General cultural and professional competences. Modern problems of science and education General cultural and professional competencies of students
As a result of studying the material in this chapter, the student should: know
- general cultural and professional competences of a social work specialist;
- pedagogical foundations of social work;
- psychological foundations of social work;
- ecological foundations of social work;
- economic foundations of social work; be able to
- use knowledge, skills, experience, competencies in the system of social work;
- use fundraising skills in practice;
- implement psychological and social technologies of social work with different groups population;
- develop and test social and environmental projects; own
- technologies of social work on the introduction of professional competencies in the system of social protection of the population.
General cultural and professional competences of a social work specialist
The idea of a competency-based approach to education has recently been actively developed in the world of pedagogical science. Changed realities became the initial prerequisites for the formation of a competency-based approach modern world and the emerging social order for the training of specialists flexibly associated with the functional content professional activity. In the context of the growing processes of world integration and the mutual influence of cultures before high school the task is to train a specialist who must not only have deep professional knowledge in the chosen field, but also be able to adapt them to changing social conditions, have a communicative culture and the potential for self-development, and be able to make decisions in changing conditions of activity. The result of vocational training is increasingly called not the knowledge and skills of a specialist, but his competence.
Social work was one of the first to face the need to revise the traditional standards of vocational training. This is largely due to the fact that in this profession, with its communicative nature, the use of interdisciplinary knowledge and the mandatory conversion of this knowledge into the personal competencies of a specialist were initially laid down.
In the competence-based approach, knowledge and skills are considered from the point of view of the accumulation of experience. It is no coincidence that in modern pedagogy complex culturally appropriate types of actions are called competencies.
The terms "competence" and "competence" are widely used today in many socio-pedagogical works, however, these concepts are understood differently by researchers.
The "Big Encyclopedic Dictionary" defines the concept of "competence" as a range of powers granted by law, charter or other act of a particular body or official or as knowledge and experience in a particular area. Dictionary Russian language, as a rule, interprets competence as a range of issues in which someone is well-informed, and a dictionary of foreign words - as a range of issues in which a person has knowledge and experience. Competence includes a set of interrelated qualities of a person (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 is a person's possession of the relevant competence, including his personal attitude towards it and the subject of activity.
In world educational practice, the concept of competence is wider than the concepts of "knowledge", "skill" or "skill", but includes them.
The term "competence" is derived from the word "competent". The dictionary of foreign words interprets the concept of "competent" as having competence, i.e. as knowledgeable, versed in a particular area. After analyzing the definitions of the concepts of "competence" and "competence" in various dictionaries, we can identify their common characteristics: knowledge, experience in a particular area.
The first mention of the word "competence" is found by the German philosopher Jürgen Habermas, who uses it as a sociological term in the context of the theory of speech communication. In the future, the concept of "competence" appears in works on social psychology, where it is interpreted as a thorough knowledge of one's business, the essence of the work performed, complex relationships, phenomena and processes, possible ways and means to achieve the intended paths. Psychologists consider competence as a set of qualities inherent in the most authoritative specialist, those qualities that each individual mastering the profession must achieve. Thus, competence is understood as an attribute of professionalism.
In American cognitive psychology, the concept of "competence" is considered as a factor that determines the self-awareness of the individual, his behavior and self-esteem. Thus, it is more related to common characteristic individual than with the characteristics of his professional activity.
So we see that in psychological research competence is mainly considered from two positions: as the level of professional development of the subject and as an element of his general psychological characteristics.
In the 80-90s. 20th century the term "competence" also appears in works on management. In them, in addition to the totality of knowledge, it also reflects knowledge possible consequences specific mode of action. Competence is considered as one of the components of the personality or a set of known personality traits that determine success in solving the main tasks encountered in the field of human activity and carried out in the interests of this organization.
Competence arises in the course of mastering a professional activity by a person.
Educational management studies use the concepts of professional competence and professional competence. Thus, the concept of professional and pedagogical competence determines the scope of competencies, the terms of reference in the field of professional and pedagogical activity. In a narrower sense, professional and pedagogical competence is interpreted as a range of issues in which the subject has knowledge, experience, and their totality reflects his social and professional status, professional and pedagogical qualifications, as well as some personal, individual characteristics providing the possibility of implementing a certain professional activity. Thus, competence is considered as a systemic concept, and competence as its component.
Some researchers define the concept of "competence" as a general ability based on knowledge, experience, values, inclinations that are acquired through training. In their opinion, competence is not limited to knowledge, nor to skills, nor to skills, it is seen as the ability to establish a connection between knowledge and a situation, or as the ability to discover a procedure (knowledge and action) suitable for a problem. To be competent means to be able to mobilize the acquired knowledge and experience in a given situation. It is possible to speak about competencies only when they are manifested in some situation. Unmanifested competence is not it, and at most it is only a latent possibility.
