer components oriented methods of forming professional competence of future philologists. Object of research: the formation of professional competence of future philologists of computer-based learning environment. Subject of research: use of components of computer oriented methods of forming professional competence of future philologists. Research methods used: theoretical methods, that analysis of philosophical, psikhologo-pedagogical, ducational-metodichnoy and instructional methodical literatures with the purpose of determination of the state theoretical ground of problem, and also generalization of the got information, front-rank and personal pedagogical experience, in the improvement of organization of studies. Results of the research: use the potential of computer components oriented methods of formation of professional competence of future philologists will let them in the performance of professional tasks to realize not only information technology, but also psychological and educational goals that will lead to a new education innovation level, provide personal development of students. The main conclusions and recommendations: further scientific research directed to the development of pedagogical conditions of monitoring results of applying elements of computer-oriented methods of formation of professional competence of future philologists in the educational process of higher education.
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Вайнагій, Тетяна. "ВПЛИВ КУЛЬТУРНИХ КОНТЕКСТІВ НА ФОРМУВАННЯ АНГЛОМОВНОЇ ПРОФЕСІЙНО ОРІЄНТОВАНОЇ КОМПЕТЕНТНОСТІ В ГОВОРІННІ МАЙБУТНІХ ЛІКАРІВ У ПОЛІНАЦІОНАЛЬНИХ ГРУПАХ". Педагогічні науки: теорія, історія, інноваційні технології, № 7(101) (28 вересня 2020): 3–14. http://dx.doi.org/10.24139/2312-5993/2020.07/003-014.
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Introduction. The article is devoted to the specification and argumentation of the influence of cultural contexts on the formation of English professionally oriented competence in speech of future doctors who study in polynational groups. Analysis of relevant research has revealed that while most scientific publications consider some aspects of intercultural communication in the context of professional activity or features of language training of students in multinational groups, the issues of English professionally oriented competence formation in polynational groups remain unresolved. Aim of the Study. The purpose of the article is to explain the causes of difficulties in the process of performing professionally oriented communicative tasks in English and outline ways to establish pair and group work of students in polynational groups in order to increase their learning productivity. The stated purpose of the study has led to the choice of the following research methods: 1) theoretical analysis of the scientific sources to define the meaning of the concept of “cultural contexts” and establish the features of polynational groups of students; 2) comparative analysis of verbal and nonverbal behaviour of representatives of high-context and low-context cultures; 3) scientific observation of the course of English professionally oriented speech training of students in polynational groups. Results. It has been determined that the reason for frequent misunderstandings among students of polynational groups while performing pair and group tasks on professionally oriented speech is the division of cultures into high-context and low-context ones. Three levels of behaviour that differ among high-context and low-context cultures and therefore cause misunderstandings among students of polynational groups when performing English professionally oriented communicative tasks have been identified. Conclusions. Ways to optimize the formation of English professionally oriented competence in speech of students in polynational groups, taking into account their cultural differences, have been suggested.
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Nykiforchuk, Zh. "Professionally oriented reading assignments for teaching English to prospective theologians." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 36 (July 29, 2022): 79–89. http://dx.doi.org/10.32589/2412-9283.36.2022.262060.
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Knowledge of a foreign language is considered as a means of intercultural communicationand as a tool for learning about another culture and spreading own, which contributes to spiritual mutualenrichment. The article is based on the results of the analysis of works of Ukrainian scientists, devoted to theproblems of forming of English professionally oriented reading competence, as well as the development ofa system of tasks to increase the level of forming of this competence. Purpose. The purpose of the article isto design a system of exercises and tasks aimed at forming English professionally oriented reading competenceof prospective theologians. Methods. Review of research in Ukraine to analyze the typology of exercises forthe forming of English professionally oriented reading competence of prospective theologians. Results. It is notedthat the methodology of work of prospective theologians with professionally oriented texts involves pre-text,text and post-text stages. The concepts of “exercise” (organized repeated performance of certain operations,actions or activities in order to master foreign language skills and abilities, and for their improvement) and“system of exercises” (a set of necessary types, kinds and varieties of exercises performed in such a sequence andquantity that take into account the patterns of skills formation and skills development in different types of speechactivities in their interaction and provide the highest level of foreign language proficiency in given conditions) aredefined. The typology of exercises is described. Conclusion. Exercises for the forming of English professionallyoriented reading competence of prospected theologians at the pre-text and text stages, as well as communicativetasks for the forming of English professionally oriented competence in reading of prospected theologians atthe post-text stage are designed. The prospects of further scientific research is determined.
