Home Wheels Mastering knowledge, skills, etc. What is a skill? Formation of skills. We smoothly move on to the tandem of skill and ability

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Mastering knowledge, skills, etc. What is a skill? Formation of skills. We smoothly move on to the tandem of skill and ability

– classification of competencies according to the object to which the activity is directed (E.-Klimov); it gives competence in the areas: 1) person - person, 2) person - technology,

3) man – artistic image, 4) man – nature, 5) man – sign system;

– professional competence in the field of individual classes and groups of professions;

– subject-matter competence of a specialist in a particular matter (specialty),

– and also (in light of the school’s modern orientation towards specialized training) profile-

new competence.

Special competencies are required in various spheres of public life: in the sphere of everyday life, civil society, in the field of art, in sports, etc.

Competencies also have a knowledge aspect and are classified according to areas of social knowledge (competencies in the field of science - in mathematics, physics, humanities, biology, etc.), according to sectors of social production (in the field of energy, in transport, in communications, defense, agriculture, etc.).

How psychological characteristic, the concept of competence includes not only a cognitive (knowledge) and operational-technological (activity) component, but also a motivational (emotional), ethical, social and behavioral one.

Since, by definition, the basis of competence is abilities, then each of the abilities must have its own competence. The most general types of abilities will correspond to the types of competencies: in physical culture, in the mental sphere, general education, practical, performing and creative, artistic and technical, as well as pedagogical, psychological, social, etc.

According to the level of social maturity (social development) and educational status, we can distinguish:

– competence of the child's readiness for school;

– competence (social maturity) of a school graduate;

– competence (social maturity) of a young specialist (graduate of a professional institution);

– competence (social maturity) of a specialist with work experience.

Along with the existing classification of competencies, there are obviously also levels of competence. They range from “complete incompetence,” that is, the inability to cope with emerging problems and demands, to “high competence”—competitiveness, talent.

Psychological and pedagogical tools for determining these levels for teaching practice have not yet been developed, but this is a matter of the near future.

1.3. Knowledge, abilities, skills (KUN)

What we know is limited, but what we do not know is infinite.

P. Laplace

Knowledge and its classification. Knowledge is the practice-tested results of knowledge of the world around us, its true reflection in the human brain. There are many different classifications of ZUN. For the analysis of pedagogical processes, the following are important (Fig. 5).

Rice. 5. Knowledge, abilities, skills.

Based on localization, the following knowledge groups (KGs) are distinguished:

individual knowledge (consciousness) - a set of sensory (figurative) and mental (sign) images imprinted in memory and their connections that arose during interaction

the individual’s relationship with reality, his personal experience of cognition, communication, methods of activity;

social knowledge is a product of generalization, objectification, socialization of the results of individual cognitive processes, expressed in language, science, technology, material and spiritual values created by generations of people, civilization.

Training is a “translation” of public learning skills into individual ones. According to the form of reflection:

figurative, presented in images perceived by the senses;

iconic, verbal knowledge encoded in a symbolic, linguistic form, theoretical

ski knowledge;

material, existing in objects of labor, art - materialized results of activity;

procedural - those that are contained in the current activities of people, their skills and abilities

skills, technology, labor and creative process procedures.

By region and subject of knowledge: humanities and exact mathematical sciences, philosophy, living and inanimate nature, society, technology, art, literature.

By psychological level distinguished: knowledge - recognition, - reproduction, - understanding, - application, - belief - need.

By degree of generality: facts, connections-associations, concepts, categories, laws, theories, methodological knowledge, evaluative knowledge.

Modern mandatory minimum requirements for the level of training of graduates (draft

V.V. Firsova, 2001) suggests that during studyin primary school the student must:

learn about 200 new concepts;

learn more than 150 rules in mathematics and the Russian language;

complete more than 3,500 math assignments;

about 2000 exercises in the Russian language;

In basic school, students must learn:

in biology - 1624 concepts, 656 facts, memorize about 350 definitions;

in geography - study about 600 concepts and almost 700 geographical objects;

in mathematics - study 270 concepts, about 100 theorems (45 of them with proof), more than 100 rules and properties, memorize about 100 problem solving techniques and solve 9000 exercises;

in physics - know 97 different physical quantities and their units of measurement, remember the names of 54 physical instruments;

in chemistry – 190 concepts, physical properties of 17 substances, chemical properties of 73 substances.

Example. A sixth grader in one biology lesson on the topic “Structure of a flower” should

Learn 22 concepts and 15 examples. And in a geography lesson on the topic “River” - get acquainted with 16 concepts, 15 geographical objects and reveal 4 cause-and-effect relationships.

Skills and abilities. A special part of universal human experience is the process itself, the method of activity. It can only be partially described by language. It can only be reproduced in the activity itself, so mastery of it is characterized by special personality traits - skills and abilities. Skill is defined as the ability of personal

ability to effectively perform certain activities based on existing knowledge in changed or new conditions. The skill is characterized primarily by the ability, with the help of knowledge, to comprehend the available information, draw up a plan for achieving a goal, regulate and control the process of activity.

Simple skills, with enough practice, can become automated and turn into

skills. Skills are the ability to perform some actions automatically,

without element-by-element control. That's why it is sometimes said that a skill is an automated skill.

A complex skill includes and uses both knowledge and related personality skills. Skills and abilities are characterized by varying degrees of generalization and are classified

for various logical reasons. Thus, according to the nature of the predominant mental processes, motor (motor), sensory (sensory) and mental (intellectual) are distinguished.

ZUNs determine the so-called “training” of an individual, i.e. the volume of information, information available in memory, and basic skills for their reproduction. Intellectual skills in the application and creative transformation of information belong to another group of personality qualities - methods of mental action.

Training – the level and quality of knowledge, strong skills and abilities of students; the state and formation of real educational activities - “the ability to learn”, methods of independent search for knowledge and self-education.

It should be noted that from the trinity of “knowledge – abilities – skills” (KUS), skills – skills (KS), which, in fact, are a direct bridge to competencies, have almost disappeared in school.

1.4. Methods of mental action (MAT)

A child is not a jug that needs to be filled, but a lamp that needs to be lit.

Medieval humanists

All living organisms strive to solve the problems of existence, satisfying primary needs for food, procreation, and safety. Man has succeeded in solving these problems, creating a unique civilization - a synthesis of science, technology, culture, and art.

The psychological individual process that led humanity to the modern level of civilization is thinking.

Thinking is the process of human cognition of objects and phenomena of the surrounding world and their connections, solving vital problems, searching for the unknown, foreseeing the future. Thinking is the process of consciousness, the brain processing the knowledge stored in it and incoming information and obtaining results: management decisions, creative products, new knowledge. ZUNs - emotional and iconic images and their connections stored in memory - are the basis, a means for thinking.

The ways in which thinking is carried out are called methods of mental action (MAC). They can be classified as follows:

1) by the nature of the prevailing means of thinking: objective-effective, visual-figurative, abstract, intuitive;

2) according to a logical scheme process: comparison, analysis, abstraction, generalization, synthesis,

classification, induction, deduction, inversion, reflection, anticipation, hypothesis, experiment, etc.;

3) according to the form of the result: creation of a new image, definition of a concept, judgment, conclusion, theorem, pattern, law, theory;

4) according to the type of logic of thinking: rational-empirical (classical-logical) and rational-theoretical (dialectical-logical, according to V.V. Davydov).

In addition to the term “methods of mental activity (action)” (SUD), pedagogical technologies also use the closely related term “methods of educational work” (Yakimanskaya I.S.), which denotes the area of procedural skills that play an extremely important role for successful learning.

The most important general educational methods of work (general educational skills and abilities) are:

I. Skills and abilities for planning educational activities: awareness of the learning task; setting goals; choosing a rational and optimal way to achieve them; determining the sequence and duration of activity stages; building a model (algorithm) of activity; planning independent work in class and at home; planning for the day, week, month.

II. Organizational skills and abilities their educational activities: organization of the workplace in the classroom - the availability and condition of teaching aids, their rational placement, creation of favorable hygienic conditions; organization of work schedule; organization of home independent work; determination of the order and methods of mental actions.

III. Skills and abilities to perceive information, work with various sources of information (communicative): reading, working with a book, taking notes; bibliographic search, work with reference books, dictionaries; listening to speech, recording what you listened to; attentive perception of information, attention management; observation; memorization. A special group is formed by skills and abilities to work with a computer.