In modern pedagogical science, the concepts of professional competence and professional competence are widespread, which are defined as a qualitative characteristic of the degree of mastery of a specialist in his professional activity. Some scholars identify these concepts with professional skills and abilities.
Many researchers include a personal component in the definition of professional competence. Competence is considered as a combination of mental qualities (i.e., a mental state that allows one to act independently and responsibly), as a person's possession of the ability and ability to perform certain labor functions. Otherwise: the essence of the professional competence of an employee is expressed in the degree of connection of the objective standard of his professional activity, reflected in normative documents, with the subjective possibilities of his personality.
Obviously, despite the widespread use of the terms "competence" and "competence", there are many different approaches to their definition and use. In addition, it is necessary to distinguish between competence and skill. Skill - this is an action in a specific situation, a manifestation of readiness and ability to act, providing the opportunity to perform an action in a specific situation. Only skills are observable. Thus, skills are competence in action. Competence defined as the ability to establish a connection between knowledge and a situation, or as the ability to discover knowledge and take actions appropriate to solve a problem.
Thus, competence cannot be considered only as a certain amount of knowledge and skills, since circumstances play a significant role in its manifestation. To be competent means to be able to mobilize the acquired knowledge and experience in a given situation. Competence cannot be isolated from the specific conditions of its implementation.
The emergence of the concept of competence fits into the history of vocational training, which was associated with changes in economic activity, in the development of industry. Changes in many professional tasks, in particular, with the introduction of new technologies, require new qualifications. Skills that usually characterize the performance of any activity are not always enough. You also need to be able to anticipate difficulties, make decisions, cooperate and coordinate your activities. Uncertainty in assessing professional performance and employment only reinforces the need to develop key competencies.
The definition of a competency-based approach to the training of specialists in the field of social work is based on the use of the concept of the key competencies of an individual. The concept of key competence includes elements of knowledge, activity, ways of orientation, as well as the ability to work with information (to search for it, store it, process it and evaluate it).
Under key competencies of the individual is understood as the possession of general scientific and special knowledge and the ability to apply them in practical activities, turning into skills and further - into qualifications.
The result of solving a professional problem can be expressed in different ways - in a "productive" form or in the form of psychological and pedagogical changes. Efficiency mark given result testifies to the competence of a specialist. If a social worker has found (finds or can find) a way out of a certain situation, then he is competent.
But the concept of competence is not reduced to the sum of knowledge, skills and abilities, it is much broader.
In the West, competencies are understood as the result of the development of fundamental abilities, which are mainly acquired by the individual himself, and competence is understood as the ability to carry out activities in accordance with social requirements and expectations. Thus, competence is a measure of the development of competence, and it is determined by the ability to solve prescribed tasks. The concept of competence includes cognitive, operational-technological, motivational, ethical, social and behavioral components. It includes learning outcomes (as personal achievements), a system of value orientations, habits, responsibility for the consequences of actions taken, etc.
With regard to each competence, we can talk about different levels of its development (for example, minimal, advanced, high).
Key qualifications or competencies are understood as the properties of an employee that go beyond the scope of knowledge and skills in their immediate specialty. This is due to profound changes in the world of work, and these changes were realized mainly through work to improve the system of organization and management. For example, the professional qualities required today include the ability to work independently, without constant guidance; the ability to take responsibility on one's own initiative; the ability to take the initiative without asking others if they should; willingness to notice problems and look for ways to solve them; the ability to analyze new situations and apply existing knowledge for such an analysis; the ability to get along with others; the ability to master any knowledge on their own initiative (i.e., taking into account their experience and feedback from others); the ability to make decisions based on sound judgment (i.e. without having all the necessary material and not being able to process information mathematically).
In Western countries, the specific content of the concept of "key competencies" is associated with an analysis of the request of employers. When deciding whether to move up the career ladder, the employer pays attention to the following characteristics of the employee:
- - readiness for growth;
- - competence motivation;
- - initiative;
- - responsibility for decisions taken;
- - thoroughness and accuracy in working with documents;
- - productivity (ability to manage several projects at once);
- - mobility;
- - experience in problem solving in a group;
- - experience in organizing a group to solve problems;
- - ability to plan and predict;
- - ability to work with information for oneself and for the group;
- - the ability to effectively present the results of work;
- - the ability to make rational, reasoned, reflective decisions.
In the European project "Identification and selection of key competencies", based on the generalization of expert opinions, the list of competencies includes:
- - autonomous reflexive action;
- - interactive use of funds;
- - participation in the work of heterogeneous groups;
- - critical thinking;
- - problem solving.
In general, the competence-based approach to education (training) focuses on the result of education, and it is not the amount of information learned that is assessed, but the ability of a person to act in various problem situations. The type (set) of these situations depends on the type (specificity) and level vocational education.