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Makhmudova, Dilfuza Melievna, Nodira Rustamovnaa Rustamova, Nigora Alimdjanovna Akbarova, and Sanabar Rejepbaevn Reymbaeva. "Formation of Creative Competence of Future Teachers in The Process of Teaching Mathematics based on Special Tasks." International Journal of Engineering and Advanced Technology (IJEAT) 9, no. 2 (2019): 487–93. https://doi.org/10.35940/ijeat.B3943.129219.
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This article was written with the aim of creating the creative competence of future teachers in the process of teaching mathematics based on special tasks. The following tasks are considered in the article: how to concretize the essence and structure of the concept “creative competence of the future teacher”, determine the criteria and levels of its formation; substantiate and formulate pedagogical conditions for the formation of creative competence of future teachers in teaching mathematics; to develop a methodological model for the formation of creative competence of future teachers in the process of teaching mathematics; create mathematical tasks that contribute to the formation of creative competence of future teachers in the process of their mathematical preparation; create a diagnostic complex to determine and evaluate the level of formation of creative competence of future teachers; to develop a methodology for the formation of future creative competencies in the learning process, the substantive basis of which is a complex of creatively-oriented mathematical tasks, focused on the implementation of the created model; experimentally confirm the effectiveness of the developed methodology for the formation of creative competence of future teachers in the process of teaching mathematics. The article analyzes the basic concepts - “competence”, “creativity”, “creative competence”.
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MENDERETSKYI, Vadim. "USE OF EXPERIMENTAL TASKS IN THE COURSE OF GEOGRAPHY." Collection of scientific papers Kamianets-Podilsky Ivan Ohienko National University Pedagogical series 29 (December 14, 2023): 124–27. http://dx.doi.org/10.32626/2307-4507.2023-29.124-127.
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The article shows the importance of creating an effective system of experimental training of future geography teachers. The main doctrine in the study of modern geography, as well as other natural science courses, is a scheme that combines a complex of theoretical and laboratory-practical means of learning phenomena in nature. Perception of theoretical propositions, their verification in practical classes and modelling during the performance of experimental tasks are equivalent in the acquisition of scientific knowledge. The components of the proposed system of forming the experimental competence of the future teacher are distinguished by their adaptability to modern educational requirements, goal-oriented organization of the training of the future specialist, and the use of a competence-oriented approach to planning the educational process. It is not possible to organize the productive training of a future teacher as an experimenter using only a traditionally organized system of experimental activity. As experience shows, it is possible to increase the efficiency of such activity only if it is complemented by an optimally organized selection system and the use of experimental tasks. Goal-oriented management of experimental training of future teachers is important under the condition of creating an educational environment based on the introduction of research educational technologies into the educational process, which are provided with appropriate methodological developments.
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Batsurovska, Ilona, Nataliia Dotsenko, Olena Gorbenko, and Nataliia Kim. "Organizational and pedagogical conditions for training higher education applicants by learning tools of a competence-oriented environment." SHS Web of Conferences 104 (2021): 02014. http://dx.doi.org/10.1051/shsconf/202110402014.
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The organizational and pedagogical conditions for training higher education applicants by learning tools of a competence-oriented environment are analysed. Such pedagogical conditions include integration of the educational process in the context of the face-to-face training and a competence-oriented computer environment, providing systematic interactive work and performance of rating tasks in a learning environment focused on competence and systematic monitoring and control over the process of training of higher education applicants. In order to study the feasibility of using organizational and pedagogical conditions for the training of higher education applicants by learning tools of a competence-oriented environment, the degree of competence of the expert commission was checked and the indicators of competences of experts were calculated. Experimental work on determining the coefficient of concordance gives the opportunity to state that the opinions of experts on the organizational and pedagogical conditions for the training of higher education applicants by learning tools of a competence-oriented computer environment are consistent. It is noted that the implementation of organizational and pedagogical conditions, in fact, involves the optimization of educational and cognitive activities of higher education applicants, and taking into account certain conditions will lead to renewal, productivity, continuity and integrity of acquisition of the competences.
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DATSKIV, OLHA. "THE SEQUENCE OF ACTIVITIES FOR THE DEVELOPMENT OF PROFESSIONALLY ORIENTED ENGLISH SPEAKING." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2022): 149161. http://dx.doi.org/10.25128/2415-3605.22.1.18.