IV. General logical skills and abilities: comprehension of educational material, highlighting the main thing; analysis and synthesis; abstraction and concretization; induction – deduction; classification, generalization, systematization of evidence; constructing a story, answer, speech, argumentation; formulating conclusions and conclusions; essay writing; solving problems, problems.

V. Abilities and skills of assessment and comprehension results of your actions: self-control

And mutual monitoring of the results of educational activities; assessment of the reliability of the presentation, the correctness of the decision; assessment of various aspects of phenomena: economic, environmental, aesthetic, ethical; the ability to test the correctness and strength of theoretical knowledge and practical skills; reflective analysis.

Thus, SUDs are an important component in the methods of educational work as a broader concept, including the external actions of the student (in the future, the concept of SUDs will also be used in an expanded sense, including both the internal work of the brain and general educational skills, including some external actions).

At the school stage of personality development, the level of SUD determines the so-called “learning ability” of the child, i.e. his ability to assimilate knowledge, educational material, the ability to apply an individual system of knowledge, the ability to solve theoretical and practical problems.

Learning ability – susceptibility to learning influences in a new situation (in a broad sense); indicators of the pace and quality of assimilation of knowledge, skills and abilities (in the narrow sense). Learning ability is an individual’s ability to acquire knowledge, skills and abilities during the learning process.

Rice. 6. Methods of mental action.

1.5. Self-Government Mechanisms of Personality (SGM)

If a person does not know how to manage himself, others begin to manage him.

Management and regulation of any processes, including social-educational, pedagogical, are based on the principle of feedback: the subject of management (the head of an institution, a social worker, a teacher) sends commands to the performer (the object of management - an institution or an individual, a student) and must receive information

tion about the result of the activity. Without such feedback, it is impossible to develop further corrective and planning decisions and to reliably achieve the goal of the activity.

A person, in relation to his activity, is both an object and a subject of control (when he encounters a hole on the way, he makes a decision, gives himself a command, goes around or jumps over it, while controlling his actions). This combination of functions of the object and subject of management is called self-government.

Man is a very perfect self-governing and self-regulating system. The level of self-government is one of the main characteristics of personal development.

The psychological mechanism of self-management of personality development is quite complex, but it is quite obvious that the personality selectively relates to external educational or training influence, accepts or rejects it, thereby being an active regulator of its own mental activity. Every change, every step in the development of a personality occurs as its own emotional choice or conscious decision, that is, it is regulated by the personality “from within.”

The basis of the internal self-regulatory mechanism is represented by four integral groups of qualities (psychogenic development factors): needs, abilities, orientation, Self-concept (Fig. 7).

Rice. 7. Self-governing mechanisms of personality.

Needs. Needs are the fundamental properties of an individual, expressing his need for something and being the source of a person’s mental strength and activity. Needs are the basis of the motives of a person’s actions and actions. Needs can be divided into material (for food, clothing, housing), spiritual (for knowledge, truth, aesthetic pleasure), physiological and social (for communication, work, social activities). Spiritual and social needs are shaped by a person’s social life.

Capabilities . Abilities are the personality qualities that ensure the success and productivity of a particular activity. . Essentially, each need has its own ability. A person’s knowledge of his abilities and the presence of certain positive experience in using them also largely determine his choices of behavior and life activity.

Directionality. Direction is a set of stable and relatively independent of existing situations motives that orient the actions and actions of an individual. As mentioned above, it includes interests, views and beliefs, social attitudes, value orientations, and finally, worldview.

Interests are a conscious form of cognitive need that serves as a motivating reason for an individual’s actions. Cognitive interest is the desire to study and understand an object. Social interest is the basis of social actions of individuals or social groups, associated with the objective conditions of their existence.

Beliefs, views- subjective attitudes of an individual to the surrounding reality and his actions, associated with deep and well-founded confidence in the truth of the knowledge, principles and ideals that guide a person.

Social attitudes– readiness, predisposition to certain socially accepted ways of behavior.

Value orientations– the orientation of consciousness and behavior towards social, material and spiritual values, a preferential attitude towards one or another of them.

Worldview is an ordered system of views and beliefs of an individual (political, philosophical, aesthetic, ethical, natural science and others), including the formed natural scientific picture of the world.

Self-concept. The self-concept of an individual is a stable, more or less conscious and experienced, system of ideas of an individual about himself, on

Skills and abilities automated actions, then merge into complete structures (systems

1) Similarity (or identityunderstands and maybe summarize

2) Any skill skill), renders general influence on him psyche confidence heightened perception in humans.

associative inhibition

1) Strength actions included in lasting skill, .

2) Conscious assimilation will analyze will overcome

In the process of learning, life and activity, each person accumulates knowledge related to various areas. However, the knowledge of a professional and the knowledge of a non-professional are fundamentally different. And these differences reflect not only the “quantitative” side. Indeed, the knowledge of a professional is characterized by vastness, but a large amount of knowledge is sometimes inherent in an amateur. A significant difference between a professional is that his knowledge is systematic. If we talk about a professional of the highest level, an extra-class master, then his knowledge is distinguished by a kind of “readiness”. The term readiness in this case is understood as closely related to the systematicity of knowledge, a person’s ability to immediately recall what is needed at a given moment, the constant mobilization of the entire stock of knowledge. Thus, there are certain features of a professional’s thinking that allow him to effectively use existing knowledge.

In relation to the activities of professionals, the term “professional thinking” is often used [Reshetova, 1985]. This refers to certain features of a specialist’s thinking that allow him to successfully perform professional functions at a high level of skill.

Note that the concept of “professional thinking” is used in two senses. In one sense, when they want to emphasize the high professional level of a specialist, here we are talking about the features of thinking that express its “qualitative” aspect. In another sense, when they want to emphasize the features of thinking determined by the nature of professional activity, what is meant here is the objective, activity aspect. D.N. Zavalishina conducts research on “practical thinking” in professional activities [Zavalishina, 2005]. As a characteristic feature of the thinking of high-class professionals, the researcher notes, among other things, their mental appeal to the progressive experience of other masters.

It is customary to talk about the “technical” thinking of an engineer, the “clinical” thinking of a doctor, the “spatial” thinking of an architect, the “mathematical” or “physical” thinking of scientists working in relevant fields of science, etc.

Skills and abilities. Skills are first acquired as isolated automated actions, then merged into integral structures (systems of skills), and the skills themselves are generalized to the level of so-called “secondary skills”, which are characterized by flexibility, variability, and knowledge mediation.

It is known that in some cases, previously acquired skills can serve as the basis and facilitate the development of new skills and abilities. In others, so-called interference may occur, i.e. the negative impact of previously acquired skills on newly acquired ones. A competent engineer, an organizer of the work of the primary team, must know the basic forms of interaction of skills, i.e. their transfer and interference, as well as the mutual influence of knowledge, skills and abilities.

There are perceptual skills, motor skills and intellectual skills (problem solving techniques). The formation of skills occurs in several stages:

1) Beginning to understand the skill. Characteristic is an understanding of the goal, but a vague idea of how to achieve it. As a result, there are very serious mistakes when trying to perform actions.

2) Conscious but inept execution. A clear understanding of how to perform an action (mastery of the method), and inaccurate, unstable execution of it, despite intense concentration. Lots of unnecessary movements and actions.

3) Skill automation. More and more high-quality performance of actions with voluntary attention weakening at times and the possibility of its distribution emerging. Unnecessary movements are eliminated.

4) Highly automated skill. Precise, economical, sustainable execution of actions, sometimes becoming a means of performing another, more complex action, which, nevertheless, is always performed under the control of consciousness.

On the basis of knowledge and skills related to a specific type of activity, the skills of a specialist are formed. Skills are manifested when solving non-standard problems and require a specialist’s good orientation in new conditions and do not act as a simple repetition of past experience, but necessarily include elements of creativity. Skills always presuppose the independent activity of a specialist. Let us pay attention to the opinion expressed by V.D. Shadrikov, according to which “intelligence can be defined as an integral manifestation of abilities, knowledge and skills” [Shadrikov, 1997, p. 198].

Skills and abilities are formed in inextricable unity. On the one hand, mastery of a certain range of skills is a necessary condition for the formation of skills, on the other hand, a person who has the skill can easily learn new skills. The process of developing skills also goes through several stages.

a) Initial skills. Awareness of the purpose of the activity and the search for ways to carry it out, based on previously acquired (usually everyday) knowledge and skills. The activity is carried out by trial and error.

b) Insufficiently skillful activity. Having knowledge of how to perform actions and using previously acquired skills that are not specific to this activity.

c) General skills. A number of highly developed but narrow skills required in various types of activities, for example, the ability to plan one’s work, organizational skills, etc.

d) Highly developed skill. Creative use of knowledge and skills of this activity with awareness of not only the goal, but also the motives for choosing certain ways to achieve it.

d) Mastery. Creative use of different skills.