The competency-based approach requires taking into account key competencies: generalized and applied subject skills, life skills. Key competencies (basic, key skills) are of an oversubject nature. These include, for example, techniques and technologies for processing various information, actions in a group. Generalized skills (i.e., the ability to solve problems in a particular field of activity) are of an objective nature. Applied practical skills are the sphere of direct activity of a social worker. In addition, the content of education should be adequate (relevant) to modern trends in the development of the theory and practice of social work.
In studies on the competence-based approach in education, it is noted that the paradigm of traditional education does not satisfy both the “customer” of education (in particular, the social security sector) and the public. A university graduate whose training was aimed purely at the transfer of knowledge turns out to be unprepared for independent and responsible work in specific conditions and continuous professional training. Traditional forms of vocational training do not allow young people to reveal their creative potential and gain experience in successful independent and responsible activities.
For reference
Materials on key competencies, developed by the Cambridge University Examination Board, aim to determine the degree of development or formation of a particular competence in a situation of professional activity. Five levels or degrees of mastery of competencies are provided, depending on the complexity of the tasks that the applicant faces. At the same time, the first level is the base on which all the others rely.
For example, at the first level of competence, the student is asked to show that he is able to correctly understand the problem proposed to him and make two proposals for its solution.
At the second level, the task becomes more complicated: the student must show that he is able to see the problem (problem situation), describe its main characteristics and suggest two ways to solve it.
At the third level, the requirements are even higher: the student must show that he is able to study a complex problem and offer three ways to solve it.
At the fourth level, the applicant must build a strategy for using the problem-solving competence and show that he is able to create opportunities for the use of this competence and determine the results that he seeks. In other words, he must show what opportunities he sees for developing problem-solving competence in the various situations in which he is involved over a period of, say, three months.
At the fifth level, the student must show that he is able to manage the work of the group, i.e. is able to take a leadership position, adapting the strategy, if necessary, to solve at least two complex problems, and at the same time achieve the necessary results. In the process, he is required to keep employees motivated, to establish effective relationships in order to help himself and others. At this level, the integration and use of other competencies are required: communication and the competence of working with people.
Based on this, the following key competencies should be formed as part of the university training of a specialist:
competence of learning (transformation of learning into self-learning, self-development, work on oneself);
- - communicative competence;
- - information competence;
- - organizational competence.
The competence approach in relation to social work has developed historically, based on the nature of professional activity. When clarifying the leading competencies of social workers, the opinions of employers about the most important professional and personal qualities of a social worker were studied.
We list the most significant knowledge, skills and abilities for a social work specialist: knowledge:
- - family development,
- - national problems,
- - specifics of settlements,
- - dynamics of group development,
- - problems of teenagers,
- - fundamentals of the theory and methodology of education; skills:
- - verbal contacts,
- - written contacts,
- - Involving clients in problem solving
- - formulating professional conclusions,
- - interracial interaction; values:
- - understanding of privacy,
- - strict adherence to ethical standards,
- - understanding of humanistic values,
- - responsive to the needs of others
- - work within the competence of the organization.
The competency-based approach corresponds to the understanding of the fundamental goals of education formulated in UNESCO documents: to teach to acquire knowledge (to teach to learn); teach to work and earn (teaching for work); teach to live (teaching for being); teach to live together (teaching for living together).
- See: FookJ. Social Work: Critical Theory and Practice. L., 2000.
The article deals with the implementation of the competency-based approach in the system of higher education, in particular the formation of general cultural, general professional and informational competencies in master's students on the example of the course "Organization of scientific research". The experience of the Ural State University of Economics on the implementation of the competency-based approach in master's training. It is shown that using traditional methods of teaching and learning, as well as current control, namely tests and exams, it is impossible to check the formation of general cultural, general professional and informational competencies. A technology for the formation and verification of the formation of competencies is proposed, including methods of teaching, learning and assessment, which allow both to form and adequately assess the degree of formation of the relevant competencies. Criteria for evaluating the achievements of master's students in various types educational activity.
checking the formation of competencies.
formation of competencies
information competence
competence approach
1. Vidrevich M.B., Maramygin M.S., Pakhalchak G.Yu. On the experience of using the British system of education quality in the practice of master's training at the Ural State University of Economics // Guarantees for the quality of vocational education: a collection of methodological materials, articles and abstracts of forum participants. – M.: RAGS, 2010. – P.35-41.
2. Vidrevich M.B., Pervukhina I.V. Methodological guide to preparing for the validation of Russian-British curricula. Programs of the Russian-British partnership in the field of higher education (double diplomas / qualifications). - M.: British Council, Moscow, 2008.
3. Ionova O.N. Conceptual foundations for the formation of information competence of adults in the system additional education// Additional professional education. - 2006. - No. 4 (28). – P. 34–36.
4. Information Literacy Competency Standards for Higher Education. -URL://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm (accessed 05/18/2015).
5. Wisker G. The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations (Palgrave Research Skills). - Palgrave, Macmillan, 2012.