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An important component of foreign language communicative competence of teachers who implement subject-language integrated learning (CLIL) is their professionally oriented competence in speaking, which, as evidenced by experience in teaching foreign languages in Ukraine and the world, needs improvement.The relevant research analysis also indicates the actuality of developing CLIL teachers’ linguistic competence. The research aims at substantiating a sequence of activities for the development of professionally oriented speaking skills of CLIL teachers. It has been established that the requirements for the level of language proficiency of teachers are not the same in different educational contexts and are determined in the range from level B1 to C2 according to the Common European Framework of Reference. The sequence of activities has been developed within the electronic refresher course for teachers. The necessity to ensure the development of professionally oriented speaking competence of subject teachers through formal education and self-education, in particular, via an electronic course has been substantiated. E. Gierlinger’s L4C model has been analysed and recognized as the basis for the development of exercises and tasks for the e-course lesson “Language” within the topic “CLIL in the classroom”. The structure of the sequence of exercises and tasks, their types and kinds have been determined. We consider it expedient to distinguish two groups of exercises in the sequence structure: 1) to improve general speaking skills and abilities; 2) to improve professionally-oriented speaking skills. The sequence includes receptive non-communicative, reproductive semi-communicative exercises for substitution of elements into speech patterns, transformation and additions, expansion and completion of speech patterns, answers to questions, productive semi-communicative exercises for combining speech patterns into supra-phrase dialogic units monologues and dialogues) and communicative tasks. Examples of these exercises and tasks have been given. Exercises and tasks of the sequence have been discussed with colleagues, piloted in classes on methods of teaching foreign languages, and approved by experts. A conclusion has been made about the need to increase the motivation of teachers to self-education to teach subjects in a foreign language. The prospect of further research lies in peer evaluation of the course content and piloting the course on the MOODLE platform.
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Zenya, Lubov, Svitlana Roman, and Olga Kolominova. "DEVELOPMENT OF PROFESSIONALLY ORIENTED PHONETIC COMPETENCE OF PRE-SERVICE TEACHERS IN THE COURSE OF FOREIGN LANGUAGE CLASSES." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 33 (2018): 155–74. http://dx.doi.org/10.17721/2663-6530.2018.33.11.
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The problem of professionally oriented phonetic competence of pre-service teachers in the course of foreign language classes and classes of Practical Phonetics in a foreign language higher educational institution of a bachelor degree level is investigated. The need for further improvements of the given competence in the light of increased requirements towards the national system of professional foreign language pre-service teachers training of potentially top professionals in the current intercultural foreign language educational environment has been emphasized. Consequently, the essence and components of the competence i.e. phonetic skills, knowledge and awareness have been specified. Specific peculiarities of phonetic competence compared against other linguistic competencies have been defined, especially it sensitivity to interlanguage interference and its ability for linguistic fossilization. Conceptual basics of the proprietary methodology of professionally oriented foreign language competence are highlighted. Moreover, some examples of professionally oriented tasks, elaborated by the authors in compliance with the requirements for teaching materials selection and teaching process planning of foreign language classes and Practical Phonetics are provided.
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Ramazanova, Nazgul. "PRACTICAL-ORIENTED TRAINING AS PART OF THE FORMATION OF SOCIAL AND PERSONAL COMPETENCE OF STUDENTS OF PEDAGOGICAL UNIVERSITIES." Alatoo Academic Studies 23, no. 4 (2023): 134–45. http://dx.doi.org/10.17015/aas.2023.234.14.
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The direction of the research determined by the author is confirmed by its psychological, pedagogical, social and practical relevance, taking into account the changes taking place in almost all spheres of life of the Republic of Kazakhstan. The article considers practice-oriented tasks as a means of forming the socio-personal competence of students of the educational program 6B01310 "Pedagogy and methodology of primary education". The author proves the relevance of the inclusion of future primary school teachers in conditions close to professional activity in order to develop the necessary abilities, the formation of social and personal qualities of the individual. The paper defines a key concept, shows an algorithm for constructing practice-oriented tasks for the preparation of future primary school teachers in social and personal interaction with the subjects of the educational process. The paper defines the key concept of «practice-oriented tasks», shows an algorithm for constructing practice- oriented tasks for training future primary school teachers in social and personal interaction with the subjects of the educational process. The study involved young professionals with less than 3 years of experience in primary school, and students of the educational program 6B01310 «Pedagogy and methodology of primary education» of Pavlodar Pedagogical University named after A. Margulan. The system of evaluation by a university teacher of the quality of students' performance of practice-oriented tasks is presented.