Skills do not exist in isolation from each other. They inevitably interact. Taking into account the interaction of skills is especially important when a specialist who has mastered one skill (for example, working with one technical device) is forced to master another (working with a new technical device). In the current conditions of constant innovation, a person is in conditions of the need to constantly relearn and relearn.

The transfer of skills developed in this type of activity to new types of activity is a positive phenomenon that allows you to successfully and quickly master new types of activity. The following conditions for transferring skills are distinguished:

1) Similarity (or identity) of the actions performed. Skill transfer is especially successful when a person clearly understands and can generalize the similarities between the “new” and “old” skills.

2) Any skill that a person possesses (especially any skill) has a general effect on his psyche. Successful learning of one skill creates self-confidence and increases interest in work. In addition, the formation of a certain range of skills helps to sharpen a person’s perception.

However, the interaction of skills includes not only transfer, but also interference. Skill interference acts as a negative phenomenon when an “old” skill interferes with the formation of a “new” skill necessary for the successful implementation of some new activity. One of the reasons for the interference of skills is the so-called associative inhibition. From this understanding of the causes and psychophysiological mechanisms of the phenomenon under consideration, the conditions for overcoming the interference of skills follow:

1) Strength of the “old” skill: the more firmly it is learned, the faster its negative impact on the “new” skill is overcome. This is because the actions included in a strong skill are very highly specialized.

2) Conscious acquisition of a “new” skill. The more accurately a person analyzes the features of actions characteristic of a “new” skill, the faster he will overcome the negative influence of the “old” one.

Interaction of professional knowledge, skills and abilities

Skills and abilities. Skills are first learned as isolated automated actions, then merge into complete structures (systems skills), and the skills themselves are generalized to the level of so-called “secondary skills”, which are characterized by flexibility, variability, and knowledge-mediated.

There are perceptual skills, motor skills and intellectual skills (problem solving techniques). The formation of skills occurs in several stages:

b) Insufficiently skillful activity. Having knowledge of how to perform actions and using previously acquired skills that are not specific to this activity.

c) General skills. A number of highly developed but narrow skills required in various types of activities, for example, the ability to plan one’s work, organizational skills, etc.

d) Highly developed skill. Creative use of knowledge and skills of this activity with awareness of not only the goal, but also the motives for choosing certain ways to achieve it.

d) Mastery. Creative use of different skills.

1) Similarity (or identity) actions performed. Skill transfer occurs especially successfully if the person clearly understands and maybe summarize similarities between the “new” and “old” skills.

2) Any skill that a person has (especially any skill), renders general influence on him psyche. Successful learning of one skill creates confidence in their abilities, increases interest in work. In addition, the formation of a certain range of skills contributes to heightened perception in humans.

However, the interaction of skills includes not only transfer, but also interference. Skill interference acts as a negative phenomenon when an “old” skill interferes with the formation of a “new” skill necessary for the successful implementation of some new activity. One of the reasons for skill interference is the so-called associative inhibition . From this understanding of the causes and psychophysiological mechanisms of the phenomenon under consideration, the conditions for overcoming the interference of skills follow:

1) Strength “old” skill: the more firmly it is learned, the faster its negative impact on the “new” skill is overcome. This is explained by actions included in lasting skill, very well specialized.

2) Conscious assimilation "new" skill. The more precise a person will analyze features of actions characteristic of a “new” skill, the faster it will overcome negative influence of the “old”.

Teaching abilities

The success of a teacher’s professional activity largely depends on his teaching abilities. In psychological science, abilities are understood as such individual mental properties of a person, thanks to which some activity is successfully carried out and greater results are achieved with less labor.

N.V. Kuzmina gives the following definition of pedagogical abilities: these are individual stable personality traits, consisting of specific sensitivity to the object, means, conditions of pedagogical work and the creation of productive models for the formation of the desired qualities in the personality of the student. The author identifies three groups of abilities: constructive, communicative and organizational (10).

F.N. Gonobolin identifies the following abilities that are typical of a successful teacher: the ability to understand the student; the ability to communicate educational material to children in an accessible manner; ability to interest students; the ability to convince people and have a positive educational influence on them; organizational skills; the necessary pedagogical tact, exactingness and individual approach to children; the ability to foresee the results of one’s work, as well as errors and possible difficulties; design the qualities of your students, their knowledge; ability for creative work; the ability to timely and quickly not only navigate the situation, but also respond to a particular event in the team; abilities that make it possible, based on interest in the subject being taught, to assimilate and reproduce educational material well and relatively easily and in a timely manner.

Pedagogical abilities are associated with general abilities, for example, literary and scientific creativity, design. They increase the effectiveness of the teacher.

Pedagogical abilities are not given in a ready-made form before and outside of development; they are not initially given and unchangeable properties of the individual. They are formed in the process of his professional education. Currently, in the psychological and pedagogical literature, pedagogical abilities include:

Communicative - ability to communicate, collaborate

Didactic - the ability to explain, transfer knowledge, teach

Organizational - the ability to involve students in various activities, arouse interest in them

Constructive - ability to select, composition, design educational material, develop plans

Gnostic - the ability to learn, to derive pleasure from the process of learning

Prognostic - the ability to carry out pedagogical foresight, predict the results of interaction in teaching activities

Perceptual - the ability to penetrate into the inner world of a child, to understand his condition

Expressive - the ability to be emotionally contagious, bright and direct in the manifestation of emotions, mastery of the intonation palette of speech, facial expressions, gestures, and plasticity.

The abilities listed above can be supplemented with the following:

The ability to empathize (sympathy, empathy, getting used to the experiences of another person)

Ability to reflect

The ability to dialogically interpret the processes of teaching and upbringing

Creativity - the ability to create

Extroversion - openness to communication with people.

Most authors believe that the level of special pedagogical abilities is manifested in the depth and versatility of information that a teacher can receive about the developmental characteristics of his students and the speed of restructuring his activities in accordance with this.

A comprehensive study of pedagogical abilities has shown that they are a manifestation of the qualities of the mind, feelings and will of the individual.

Most authors believe that the level of special pedagogical abilities is manifested in the depth, versatility, and information that a teacher can obtain about the developmental characteristics of his students and the speed of restructuring his activities in accordance with this.

Knowledge

Knowledge in teaching is understood as the basic laws of a subject area that allow a person to solve specific production, scientific and other problems, i.e. facts, concepts, judgments, images, relationships, assessments, rules, algorithms, heuristics, as well as decision-making strategies in this area.
Knowledge is elements of information connected with each other and with the outside world.

Properties of knowledge: structureability, interpretability, coherence, activity.
Structurality is the presence of connections that characterize the degree of comprehension and identification of the basic patterns and principles operating in a given subject area.
The interpretability of knowledge (to interpret means to interpret, to explain) is determined by the content, or semantics, of knowledge and ways of using it.
Knowledge coherence is the presence of situational relationships between knowledge elements. These elements can be interconnected into separate blocks, for example, thematically, semantically, functionally.
Knowledge activity is the ability to generate new knowledge and is determined by a person’s motivation to be cognitively active.

Along with knowledge, there is the concept of data. Although a clear line between data and knowledge cannot always be drawn, there are nevertheless fundamental differences between them.
Data is an element of knowledge, i.e. isolated facts, whose relationships with the outside world and among themselves are not fixed within themselves.
There is a distinction between declarative knowledge - statements about objects of the subject area, their properties and relationships between them, and procedural knowledge - which describes the rules for transforming objects of the subject area. These can be recipes, algorithms, techniques, instructions, decision-making strategies. The difference between them is that declarative knowledge is the rules of communication, while procedural knowledge is the rules of transformation.

stored (remembered);
are reproduced;
are checked;
updated, including restructured;
are transformed;
are interpreted.

Skills

Skill is understood as a method of performing an action mastered by a person, provided by a certain body of knowledge. Skill is expressed in the ability to consciously apply knowledge in practice.
Skills:

apply;
are transformed to provide flexibility or adaptation to changing conditions;
generalized;
are being revised.

Skills

Skills are automated components of a person’s conscious action that are developed in the process of its implementation. A skill emerges as a consciously automated action and then functions as an automated way of performing it. The fact that this action has become a skill means that the individual, as a result of the exercise, has acquired the ability to carry out this operation without making its implementation his conscious goal.