The development of society at the present stage, the quantitative and qualitative growth of information has set the task of overcoming the contradiction between the rapid growth in the volume of information in the world and the limited possibilities of their assimilation by a person before higher education. It is this contradiction that encourages universities to develop the ability of students to learn how to find information, evaluate it critically and use it creatively. In the process of modernizing education, there is a shift in emphasis from the content of education to new methods of pedagogical work, in which new technologies and analytics will play an important role. For the training of a specialist who is able to think creatively, capable of self-development, self-education, traditional teaching methods (transfer of knowledge in finished form from a teacher to a student) become ineffective. The student's competencies, as skills confirmed by practice, can only be formed as a result of practice-oriented and interactive learning aimed at self-development, as well as learning in the environment, in particular, with surrounding fellow students. In the new conditions, not only and not so much the professional competencies of the graduate, but his ability to receive information and work with it, become very significant. This means - to form students' information competence, which in the future will provide the opportunity to successfully study throughout their lives; prepare for the chosen professional activity and constantly improve professional skills, live and work in the information society. This is what creates the basis for the further development and self-development of the individual.
The adopted federal state educational standards (FSES) as the main premise suggest the formation of three enlarged groups of competencies in the student: general cultural, general professional and professional. Let's add here the formation of information competence as the basis for the above groups.
The Information Competence at California State University study identified the components of information competence:
Determine the research topic and information need (define the problem, formulate the terminology and keywords, determine the types of materials needed for research, use electronic means of searching for the necessary information);
Identify and search for relevant materials, determine different types sources for various tasks, use quotes correctly;
Classify the information found and use it in the study;
Evaluate the information found (check their accuracy, timeliness, expediency);
Organize the found materials: group according to the sections of the study, use citations, compile a bibliography.
According to O.N. Ionova, information competence is an integrative quality of a person: a systematic education of knowledge, skills and abilities of a subject in the field of information and information and communication technologies, and experience in their use, as well as the ability to improve their knowledge, skills and make new decisions in changing conditions or unforeseen situations using new technological means.
The process of forming the information competence of university students can be divided into three stages.
Stage 1. Information literacy. It is formed during the study of basic disciplines in the direction of "Informatics". As a result of studying the courses, the student must be a trained user, be able to work with various software products (programs for working on the Internet, office programs, mathematical packages, modeling programs, data processing and visualization, etc.). The foundations of information literacy are laid at school.
Stage 2. Information education. It is formed during the study of general professional disciplines. As a result of training, students develop the ability to choose software, justify your choice, analyze the results obtained in solving professional problems.
Stage 3. Information competence. It is formed in the process of own scientific research. As a result, students demonstrate a systematic knowledge in the field information technologies, confident knowledge of intelligent information retrieval technologies and identification of trends hidden in this information, the ability to visualize the results obtained.
One of the essential aspects of ensuring the quality of education is the following: the structure of the program should be such that it enables students to reach the learning outcomes determined by the Federal State Educational Standard. Teaching methods should ensure the achievement of learning outcomes. Methods for evaluating learning outcomes should be such as to allow adequate verification of the achievement of these outcomes.
Let's consider a variant of the implementation of this principle on the example of the formation of some general cultural and general professional competencies in the course "Organization of scientific research", taught in the first year of the master's program. Undergraduates get acquainted (in the classroom and on their own, using the appropriate methodological support) with the basics of scientific research, their essence and organization, as well as methods, methods of planning, obtaining and presenting the results of scientific research, structure, content, sequence of presentation of the material and methods of registration scientific work. Based on the information received, structured by the teacher, undergraduates independently write a scientific work in accordance with the requirements for its content, structure and design.
At the same time, the student partially forms information and general cultural competencies OK-1, OK-3 (ability for abstract thinking, analysis, synthesis (OK-1); readiness for self-development, self-realization, use of creative potential (OK-3)). Further, students publicly present in the audience and discuss the results of their work according to certain, predetermined requirements. At the same time, the competence of OK-2 is partially formed (willingness to act in non-standard situations, to bear social and ethical responsibility for the decisions made (OK-2)). It is clear that it is impossible to check the formation of the discussed competencies by traditional methods, such as tests or exams.
Works are evaluated by the teacher and the students themselves in accordance with the evaluation criteria developed by the authors written works and presentations (table). The criteria are developed taking into account the principles set out in G. Wisker. The overall assessment is given taking into account three components: assessment for the content of scientific work (search, selection, analysis, structuring the necessary information), assessment for the presentation of the work (structuring and visualization of information) and assessment for public presentation (the ability to clearly and confidently state the content of the completed research, reasoned answering questions and leading a scientific discussion). The total number of points is calculated by analogy with the requirements for learning outcomes in master's training in the UK.