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Synekop, Oksana, Tamara Koval, Olha Matviienko, and Liubov Zenia. "Digital tools in testing the level of formation of professionally oriented English competence of IT students." Scientific and methodological journal "Foreign Languages", no. 3 (November 14, 2023): 20–25. http://dx.doi.org/10.32589/1817-8510.2023.3.290247.
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Digital tools help to determine the IT studentsʼ achievements in mastering professionally oriented English language competence (in listening, speaking, reading, writing). The involvement of digital tools in the organization of assessment activities will increase the objectivity of the obtained results and optimize the evaluating process of prospective IT specialists in foreign language classes. Therefore, the purpose of the article is the analysis of digital tools for use in testing the level of proficiency in ESP of IT students at university level. A number of methods were used in the research: analysis of scientific literature, generalization and systematization of the experience of scientists. As a result of the study, the digital tools used for creating and placing test tasks were considered. A comprehensive approach to the selection of digital tools is involved. The criteria were outlined: the possibility of a digital tool to define the IT students’ level of professionally oriented communicative competence; availability of different types of tasks; the ability to check tests both automatically and with the participation of a teacher; instant feedback; differential ability; interactivity; practicality and economy. The features of Moodle, Google Forms, Google Docs, Zoom Conference, Teams, Meet were analyzed. Digital tools help to fill tests with relevant learning material (from YouTube, TED Talks, Podcasts), create tests according to certain parameters (with the help of Chat GPT, QuestionWell / AI for Teaching). Thus, digital tools allow teachers to fill tests with relevant educational material; assess the IT students’ level of proficiency in ESP; create and fill tests with appropriate educational material; generate test tasks; simplify the assessment procedure; differentiate test tasks. In order to effectively implement digital tools, it is necessary to use a comprehensive approach to organize testing in teaching and learning process.
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Sokolova, G. A. "Competence-based approach to the topic «Area» in geometric origami modeling." Professional education in the modern world 13, no. 1 (2023): 100–110. http://dx.doi.org/10.20913/2618-7515-2023-1-12.
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Introduction. The article is devoted to the assertion of the need to develop and include in the educational process of growing personalities competence-oriented tasks provided by the technology of geometric origami modeling. Relevance. In modern mathematical education, there is an active search for improving the quality of education using competence- based approach.Purpose setting. In the scientific literature, as it turned out, no studies have been found indicating effective means of asserting a competence-based approach to the study of the topic «Area», which led to the need to develop and include in the educational process competence-oriented tasks designed within the framework of technology associated with the recognition, modification and evaluation of the area ratios of geometric shapes.Methodology and methods of the study. In theoretical studies, competence-based, environmental and synergetic, cognitive-visual approaches are considered. The method of conducting experimental work using visual and graphic means aimed at revealing the category of area as an additive scalar quantity is recreated from the analysis of geometric shapes arising during the geometric modeling of origami, which the child explores and sets their boundaries.Results. The effectiveness of the considered approach to the topic «Area» is proved.Conclusions. The scope of implementation of the research results is presented.
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Pavlova, O. "Educational Professionally Oriented Tasks As a Mean of Stimulating Professional Self-Development of Future Teachers." Profession-Oriented School 8, no. 1 (2020): 32–38. http://dx.doi.org/10.12737/1998-0744-2020-32-38.
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Teaching and research competence, as a complex multicomponent structure, is both the goal and the means of stimulating the professional self-development of students. The inclusion of students in the process of solving professionally oriented educational problems is a necessary condition for the implementation of a competency-based learning model. The article discusses examples of tasks related to the implementation of methodological and mathematical training of students. On the example of the assignment related to the design of the mathematical calendar, the capabilities of this assignment are demonstrated, reflecting its focus on the formation of educational and research competence of students. The consistent inclusion of future school teachers in the work on the described tasks contributes to the formation and control of the formation of their methodological and mathematical competence as a whole.
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Karakhanova, Galina A., Elena E. Orudzhalieva, and Murad N. Karakhanov. "Competence-oriented Tasks as a Means of Formation the Future Teacher’s Professional Activities." Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences 13, no. 1 (2019): 29–33. http://dx.doi.org/10.31161/1995-0659-2019-13-1-29-33.