Reading time: 56 min

Good afternoon, dear readers! Today we will talk not about, but about the painful topic of all unemployed people at some point in their lives who are not hired because of an incorrectly written resume. It would seem, what’s wrong with writing this document? It’s not that difficult to tell about yourself as a business partner, about your advantages over other applicants for any position. But everything is not as simple as it seems at the beginning; writing a resume correctly the first time is not easy, but then there’s more to come!

A resume is your personal “business card” when applying for a job, the correct writing of which will determine your future path in life, namely, your cherished words "You are accepted!" in the HR department.

In this case, the use of the phrase “competent spelling” does not mean the correct placement of punctuation marks and a high level of spelling, since hiring for a sought-after position, in contrast to what is already the case, involves selecting the best of the best. Therefore, when writing your resume, you will have to remember all the rules of the Russian language that you studied at school. But the concept of “competent writing” when writing also includes the following:

“Brevity is the sister of talent,” we have heard about this expression since childhood. So, when writing a resume, a brief summary of your achievements, skills, abilities, and, simply put, all the advantages, increases your chance of getting the desired position than empty, voluminous stories.
You should not write template phrases indicating your personal characteristics, that is, expressions such as “communicative”, “easy to learn”, “punctual” are better to immediately throw out of your head, as they will not make you stand out from the crowd.
The ability to correctly formulate your skills and abilities in a resume(sorry for the tautology). Everything that you write in this section should be suitable specifically for the specific position for which you are applying.

So, dear readers, our article will be devoted to the third point, since the most common mistakes of all people when writing a resume are precisely the incorrect description of their skills and abilities related to the position that these people want to get.Well, let's get started?

1 Skills and abilities in a resume: the main thing you need to know to write correctly

1.1 Skills for the resume of a salesperson and other workers who are in regular contact with people
1.3 Skills for a good resume of lecturers and seminar or training teachers
1.4 Abilities in a computer scientist's resume
1.5 Skills in a resume for an accountant and auditor
1.6 Skills in a lawyer’s resume

2 General skills and abilities for a good resume

3 Example in a resume of skills and abilities

4 Correct writing of basic skills and abilities in a resume

5 How not to confuse the “About yourself” and “Skills and Abilities” sections of your resume

5.1 An example of writing skills and abilities for a resume for the position of a pharmacist

6 Indicating specific skills and abilities when writing a resume

7 Conclusion

Skills in the resume: the main thing you need to know for correct writing

The basic skills and abilities that you indicate in your resume are what the employer will pay attention to first. Indicating only your education and work experience will not promise you the desired position due to the fact that by doing so you will not reveal yourself as an individual, and therefore will not be a leader among your rivals when applying for a job.

Having described your skills and abilities qualitatively, you can be sure that you will certainly get the desired position (unless, of course, a more “skilled” person passes you by).

There is no a priori list of basic skills and abilities for a resume that will be suitable for any position (but there is). But if you don’t know at all what to write in this section, then you can use the following list, which is considered the most suitable for each position:

ability to organize and competently manage your working time;
possession of managerial skills;
ability to lead in a team;
attention to unimportant details;
ability to cope with difficult problems;
analytic skills;
ability to communicate in a business style;
ability to avoid conflicts in a team.

This list can be endless, the main thing is to choose a couple of points that are important for your position.

Remember that an employer, when looking for employees, always indicates the required skills and abilities in the advertisement that employees in a specific position must have.

Another ability of yours is important here (which you will not indicate for obvious reasons) - reformulation of thoughts. That is, when you see an advertisement “Employees Wanted...”, which will indicate all the necessary qualities of the desired employee, when compiling a resume you will write the same thing, only in your own words. Sort of like when, but only in real life.

Skills for a resumeseller and other employees who are in regular contact with people

When compiling a resume, people applying for one of these positions can write in the section “ Skills» next :

able to find a creative approach to solving any situations;
tactful (on) and tolerant (on) in relation to other people;
I know how to listen to my interlocutors and help them solve their problems;
capable of learning;
I have competent speech and the ability to persuade;
I have extensive experience in sales;
I can manage time;
I can find an approach to people;
in conflict situations I reach compromises.

Any employer will be attracted to a potential employee applying for any position such as:

fluency in foreign languages (mainly English);
Confident use of computers and computer equipment;
ability to conduct business correspondence;
possessing interest and attentiveness to the overall success of the enterprise.

Specifically for people who want to get a position in the service sector, their core skills should be those that can satisfy any customer need.

If you want to get the position of director, administrator, boss, manager or other managerial position, then you will need the following abilities, which you will talk about when writing your resume:

ability to resolve conflicts;
Possessing critical (or strategic) thinking;
ability to gain trust;
effectiveness of negotiations;
competent management of the enterprise’s time and labor resources;
independence of decisions made and responsibility for their consequences;
possession of communication skills;
ability to effectively motivate employees;
ability to solve several problems simultaneously;
ability to distribute responsibilities, as well as monitor their strict implementation.

But you should not write about what you cannot do, because if you are hired and you do not live up to expectations, then you will be threatened with dismissal at that very moment.

It is better to indicate what you can actually do without difficulty, but embellished a little for a higher assessment by the employer your candidacy.

Skills for a good resume for lecturers and seminar or training instructors

If you are applying for a position as a teacher, lecturer, lecturer, etc., then your main skills and abilities should be the following:

ability to motivate;
Possessing a high level of initiative and energy;
flexibility and patience;
ability to organize work process;
the ability to focus listeners’ interest on a specific phenomenon for the required period of time;
Possession of competent speech and clear diction;
ability to communicate with people;
the ability to establish contacts even with the most characteristic people.

Simply put, you must draw your employer’s attention to the fact that you, like no one else, are an excellent teacher and at the same time a psychologist.

Abilities on resume geeks

If you have chosen a career as an IT specialist, then your calling is to exercise control over all computer equipment belonging to your company. This means your resume should reflect the following abilities:

I am fluent in English;
I can prevent computer breakdowns;
I regularly monitor potential risks;
I carry out periodic diagnostics of computer equipment;
I easily perceive incoming information.

And don’t forget that your main skill is professional knowledge of computer technology, otherwise what kind of position could an IT specialist have for a person who doesn’t know anything about a computer except how to use browsers and.

Skills on a resume foraccountant and auditor

If you think that your life should be closely connected with accounting, then when submitting documents to any enterprise, you will definitely be required to write a resume, in the section “ Abilities and skills" which you can specify the following:

I can think analytically;
I have the ability to daily create an algorithm for the upcoming work;
I can effectively plan working time;
I identify currently significant tasks;
I can communicate with representatives of control authorities;
I pay increased attention to little things and details;
is able to determine the degree of priorities;
I regularly analyze all my actions.

In general, describe all the abilities that every competent accounting professional should have.

Skills in a lawyer's resume

If you are applying for a position as a lawyer, barrister, judge, etc., then your main skills when writing a resume should be the following:

high level of knowledge of legislative and regulatory acts of the Russian Federation;
ability to draw up necessary contracts;
ability to use electronic legal databases;
ability to work with representatives of control authorities;
the ability to find compromises in difficult situations;
strict adherence to set goals;
carrying out legal examinations.

This list, of course, is incomplete. This is just an example that you can use when writing a resume for a legal position.

General skills and abilities for a good resume

I'll give you a few skills that are common to many jobs and job seekers. That is, each of the skills listed below will not suit every position, but you can choose something suitable for your desired career.

So here's this one list of general skills for writing a good and memorable resume:

knowledge of foreign languages (here you will have to indicate a specific foreign language, as well as the degree of proficiency in it: fluency, reading with a dictionary, etc.);
programming skills;
ability to plan and develop budgets;
ability to communicate competently in a business style (both written and oral);
experience in creating client bases, as well as working with them in the future;
operational-investigative provision of access to information;
ability to develop plans;
conducting an analysis of the facts of sales made, both by the enterprise itself and its competitors;
skills in conducting and organizing inventory activities;
ability to negotiate;
ability to train and motivate the work team;
skills in working with commercial proposals;
forecasting ability;
ability to persuade;
skills to work with applied computer programs (for example: with the Microsoft Word package, 1C: Accounting, Excel, proficiency in Photoshop and others);
possession of organizational skills;
ability to make independent decisions;
skillful handling of office equipment (office equipment);
ability to work in a team;
ability to use primary data;
skills to save, purchase goods wisely, distribute the company’s financial resources wisely;
ability in pricing and direct sales;
skills to sell via cellular communications;
ability to collect and prepare statistical information;
ability to develop and conduct events related to market research and advertising campaigns;
ability to be scrupulous in collecting and preparing reporting documentation.