Criteria for evaluating learning outcomes and levels of competency formation
Criterion and its weight in the overall assessment |
||||
Availability of up-to-date legal and economic information |
The presence of a reasoned critical position of the author on the problem under consideration |
The style of presentation of the material, its compliance with the norms of vocabulary, the sequence of presentation |
||
80 to 100% |
The work is based on the study of relevant information sources. All data provided refer to the current year. Legal regulations are studied taking into account the latest changes |
All aspects of the researched problem (questions) are critically evaluated by the author. For each critical statement, the author gives a clear and logically built system of arguments. |
A high level of proficiency in the style of written speech, the work fully complies with the norms of vocabulary, competent speech turns are used. The material is presented sequentially |
|
The work is based on the study of relevant information sources. The data given mainly refer to the previous year, although some data for the current year are also given. Legal regulations are studied taking into account the latest changes |
Almost all aspects of the problem under study (questions) are critically assessed by the author (you can notice 1-2 positions for which the critical attitude of the author is not clearly indicated). All criticisms are justified. |
The author has formed and substantiated a system of proposals (recommendations) aimed at solving the problem under study. Most of the proposals have real practical value, but some are unrealistic |
A fairly high level of proficiency in the style of written speech, the work basically complies with the norms of vocabulary, there are some errors; in general, competent speech turns are used. The material is presented sequentially |
|
60 to 79% |
The work is largely based on the study of relevant information sources. The data presented mainly refer to the previous year. Separate legal norms are studied without taking into account the latest changes |
Almost all aspects of the problem under study are critically assessed by the author (you can notice 1-2 positions for which the critical attitude of the author is not clearly indicated). However, the argumentation of the author's position is not present for all declared critical positions. |
The author has formed and substantiated a system of proposals (recommendations) aimed at solving the problem under study. However, the bulk of the proposals have no real practical value, although there are absolutely realistic measures. |
The level of proficiency in the style of writing does not fully comply with accepted standards and norms of vocabulary, there are some errors; although literate speech turns are quite often used. The material is presented sequentially |
Thus, the use of the proposed approaches allows not only to form the information, general cultural and general professional competencies listed above, but also to adequately check the degree of their formation.
Reviewers:Ivanitsky V.P., Doctor of Economics, Professor, Chief Advisor to the Rectorate, Professor of the Department financial markets and banking of the Ural State Economic University, Yekaterinburg;
Rezer T.M., Doctor of Pedagogical Sciences, Professor, Professor of the Department of State and Municipal Administration of the Ural State Economic University, Ekaterinburg.
Bibliographic link
Markova N.I., Vidrevich M.B. IMPLEMENTATION OF COMPETENCE-BASED APPROACH IN MASTER'S TRAINING ON THE EXAMPLE OF FORMATION OF GENERAL CULTURAL, GENERAL PROFESSIONAL AND INFORMATION COMPETENCES // Contemporary Issues science and education. - 2015. - No. 4.;URL: http://science-education.ru/ru/article/view?id=20932 (date of access: 04/03/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Ministry of Education and Science Russian Federation
Federal State Budgetary Educational Institution
Moscow State Law University named after O.E. Kutafin (MSUA)"
Volga-Vyatka Institute (branch) of the University named after O.E. Kutafin (MSUA)
Working programm disciplines
"Latin language"
Area of study 40.03.01 Jurisprudence
Qualification (degree) of the graduate: bachelor
Form of study: full-time, part-time
State legal profile
Civil law profile
Criminal law profile
The program was compiled in accordance with the requirements of the Federal State Educational Standard of Higher Professional Education and taking into account the OP VO in the direction of training 030900 "Jurisprudence" (qualification (degree) "Bachelor"), approved. by order of the Ministry of Education and Science of the Russian Federation dated May 04, 2010 No. 464.
The program was reviewed and approved at the meeting of the department on September 16, 2016, protocol No. 01.
The program was approved at a meeting of the Academic Council of the Volga-Vyatka Institute (branch) of the University named after O. E. Kutafin (MSAL) on October 06, 2016, protocol No. 01.
© Volga-Vyatka Institute (branch) of the O.E. Kutafina (MSUA), 2016
Goals and objectives of mastering the academic discipline
Goals: to teach students the knowledge of Latin in the field of professional activity of a lawyer. The Latin language course is presented primarily as the language of Roman law.
Learning discipline « Latin language» provides preparation of the bachelor for the following types of professional activity:
Rulemaking;
Expert consulting.
Bachelor in the field of study 40.03.01 Jurisprudence must solve the following professional tasks in accordance with the types of professional activity:
normative activity:
Development of regulatory legal acts and their preparation for implementation;
expert and consulting activities:
Legal advice;
Legal examination of documents
To master the academic discipline « Latin Language” it is necessary to develop students' awareness of the social significance of their future profession, the ability to conscientiously fulfill their professional duties, the ability to use the basic provisions and methods of social, humanitarian and economic sciences in solving social and professional problems.