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Зикирова, Г. А., and А. А. Кабылов. "THE USE OF COMPETENCE-ORIENTED TASKS IN TEACHING MATHEMATICS TO STUDENTS STUDYING ECONOMIC." НАУКА, НОВЫЕ ТЕХНОЛОГИИ И ИННОВАЦИИ КЫРГЫЗСТАНА, no. 3 (March 31, 2022): 242–45. http://dx.doi.org/10.26104/nntik.2022.20.20.045.
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В статье предусматривается, что при преподавании математики в высших учебных заведениях учитываются профессиональные особенности студентов. Студентам, специализирующимся на экономике, было сказано, что они могут повысить эффективность курса, дав им задания, относящиеся к их будущей профессии, на практических занятиях по математике. Сегодня в нашей стране проявляется потребность в специалистах, у которых сформирована профессиональная компетентность по экономике. Появление новых средств обучения должно сопровождаться внедрением новых методик. В дополнение к классическим средствам обучения целесообразно использовать электронные (иначе - информационные) образовательные ресурсы – собственную систему навигации, интерактивные учебные средства, оснащенные возможностью выбора режима использования, отвечающего современным техническим требованиям. В высших учебных заведениях предлагается использовать задачи, ориентированные на компетенцию, для подготовки специалистов в области экономики, которые хорошо разбираются в своей работе, и приведены некоторые примеры. The article provides that when teaching mathematics in higher educational institutions, the professional characteristics of students are taken into account. Students specializing in economics were told that they could improve the effectiveness of the course by giving them assignments related to their future profession in practical classes in mathematics. Today in our country there is a need for specialists who have formed professional competence in economics. The emergence of new learning tools should be accompanied by the introduction of new techniques. In addition to classical learning tools, it is advisable to use electronic (otherwise - informational) educational resources – its own navigation system, interactive learning tools equipped with the ability to choose a mode of use that meets modern technical requirements. In higher educational institutions, it is proposed to use competence-oriented tasks to train specialists in the field of economics who are well versed in their work, and some examples are given.
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Burmistrova, N., V. Filimonov, and V. Shamis. "Project Method in the Formation of Practice-Oriented Educational Results." Standards and Monitoring in Education 10, no. 6 (2022): 29–35. http://dx.doi.org/10.12737/1998-1740-2022-10-6-29-35.
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The article examines the problem of introducing the project method into the educational practice of higher education. It considers the possibilities of the project method for the formation of practice-oriented educational results during the subject mathematical training of students of University of Economics. The article presents an example of project assignment for the formation of an optimal deposit portfolio, included in the bachelor's thesis, master's thesis in the direction of «Economics». The implementation of project assignment requires graduates to have a sufficient high level of mathematical competence as practice-oriented result of mathematical training. A comparative analysis of the results of pedagogical experiment was carried out to study the influence of experimental learning (case-tasks, project-type tasks) during the mathematical training on the level of formation of components of mathematical competence. The Pearson criterion and G-criterion of signs were used to confirm statistical reliability of experimental results. The results demonstrate the effectiveness of project-based learning for the development of practice-oriented educational results that ensure the formation of experience of professional decision-making.
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Melnyk, Alla. "Flipped learning model in the course «Culture of Oral and Written English»." Scientific and methodological journal "Foreign Languages", no. 2 (August 4, 2023): 8–19. http://dx.doi.org/10.32589/1817-8510.2023.2.285382.
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It has been сreated a course «Culture of Oral and Written English» with the implementation of blended learning, which makes it possible to form professionally oriented communicative competence of students enrolled in the master’s programme. It has been considered micro-, meso- and macro-levels of course introduction and function. It is argued that the practical implementation of the blended learning (henceforth BL) technology is the organization of educational process within the course «Culture of Oral and Written English», where face-to-face interaction (traditional learning) in the classroom is supplemented by distance learning in the web environment and independent learning that includes classroom independent work, during which problem-based tasks are performed, as well as extracurricular asynchronous, synchronous, asynchronous-synchronous independent work through the Microsoft Teams application and the chatbot СhatGPT. The course implementation context is described with the information on the conditions, curriculum and the need for it in the master’s program. It is outlined the way of developing the course, which includes its structure and specific tasks. It has been elaborated the tasks for the formation of professionally oriented speech competence in writing as a subcompetence of professionally oriented communicative competence of prospective English university teachers. It has been inferred that the peculiarities and technological advantages of the BL technology are due to the active use of the flipped learning (FL) model that inverses the methods of traditional teaching, implements the material presentation outside the educational institution and determines practical cooperation in the classroom as a leading form of learning activities organization. The value of the FL model is the ability to regulate students’ independent learning, which they carry out individually or together in pairs/mini-groups, and classroom learning for group classes, where students can check their understanding and correct comprehension of the topic content, exchange opinions, debate, and the teacher becomes a facilitator, who directs the work of the whole group and each student towards their individual learning trajectory. Different types of prospective teachers’ independent work for their skills development in writing texts of academic genres (articles and essays) are demonstrated on the example of tasks for the development of English professionally oriented speech competence in writing.