A certain position requires certain abilities on the part of the employee. I am more than sure that when writing a resume you will definitely use at least one of the above points. After all, many of them are suitable for every serious person who intends to apply for a good, highly paid position.

Example in a resume of skills and abilities

If you are applying for a special position, for which, unfortunately, the article did not find a suitable example of a competent resume, then you can indicate in the section “ Skills» one of the following examples (if it suits your intended position, of course):

possession of character traits inherent in a leader;
possession of technical knowledge;
ability to organize and develop projects, as well as manage them in the future;
possession of knowledge and achievements in the field of marketing;
ability to establish contact with counterparties of the enterprise;
possession of public speaking skills;
ability to take initiative;
possessing high energy when solving emerging problems;
ability to make decisions immediately;
responsibility for each assigned task;
performing any (even extremely complex) actions that can lead to the success of the enterprise;
achieving great success in service and/or sales.

Any of the points written above will pleasantly surprise your employer. This means that you will become even closer to your desired position.

Correct writing of basic skills and abilities in a resume

When looking for a job, I advise you not to limit yourself to writing one resume; it would be better to regularly change it in accordance with the intended position. But the presentation of skills for the main copy of the resume should differ from the copies of resumes for specific positions.

In the main copy of your resume, which will be suitable for most positions, you should immediately after the section “ experience» write down yours « Skills”, that is, everything you learned comes from previous work.

Let me give you a clear example: for a certain time (let’s say, five years), Anastasia worked as a teacher in a kindergarten, but she was categorically not satisfied with the salary. She quit and is now looking for a job in the same position.

So, the main skills and achievements that Nastya received at her previous job are the following:

high knowledge in the field of child psychology;
ability to resolve conflicts between children;
the ability to find an individual approach to each child;
the ability to conduct entertaining and educational activities;
ability to draw;
ability to play the piano;
skills to communicate with children;
possession of skills to prepare children for primary school.

This list can be endlessly long, but it is useless. Why? Because you shouldn’t over-praise yourself on your resume either.

Ideal people do not exist - this is a well-known fact. Therefore, an employer may not approve of a resume that is too sweet, as well as one that is poorly written.

Also, I would like to warn you that you must write only the truth in your resume. If Anastasia, who worked as a kindergarten teacher for five years, suddenly wanted to become a mathematics teacher (without any special education or work experience) and indicated in her resume that she has knowledge of higher mathematics and similar lies, then the employer simply would not believe Anastasia, since he has documents that confirm her lies in her resume.

How not to confuse the “About yourself” and “Skills and Abilities” sections of your resume

Chapter " About Me” includes phrases and words such as “Punctual”, “Sociable”, “Responsible”, but not the same as in sections like “Abilities and Abilities”, “Skills and Achievements” " or "Professional skills". This is a big mistake that many job seekers make when writing their resume.

When compiling the “” section, you must indicate all those that you received at your previous place of work or while studying at a college, institute or university. In the same section, you can indicate your achievements that you achieved while working (or studying) in this position.

In other words, this section should show you as a qualified specialist who should definitely fill the vacant position. The more clearly you tell about your skills, the more employers will be interested in your resume.

Use the following resume writing tips to increase your chance of getting the job you want:

Describe your qualifications immediately after the section “ Education" This will be more reasonable than sculpting the text anyhow.
Chapter " Professional skills and abilities» must exactly match the position for which you are applying at the time you write your resume. That is, if you send two resumes at once to different companies and for different positions, then this section should be different in both copies.
As I said above, making yourself an ideal employee is completely undesirable. Therefore, 5-10 achievements, skills, etc. are enough. when writing a resume. If you want to talk about some skills, you will have to exclude others.
Predominantly in the first place should be those abilities who fit the position like no other which you are applying for.
Make your list of skills easy to read: don't make primitive spelling and punctuation errors, don't write too abstruse phrases, but don't make the resulting list too stupid.
You need to talk about the abilities that you saw in the ad.
Each skill should begin with phrases and words such as “ I have», « I know», « I have», « I own», « I can" etc. and so on.
It is strictly forbidden to talk about your personal traits in the section “ Professional achievements" You can even write poems about punctuality and communication skills in the section “ About Me».

Lucky are those people (without work experience) who stumble upon headhunting when looking for a job. That is, such enterprises require employees with a narrow specialty who have this education, and work experience is completely unimportant for them.

An example of writing skills and abilities for a resume for the position of a pharmacist

This is what a resume section should look like: Professional skills and abilities» from a person applying for the position of pharmacist:

Professional experience– 7 years in the largest pharmacies in Moscow. I have the skills to organize a pharmaceutical service, to produce and control the quality of medicines and semi-finished products, to conduct an inventory of inventory items, to prepare an inventory of inventory items.
I can conduct research and evaluate markets for pharmaceutical products, determine demand and calculate the need for medicines and medical products, organize business activities.

To make your resume easier to read, you can write each new skill in red, but keep in mind that this will take up a lot more space.

If you correctly select the skills and abilities that suit your position, you can rest assured that they will actually call you back.

Education and work experience- these are, of course, integral parts of a resume, but nothing tells more about your abilities than the section “ Professional skills and abilities" This is where you can reveal yourself as a specialist.

The employer has little knowledge about your previous place of work, as well as the name of your university (college, university). But he would really like to find out whether you are really useful to the enterprise. The more competently you make a list of skills and knowledge, the more interested the employer. Therefore, you need to be extremely careful when compiling this list.

Indicating specific skills and abilities when writing a resume

If you are writing a resume for a specific position, then the list of your main skills and abilities should be as specific as possible to that position.

When you see an advertisement, read it carefully and understand who exactly the employer is looking for and what this someone should be able to do. Think carefully about whether you meet these requirements. If yes, then these requirements should be your skills and abilities in your resume .

But rewriting all the employer’s requirements as your abilities is a “dead number”. The employer will immediately understand that you were dishonest in writing your resume and will reject your candidacy once and for all. To prevent this from happening, modify all the employer’s requirements in the “ Skills”, adding something of your own that you think will be of great benefit to the enterprise.

Let's say you read in an advertisement that a certain position requires an employee who is fluent in English. When writing your resume, you can add this point to the fact that you know how to organize the process of obtaining a visa for your employer (if you know how, of course). After all, since the employer is interested in the knowledge of English among his employees, it means he is constantly negotiating with contractors from foreign countries who speak English. This means that you can get him a visa,will distinguish you from the crowd of competitors - applicants for your position .

I would also like to remind you that employers often search for employees using key phrases in their resumes. Therefore, when listing your skills and abilities, focus on the ad.Don't forget: you can't rewrite! You can always modify and add to it!

Conclusion

With this, today's article has come to an end. I hope that it will be useful to each of you, dear readers. After all, everyone at least once in their life has encountered writing a resume, on which their future fate depended. Someone was luckier and is now working in a desired position. And some were unable to get it due to their inability to identify their basic skills and abilities.

But now, using this article, you can independently write a wonderful resume that will interest even the most demanding employer.

A competent list of skills and achievements, a high level of spelling and punctuation, a little trick in adding sections - and that’s it, the position is yours!

Finally, I would like to wish everyone to write their resume, get the desired position and work there happily, until retirement. I advise you to watch the following video on how to write a resume correctly and what mistakes should be avoided:

That's all, dear readers! Thanks for reading! I wish you all good luck and a well-paid position! Get acquainted with and maybe you won’t need a real job at all! And here is a standard resume template that you can download right now:

Introduction

The formation of general educational skills is one of the priorities of modern primary education, which predetermines the success of all subsequent education. In the new educational standards for primary general education, special attention is paid to the formation of general educational skills, as well as various methods of activity: they are allocated in a separate block, both at the level of minimum content and at the level of requirements for the level of preparation of those graduating from primary school. The problem of developing general educational skills has been studied in pedagogical science and educational practice for more than a decade, however, the main drawback of modern education, including primary education, is still associated with the inability of schoolchildren to learn. Primary school teachers are still finding it difficult to focus on the new goals of primary education, formulated during the modernization of the structure and content of education: to teach younger schoolchildren to learn, to shape their educational activities. As before, the main emphasis is on mastering knowledge, skills and abilities. Individual components of educational activity are poorly formed: understanding and clear implementation of instructions, understanding of the educational task, self-control; the levels of development of general educational skills are not clearly defined. School administrations and teachers do not always show sufficient attention to solving the problem of increasing the activity and educational independence of schoolchildren, and this is due to a number of reasons.

the formation of general educational skills and methods of activity has so far been considered outside academic disciplines, and even if it was “built-in” into an academic subject, it was poorly coordinated between individual subjects;

the objects of control and evaluation by the administration and teachers were exclusively subject knowledge, skills and abilities;

the existence of a mandatory five-point assessment system on the part of adults hampered the formation of control and assessment independence of younger schoolchildren;

the informational and reproductive content of educational subjects did not contribute to the development of children’s search activity and inhibited the development of various methods of human activity;

there were no control and measurement materials to track the levels of formation of these skills and methods of activity.