The tasks of the academic discipline include:
Formation of foreign language communicative competence based on knowledge of the Latin language as the basis of professional activity in foreign and Russian languages, which implies:
Mastering the language material;
Development and improvement of skills in reading literature in the specialty to obtain professionally significant information;
Development and improvement of the skills of pronunciation of Latin words, terms and aphorisms and perception of professionally oriented information by ear;
Development of skills for working with professional information using the Latin language;
Development of writing skills (writing abstracts and annotations).
List of planned learning outcomes by discipline
As a result of mastering the discipline, the student must:
know:
The meaning and place of the Latin language and Roman culture in world culture and European civilization;
On the connection of the Latin language with Roman law;
The grammatical system of the Latin language;
The meaning of new lexical units, terms related to the professional sphere and the sphere of culture, literature and art;
Idiomatic expressions, cliches, the required number of legal terms and aphorisms;
Principles of word formation of legal and general scientific terms.
be able to:
Pronounce Latin terms and expressions in accordance with traditional pronunciation rules, correctly place stresses;
Use a Latin-Russian dictionary;
Translate simple legal texts using a dictionary;
Learn Latin roots in other languages;
Understand written messages in detail or with a limited communicative task;
Understand the general meaning of an oral message containing Latin terms and expressions;
Build your own speech with elements of reasoning, evaluation, expressing your own opinion with a focus on professional legal terminology, internationalisms and words of general cultural significance, based on the Latin language.
own:
Translation skills into Russian using a dictionary;
Skills of searching for the necessary information through multimedia tools and Internet resources;
Legal documentation skills;
The skills of analytical and synthetic processing of information by compressing content using Latin terms, formulas and clichés.
Formation of general cultural, general professional and professional competencies (in general for the academic discipline)
As a result of studying the discipline "Latin", the student should have the following competencies:
Strives for self-development, improvement of their qualifications and skills (OK-7);
Able to use the basic provisions and methods of social, humanitarian and economic sciences in solving social and professional problems (OK-8);
Possesses the necessary skills of professional communication in a foreign language (OK-13);
Able to correctly and fully reflect the results of professional activity in legal and other documentation (PC-13);
Able to teach legal disciplines at the required theoretical and methodological level (PC-17);
Able to effectively implement legal education (PC-19).
Employers adopted professional competencies in various specialties, formulated in the state educational standards of the third generation, as evaluation indicators in monitoring the professional training of students and graduates. After analyzing the educational standards for most of the specialties taught at SUSU (more than 150 areas of training), it was revealed that the same competencies are formulated differently in different standards, that is, there is no unified classification of competencies for all educational standards.
Therefore, to conduct monitoring at the university, competencies were analyzed according to the standards of various areas of training, and a list of 166 competencies was compiled for all specialties for which bachelors, masters, and specialists are trained at SUSU. All competencies were classified into three general cultural and seven professional groups (Figure 1.6).
Figure 1.6 - Structure of competencies
Assessment of general cultural and professional competencies of students and graduates is carried out on an individual basis in the course of industrial and undergraduate practice at various courses. To this end, the practice diary contains a mandatory review of the student's work in the form of an assessment sheet of competencies.
Each competency presented in the review is evaluated by the employer according to the importance and degree of mastery of it by the direct student. Further, the obtained estimates are entered by the head of practice from the university in the IAS "Univeris", with the help of which the data is subsequently processed.
The entire process of preparing the necessary documents for the internship of students at SUSU is carried out in an automated mode by the internship leader. At the same time, information about the place and timing of internships for all students is stored in the university network. The formation of a practice diary, together with a review on the employer's assessment of professional competencies, is also carried out in in electronic format practice leader from the university.
The main results of processing the received information are:
· SUSU average indicator of employers' satisfaction with the quality of training of students and graduates, with dynamics over the years in the future.
· Satisfaction indicator for individual specialties and faculties and their correlation with the average for SUSU.
· Determining the importance, from the point of view of employers, of individual professional competencies.
· Evaluation of the level of training of students and graduates in individual competencies in general for the university and individual specialties.
1The article deals with the interaction of general cultural and professional competencies in teaching first-year students foreign language, there is a connection in the formation of professional and linguo-socio-cultural competencies. The author explores the causes of students' grammatical errors at the initial stage of education and suggests using educational translation, text compression training to form students' bilingual competence.
general cultural and professional competencies
teaching a foreign language at a university at the initial stage
linguistic and cultural competence
bilingual competence
1. Borisov V.S. Back translation as a means of measuring the bilingual competence of a student of a language university // Proceedings of the international scientific and practical conference dedicated to the 50th anniversary of the scientific and pedagogical activity of Professor G. V. Rogova. - M.: MPGU, 2002. - S. 49-51.
2. Vitlin Zh.L. Problems of teaching students active and passive language skills // Inostr. languages at school. - 2003. - No. 3. - S. 7-12.