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Vysotskaya, Tatyana. "STUDENTS-TRANSLATORS PROFESSIONAL COMPETENCE DEVELOPMENT: THEORETICAL OUTLINE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 258. http://dx.doi.org/10.17770/sie2016vol1.1485.
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The paper deals with the problems of students-translators professional competence development in the framework of terminological expertise acquisition. Terminological work is stated to be one of the key means of translation competence development. The emphasis is made on theoretical aspect of the matter. The clarification of basic concepts – competence, translation competence, and terminological competence – is provided. Translation competence is viewed as a set of several sub-competences, characterizing translator’s social, communicative and properly text-oriented skills. Terminological competence is viewed as the constituent of translation competence. The objectives and the tasks of terminological work for Translation students are stated. Curriculum components resulting in terminological expertise acquisition are analyzed. The system of exercises aimed at terminological competence development is outlined.
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Chernysh, Valentyna. "LEVEL APPROACH TO MODERN PROFESSIONALLY ORIENTED LANGUAGE TRAINING FUTURE TEACHERS OF FOREIGN LANGUAGES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 60–64. http://dx.doi.org/10.17721/2415-3699.2018.8.16.
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Nowadays levels of mastering foreign languages have the significant importance for standartisation and unified database of achieved levels in mastering any foreign language. The descriptors of each level allow every learner to define and evaluate his or her level of the developed foreign communicative competence. The purpose of the article is to overview different approaches to defining levels of development of foreign communicative competence and professionally oriented competence of teachers of foreign languages. To achieve the stated aims such tasks were carried out: defining levels of teachers’ professionally oriented competence and its correlation with levels of foreign languages mastering and defining the levels of foreign professionally oriented speaking, stating the correlation between levels of mastering a foreign language and stages of teaching foreign languages to teacher trainees at university. With the help of analyzing European documents and researches in psychology and pedagogy there were identified ways of defining and describing levels of communicative competence and their descriptors. On the basis of competence and level building approach the levels of formation of the professionally oriented competence in English speaking have been given. Levels of its formation were described according to the European Scales. Global Levels, Sublevels and “Plus Levels” have been introduced and categorized. “Plus” levels represent a strong performance of each level with more active participation in conversation. To sum up, standartisation of levels of the developed foreign communicative competence and professionally oriented competence in foreign speaking must be carried out within the Common European Framework of Reference for Languages. The most appropriate form of levels is three-level structure: the lowest level is a basic one, an introductory level of a foreign language professionally oriented speaking. It starts with the level A2; the second intermediate level is level B, and the most advanced level is C. Each level is subdivided into two sublevels A2, B1 and B2, C1 and C2 and is described in details by “Plus” levels.
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Drashko, O. M. "PROFESSIONAL COMPETENCE OF A MODERN TEACHER SERVICE WORK." Educational Dimension 22 (October 16, 2008): 77–83. http://dx.doi.org/10.31812/educdim.6765.
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In the article the question of study of problem of professional competence of modern huu her of labour studies is examined on the basis of personality - the oriented technology of. For of the best preparation of specialist an author offers application of project technology which will allow to untie the put tasks.
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Khomyuk, Iryna. "Using of the competency oriented tasks in the teaching of discipline «Technologies of teaching in the educational field of mathematics»." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 329–33. http://dx.doi.org/10.33310/2518-7813-2019-65-2-329-333.