Research problem: identifying the conditions for the formation of general educational skills of junior schoolchildren.

Purpose of the study: to identify the most effective forms and methods of developing educational skills in junior schoolchildren.

Object of study: educational process in primary school

Subject of research: the process of formation of educational skills.

In accordance with the goal, object, subject, the following tasks are formulated:

1. Based on the study of psychological and pedagogical literature, reveal the content of the main concepts of the study: “general educational skills of junior schoolchildren”, “levels of development of general educational skills”

2. To study the features of diagnosing the educational skills of junior schoolchildren;

H. To identify the most effective forms and methods of work that contribute to the formation of general educational skills of younger schoolchildren.

Research methods: analysis of literary sources, observation, theoretical analysis of the results obtained.

1. Theoretical aspects of the formation of general educational skills

pedagogy skill skill student

1.1 Definition of the concepts of “skill” and “skill”

The immediate goals of any educational subject are the assimilation by students of a system of knowledge and their mastery of certain skills. At the same time, the mastery of skills and abilities occurs on the basis of the assimilation of effective knowledge, which determines the corresponding abilities and skills, i.e. indicate how to perform a particular skill or skill. In order to understand the issue of ways and mechanisms for developing skills and abilities in students, we must first understand what skills and abilities provide. The relationship between the concepts of “skills” and “skills” has not yet been clarified. Most psychologists and educators believe that skill is a higher psychological category than skills. Practical teachers adhere to the opposite point of view: skills represent a higher stage of mastery of physical exercises and work activities than skills. Some authors understand skills as the ability to carry out any activity at a professional level, while skills are formed on the basis of several skills that characterize the degree of mastery of actions. Therefore, skills precede ability.

Other authors understand skills as the ability to carry out any action or operation. According to their concept, ability precedes skill, which is considered as a more advanced stage of mastering actions. Ability and skill is the ability to perform one or another action. They differ in the degree (level) of mastery of this action.

A skill is the ability to perform an action that has not reached the highest level of formation, performed completely consciously.

A skill is the ability to perform an action that has reached the highest level of formation, performed automatically, without awareness of intermediate steps. When a person reads a book, controlling its semantic and stylistic content, the reading of letters and words occurs automatically. When he reads the manuscript to identify typos in it, the control is directed at the perception of letters and words, and the semantic side of what is written fades into the background. But in both cases, a person knows how to read, and this ability has been brought to the level of skill (Ilyin E.P., 1986, pp. 138-147).

A skill is an intermediate stage of mastering a new method of action, based on some rule (knowledge) and corresponding to the correct use of knowledge in the process of solving a certain class of problems, but has not yet reached the level of skill. A skill is usually correlated with a level expressed at the initial stage in the form of acquired knowledge (rules, theorems, definitions, etc.), which is understood by students and can be arbitrarily reproduced. In the subsequent process of practical use of this knowledge, it acquires some operational characteristics, appearing in the form of a correctly performed action, regulated by this rule. In case of any difficulties that arise, the student turns to the rule in order to control the action being performed or when working on mistakes made.

Skills are automated components of a person’s conscious action that are developed in the process of its execution. A skill emerges as a consciously automated action and then functions as an automated way of performing it. The fact that this action has become a skill means that the individual, as a result of the exercise, has acquired the ability to carry out this operation without making its implementation his conscious goal (Rubinstein S.L., 1946. pp. 553-554). This means that when we If we form in the process of teaching the student the ability to perform some action, then first he performs this action in detail, recording in his consciousness every step of the action performed. That is, the ability to perform an action is formed first as a skill. As this action is trained and performed, the skill improves, the process of performing the action is curtailed, the intermediate steps of this process are no longer conscious, the action is performed completely automatically - the student develops a skill in performing this action, i.e. skill turns into skill. But in a number of cases, when the action is complex and its implementation consists of many steps, no matter how much the action is improved, it remains a skill without turning into a skill. Therefore, skills and abilities also differ depending on the nature of the relevant actions. If the action is elementary, simple, widely used when performing more complex actions, then its implementation is usually formed as a skill, for example, the skill of writing, reading, oral arithmetic operations on small numbers, etc. If the action is complex, then the implementation of this action, as a rule, is formed as a skill, which includes one or more skills.

Thus, the term "skill" has two meanings:

) As the initial level of mastery of any simple action. In this case, the skill is considered as the highest level of mastery of this action, its automated execution: the skill turns into a skill.

) As the ability to consciously perform a complex action using a number of skills. In this case, a skill is the automated execution of elementary actions that make up a complex action performed using the skill.

General educational skills and abilities are those skills and abilities that correspond to actions that are formed in the process of learning many subjects, and which become operations for performing actions used in many subjects and in everyday life. To master individual subjects, so-called subject-specific skills and abilities are required. They correspond to such actions, formed in any educational subject, which can become operations for performing only other specific actions of this subject or related subjects. For example, the skills of reading and writing natural numbers and operations on them at the initial formation are purely mathematical skills (actions), but then, when they are already formed, they turn into operations that are widely used not only for performing various mathematical operations, but also for actions in many other subjects (even such as history or literature) and in everyday life practice. Therefore, these skills are general educational skills. But the ability to find the derivative of a certain function corresponds to an action that is used in mathematics courses and, in some cases, in physics and chemistry courses. Therefore, this skill is subject-specific. As we can see, it is quite difficult to draw a clear boundary between subject-specific and general educational skills. At the same time, all educational skills and abilities developed in any academic subject can be divided into two categories:

) General, which are formed in students not only when studying this subject, but also in the process of learning many other subjects, and which are used in many academic subjects and in everyday life practice, for example, writing and reading skills, working with a book, etc. .;

) Specific (narrow subject), which are formed in students only in the process of learning a given academic subject and are used mainly in this subject and partly in related subjects, for example, determining the total resistance of a conductor circuit in physics, or calculating the valence of a complex chemical substance, etc. .d.

General educational skills and abilities are structured as blocks of abilities, skills, and methods of action in the following types of activities:

Cognitive activity:

? ability to determine adequate ways to solve problems based on given algorithms(carry out computational actions, convert one unit of measurement into another based on their ratio; solve problems in an arithmetic way; perform morphemic analysis of a word; highlight spellings in a word; independently establish a sequence of actions to solve an educational problem);

? ability to model information, processes and phenomena(carry out the planned plan and order of actions; formulate a task based on a given numerical expression; work with the simplest ready-made symbolic models; write down sentences of a given structure; compose quoted extracts from a written text; fill out diagrams, tables; master symbolic and alphabetic symbols);

? ability to compare, contrast, rank, classify objects according to the proposed criteria(compare quantities by their numerical values; distinguish sounds and letters; recognize parts of speech; distinguish members of a sentence; parse a word according to its composition; compare task data)

Communication activities:

? ability to search and transform information(search for information given explicitly and implicitly; explain terms using this text; work with structural units of the text);

? the ability to create your own written statements on a given issue(create sentences of a given structure and your own texts; use this text to describe the situation).

1.2 Levels of mastery of skills and abilities

The process of developing educational skills (general and subject-specific) is long and, as a rule, takes more than one year, and many of these skills (especially general ones) are formed and improved throughout a person’s life.

You can set the following levels of student mastery of actions that correspond to both educational skills and abilities:

level - students do not master this action at all (no skill).

level - students are familiar with the nature of this action, they can perform it only with sufficient help from a teacher (adult);

level - students are able to perform this action independently, but only according to a model, imitating the actions of a teacher or peers;

level - students are able to perform actions quite freely, being aware of each step;

level - students automatically, minimized and accurately perform actions (skill).

level - acquaintance. As a result of mastering at this level, the student can recognize the studied objects, processes, phenomena, methods of action

level - reproduction. The student can reproduce learned information, repeat learned actions and operations

level - skills and abilities. The student can perform actions, operations according to the program or algorithm that were studied during training, but the contents and conditions are new

level - creativity. The student participates in research and solves creative problems.