3. Komissarov V.N. Linguistics of translation. - M .: International Relations, - 1980.
4. Kostikova L.P. Formation of linguo-socio-cultural competence of students on the basis of the acmeological approach // Bulletin of the Russian State University named after S.A. Yesenin No. 1 (42). - Ryazan: Russian State University named after S.A. Yesenina, 2014.
5. Leontiev D.A. The psychology of meaning. – M.: Meaning, 1999.
7. Rogova G.V. etc. Methods of teaching foreign languages in high school. – M.: Enlightenment, 1991.
8. Tsvetkova T.K. Theoretical problems of linguodidactics. - M.: Company Sputnik +, 2002.
9. Federal State Educational Standard of Higher Professional Education in the direction of training 050100 Pedagogical Education, 2011.
According to the Federal educational standard higher professional education bachelor in the direction of training 050100 Pedagogical education “is preparing for the following types of professional activity: pedagogical; cultural and educational; research ". At the Russian State University named after S.A. Yesenin, OEP is mastered simultaneously in two profiles of the direction of training - history and English, social studies and English.
The types of activities listed in the standard are reflected in the general cultural and professional competencies that the student must master. So, the future teacher of a foreign language in practical classes in English must master a foreign language "at a level that allows you to receive and evaluate information in the field of professional activity from foreign sources (OK-10)" . Proficiency in a foreign language for the purpose of teaching involves the formation of communicative and linguo-socio-cultural competencies, which, according to L.P. Kostikova, are part of the "general professional competence associated with professional self-realization and self-actualization of the individual in the context of intercultural interaction" .
Not all first-year students have sufficient training in a foreign language to easily cope with the main educational program on two profiles. The correctional course in English, which is offered to first-year students, helps to eliminate this gap. This is an additional four hours of practical English per week. In the classroom, students fill in the gap in knowledge of English vocabulary and grammar, learn to read texts with natural speed and accuracy, develop the ability to compose monologues and dialogic statements. Thus, students are approaching the acquisition of professional competence related to foreign language proficiency.
Among other general cultural competencies, I would like to focus on "the ability to logically correctly build oral and written speech (OK-6)" . This ability should be equally manifested in both native and foreign languages. Thus, it contributes to the formation of general professional competence - "possession of the basics of speech professional culture (OPK-3)", as well as professional competence in the field of pedagogical activity - "the ability to develop and implement curricula of basic and elective courses in different educational institutions(PC-1) ". This ability can manifest itself both in pedagogical and research activities.
Some students already in the first year make presentations at a student scientific conference, which also contributes to the development of speech, logic, analysis and synthesis skills. The topics of the reports are of a general nature, but in one way or another are related to the study of foreign languages, for example, “Linguistic and psychological prerequisites for learning foreign languages”, “History of polyglots or polyglots in history”, “Rapprochement strategies and communication style of the English and Russians”. Experience in public speaking, in-depth study of linguistic issues, summary on the issue of research - all this contributes to the formation of general cultural and professional competencies of the future teacher.
As for the educational process itself, in the first semester, during the introductory lexical and grammatical course, students still do not have the opportunity to build texts in a foreign language of sufficient length. But profuse reading in a foreign language gives them the opportunity to replenish their active and receptive vocabulary. After reading the stories English language students write a short retelling in Russian weekly, which allows the teacher to check the understanding of the content of the reading and the logic of constructing the statement. After some time, when students have mastered the phonetic and lexical-grammatical material sufficient to construct an utterance in a foreign language, they are given the task of writing a short retelling in English using their Russian text.
Educational translation contributes to the formation of bilingual competence at the initial stage, since in the process of recoding a thought formulated in the native language, one can trace similarities and differences in the ways of expressing thoughts in different languages. Somewhat slow paced oral speech with oral summary at the initial stage of formation of the speech mechanism of a foreign language is explained by the fact that the formation of bilingual consciousness is a long process and is not completed by the end of the first year of study.
Text compression is considered extremely useful in mastering a foreign language. So, for example, G.V. Rogova notes that "the very process of compressing the text, enumeration and selection of facts and ideas of the source text and their material shell is an active thought process, in which there is a deep penetration into the meaning" . At the same time, the result of compression can serve as a clear evidence of understanding or misunderstanding of what is read, and then secondary texts can be used by students in preparing an oral statement. This is how the relationship of writing, reading and speaking as types of speech activity is carried out.
We join the opinion of T.K. Tsvetkova that “written speech in a foreign language (with appropriate setting of tasks) represents the richest (and still unappreciated) opportunities for the formation of a foreign language mechanism for generating speech”, because, firstly, “it can be used to form the action of reduction a detailed statement to a general semantic scheme", and secondly, "written speech provides ample opportunities for learning to consciously construct a statement" .
The abundance of grammatical errors in the written and oral speech of the first-year student is explained by the fact that the grammatical system mother tongue, which is already formed in the mind, has an impact on the formation of the grammatical system of a foreign language. They certainly come into contact, which entails natural interference. Under the influence of their native language, in its image and likeness, students construct a statement that, from the point of view of the grammar of a foreign language, is incorrect.