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The article substantiates that one of the indicators of professional competence of future teachers of elementary school is the level of formation of professional and pedagogical knowledge and the ability to implement them in the process of teaching younger schoolchildren. The author describes some of the possibilities of organizing the educational process and the training of future teachers of elementary school for pedagogical activity. The professional formation of a master’s student in a pedagogical profile involves a complex multidisciplinary and multidimensional process of development and self-development of his personality: mental activity, ability to analyze, the desire to acquire the knowledge that is necessary for the performance of professional activities. The features of the contingency of competence-oriented tasks with the use of the taxonomy of pedagogical purposes B. Blum, in which methods of classification of mental skills, from the simplest teaching actions (knowledge, understanding, application) to the most complex (analysis, synthesis, evaluation) are determined. The author proposes the designer of competence-oriented tasks in the discipline «Technology of teaching in the educational field of mathematics» and gives examples of the tasks developed in accordance with Bloom’s taxonomy. It is determined that competency-oriented tasks act as a technological tool for implementing a competent approach in the process of studying masters. In a competency-based approach, attention is focused on education, not on the process. The primary and system-forming becomes a non-procedural component (educational and teaching-assessment) component, which, however, does not diminish its importance, but productive, expressed in terms of competencies. From the point of view of the competent orientated approach to the organization of the educational process in higher educational institutions, the content of the discipline «Technology of teaching in the educational field of mathematics» should be aimed at the formation of general and professional competencies.
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Величко, Анна, Anna Velichko, Лариса Денисенко, and Larisa Denisenko. "Development and Introduction of Competence-Oriented Assignments in Subject Teaching in the Implementation of the Basic Vocational Education Program." Standards and Monitoring in Education 6, no. 3 (2018): 34–39. http://dx.doi.org/10.12737/article_5b290d9949d3e7.38948146.
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The experiment of the Novosibirsk region on development and application of the competence-based focused tasks in system of professional education is presented in article. Due to the need of an assessment of formation of the general and professional competences, today actual is a development of innovative estimated means. Use of the competence-based focused tasks in estimated procedures is proved by their distinctive signs. These are the activity tasks allowing to develop and estimate universal educational actions; demanding not reproduction, but application of the accumulated knowledge in practical activities for the solution of a specifi c educational problem.
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Adolf, V. A., and D. V. Grak. "RATIO BETWEEN PROFESSIONAL AND JURIDICAL COMPETENCIES OF A SECONDARY SCHOOL TEACHER (IN THE CONTEXT OF SOLVING MODERN PROFESSIONAL PROBLEMS)." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 53, no. 3 (2020): 71–83. http://dx.doi.org/10.25146/1995-0861-2020-53-3-222.
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Statement of the problem. The modern stage of development in the sphere of education makes us pay attention to the content of the teacher’s professional competence. The modern school teacher is obliged to face with professional challenges every day. The absence of a view on the problem, relating to changing law regulations in education and labor of a teacher, has made this study relevant in the sphere of education. The purpose of the article is to determine the place and the role of juridical competence in the modern structure of professional competence of a secondary school teacher. The article analyzes the ratio between the nature of the terms «professional competence» and «legal competence» of a school teacher from the standpoint of pedagogical and juridical spheres. It also raises the issue of law regulations in bringing up and education. Methodology (materials and methods). The analysis of the Russian researchers’ works, law regulations in the sphere of education, as well as a survey conducted among headmasters, made it possible to determine the system-forming role of juridical competence and the main groups of professional tasks, the solution of which requires the teacher to apply law regulations in the process of teaching professional activity. Research results. The article compares the role of the juridical component in the pedagogical and other professional spheres. So, the place, the meaning, the system of links between juridical and professional competencies are determined by the professional sphere in which this or that profession is located. The juridical competence in the article is characterized as an integral, system-forming element of the professional competence of a modern teacher. Based on the general characteristics of the juridical-oriented professional tasks and the associated labor functions that the teacher is called upon to perform, the conclusion is that it is necessary to adjust the juridical-oriented professional tasks and revise the corresponding professional standard.
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Kova,, Valentyna. "TENDENCIES OF THE COMPETENCE-ORIENTED LANGUAGE EDUCATION DEVELOPMENT IN TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE." Problems of Modern Teacher Training, no. 1 (April 28, 2022): 168–78. http://dx.doi.org/10.31499/2307-4914.1.2022.258490.