We emphasize that not all educational skills should reach the level of automation and become skills. Some learning skills are usually formed at school up to the 3rd level, others, mainly general ones, up to the 4th level, after which they are improved in subsequent training.

3 Formation of general educational skills

The formation of general educational skills is a special pedagogical task. However, not all teachers view this problem from this point of view. It is often believed that special, targeted training of these skills is not necessary, since students themselves acquire the necessary skills in the learning process - this position is incorrect. In his educational activities, the student actually processes and transforms the methods of educational work that the teacher assigns to him. Such internal processing leads to the fact that the child’s learned way of working with educational material can sometimes differ quite sharply from the teacher’s standard. At the same time, the teacher, as a rule, does not control this process, recording only the quality of the result obtained by the student (solved or unsolved problem; meaningful or shallow, fragmentary, uninformative answer, etc.) and does not imagine what individual skills, techniques The child’s educational work spontaneously developed. And these methods may turn out to be irrational or simply incorrect, which significantly hinders the student’s progress in the educational material and the development of educational activities. Cumbersome systems of irrational techniques slow down the educational process, complicate the formation of skills and their automation.

So, throughout the entire course of schooling, students need to develop general educational skills, moreover, consciously controlled skills, some of which are then automated and become skills. What should a teacher do in this case? Let us note two main points, or stages: setting a goal and organizing activities (see animation) (Bardin K.V., 1973; abstract). First of all, children are given a special goal - to master a certain skill. When a teacher is faced with a lack of a specific skill in students, he must first ask himself the question, was such a goal set for him? Are the students aware of it? After all, only the most intellectually developed students independently identify and understand the operational side of learning activities, while the rest remain at the level of intuitive and practical skills. A very common drawback in organizing students' educational work is that they do not see the educational task or educational goal behind the work they do. Of course, at first, and periodically in more complex cases in the future, the teacher, when giving this or that task, himself indicates the educational task that the student must solve while completing this task. But gradually students acquire the ability, ability and habit to see behind any work they perform the knowledge, skills and abilities that they should acquire as a result of this work. In addition to awareness of the goal, the student needs to understand its relationship to the motive of his activity. Learning motivation is always individual: each child has his own system of motives that encourage him to learn and give meaning to learning. It is known that informal development of higher intellectual skills is possible only with cognitive motivation. However, even if cognitive motivation predominates, the child will still have other motives - broad social ones, achieving success, avoiding punishment, etc. The teacher has to focus on this entire wide range of motives. Setting the goal of teaching this skill, he must enable each student to understand what personal meaning will be contained in this work, why he needs this skill (having mastered it, he will be able to perform complex tasks that are much more interesting than those that he is performing now; he will be able to quickly and solve problems of a certain type correctly; get high marks, etc.). To set a clear goal for students, he must first have an appropriate skill development program himself. With a planned thematic system for organizing the educational process, this program is provided in each educational minimum - a list of basic knowledge, abilities and skills that must be acquired by all students when studying the educational topic. The training minimum includes only the most important, essential issues, without knowledge of which subsequent study of the curriculum is impossible. It also includes the development of educational skills, both those provided for by the curriculum and those not provided for by it, without mastering which the students’ activities will not be sufficiently rational and effective (we will consider this system below). After the motivational formation of skills, the stage of organizing joint activities with the teacher follows. In this joint activity, the student must, first of all, receive a sample or rule, an algorithm of work. It is advisable that, upon receiving a ready-made sample, the children themselves (but under the guidance of the teacher) develop a system of rules by which they will act. This can be achieved by comparing the task being performed with a given sample. For example, when teaching the ability to draw up a plan diagram, a teacher can show in the form of a sample a plan for a specific topic already familiar to children. Focusing on it, students complete a task on another, related topic - they draw up a plan for this educational material. Next, they, together with the teacher, carefully analyze several works from the class, comparing them with each other and with the sample. It is determined which elements in the diagram are highlighted, which connections are shown, which are missing, and which are superfluous and unnecessary. As can already be seen from the above example, joint activity with the teacher to develop a conscious skill is always externally deployed. Students usually have an underdeveloped ability to act internally and theoretically when faced with a cognitive task. In any case, acting according to plan, they encounter significant difficulties. Therefore, they need easier, more accessible actions, external in form. Thus, the main path here is joint activity, and the method is the implementation of external actions. Moreover, external actions should initially be as extensive as possible and only then, as the skill is developed, can they be reduced. After students understand the rules by which they need to act, exercises are necessary in using the acquired skill. It is not enough for a student to know the rational rules of academic work; he must also learn to apply them in his own practice. The exercises during which the skill is developed should be varied. For example, when teaching the ability to distinguish between the main and the secondary, in particular, the following exercises and tasks are used: highlight in the text those parts of it that are most essential for revealing its content; omit minor points when retelling the text; arrange educational material in a certain order, corresponding to the degree of its importance; compare any phenomena that are similar in the main and different in particulars, while clearly explaining what is essential and what is not. The training required to develop a skill should not be one-sided or excessive. A skill that a child has sufficiently mastered using simple material is then often difficult to incorporate into complex activities that involve the use of different skills. By performing a special exercise, the student focuses on the correct use of one new skill. When a more difficult task requires him to distribute his attention, to include this skill in the system of previously developed ones, it begins to “fall out.” Thus, in Russian language and literature lessons, a student who performed the exercises well may make mistakes by not using the same rules in the dictation, and someone who wrote dictations competently may make mistakes when working on an essay. This can be avoided by teaching the child to combine the skill or skill being developed with others so that he can use them together, while simultaneously mastering increasingly complex methods of activity. Thus, all this complex work is aimed at ensuring that the student’s external practical activity becomes his internal property and can be performed mentally.

4 Application of knowledge, skills and abilities

The application of knowledge, skills and abilities is the most important condition for preparing students for life, a way to establish a connection between theory and practice in educational work. Their use stimulates learning activities and builds student confidence in their abilities. Knowledge becomes a means of influencing objects and phenomena of reality, and skills and abilities become an instrument of practical activity only in the process of their application. The most important function of application is obtaining new knowledge with its help, i.e. turning them into a tool of knowledge. In this capacity, the application of knowledge can often mean only the mental transformation of some initial models of reality in order to obtain new ones that more fully and completely reflect the real world. A typical example of such an application is the so-called. thought experimentation. The ability to use acquired knowledge to obtain new ones is called intellectual skills. In practical activities, in addition to intellectual ones, it is necessary to use specific skills and abilities, which together ensure the success of work. The application of knowledge, skills and abilities - one of the stages of assimilation - is carried out in a wide variety of activities and largely depends on the nature of the academic subject and the specifics of the content being studied. It can be pedagogically organized by performing exercises, laboratory work, and practical activities. Particularly profound in its impact is the application of knowledge to solving educational and research problems. The application of knowledge enhances the motivation of learning, revealing the practical significance of what is being studied, makes knowledge more durable and truly meaningful. The application of knowledge in each academic subject is unique. When studying physics, chemistry, natural science, physical geography, knowledge, skills and abilities are used in such types of student activities as observation, measurement, recording the data obtained in written and graphic forms, solving problems, etc. When studying humanitarian subjects, knowledge, skills and abilities are realized when students independently explain certain phenomena, when applying spelling rules, etc. The application of knowledge, skills and abilities is associated, first of all, with recognizing in a specific situation cases where such application is appropriate. Special training in appropriate recognition is associated with the establishment of fundamental similarity and, therefore, with the ability to distract (abstract) from factors and features that, under given circumstances, can be considered insignificant. The unity of generalization and specification makes it possible to avoid solving problems only by relying on memory, and not on a comprehensive analysis of the proposed conditions, i.e. avoid formalism of knowledge. Another necessary condition is knowledge of the sequence of application operations. Usually more attention is paid to teaching this kind of actions, but mistakes are also encountered here - most often, attempts to reduce it to purely algorithmic procedures in a once and for all given sequence. The application of knowledge, skills and abilities is successful when it acquires a heuristic and creative character. Learning is impossible without the use of available (even minimal, gleaned from everyday experience) knowledge, skills and abilities and is a purposefully organized system of consistent application of knowledge, skills and abilities. In some cases, application can only be mental, imaginary. Improvement of knowledge, skills and abilities also occurs only in the process of their application, therefore, repetition of what has been learned should, as a rule, not be a simple reproduction, but its application in more or less new conditions. To apply knowledge, skills and abilities, interdisciplinary connections are important, because Actions with real objects require simultaneous consideration of knowledge in several academic subjects. The successful application of knowledge, skills and abilities is facilitated by self-control.

