Keyword: «competence-based approach»

Personality-oriented learning and competence-based approach, in modern pedagogy, is closely associated with testing, as the most appropriate way to assess the educational achievements of students. Tests should be interesting, be problematic. These are the integrative tests, consisting of integrative test tasks. The article describes how to create integrative test tasks.

The development of the higher education system in Russia has always been one of the priorities of the state. State standards that determine the basic level of educational content play a fundamental role in the development of educational content and serve as the basis for assessing the level of future specialists’ training. According to the state educational standard of the third generation, the result of the educational process at the university is the level of students' competences formation. At the beginning of the XXI century, the competence approach that “replaces” the traditional one and involves the student’s professional and personal self-development, his/her adequate reaction in difficult situations, planning, and forecasting the results of his/her professional activity is used more and more often. The introduction of a competence-based approach changes the problem of assessing learning results. The search for effective ways related to the development and implementation of a competence-based approach is a long-standing problem. Accordingly, the purpose of this article is to illustrate how the competence approach is implemented as one of the components of teaching students, namely the description of a compiled textbook on foreign language learning as part of training students in several areas of technical specialties from the perspective of the competence approach. The worked out manual allows us to find solutions for various situations in scientific, professional and everyday situations. The article describes the stages of forming the manual, identifies goals and objectives, taking into account the characteristics of students. The methods of normative documents analysis, the study and synthesis of pedagogical experience, as well as observation, inductive and deductive methods of scientific cognition were used to solve the problems of the study. The rationale for the feasibility of working out textbooks that contribute not only to the implementation of the competence-based approach, but also to finding an approach to solving the main problem of the modern education system is the theoretical significance of the article. Practical use of research results allows us to build an effective work on the implementation of the competence-based approach in higher education.

Additional Education of Children (AEC) helps students develop proceeding from their interests and motivation, which may affect their professional self-determination in the future. The problem of insufficient methodological support within the framework of vocational guidance of children allows us to raise the issue of organization of methodological support for teachers of additional education. We define the term “methodological support” as the interaction of a methodologist and a teacher aimed at overcoming the difficulties encountered by the teacher in the field of vocational guidance of students, implemented on the basis of the competence-based approach, designed taking into account the individual experience of the teacher, which is focused on finding the best means to meet the educational needs of students and their needs for professional self-determination. We have conducted several studies with the help of ranking and questionnaire for parents and teachers, which have identified priority areas for AEC and the main problems for teachers in their vocational guidance work. Thus, taking as a basis a competence approach (practice oriented education, "I know how...," I give product "), taking into account the standard of additional education teacher, having analyzed statistical data of involvement of children in additional education in Yakutia, having studied preferences of parents in AEC, work of methodologists and problems of teachers, we have worked out a functional model of methodological support for vocational guidance work of additional education teachers. The functional model includes: principles of methodological support in the vocational guidance work of the teacher( advisory, practice-oriented, mobility, consciousness); four stages of the methodologist’s work with teachers (advisory, development of recommendations, planning, monitoring); step-by-step forms of work; criteria for the effectiveness of methodological support of vocational guidance work of additional education teachers (readiness of teacher for this type of activity and his/her ability to overcome difficulties). The functional model is aimed at acquiring pedagogical skills necessary for vocational guidance work of the additional education teacher. The developed model was tested on the basis of the Children's (Adolescent’s) Center of Yakutsk. The results showed positive changes in teachers’ work within the framework of vocational guidance activities.

The article discusses the problem of using the legal clinics funds in the process of implementing training and internship practice programs for future lawyers. The authors turn to the provisions of the competence-based approach as a methodological basis for understanding practical work. The educational function of a legal clinic is emphasized in the context of scientific understanding of the practical work category. The results of the experimental study are presented in the form of positive dynamics in the formation of practical skills among law majors.

While learning Russian as the native or a foreign language one deals not only with the linguistic problems but with some pragmatic tasks connected to increasingof language proficiency level and creation of communicative skills valid for different situations. Communicative competence is an important component of a harmonic creative personality capable of self-development. Formation of students’ communicative competence is the immediate need because the lack of live experience and the absence of communicative practice in certain social groups don’t let them to choose the adequate language methods for successful communication. Russian language classes within the scope of competent-based approach provide a lot of possibilities for obtaining these results and become the main platform for such work at the non-philological High schools. Analysis of literary characters’ speech masks in Russian prosaic texts is one of the ways of communicative competence formation. A complex of the tasks orientated to the exposing of a character’s speech mask is presented in this article. While making the tasks the student should pay attention to the stylistic and functional characteristics of the words, to the pragmatic information about mutual positions of the characters and to the result of communication. Depending on the whether the students study Russian as the native or a foreign language the tasks can be varied for the different groups. Language practice provides the students with the knowledge about the usage of speech masks in order to reach the goals of communication and it also extends their knowledge on general culture.