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The peculiarities of educational tendencies in the processes of development and training of future teachers of Ukrainian language and literature in higher education institutions, methods, techniques, and means of their successful implementation are revealed. The article analyzes the process of competence-oriented language training of language teachers as an integrated phenomenon. The purpose of the formation of the professional competence of the future teacher of the Ukrainian language and literature is highlighted. The focus is on the problems of forming the professional competence of the teacher, and the importance of the requirements for language teacher. The development of communicative competence in the set of language, speech, and socio-cultural competencies is analyzed, which aims to rethink the tasks, content, and technology of future teacher training and review the forms and methods of organizing the educational process in higher education. The tendencies of practical training of future teachers of Ukrainian language and literature and the necessity of introducing innovative programs, and educational practices in the educational process, which are relevant needs of modern society, are revealed.The article highlights current issues of training of the future teachers of Ukrainian language and Ukrainian literature in pedagogical institutions of higher education, and their role in the formation of the competence-oriented, intellectually creative personality. The multifaceted process of studying the problems of ontogenesis of professional competence of a language teacher is revealed and the problems of formation of speech culture and linguistic competence of students are substantiated as an indicator of their readiness for professional reflection, self-realization in the educational space.The purpose of the article is to reveal the main trends in the development of competence-oriented language education, ways to form a competent speaker; to teach theories of language, to develop the skills of literate oral and written speech, and the formation of skills in text creation in the training of future teachers of Ukrainian language and literature.
 Keywords: competent speaker; competence approach; development tendencies; competence-oriented education; competent teacher; modernization of educational environment; professional training; person-oriented studying; competency model.
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Davydova, Yulia Grigorjevna. "Improving foreign language grammatical competence among students at linguistic universities based on a set of exercises (by the example of the English language)." Pedagogy. Issues of Theory and Practice 9, no. 3 (2024): 192–99. http://dx.doi.org/10.30853/ped20240025.
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The aim of the study is to develop a set of exercises aimed at improving foreign language grammatical competence among students at linguistic universities. The paper explores the issue of forming foreign language grammatical competence in a historical aspect, systematizing modern approaches to teaching foreign language grammar. The scientific novelty lies in revealing the essence of the foreign language grammatical competence of students at linguistic universities at the present stage as a crucial part of the linguistic component of communicative competence determining the success of intercultural communication and the solution of professional tasks. The formation and improvement of foreign language grammatical competence are important methodological tasks in the context of changing educational programs, increasing learner autonomy, and the intensive development of digital technologies. Following the conducted study, the author concludes on the necessity of relying on the cognitive, communicative, personality-oriented, and sociocultural approaches in working with grammatical material in linguistic universities and elaborates a set of exercises aimed at developing the cognitive, psychological, and research components of this competence.
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Vorontsova, Julia Aleksandrovna. "The linguistic and methodological aspect of improving the auditory-pronunciation skills of foreign students of educational organizations of the Ministry of Internal Affairs of Russia at the advanced stage of teaching Russian as a foreign language." Pedagogy. Theory & Practice 9, no. 11 (2024): 1166–70. http://dx.doi.org/10.30853/ped20240148.
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The purpose of the study is to select the content of educational material necessary for the development of professionally oriented tasks which are designed to adjust and improve the phonetic skills of foreign students of educational organizations of the Ministry of Internal Affairs of Russia. The article focuses on the fact that the competence-based strategy of teaching Russian as a foreign language at an advanced stage makes it a priority to focus on professional and communicative training of a foreign speaker and requires the formation of appropriate phonetic knowledge. The scientific novelty of the study consists in the fact that phonetic material was selected for the advanced stage of teaching Russian as a foreign language, taking into account the professional orientation of educational organizations of the Ministry of Internal Affairs of Russia. The competence-oriented tasks are designed to focus on phonetic material that is professionally significant for foreign students, allowing to optimize the process of improving auditory skills. As a result, it is stated that the practice-oriented trend of teaching Russian as a foreign language contributes to the achievement of communicative success by foreign speakers in situations of professional communication.
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Дніпровська, Тетяна Володимирівна. "ПЕДАГОГІЧНА ТЕХНОЛОГІЯ ФОРМУВАННЯ УПРАВЛІНСЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ АВТОТРАНСПОРТУ ТА РЕЗУЛЬТАТИ ЇЇ ВПРОВАДЖЕННЯ". Педагогіка та психологія, № 52 (19 березня 2016): 117–23. https://doi.org/10.5281/zenodo.47912.
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<em>This article presents the study objectives, stages, content, methods and algorithm implementation, presenting the results of the use of educational technology management competence formation of future engineers JSC Universities in the educational process. The main purpose of the technology are: achieving a high level of the main components of managerial competence of future engineers and ensuring controllability of the process. The requirements to study professionally oriented tasks. A special course "Fundamentals of managerial competence formation of future engineers of road transport", which consists of three parts. Forming experiment showed that a high level of management competence formation reached the experimental group. </em>