Conclusions on the first chapter

Mastering knowledge and skills is the condition and basis of human education. In the psychological and pedagogical understanding, knowledge is a cognizable reality adequately imprinted in human memory in linguistic form, including methods (rules) of activity. Skill is knowledge in action. Knowledge and skill are interconnected, both abstract and concrete. A person knows only what he can and vice versa. The manifestation of skill indicates mastery of a certain skill. Until the student demonstrates the required skill in the process of activity, one cannot say that he has such a skill, and, consequently, knowledge and ability.

2. Practical principles of taking into account the development of skills and abilities in primary school students

1 Description of the research base

In order to identify the formation of skills and abilities among elementary school students, we conducted a study in the second grade of Municipal Educational Institution Secondary School No. 2, teacher of the second qualification category, Kotova Evgenia Aleksandrovna. 20 children took part in the study.

As part of the study, we checked the level of development of skills and abilities of second-grade students in such subjects as the Russian language, mathematics and the outside world.

The following subject knowledge and skills were tracked in the Russian language and mathematics:

In Russian:

Skills related to the acquisition of knowledge of the language system (distinguish between sounds and letters; parse words according to their composition; recognize parts of speech; determine the morphological features of a word; highlight the grammatical basis of a sentence);

Skills related to mastering the norms of a literary language (competently writing words with studied spellings; highlighting spellings in a word; explaining the placement of punctuation marks in sentences of the studied structure);

Skills related to speech activity (search and transform information; create written statements on a given issue)

mathematics :

Skills related to building relationships between quantities (know and apply the relationships between units of measurement of quantities of various kinds; understand and apply the relationships “more by”, “less by”, “more by”, “less by”, “increase by”, etc.);

Skills related to solving arithmetic problems way (to know the essence of the problem; to analyze the problem; to build a solution plan; to check and summarize);

Computational skills (arrange the order of actions; find the sum, difference, product, quotient of numbers).

As part of the research on the surrounding world, CMMs were used (testing and measuring materials of a new type - tasks, the text of which was practice-oriented, and the skills and abilities determined among students were supra-subject, tasks for the text were multi-level). They became a control and measuring material aimed at determining the level of functional literacy of students. (application)

Any work involved a three-level assessment of the development of educational skills and abilities, determined depending on the number of points scored for completing tasks.

In the assessment, a point coefficient was used to determine the level: 2 points - the skill is formed (100%); 1 point - the skill is not developed enough, there are errors in completing the task (50%); 0 points - task not completed, this skill is missing. A low level corresponds to the ability to simply reproduce material (linear). Average level - skills (analysis, synthesis) are not sufficiently developed. High level - a creative approach to completing a task (design). This is the mastery of skills and abilities.

2 Analysis of research results

As a result of our research, we found out the following:

Russian language

Teaching the Russian language forms in children an idea of language as an integral system. It is aimed at the personal, spiritual, moral, emotional, and intellectual development of the primary school student, at the formation of his individuality, at the development of all forms of communication - speaking, writing, listening, reading, at knowing the world around him and himself. The results are presented in diagram 1

Diagram 1. Formation of skills in the Russian language

In mathematics, the study identified the basic mathematical skills that students need for further education:

the ability to see, describe and apply relationships between quantities;

solve simple problems using arithmetic methods;

carry out calculations.

The results are presented in diagram 2

Diagram 2 Formation of skills in mathematics

The results of work on the surrounding world are presented in Table 1

Table 1 The effectiveness of the work performed on the environment.

Full name Number of correct answers Number of incorrect answers Fedorov R. 713 Kolomeets S. 911 Gutovova A. 911 Ivanov R. 155 Malyshevich D. 146 Kunguriev V. 146 Bril E. 119 Budarnaya N. 137 Tyulikov S. 155 Putrenko S. 146 Zueva D. 515 Chakhlova S. 812 S Emerukha I .911 Shershova V.1010 Kolesnikova V.713 Koshevarova E.812 Khomuttsova V.128 Sulimanov I.146 Vaganova S.119 Solonko A.614

Diagram 3. Development of skills in the surrounding world

Conclusion from the table

Not a single child coped with the work in full

Almost all children had difficulties with questions and tasks related to the third and fourth levels of mastering knowledge and skills.

Difficulties were raised by questions related to the transfer of skills from one situation to another.

Conclusion on the second chapter

Some of the primary school students studied make computational errors; some students do not know how to build relationships between units; Almost every third person does not know how to solve problems using arithmetic methods.

Every fourth student experiences difficulties in completing tasks that test skills related to mastering knowledge of the language system and skills related to mastering the norms of a literary language.

A number of students studied do not demonstrate the ability to search and transform information.

Conclusion

Mastering skills and abilities is the condition and basis of human education. In the psychological and pedagogical understanding, knowledge is a cognizable reality adequately imprinted in human memory in linguistic form, including methods (rules) of activity. Skill is knowledge in action. Knowledge, ability and skill are interconnected as abstract and concrete. A person knows only what he can and vice versa. The manifestation of skill indicates mastery of certain knowledge. Until the student demonstrates the necessary skills and abilities in the process of activity, one cannot say that he has such abilities and skills, and, consequently, knowledge. The methodology for assessing educational achievements assumes that ability and skill as a set of acquired elements of human and social experience are reproduced by the student in speech And Vactivities. Since for successful learning, schoolchildren need the skills of reading, writing, counting, and speaking, it is these skills that will allow them to move on to mastering more complex skills and abilities.

Bibliography

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Verbitsky A.A. New educational paradigm and contextual learning. - M., 1999.

A conceptual model for the development of universal learning activities.

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Application

Observation, classification (based on a given or independently found basis), self-control.

Object of observation: drawings for a page introducing children to the letter a and the sound “a”.

Assignments: look at the drawings in the alphabet that were made for the page introducing the letter and the sound “a”. Choose those pictures whose names begin with the sound “a”.

Come up with your own tasks for grouping these drawings.

Offer your own solution to write on the board.

Listening, classification (based on a given or independently found basis), self-control.

Text: “Borin’s dad is a captain. Pavlik's dad is a radio operator. Lida's dad is a cook. And Olya, Dasha and Kolya’s dads serve as sailors.”

Assignments: listen to the first two sentences and name words that contain the sound “p” (dad, Pavlik). Test yourself with the ABCs.

Variants of the task that children can come up with: listen to sentences and name only words that contain the sound [p ]; such words in which there is neither the sound [p] nor the sound [p ] (Borin, radio operator, Lidin, cook, a, u, Olya, Dasha, and Kolya, serve as sailors); What groups can the words of sentences be divided into? (For groups in which there is a sound [p], there is a sound [p ], there is neither one nor the other sound - three groups; monosyllabic and polysyllabic; starting with a capital letter and a small letter - two groups...)

Reading, classification (based on a given or independently found basis), self-control.

Here stands a shepherd, // Like a guard. // He signals to the herd: // - Herd! Stop!

Tasks: read the text and decide how to divide the words of the text into two different groups (with the letter s and without this letter), into different groups (with the letter s only at the beginning, only in the middle, without the letter s...); write down the words in groups in different columns; check your work using the alphabet.

Observation, generalization, self-control.

Object of observation: drawing for the words he, she, it, they, we.

Assignments: name this drawing. (“The sun is shining”, “Friendly family”, “Tea party”, “Summer rain”, “Mom carries a samovar”...).

Determine whose name is the most accurate. Why? (“Friendly Family”, “Tea Party” - the names generally and most accurately reveal the picture.)

Listening, summarizing, self-control

Text: “The music started playing loudly. Fog enveloped the hall, and a magician appeared. In front of him was an empty chest.

The magician said:

Finty, vinty, fuchs!

And suddenly a fountain began to flow from the chest. What a trick!

Bravo! Bravo! Bravo!"

Assignment: listen to the text and title it. (“Circus”, “I love the circus too”...) Which name is the most accurate? Why?

Reading, summarizing, self-control

Text: “New Year means snow, snowdrifts, sleds, skates. It's winter holidays!

But at the same time, in distant Australia, children begin their summer holidays. The heat is up to forty degrees. Here's to the New Year! But Santa Claus and Father Frost will fly with gifts to Australia and Africa.”

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