The quality and quantity of errors in the student's speech will depend on how the foreign language will be presented to him and what actions he will learn with this language material. The occurrence of repetitive, regular errors in the speech of Russian-speaking students when mastering a foreign language is generated by the fact that:
a) Russian-speaking consciousness brings a foreign language under its own system of concepts;
b) the speech generation mechanism formed by the native language is not suitable for the direct generation of statements in a foreign language.
In the domestic tradition of teaching foreign languages, grammar has always been seen as an important part of learning. The grammatical correctness of speech is one of the criteria for assessing the level of foreign language proficiency. As a rule, educational material is compiled or selected by the authors of textbooks in such a way as to include certain grammatical phenomena that are to be trained. Despite the fact that textbooks provide a selection of grammatical and lexical material in combination with a wide practice in all types of speech activity, language units are presented and worked out, as a rule, in isolation in one of the many meanings and without differentiation from other meanings that exist in the same category. in English, and even more so without appropriate differentiation from the meanings of categories that coincide, differ or are absent in the native language.
The result is that the learner gets an idea about the use of a separate grammatical phenomenon in a limited context, without being able to trace the use, and even more so, to use the pattern itself in other, less stereotyped contexts. In such cases, a distorted idea of a foreign language is formed. So, for example, the presence various ways expressions of action in the future in English makes it difficult for the student to translate simple sentence"I'm going to Moscow tomorrow." The presence of the marker "tomorrow" is associated in the mind with the use of the future tense, and not the Present Progressive to express a planned action in the future. This happens if all ways of expressing an action in the future in English are not generalized and correspondences with the Russian language are not established.
In other words, students are guided by external, formal features, not understanding the meaning of the forms they use. Following D.A. Leontiev, we mean by meaning a place in the system, i.e. the fact that each phenomenon of the language is understood not in isolation and not as corresponding or similar to some phenomenon of the native language, but from the point of view of its role in the language system and the language picture of the world of another people.
So, for example, Zh.L. Vitlin argues that “in the course of mastering a foreign language, especially at the initial stages, when a person does not have the means to formulate thoughts in a new language for him, all the analytical and synthetic activity of the brain and the derivative processes of comparison, generalization, concretization and abstraction occur with constant support. into the students' native language. A person feels the internal laws of his language implicitly. The mechanism of generating speech in the native language is automated and unconscious, it cannot be analyzed. The generation of speech in a foreign language cannot be unconscious, because at the initial stages of mastering a foreign language, the generation of a foreign language statement goes like a translation from the native language.
The solution to the problem seems to us to be:
a) to present to the learner a foreign language as a different conceptual system;
b) to teach the action of transcoding content from the native language into a foreign one, which forms the basis for the formation of a speech system in a foreign language.
When using educational translation at the initial stage of teaching a foreign language, which involves the action of transcoding from one language to another, we strive to eventually form a bilingual competence, i.e. the ability to switch from one's native language to a foreign one, to use two languages alternately depending on the conditions of speech communication, without violating the norms of a foreign language.
Thus, at the initial stage of training, the level of development of bilingualism can be diagnosed by using translation from the native language into a foreign one. The construction of a phrase in a foreign language, at least at the initial stage of learning, is impossible without reasoning, reflection, and a decision on the choice of adequate language means. It is in the process of translation that the student develops the accuracy and flexibility of philological thinking. As the experiment conducted by V.S. Borisov, the translation results "show a high degree of correlation with the results obtained in the course of traditional forms of testing the level of language competence (oral exam, testing, various forms of written work)" .
In the practice of teaching, various variants of translation activities are used: parallel texts, or translation with a key, “reverse” translation, and others. V.N. Komissarov notes that "translation classes encourage students to pay attention to the subtlest nuances of semantics and connotative aspects of language units, reveal the originality of the systemic organization and functioning of languages, the features of the picture of the world created by each language, the general and particular in the culture and thinking of representatives of different language communities" .
This professional competence, which implies knowledge of a foreign language as a tool of pedagogical activity, is directly related to general cultural competence, which provides for “readiness for a tolerant perception of social and cultural differences (OK-14)” . In this case, cultural differences are differences that manifest themselves in grammatical structure foreign language and the language picture of the world of the foreign language.
We come to the conclusion that professional and general cultural competencies in teaching a foreign language are interconnected and complement each other, helping the formation of a future specialist in the field of pedagogical activity.
Bibliographic link
Somova S.V. PROFESSIONAL AND GENERAL CULTURAL COMPETENCES IN TEACHING A FOREIGN LANGUAGE TO FIRST-YEAR STUDENTS // International Journal of Experimental Education. - 2016. - No. 3-2. – P. 253-256;URL: http://expeducation.ru/ru/article/view?id=9712 (date of access: 04/03/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
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